Abnormal Psychology - American Counseling Association



ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION COUNSELOR EDUCATION PROGRAM Professor: Barbara C. Trolley, Ph.D., CRC, Licensed Psychologist, ProfessorSemester & Location: Spring, 2010E-Mail Address: btrolley@sbu.eduPhone: 375-2537A. COURSE TITLE: CE 540 Abnormal PsychologyB.REQUIRED TEXTS: American Psychiatric Association (2000). Diagnostic and statistical manual of mental Disorders DSM-IV-TR Fourth Edition (Text Revision). Washington, D.C.: Author.Barlow,D. & Durand,V.M. (2009). Abnormal psychology: An integrative approach (5th ed.) Belmont, CA: Wadsworth. Brown, T. & Barlow, D. (2007). Casebook in abnormal psychology (3rd ed). Belmont, CA: Wadsworth.ISBN for Barlow and Brown Book Package: 0495661244.C. Credit Hours: 3 graduate credits.D. Program Goals: Goal #1: Students in the Counselor Education Program will be able to demonstrate competency in the use of basic counseling skills to influence human behavior. Goal #2: Students will acquire the ability to develop an effective counseling treatment plan. Goal #3: Students will demonstrate knowledge in the eight core areas of counseling as established by the Council for Accreditation of Counseling and Related Educational Programs. E. Approved Course Description: To acquaint the beginning graduate student in community counseling with the field of abnormalpsychology with emphasis on the definitions and distinctions between the various abnormaldisorders, an introduction to the current research in the field, a discussion of the numerouscontinual controversial issues and a review of the data based treatment approaches. Inaddition, this course will assist the graduate student to understand the nature, needs, and problems of individual’s at all developmental levels over the life span, to understand the issues in mental health that may stem from gender, race, class, sexual orientation and religiousdifferences and to understand the nature, needs and problems of a multicultural and diversesociety.F. Prerequisites: No prerequisites are required for this counseling class. F. PROGRAM GOALS:Goal #1: Students will be able to demonstrate competency in the use of basic counseling skills to influence human behavior. {LG1, LG3, LG4}Goal #2: Students will acquire the ability to develop an effective counseling treatment plan. {LG1, LG2, LG3, LG4}.Goal #3: Candidates will demonstrate knowledge in the eight core areas of counseling as established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). {LG1, LG2, LG3, LG4}.G. Learning Objectives: To provide the graduate student with an understanding of:CACREPPROGRAM GOALSAbnormal behavior including an understanding of developmental crisis, disability, pathology and cultural factors as they affect both normal and abnormal behavior, and to assist the graduate student in expanding their ability to think critically, and with open minds, about issues that stem from gender, race, class, sexual orientation and religious differences as they impact the diagnosis and treatment of psychological disorders. Sec. II, 1,J1Goal #2The general principles and practices of etiology, diagnosis, treatment and prevention of mental and emotional disorders and dysfunctional behavior and the general principles and practices for the promotion of optimal mental health; J.6,J,7Goal #2 The models and methods for assessing mental status and the identification of abnormal, deviant or psychopathological behavior by obtaining appropriate behavioral data using a variety of techniques including projective and non-projective personality assessment and achievement, aptitude and intelligence testing and translating findings into current DSM-lV-TR categories. J.6,J.7Goal #2H. FIELD EXPERIENCES: None required. Volunteer experiences strongly encouraged. MUST have personal liability insurance.I. COURSE REQUIREMENTS: ASSIGNMENT MEASURECACREPQUIZZESa. There will be 4 quizzes, based on the Barlow & Durand (2009) text. b. These quizzes are open book and take home, but NOT team quizzes, II 1 a, j3 c. f .g BOOK REPORTa. Each student will pick a auto-biographical/biographical book to read about a person (living or dead) who has/had one of the disorders identified in Chapters 5-15 of the text. b. The outline for this book report is included at the end of the syllabus.II 5 d, e, g7 a, f, gPORTFOLIO OF DIFFERENCEa. Students will select 1 example each week related to mental health issues. A total of 12 examples are to be included. b. The details of this project are outlined at the end of the syllabus.II 2 b, e, fGROUP PRESENTATIONa. Students will self-select and work in a group of 4.b. The details of this project are outlined at the end of the syllabus.II1 a, i, j7 aJ. EVALUATION:GRADE VALUEINDICATORA = 93-100A- = 90-92Demonstrates a superior application and connection of knowledge and skills through analysis and synthesis of research and professional practice.B+ =87-89B= 83-86B- = 80-82Demonstrates a thorough and effective application and connection of knowledge and skills through analysis and synthesis of research and professional practice. C+ = 77-79C= 73-76C-=70-72Demonstrates an inconsistent level of application and connection of knowledge and skills through analysis and synthesis of research and professional practice.F < 70Fails to demonstrate a basic application and connection of knowledge and skills through analysis and synthesis of research and professional practice/ PPassing grade for field experience/practicum.FFailing grade for field experience/practicum.Each Assignment Worth 25% Satisfactory Class Attendance & Experiential Group Participation Required K. COURSE CALENDAR:WEEK & DATESTOPICBarlow & Durand CHAPTERSBrown & BarlowCHAPTERS1[1/18]Abnormal Behavior in Historical Context112[1/25]An Integrative Approach to PsychopathologyResearch Methods2423[2/1]Clinical Assessment & Diagnosis334[2/8]Anxiety DisordersSomatoform & Dissociative Disorders5, 64, 75[2/15]Mood Disorders & Suicide 78, 96[2/22]Eating & Sleep Disorders Physical Disorders & Health Psychology8910, 112/29SPRING BREAK7[3/8]Sexual & Gender Identity Disorders1012, 138[3/15]Substance-Related & Impulse-Control Disorders11149[3/22]Columbia WebinarOn-Line QuizzesNo Class10 [3/29]Personality Disorders125, 154/5EASTER BREAK11 [4/12]Schizophrenia & Other Psychotic Disorders131612 [4/19]Developmental DisabilitiesCognitive Disorders141517613[4/26]Mental Health Services: Legal & Ethical Issues1618, 1914[5/1]Wrap upAssignmentsDue DatesBook Reports Week 6 [2/22]Class PresentationsWeeks 7-10 [3/8-29]QuizzesWeek 10 [3/29]Portfolio of DifferenceWeek 11 [4/12]L. ADDITIONAL COURSE INFORMATION:Conceptual Framework: The School/Community mental Health Counseling program is conceived and developed according to the School of Education conceptual framework, 'A Journey to Excellence'. This course addresses:“Competence” (reading assignments, lectures, class discussion, quizzes, book report, group presentation, portfolio of difference)“Experience” (portfolio, class group activities, speakers and videos)“Social Justice” (issues of assessment and etiology of disorders among diverse populations discussed) 2 School of Education Attendance Policy: “Attendance is required and critical for success. It is the student’s professional responsibility to attend classes, produce quality work, and adhere to the ethics of the profession. Courses may contain content that cannot be made up if classes are missed. Failure to attend all classes may result in lowered grades or failing the course. Instructors have the responsibility for monitoring attendance and determining the effect of attendance on course grades and will inform students of their specific attendance requirements.” 3Academic honesty: Students are expected to abide by the academic honesty policy of the University. 4Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services Office, Doyle Room 26, at 375-2066 as soon as possible to better ensure that such accommodations are implemented in a timely fashion 5Multicultural emphasis (Diversity): The text presents a multicultural approach which is presumed for all of the theories of counseling and especially in Chapter 16 on Integration where the matter is dealt with in depth. Openness to and respect for differences is an underlying value stressed by this course. 6 Methods of Instruction: Lectures will be combined with small group activities and class discussions and presentations. 7- Tentative format of the class:Class lectureVideo examplesClass speakers; panel of adults identified with mental health issues/March- student presentationsSmall group discussion of cases/On-Line Columbia Medical School Presentations, . SELECT BIBLIOGRAPHY:1- Sample Articles:American Psychological Association. (2005). Mind/body health: Interactive. Retrieved 11/30/09from: Andrews, J., Briggs, A., Porter, R., Tucker, P. & Waddington, K. (1997). The history of Bethlem. London: Routledge.Andrews, J. & Scull, A. (2001). Undertaker of the mind: John Munro and mad-doctoring in eighteenth-century England. Berkeley; Univ. of California Press. Canter, D. (1994). Criminal shadows: Inside the mind of the serial killer. London: Harper Collins Publishers. Canter, D. (2005). Mapping murder: Walking in killers’ footsteps. London; Virgin Books. Canter, D. (2007). Investigative psychology: Analyzing criminal action. New York: John Wiley & Sons.Eigen, J.P. (1995). Witnessing insanity: Madness and mad-doctors in the English court. Yale University Press, New Haven, Connecticut and London. Gaviria, M. (Director), & Smith, M. (Producer). (2001, April 10). Medicating kids. Frontline. Retrieved 11/30/09 from: Gilbert, S., Keery, H., & Thompson, K (2005). The media’s role in body image and eating disorders. In E. Cole & J. Daniel (Eds.), Featuring females: Feminist analysis of media (pp. 41-56). Washington, DC: American Psychological Association. Gleaves, D.H., Smith, S., Butler, L., & Spiegel, D. (2004). False and recovered memories in the laboratory and clinic: A review of experimental and clinical evidence. Clinical Psychology: Science and Practice, 11, 3-28.. (n.d.). Best things to say to someone who is depressed. Retrieved 11/30/09 from: Houston, R. A. (2000). Madness and society in eighteenth-century Scotland. New York: Oxford University Press. Jamison, K. R. (1995). An unquiet mind: A memoir of moods and madness (excerpt). New York: Vintage Books. Retrieved 11/30/09 from: Kihlstrom, J.F. (2004). An unbalanced balancing act: Blocked, recovered and false memories in the laboratory and clinic. Clinical Psychology: Science and Practice, 11, 34-41. Kingsley, E. P. (1987). Welcome to Holland. Down Syndrome WWW. Retrieved 11/30/09from: Kirsch, I. & Sapirstein, G. (1998). Listening to Prozac but hearing placebo: A Meta- analysis of antidepressant medication. In I. Kirsch (Ed.), How expectancies shape experience (pp. 303-320). Washington DC: American Psychological Association. MacLowry, R., (Producer), & Samels, M. (Director). (2002). A brilliant madness: An Interview with John Nash. American Experience. Retrieved 11/30/09 from: Marrou, C. (1996, June 26). Let me tell you a secret. Newsweek. Retrieved 11/30/09 from: McPhee, L. (2000, December 12). Dying to be thin. Nova. Retrieved 11/30/09 from: Miller, W. & Carroll, K.M. (2006). Rethinking substance abuse: What science shows, and what we should do about it. New York; Guilford Press.Porter, R. (2003). A brief history of madness. New York, NY: Oxford University Press. Public Images Network. (n.d.). Think people first. Retrieved 11/30/09 from: Reagan, R. (1994, November 5). President Reagan courageously announces his illness. Retrieved 11/30/09 from: Simpson, D. E., Hanley, J. J., & Quinn, G. (2002, July 16). Refrigerator mothers. POV. Retrieved 11/30/09 from: Townsend, L. (2006). Leslie Townsend's story. Retrieved 11/30/09 from:, Adrian. (2007). Cognition about cognition: Metacognitive therapy and change in generalized anxiety disorder and social phobia. Cognitive and Behavioral Practice, 14, 18-25.2- Sample Journals: {}:Alcoholism: Clinical and Experimental ResearchAmerican Journal of PsychiatryAmerican Journal of PsychologyArchives of General PsychiatryDevelopment and PathologyDrug and Alcohol DependenceJournal of Abnormal Child Psychology?Journal of Abnormal Psychology?Journal of Addictive DiseasesJournal of Affective DisordersJournal of the American Academy of Child & Adolescent PsychiatryJournal of College CounselingJournal of Consulting and Clinical PsychologyJournal of Counseling and DevelopmentJournal of Mental Health CounselingJournal of Psychology and Behavioral SciencesSchizophrenia BulletinThe Journal of Child Psychology and Psychiatry and Allied DisciplineBOOK REPORT OUTLINEThe sections of the book report will include:Page 1: Summary of Person's DisorderA summary of the person's disorder and issues/functioning :personalcognitivebehavioralemotionalsocialphysicalPage 2: Diagnostic AssessmentA chart that includes: Left side - 3 sections (the DSM IV-TR criteria of the disorder, the etiology of the disorder according to the text, and differential diagnosis considerations). Right side - case analysis of the book's character according to each of these dimensions summary, using the 5 axesPages 3 & 4: Evidenced Based Practices Identified in the ResearchA review of 4 professional articles related to evidenced- based interventions for this disorder. Sample Journals listed in the bibliography. For each article, include:the complete reference in APA stylean abstracta paragraph summarizing the interventions for this disorder identified in the article which are effective, ineffectiveyour reactions to each article and whyPage 5: Clinical ImplicationsIn regard to this disorder, what have you learned about:EtiologySymptoms AssessmentEffective and ineffective interventionsEthical or Legal ConcernsOtherPage 6: Resourcesa list of 10 resources pertinent to the topic (5 community, 5 online)BOOK REPORT WORKSHEETName:Please rate your top 5 choices of disorders that you would like to choose a book on to read, with 1 being the highest interest. Topics will be assigned by the second week of class.DisorderRating (1-5)Anxiety DisordersSomatoform & Dissociative Disorders Mood Disorders & Suicide Eating & Sleep Disorders Physical Disorders & Health PsychologySexual & Gender Identity DisordersSubstance-Related & Impulse-Control DisordersPersonality DisordersSchizophrenia & Other Psychotic DisordersDevelopmental DisabilitiesCognitive DisordersPORTFOLIO OF DIFFERENCE OUTLINEa. Examples of 'abnormal' behaviors (depictions of mental illness, DSM IV categories) may be taken from the newspaper, professional/lay magazines/books, TV reports/shows, case conferences, personal contacts, and people alive or dead in history that have had a mental illness.b. Each example will be put in a binder; non-pictorial examples are to be summarized in one paragraph. c. For each of the 12 examples (Use these headings below):Describe the exampleState your Positive/Negative reactions to the example & Why (e.g., how is abnormality portrayed? what impressions does the example give?)Share constructive improvements of the example (e.g., how would you rewrite a news story? what societal issues need to be addressed? What treatment interventions are needed?) d. Reviews are graded on: The diversity of examples/topics (i.e., gamut of disorders discussed in the text)The diversity of sources from which they were obtainedLevel of analysesOrganizationCreativityThoroughnessOverall presentationGROUP PRESENTATIONa. Students will self select a group, total number 3 in the group, with whom to work.b. There will be 8 presentations total, 2 presentations each for the 4 designated chapters. c. Presentation grades will be based on:Team involvementPresenters' Style ContentNew Knowledge GainedAudience ParticipationCreativityd. Each presentation will be 30" in length. e. For each presentation to the class, the group will:Prioritize their topic interests and presentation dates (see next page)Develop and share electronically before the date of the presentation:a powerpoint presentationa list of 5 references with abstracts specific to the topic5 practical resources pertinent to the topican evaluation form pertinent to their presentationBe creative in your teaching of the powerpoint. You may use such things as short video clips, role plays, case examples, small group activities, structured instruments, surveys. Speakers are not a good choice due to the 30" timeframe of the presentation.GROUP PRESENTATION WORKSHEETa. NAMES:1. _______________________2. _______________________3. _______________________Please rate the following topics and dates 1-3, with one being your top choice. Topics will be assigned by the second week of class.b. Topics: Note, there are many subtopics within these chapters (1,2,3, 16). Please be specific. ChapterAdditional Comments to Specify AreaChoice Rating1- Historical Perspectives of Abnormal Behavior2- Biopsychological Issues & Abnormal Behavior3- Multicultural Issues & Abnormal Behavior4- Clinical Interviews5- DSM IV6- Assessment Tools7- Legal Issues & Abnormal Behavior8- Ethical Issues & Abnormal Behavior9- Mental Health Services10- Other (Be specific)c. Dates of Presentations (rate 1-3, with 1 being your first choice)3/8___3/15___3/22___3/29___ ................
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