Abnormal Psychology

Jeanne M. Slattery, Ph.D.

10 - 10:50am MWF 11 - 11:50am MWF 121 Harvey Office Hours: 9 - 10 MWF Office: 232 Harvey Hall Office Phone: 393-2254 or 393-2295 e-mail: jslattery@clarion.edu http://psy1.clarion.edu/jms/index.html

1-2pm M 2-3pm R

Powerpoint outlines
How glorious it is -- and also how painful -- to be an exception. --Louis Charles Alfred de Musset, French writer (1810 - 1857)

Our Goals
To do therapy we must understand what is "normal" and what is not. To be able to make that distinction we must have some basic skills. We must be able to: Observe behavior carefully and objectively, observing patterns in behaviors Understand the behavior in context for that individual, setting and culture Be able to identify developmental and cultural norms and compare the behavior to these Compare the behavior with some overarching definition of mental health In other words, sometimes it "makes sense" to be depressed. Sometimes it is "abnormal" to react with laughter. We will approach the goals described above using the diagnostic system developed by the American Psychiatric Association, the DSM-IV, learning both the strategies they use to categorize patterns of abnormal behavior as well as what those characteristic patterns are. Although this is not a "therapy course"" we will also look at accepted treatment strategies for particular diagnostic categories. As we explore these issues we will think about the major controversies in the field. Among others: What are the advantages and disadvantages of using labels? Can people with psychiatric problems be held "responsible" for their behavior? Why are people of one gender, race, or ethnicity more likely to diagnosed with some disorders than others? Why have diagnoses been added or deleted from the DSM across time? This exploration of context and values has led to this course being granted a Values flag within the major (S). This course is often taken fairly early during a student's academic career, but knowledge gained in other Psychology courses will be very useful in this one.

Resources for Meeting These Goals Text. To facilitate these goals we will use: 1. Seligman, Walker & Rosenhan's Abnormal Psychology (4th ed). These authors are very well-known in their field. Seligman is a past president of the American Psychological Association and well-known for his research on learned helplessness and positive psychology. Rosenhan's research has turned the psychological world upside down as he has questioned the subjective nature of the diagnosis process. This text has a large number of resources (brief client interviews, definitions, crossword puzzles, etc.) available at its website. These should be an excellent resource for preparing for exams. 2. The pocket edition of the DSM-IV-TR. This has the diagnostic criteria for all of the cases we will discuss this semester. I would strongly recommend that you bring the pocket edition of the DSM-IV-TR to class once we begin talking about diagnoses. Group work. Throughout the semester we will be working in groups, discussing various cases similar to the cases you will see on your exams. These group discussions will help you learn from your classmates how to approach these cases

successfully. Furthermore, the expertise and experiences of your classmates will help you brainstorm about the ways that contextual factors (religion, race, gender, medication, etc.) might influence the problem. Critical thinking comments. You will need to turn in twenty typed thoughtprovoking comments throughout the semester. Your comments should show that you've read the material and that you're thinking about what you've read -- a primary goal of this course. Because this assignment is designed to encourage: (a) critical thinking about the material, and (b) preparation before class, I will not accept this assignment outside of class or following the beginning of a class meeting. You will get one point for each "good" comment you turn in, with a maximum of one per day and 20 for the course. What are good comments? Good comments show that you've thought about the material, whereas poor comments slough this job off on someone else. For example:
Poor Q (0 pts.) What is a conversion disorder? It's interesting that women are more likely to be diagnosed with depression. It seems that there are many more opportunities for women than there used to be, but there is still a gender bias in some areas, especially how emotions are expressed. We used to see diagnoses like conversion disorder and hysteria frequently, but rarely saw DID and PTSD. I suspect that my children will see different disorders prominently discussed in their Abnormal Psychology class. I wonder, though, whether this is a difference in what we're paying attention to or how people express their emotional pain. My friend was raped recently and won't talk about it. From reading the chapter I know this isn't a good idea. I've been trying to listen to her and she is seeming a bit more comfortable around me and less depressed.

Good Q (1 pt.)

Your comments should help you stay caught up with the material and learn more from the course. Exams. We will have four exams which will cover material from the text, lectures and discussions, handouts, and other materials. Each exam will have a multiple choice section. Exams 2 through 4 will also have a series of cases; you will need to read these cases carefully to determine which disorder is described and why. Makeups can be taken at a mutually convenient time up until the exam. If you miss an exam without informing me beforehand, the timing, penalty, and format of the exam will be at my discretion. Learning how to take a professor's exams is a skill. You may look at your responses to the first exam and earn 5 pts. extra credit for (a) identifying where you made a mistake on a particular question, and (b) determining a strategy for approaching the next exam that will increase your ability to be successful on it. Case analysis. The diagnostic process is better understood and integrated when you use it. Although I will give you a longer handout to explain this project, briefly stated, I will ask you to read a novel and think about it from the viewpoint of this course. What diagnoses might you think about for the character? Why? What else do you need to know in order to give a diagnosis? How does the character's culture affect your interpretation of this book? I will give you a bibliography to help you identify some appropriate books. You may, of course, use a book that is not on this list. This paper is optional but you can not earn an A in this course if you do not do a paper, regardless of the balance of your performance.My criteria for grading are included here.

I will not read papers that do not meet professional writing standards of spellchecking, grammar checking, and organization. If your paper does not meet college-level standards for writing, I will return it to you with a 10% penalty and ask you to rewrite it. I will, however, read your paper if you bring it to my office several days before the due date. Late papers will receive a 10% penalty.

Confidentiality Clarion University is mandated by federal and state laws to report crimes occurring on campus or in campus-related functions. In order to help Clarion University comply with these laws, I am required to report information about university-related crimes to Public Safety. If you tell me of a crime that meets university criteria (especially assaults, sexual assaults, robbery, or hate crimes), I will report it. I am not required to identify either victims or witnesses by name. I will, of course, inform you before making a report. GRADES Grades will be determined as the percentage of the available points earned. These will come from four sources: (a) the sum of the percentages from your tests (400 possible); (b) the number of points earned from your case analysis (100 pts, optional); (c) the number of points earned from your comments (20 pts.); and (d) extra credit.
Grade A B C D E Percentage Earned 90 - 100% 80 - 89% 70 - 79% 60 - 69% less than 60% Points earned 468 and up 416 - 467 364 - 415 312 - 363 311 and down

Note that the case analysis is optional -- although you cannot earn an A without a paper. If you choose not to do the paper, compare your points earned with the following scale:
Grade B C D E Percentage Earned 80 - 100% 70 - 79% 60 - 69% less than 60% Points earned 336 and up 294 - 335 252 - 293 251 and down

I do not expect that a certain number students fail and I would be happy if the class received only As and Bs. To meet this goal I will be happy to help you when you need it. If you want more help, make an appointment with the Academic Support Center (2249). If you have test anxiety or if this course raises issues which you want to work on, call the Counseling Center (2255). TENTATIVE SCHEDULE OF EVENTS

Powerpoint outlines Setting the stage:

1/22 - 1/29 What is abnormal behavior? Ch. 1 Think "People First"

1/31 - 2/3 Assessing behavior Ch. 2 (pp. 33-64) 2/5 - 2/10 What causes problem behaviors? Various viewpoints. Ch. 3-4 2/12 * * * * * * * Test 1 (Chs. 1-4)

The disorders:
2/14 - 2/24 Fear and Anxiety: Observed and Inferred Ch. 5-6 Let me tell you a secret 2/26 - 3/19 Depression: The common cold of mental health Ch. 7 Kay Jamison quote Best things to say to someone who is depressed 3/21 * * * * * * * Test 2 (Chs. 5-7) and a study guide 3/24 - 3/31 Childhood Disorders Ch. 8 "Welcome to Holland" 4/2 - 4/7 Personality Disorders Ch. 9 4/9 - 4/14 Schizophrenia: Problems with perceiving reality Ch. 10 An interview with John Nash 4/16 * * * * * * * Test 3 (Chs. 8-10) 4/23 - 4/25 Problems with aging and the nervous system

Ch. 11 President Reagan Courageously Announces His Illness

4/25 * * * * * * * Case analysis due 4/28 - 4/30 Sex: When is it a problem and when isn't it? Ch. 12 5/2 - 5/5 Substance abuse Ch. 14 (pp. 574-600, 633-636 only) 5/7 - 5/9 General therapy issues Ch. 16 Wednesday, 5/14 * * * * * * * Test 4 (Chs. 11, 12, 14, 16)

Powerpoint outlines
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