HOMESTEAD CAMPUS ABNORMAL PSYCHOLOGY - CLP 2140 2007-2

Professor: Dr. Marlene Groomes C.A.P.P Phone: (305) 237-5008 Email: [email protected] - Log in: faculty.mdc.edu/mgroomes

Office: Room B-140 Office Hours: T B A

COURSE INFORMATION DESCRIPTION This course examines the major categories of mental disorders. Diagnostic criteria, treatment methods, cultural factors, public attitudes, community resources, ethical issues and legislation applicable to individuals with mental disorders are studied. The impacts of mental disorders on individuals, families and society are discussed. (3 hr. lecture)

GENERAL ED Purpose: Through the academic disciplines and co-curricular OUTCOMES activities. General Education provides multiple, varied and intentional learning experiences to facilitate the acquisition of fundamental knowledge and skills and the development of attitudes that foster effective citizenship and life-long learning. As graduates of MDC, students will be able to: 1. Communicate effectively using listening, speaking, reading, and writing skills. 2. Use quantitative analytical skills to evaluate and process numerical data. 3. Solve problems using critical and creative thinking and scientific reasoning. 4. Formulate strategies to locate, evaluate, and apply information. 5. Demonstrate knowledge of diverse cultures, including global and historical perspective. 6. Create strategies that can be used to fulfill personal, civic, and social responsibilities. 7. Demonstrate knowledge of ethical thinking and its application to issues in society. 8. Use computer and emerging technologies effectively. 9. Demonstrate an appreciation for aesthetics and creative activities. 10. Describe how natural systems function and recognize the impact of humans on the environment.

OBJECTIVES Competency 1: THE STUDENT WILL DEMONSTRATE KNOWLEDGE OF THE FOUNDATIONS OF ABNORMAL PSYCHOLOGY BY: a. defining the term abnormal behavior as used in the science of psychology. b. describing the major historical views of abnormal behavior from ancient times to the modern era. a. contrasting cultural beliefs and attitudes about abnormal behavior.

Competency 2: THE STUDENT WILL EXPLAIN THE CLASSIFICATION AND ASSESSMENT OF ABNORMAL BEHAVIOR BY: a. explaining the purpose and structure of the Diagnostic and Statistical Manual of Mental Disorders. b. describing reliability, validity and sociocultural factors in the assessment of abnormal behavior. c. contrasting the relative merits of the standard modes of assessing abnormal behavior. d. explaining the effects of culture and language on the assessment of abnormal behavior.

Competency 3: THE STUDENT WILL DEMONSTRATE KNOWLEDGE OF THE PRIMARY, FORMAL CATEGORIES OF ABNORMAL BEHAVIOR BY: a. listing the major disorders including: generalized anxiety disorders and phobias; panic disorders, obsessive-compulsive disorders, and stress disorders; mood disorders; psychosocial factors in physical disorders; eating disorders; substance- related disorders; sexual disorders and gender identity disorder; schizophrenia; disorders of memory and other cognitive functions; personality disorders; and disorders of childhood and old age. b. describing the defining characteristics of each listed disorder. Competency 4: THE STUDENT WILL REVIEW THE THEORETICAL PERSPECTIVES AS TO THE ORIGINS OF THE MAJOR CATEGORIES OF ABNORMAL BEHAVIOR BASED ON CURRENT RESEARCH BY: a. explaining the psychodynamic perspective. a. explaining learning perspectives. b. explaining cognitive perspectives. b. explaining biological perspectives. c. explaining sociocultural perspectives.

Competency 5: THE STUDENT WILL INVESTIGATE PRIMARY MODES OF TREATING ABNORMAL BEHAVIOR BY: a. listing the common modalities used in treatment. b. describing the central premise behind each mode of treatment. c. contrasting the relative merits of the various treatment approaches.

Competency 6: THE STUDENT WILL EXAMINE ABNORMAL BEHAVIOR IN A SOCIAL CONTEXT BY: a. discussing behavior that might constitute a danger to others. b. contrasting the rights of an individual and the protection of society. c. exploring an individual’s right to treatment as well as a right to refuse treatment. d. describing the Baker Act, the Meyer’s Act and the concept of deinstitutionalization. e. explaining the issues relating to the insanity defense. d. describing the impact of mental disorders on individuals, family and society.

Competency 7: THE STUDENT WILL BE ABLE TO APPLY KNOWLEDGE OF ABNORMAL PSYCHOLOGY BY: a. relating course content to personal and family experience. b. demonstrating an understanding of the role the caregiver. c. relating the course content to the work place and employee assistance programs. explaining relevant current events from the perspective of abnormal psychology. e. examining relevant historical events and historical figures from the perspective of abnormal psychology.

SEMESTER THEME TERM THEME Personal Discovery and Change.

RELATED The student will explore theoretical, biological and socio- OBJECTIVES cultural perspectives regarding abnormal psychology that include, but are not limited to:

 Identify key concepts associated with classifying abnormal behavior.  Describe the effects of various psychosocial causal factors, including schemas and self-schemas, early deprivation or trauma (parental deprivation, institutionalization, abuse, etc.), inadequate parenting styles, marital discord and divorce, and problems with peer relationships.  Describe the basic elements of clinical assessment, including its nature and purpose and the relationship between diagnosis and treatment.  Summarize the risk factors for suicide.  Identify the most appropriate treatments for disorders, and list the limitations of biological and psychological treatments.  Compare and contrast the symptoms and diagnostic criteria for different disorders, including stress.  Describe the typical personality patterns, cognitive styles, and family dynamics of various disorders.  List the major symptoms of the various personality disorders and give several reasons why their diagnosis is difficult.  Identify the three clusters into which the different personality disorders are grouped.  Identify the major biological, psychosocial, and sociocultural causal factors of alcohol abuse and dependence.  Define, give examples of, and describe the clinical features of the following paraphilias: fetishism, transvestic fetishism, voyeurism, exhibitionism, sadism, and masochism.  Identify the clinical features of and describe the treatments for gender identity disorders (gender identity disorder of childhood and transsexualism).  Discuss the controversies surrounding children's testimony regarding sexual abuse and adults' "recovered memories' of childhood sexual abuse.  Review what is known about the frequency of different kinds of childhood sexual abuse and its perpetrators.  Identify the ways in which traumatic brain injury can affect neuropsychological functioning, as well as the factors that determine prognosis.  Identify several symptom disorders common in children.  List and explain the special factors considered in treating mental health problems in children and adolescents.  Describe the consequences of child abuse for child development.  Discuss the challenges facing mental health efforts now and in the future, and identify ways in which individuals can help

The concept of service-learning connects teaching, learning SERVICE and research in a vital new way, called active practice. With LEARNING service-learning you will become more actively involved and EXPERIENCE engaged in your own education and learning process. The Extra Credit service-learning project that you will participate in will be issues oriented, interdisciplinary, and engage you in deliberate, and arduous problem-solving.

COURSE MATERIALS TEXTBOOK Fundamentals of Psychology (5th ed.) Ronald J. Comer. Worth Publishers. (Paperback)

OTHER Articles will be distributed in class. RESOURCES / MATERIALS COURSE PROCEDURES ATTENDANCE Class attendance is expected. All classroom activities are heavily oriented to visual presentation and discussion, and these experiences cannot be made up at a later date. Your presence in class enables us to work together and allows you to receive credit for assignments completed in class. Attendance is based on the student arriving on time and remaining for the entire class period. Attendance will be monitored and is required for success in this course. More than two absences will result in a reduction in grade. New Federal regulations require a reporting of all attendance data. ASSIGNMENTS 1. You will complete a personal personality assessment/profile 2. You will be assigned a Diagnostic Symptoms Manual Fourth Edition Text-Revised (DSM-IVTR) disorder. Write an APA paper and, using critical thinking skills, discuss the following: A. Information about the disorder B. Read at least five articles on the disorder and using critical thinking skills, come to a conclusion. C. Cultural perspectives on abnormal psychology should be included D. Please follow the below guidelines to complete it: Paper specifics: i. Must follow APA style ii. Must be typed with a 12 point font iii. Margins must be 1” on all sides E. A grade rubric will be provided to assist you in understanding how your paper will be graded.

3. Group Presentation: You and your group member(s) will present on your assigned DSM-IVTR disorder. Next, select a film that depicts this disorder. Show the five minutes of the film that best demonstrates this disorder (you may do a “collage” of scenes to better demonstrate how the person develops into the disorder. Do a power- point presentation to include the following: A. DSM-IVTR Disorder with the appropriate number i. Etiology of disorder ii. Epidemiology of disorder iii. Prevalence iv. Incidence v. Criteria to diagnose this disorder vi. Differential diagnosis vii. Specific symptom patterns of this disorder B. Treatment available for disorder i. A grade rubric will be provided at the to assist you in understanding how your presentation will be rated.

DROPS AND It is the responsibility of the student to initiate and process all INCOMPLETES procedures for withdrawal from the course. The professor will not purge any student from the class rolls. Monday, Jan. 12, is the last day to withdraw with a 100% refund, and Wednesday, Mar. 17 is the last day to withdraw from the course and receive a "W". Please remember if you wish to withdrawal from the course you must initiate the process, non-compliance will result in you remaining on the class rolls and receiving a grade of “F” at the end of the semester. Please also be aware that most students who complete this course will receive an “A” (approx 95% of students).

All examinations are mandatory. No make-up exam given. MAKE-UP UNAVOIDABLE SITUATIONS OR EMERGENCIES WILL POLICIES BE CONSIDERED ON AN INDIVIDUAL BASIS. It is the student’s responsibility to contact the professor prior to the exam or as soon as possible thereafter. Substantiating documentation will be required (Doctor’s note, etc.)

OTHER COURSE PARTICIPATION- Much of what you are expected to gain PROCEDURES from the course will depend upon the quality of the class discussion, your ability to think critically, to analyze, your ability to interpret the reading assignments, and your ability to answer questions. We can have no class discussion of any merit if you have not completed the reading assignment for that day. Therefore, complete all reading assignments and be prepared to ask and to answer questions.

Conduct: Respect is one of the variables leading to an enjoyable learning experience. It is expected that you respect yourself and others in the classroom. This extends to the use of cell phones, arriving on time and staying for the entire class. You should also avoid any behavior which interferes with the learning process. Violations of proper classroom conduct will result in contingent consequences.

GRADING PROCEDURES COURSE Wednesday, Feb.6 Test #1/Journal Article (in class) CALENDAR Wednesday, Mar.5 Test #2

Wednesday, Apr.23 Research Project/S-L

Monday, Apr.28 Group Presentations GRADING SCALE 2 Tests x 100 = 200 Attendance = 50 Participation = 50 Personality Profile = 100 Research Paper = 100 Powerpoint Presentation 100 600 425 - 500 A 424 - 350 B 349 - 299 C 298 - 250 D Below 249 F

STUDENT SUPPORT

EXTRA CREDIT! There are many opportunities throughout the term for extra credit, so everyone should do very well in this course. Please remember - all assignments and tests must be completed.