Miami-Dade College s2

MIAMI-DADE COLLEGE KENDALL CAMPUS COURSE SYLLABUS

COURSE TITLE: CLP 2140 ABNORMAL PSYCHOLOGY CREDIT(S): 3 REFERENCE # 666177 DAY: Monday, Wednesday, and Friday TIME: 10:00 AM – 10:50 AM TEXT: Nevid. Abnormal Psychology in a Changing World. Eighth Edition.

INSTRUCTOR: Jose A. Guntin LMHC, CAP E-mail: [email protected] Phone 305-237-2668 OFFICE HOURS: Monday : 12:00 - 3:00pm Room # 6206-10 Tuesday : 7:50am – 9:50am & 12:40pm – 3:10pm Wednesday : 1:00pm – 3:00pm Thursday : 12:40pm – 3:10pm

This syllabus is subject to change at the instructor’s discretion.

COURSE 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.

COURSE COMPETENCIES : Competency 1: THE STUDENT WILL DEMONSTRATE KNOWLEDGE OF THE FOUNDATIONS OF ABNORMAL PSYCHOLOGY BY: 1a. 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. c. contrasting cultural beliefs and attitudes about abnormal behavior.

Competency 2: THE STUDENT WILL EXPLAIN THE CLASSIFICATION AND ASSESSMENT OF ABNORMAL BEHAVIOR BY: 1a. 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: 1a. 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. 2b. 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: 1a. explaining the psychodynamic perspective. 2b. explaining learning perspectives. 3c. explaining cognitive perspectives. 4d. explaining biological perspectives. 5e. explaining sociocultural perspectives.

Competency 5: THE STUDENT WILL INVESTIGATE PRIMARY MODES OF TREATING ABNORMAL BEHAVIOR BY: 1a. listing the common modalities used in treatment. 2b. describing the central premise behind each mode of treatment. 3c. contrasting the relative merits of the various treatment approaches..

Competency 6: THE STUDENT WILL EXAMINE ABNORMAL BEHAVIOR IN A SOCIAL CONTEXT BY: 1a. discussing behavior that might constitute a danger to others. 2b. contrasting the rights of an individual and the protection of society. 3c. exploring an individual’s right to treatment as well as a right to refuse treatment. 4d. describing the Baker Act, the Meyer’s Act and the concept of deinstitutionalization. e. explaining the issues relating to the insanity defense. 1f. 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: 1a. relating course content to personal and family experience. 2b. demonstrating an understanding of the role the caregiver. 3c. relating the course content to the work place and employee assistance programs. 4d. explaining relevant current events from the perspective of abnormal psychology. 5e. examining relevant historical events and historical figures from the perspective of abnormal psychology.

MDC Learning Outcomes 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 perspectives. 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.

* See the College’s Learning Outcomes Web Site: http://www.mdc.edu/main/academics/learning outcomes.asp

Course Requirements: You must meet all course requirements in order to pass this course. Course requirements include (1) attendance to all scheduled classes (2) completion of three reflection papers (3) one group presentation (4) four tests Make-up and Attendance Policy: Attendance is MANDATORY. You are expected to arrive punctually at the designated time of class. Two consecutive unexcused absences may result in withdrawal from the course or a whole letter grade deduction from your final grade. Having a history of being late shall result in loss of points, up to a whole letter grade will be deducted for recurrent tardiness or having three consecutive absences. No attendance points will be awarded the day you are late. Assignments must be handed in on the day and time they are due. NO MAKEUPS unless previously arranged. A deduction of up to 75% of the points will be made for late work, even when approved due to extraordinary circumstances.

Reflection Papers: The course requires you to write two reflection papers. In a reflection paper, you are to share your own analysis, evaluation, and interpretation about issues, problems, and questions related to the topic at hand. Although you may draw from personal experience, your ideas must be founded on sound research. Please refer to rubric included below.

Presentation: You will be responsible for a group presentation. This group presentation will be based in any chapter from the textbook. This presentation should be between 20 to 30 minutes long. I will grade you on the overall presentation, information gathering and team effort following rubric included in this syllabus.

Evaluation: You are expected to become proactive in the course. This means that you are responsible and accountable for your grade. Your final grade will depend upon: written assignments, class participation, attendance, test/quizzes, the presentation, and overall attitude toward the class and your peers. Tests may only be taken on the designated date. Do not assume that I will approve any deviations from this syllabus in relation to paper deadlines, presentation dates, or exam dates.

Attendance/Participation/Quizzes* 100 points Reflection Papers (50 pts. each) 100 points Presentation

100 points Tests (100 each)

400 points

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700 points *perfect attendance gives you additional points

Grading System:

A ‘ 630-700 B ‘ 560-629 C ‘ 490-559 D ‘ 420-489 F ‘ < 419

Extra Credit: Several extra credit opportunities will be available during the semester for up to 20 extra points. You may be considered for extra credit after completing all regular assignments.

Rubric for Written Work and Presentations

90-100 Shows ability to analyze and explore points presented. 45-50 Ability to incorporate own ideas and external ideas other than textbook. Ability to self-question. Recognizes other possible perspectives. 80-89 Points presented come from textbook. Recognition of 40-44 points for further study without exploration. If there are references to emotional reaction, they are not explored. In presentation, PowerPoint has aesthetic value. 70-79 Lacks detail and depth. Key argument or information is 35-39 missing. Flow of ideas is disconnected. In presentation, PowerPoint lacks aesthetic value. 60-69 Demonstrates lack of effort or comprehension of 30-34 assignment. Does not have minimal requirements. Minimal or no creativity. In presentation, reading slides with minimal or no explanation. 0 Assignment is missing.

Access Disability Services: Students with documented disabilities should contact ACCESS Disability Services in advance for information and for obtaining assistance. No retroactive accommodations can be provided. The ACCESS department is located in Room 2121 at the Kendall Campus. They may be reached at 305-237-2767.

Policy Against Academic Dishonesty: All students are expected to meet the College’s academic conduct standards. Acts of academic misconduct, including cheating, plagiarism, misrepresentation, and facilitating academic dishonesty will be referred to the Dean of Students. Students caught plagiarizing will be charged with misconduct charges. For more information on these standards, refer to Student’s Rights and Responsibilities Handbook at: http://www.mdc.edu/policy/student rights and responsibilities.pdf Any form of academic dishonesty will result in an “F” for that test or assignment and may result in an “F” in the course.

Withdrawal Policy: Withdrawal from a course is not encouraged and should be considered as a last alternative. You are responsible for filling out the withdrawal card and turning it in to the Registration Office before the deadline. NOTE: Failure to attend class without an official withdrawal will result in failing the course. Failing or dropping out of the course may jeopardize your future enrollment at the college. The last day to drop a class to receive a “W” is Mar. 14, 2012.

Policy regarding the use of electronic devices in the classroom: Electronic devices for personal use such as cellular phones, and i-Pods should not be used in the classroom. Please turn off or place on vibrate all gadgets before entering the classroom. Students failing to turn off these electronic devices will be asked to leave the room. Continual failure to do this may result in the lowering of points for non-participation/attendance. Visitors in the classroom: In order to maintain an appropriate learning environment, only individuals that are registered and have paid will be allowed in the classroom. Any special arrangement must be made in advance with the instructor.

Letter to the Student

Dear Student,

It is my intention to provide the best learning environment that I can. Although I have been teaching for more than seven years, it is difficult to predict what will happen in this course. I personally find it stimulating and fun when students get involved in class discussions. As a student, you will be provided with daily opportunities to share your thoughts on topics related to the material at hand.

Through the years I have been obtaining feedback from my students about both how to get A’s and how to make the course more engaging for students. Successful students indicate that getting A’s is not a matter of intelligence or studying long hours and denying yourself. They indicate that getting A’s is a matter of studying effectively. Keeping up with the work weekly seems to be linked with success, while studying without a plan is linked to feeling lost in the course and getting low grades. With the aim of helping you succeed in the course, I will provide you with copies of PowerPoints for each of the chapters that we cover. The PowerPoints can be used as a guide when you study.

I will now give you the secret to get an A in this course. This secret is the result of years of feedback collected from students who got A’s in the tests. The secret consists of four simple steps. If you follow the next four steps regularly, you will see that your grades will improve. First, survey the chapter in the textbook and the PowerPoint that will be available to you. It will take you no more than five minutes, doing this will get you ready for the lecture. Second, pay attention during the lecture, bring a copy of the PowerPoint that I sent and add information or underline key concepts right on the slides. Third, review the slides as soon as possible after each class. Make sure you pay close attention to the key concepts that are underlined or highlighted by you. This will help you keep up to date. Finally, review the information before the test. This will help you to get good grades. If you find that you have to study before a test, you are doing too much and working too hard to be able to get the A that you want. If you follow the simple four steps regularly, you will be surprised to find that getting A’s may not be that hard. Getting A’s doesn’t require extra work or studying long hours before a test. Getting A’s requires getting used to doing a little bit of work throughout the semester.

I understand that we will be covering a lot of material and a lot of new terms; but, if you keep up with the work, not only you will get good grades, but you will find that this course could be fun and interesting.

One final and most important word: I’m here to help you. Come to see me during office hours, talk to me before or after class, or keep in touch by sending e-mails about any concerns you may have. I will always try to help you.

I wish you the best of success.

Prof. Guntin Holidays  : Jan. 16 Feb. 20 Apr. 06