PSY 305A Abnormal Psychology

Spring Semester, 1999 at Houghton College

Paul Young, Department of Psychology

Office: Academic Building N - 324 Phone: 567-9308 e-mail: pyoung@houghton.edu

Office hours: 10- 10:50 a.m. daily or by appointment Professor's schedule

Etiology, dynamics, and treatment of abnormal behavior. Prerequisites: six hours in psychology.

General objectives.

1. To understand the concept of abnormality as it relates to behavior.

2. To comprehend history, etiology, diagnosis, treatment and prognosis of mental and behavioral disorders.

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Learning outcomes. Ability to describe and discuss the concept of abnormality intelligently, and to recognize symptoms of abnormal behavior leading to categorical diagnosis. Sympathetic understanding of the many contributing factors in emotional and behavioral disorders.

Specifically, you must be able to

1. Discuss abnormality from historical, theological, and multicultural perspectives;

2. Explain the role of preconceptions or paradigms in conceptualization of abnormality;

3. Explain the roles of assessment in conceptualization of abnormality;

4. Articulate the advantages and disadvantages of a diagnostic system, and explain the rationale behind the multiaxial approach of DSM-IV;

5. Illustrate the contributions of different approaches to assessment;

6. Evaluate the different approaches to research in psychopathology;

7. Identify the distinctive features and categorical relationships of these disorders:

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Table of Topics

Specific Phobias	Social Phobias	Agoraphobia w/o Panic Disorder	Panic Disorder w & w/o Agoraphobia
Generalized Anxiety Disorder	Posttraumatic Stress Disorder	Obsessive-Compulsive Disorder	Body Dysmorphic Disorder
Conversion Disorder	Somatization Disorder	Hypochondriasis	"Psychophysiological" Disorders
Pain Disorder	Factitious Disorder	Impulse-Control Disorders	Generalized Anxiety Disorder
Anorexia Nervosa	Bulimia Nervosa	Attention Deficit/Hyperactivity Disorder
Major Depression	Dysthymic Disorder	Bipolar Disorders I and II	Cyclothymic Disorder
Personality Disorders, like Borderline Personality	Schizophrenia	Other Psychotic Disorders	Substance-Induced and Use Disorders
Sexual Dysfunctions	Paraphilias	Gender Identity Disorders	Delirium, Dementia, Amnestic and Other Cognitive Disorders
Autistic Disorder	Mental Retardation	Learning Disorders	Emotional and Behavioral Disorders of Childhood and Adolescence
Disorders Associated with Aging	Dissociative Amnesia	Dissociative Fugue	Dissociative Identity Disorder

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8. Offer sensitive and balanced discussion of the following social issues as they are relevant to psychopathology:

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1. Introduction to issues and concepts in psychopathology.

2. Survey of theories and technologies used in the field.

3. Survey of DSM-IV assessment nomenclature and the associated diagnostic and human issues.

4. Integrated Discussion of pertinent social issues.

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Davison, G.C. and Neale, J.M. (1998). Abnormal psychology, 7th ed. New York: Wiley.

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1. Read the textbook as assigned in the calendar, keeping ahead of the class topics. That is, read the assignment before the class meeting. You will need to read about 15 pages for each class meeting. Do not fall behind. Once a quiz is given on a reading assignment, the reading credit may not be made up.

Use your reading to contribute to class discussion. Expect in-class writing assignments and quizzes to draw on your reading much more than on class material. You may expect a quiz or in-class writing assignment weekly. .................10%

2. Three examinations:

Examinations are essay format, and include terms and conncepts to identify, define or explain. You may be asked questions about class content and assigned reading.

• Wednesday, 10 February............................................15%
• Wednesday, 17 March................................................15%
• Thursday, 4 May, 10:30 a.m. ......................................20%

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3. Three term projects

Three projects describing the history, etiology, diagnosis, treatment and prognosis of three different disorders. Choose topics on which you wish to become expert. You may get ideas from the table of topics, the textbook, or any other relevant source. Choose topics carefully. Make sure that they are specific (eg. Disorganized Schizophrenia) rather than general (eg. Schizophrenia). Follow the Project guidelines carefully. The due dates are as follows:

Project 1, an outline, due 27 January. This is an individual project. You may submit it on paper or electronically. ...........5%

• Sample outline on depression.

Projects 2 and 3 are group projects. You will be assigned to work in groups. For each project, you must use a different format from the following list:

• A traditional term paper, in APA format, with citations and references.
• A Website, with citations and references in APA format (Example) A workshop handout that describes how to set up a website may be helpful.
• A PowerPoint presentation, with handout references as an annotated bibliography, in APA format.

Project 2, due 19 February...................................10%

Project 3, due 9 April............................................10%

• Research the topic thoroughly, and present your findings in a scholarly fashion. Your Web pages will be published under this website, and I will limit your choice so that there is no duplication of topics.

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4. A position paper of four pages of text (1 inch margins, 12 point Times Roman font, double spaced) is due Friday, 23 April, for 10%. Choose one of the following topics:

• An important issue for the Christian studying abnormal psychology is the extent to which individuals are responsible for their abnormal actions.
• Some Christians believe that the only source of mental disorder is unconfessed, unrepented sin.
• Can a Christian properly use the techniques of psychology to help those who are experiencing mental distress?

If you have a similar topic which you would prefer, please discuss it with me.

5. Electronic discussion. I intend for the class to have ongoing discussion through electronic means during the semester. The main channel is to be the shared folder set up in Groupwise. Alternatively, you may use direct e-mail on occasion. I prefer the folder, since that permits everyone to benefit from your wisdom and experience.

Electronic discussion is designed to continue class discussions after meeting times, to raise issues that have come up in your readings, conversations, or thinking, and to give a voice to people who do not have the opportunity to speak in class.

For each substantive contribution you make in electronic discussion, I will record 1/2 point toward your final grade, up to a maximum of five points. Check the discussion folder at least twice per week. 5%

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The textbook publisher, Wiley, has a website for Davison and Neale which you may find useful.

Antisocial Personality Disorder is examined in this website by Cecelia Van Zyl and Kristine Nagel.

Autistic Disorder is the topic of a website by Janmarie Young and Heather Watt.

Gender Identity Disorder, by Emily Jeffers and Anne Warner, considers the arguments about sex-change surgery.

Narcolepsy, a sleep disorder, is explained in this Website by students Gregory Bayse and Lori Scott.

Posttraumatic Stress Disorder is described in this website by Gregory Bayse, complete with web links and sources.

The National Alliance for the Mentally Ill is an advocacy organization. The website connects you to legislative issues concerning mental illness, which this organization prefers to call brain disorders. I encourage you to subscribe (it is free) to their electronic news service.

Internet Mental Health website
This is an international website with loads of diagnostic information and psychopharmacology data. It includes a comprehensive listing of links for many of the disorders we will study in this course.

ADAA, the Anxiety Disorders Association of America. This website has some interesting information and links.

The federal Department of Veterans' Affairs maintains a website on Posttraumatic Stress Disorder (PTSD). This site includes an electronic database (called PILOTS) of references to all of the world's literature on PTSD, including a search engine, as well as 10 electronic publications on PTSD-related topics.

The Web is a good source of information on lesser-known disorders, like Asperger's Syndrome. However, be careful and discerning as you use information from individual sites: Check and verify everything.

The Whole Brain Atlas (http://www.med.harvard.edu:80/AANLIB/home.html) contains an extensive collection of brain scans, using MRI and Cerebral Blood Flow measures. Plates include normal and diseased brain tissue for all levels of the brain. Take a look at it to help you understand brain imaging techniques in chapter 4, and for schizophrenia and dementia in later chapters.

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A discussion group folder has been added to your Groupwise account. It should show up in the left panel of your Groupwise screen as a folder labeled Discussion group under Abnormal Psychology under your Cabinet files. If there is a plus sign (+) in the box to the left of your Cabinet files icon, click it to show the folders available: one of them should be Abnormal Psychology.

When you get to the Discussion group icon, it should have a receiving hand over a folder icon. If it doesn't, please let me know.

To post a message to the Discussion group, click on the icon, then click File...New...Discussion. That will open a dialog box, and you can send an e-mail as usual.

Remember that items you post to the discussion group may be read by any member of the class, including the teacher. However, nobody else has access to your musings.

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Project guidelines

1. Gather and organize descriptive information about psychological disorders.

2. Compare and contrast different historical and theoretical views of the disorder.

3. Consider the relationship between the person suffering from the disorder and the larger society.

4. Evaluate ethical issues in diagnosis and treatment.

5. Examine the claims of a Christian world view as they relate to the ethical issues identified.

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Project One

The main goal of the first project is to gather and organize descriptive information about a particular psychological disorder (Goal 1 above). Consequently, you are not required to write this as a formal essay. The focus is on content and organization, and I want you to submit only an annotated outline. You may wish to examine the sample outline on depression.

A. Content. For your initial content search, use three sources:

• Your textbook
• DSM-IV (on permanent reserve)
• Journal articles, which you will have to find on-line or in the library.

Here are some ideas on using these three sources.

• In your textbook, use the Index and the Table of Contents to find the sections which discuss your chosen topic. As you read those sections, take notes on the descriptive information which you may want to use in your paper, the names of all authors whose work is cited, and the way the disorder is organized and classified.
• In DSM-IV, locate the disorder which you have chosen as your topic. Note:
• the main symptoms
• the associated factors
• any statistical data
• any information on treatment success.

Study the organizational scheme as well: Where and how does the topic disorder fit within the larger categories of DSM-IV? For example, is it classified as an Anxiety Disorder, or a Disorder Usually First Evident in Infancy, Childhood or Adolescence?

• Journal Articles.
• Take your list of cited authors from your notes on the textbook, and find each of them in the list of References in the back of your textbook. Most of the Reference citations will be for articles related to your topic.
• Many of these are available in the library; newer articles may be available on-line.
• Find at least five (5) of these articles. Read them, and take notes on them. In your notes, cover information related to your topic, the organizational scheme specified or implied, and other sources (articles or books) cited which may be relevant to your topic.

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B. Organization. Working from your notes on content and organizational schemes, arrange the material to fit these outline sub-topics:

• Historical background
• Diagnosis
• Etiology
• Treatment
• Prognosis.

Historical background. In the section on historical background, gather and organize in a systematic fashion (eg chronologically) the notes you have on evidence for the earliest identification of the disorder and its treatment by various societies. Consider not only Western societies, but also non-Western societies as they conflict with or parallel the Western view. In addition, you might describe the categorization of the disorder in APA editions leading up to DSM-IV.

Diagnosis. The diagnosis section should include your notes which explain the main and associated symptoms as described in DSM-IV. Include notes about illustrative material from your textbook and from articles.

Etiology. The etiology section will start with your notes on demographic information from DSM-IV, and then add theoretical material from articles in the library.

Treatment. A short section on treatment should include your notes which address specific applications of treatment technologies and their effects. Do not explain the theoretical basis of the treatments. Notes on ethical concerns in the treatment of the disorder should be included here.

Prognosis. In a section on prognosis, consider the cure potential, if there is any; the likely results of treatments; the frequency and timing of recidivism; and the likelihood of passing the disorder on to others by genetics or family systems.

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C. Format. After you have organized your notes in this outline form, type them so that the outline is neat and legible.

D. References. Add a list of References of the material you have used, typed on a separate sheet of paper. Follow the format of the References in your textbook (APA format).

E. Bibliography. To show that you have learned how to find relevant materials, prepare a separate Bibliography of an additional ten (10) articles and five (5) books which are related to your topic. Do not worry about whether they are immediately available in our library or not. You may wish to use an on-line search for this, or you may use Psychological Abstracts, the Library of Congress classification on computer, the PsychInfo on-line search, Books in Print (on CD-ROM in the library), and Dissertation Abstracts International.

Thus, for Project One you will submit three things:

• a five-point outline with your relevant notes organized
• a reference list of the seven sources you have used (textbook, DSM-IV, and five journal articles)
• a bibliography of fifteen additional sources.

All of this should take no more than five typed pages, Times-Roman, 12 pt, 1" margins, double-spaced.

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Projects Two and Three

• These projects will be done collaboratively in groups of two students. Both students will research, organize, clarify, improve, and proofread both projects, and submit only one copy for grading. Both members of the group will share the same grade for each project.
• Research and organization should follow the pattern set for the first project. Obtain research from sources like those included for the first project. However, you will need at least fifteen primary sources for each project--at least half of which must be journal articles. Newsweek, Time, and Psychology Today articles are not usually acceptable as primary sources.
• If you find collaboration with your peers highly aversive, or if you wish to avoid the temptation to take a free ride, you may choose to do both projects on your own. I anticipate that each of these projects will be the equivalent of seven pages of text copy in the more traditional term paper format.
• Projects two and three should add at least goals 2, 3, and 4 to the first goal, met in Project 1. Review these goals as you start each project, and be sure to use an outline as you prepare each.
• A list of References is expected for each project, but you do not need to prepare a separate bibliography of sources not used.

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Position Paper

• In a position paper, you are to develop and present a position on one of the three questions listed on the syllabus. You will also prepare and discuss this essay in groups, and the groups will help with comments and proofreading. Each class member, however, will submit her own final essay with her own developed position on the question. I expect the final essay to be four pages long. This essay should address goals 3 and 5 in particular.
• Your position must be clear and articulate, and its development rational and logical. Remember that a position is a carefully prepared analysis of a question leading to a stated conclusion. It is not the assertion of an opinion buttressed by proof-text support. Try to start with a tabula rasa.
• Models for these essays may be available.

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Student projects. Student-authored websites will be linked under Internet links. PowerPoint presentations for projects 2 and 3 will be published with links here, in alphabetical order by last name of first author.

Greg Bayse and Deanna Booser, Bulimia Nervosa

Jeffrey Eggleston and Christina Goranson, Learning Disorders

Sarah Gagnon and Tracy Lewis, Asperger's Syndrome

Erica Miller and Marissa Rennie, Dissociative fugue.

Sara Reed and Stephen Kravchuck, Gender Identity Disorder

Jennifer Roorda and Laura Portman, Panic Disorder With Agoraphobia

Andrea Toro and Elizabeth Sherwood, Anorexia Nervosa

James Walls and Amy Turner, Attention Deficit/Hyperactivity Disorder

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Originally posted 2 September, 1998; Last updated 19 April, 1999.

Copyright 1998, 1999 Paul D. Young