Y
PSY 3013
Course: PSY 3013 ZAP: 1510 SEC: 001 BLDG-RM: PH 315
Instructor: Abe F. Marrero,
Ph.D. Class
Times: TR, 11:00-12:15
Office: PH 313B Phone: 343-7667
E-mail: amarrero@rsu.edu
Office Hours: I am looking
forward to meeting and talking with you this semester. My office hours will be
posted on or near my office door. Please feel free to call and make an
appointment.
Required Text:
(1) Insights into Psychopathology, Marrero, A.F. (1997),
American Heritage Custom Publishing.
(2) Fundamentals of
Abnormal psychology, 3rd edition, Comer (2002), Worth
Publishing
(3) The Scientific American
Reader to Accompany Abnormal Psychology, 4th Edition, Worth.
Optional: DSM-IVR
Course Overview: The
objective of this course is to provide a brief overview of the wide spectrum of
mental disorders. Among other things, we will examine the description,
classification, etiology, essential features, and selected treatment modalities
of major behavioral deficits. Emphasis will be on clinical aspects of each
disorder and the application of diagnostic criteria from the Diagnostic and
Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV).
Course Goals: After taking
this course, students should have mastered the following general course
competencies:
COMPETENCY COGNITIVE
LEVEL*
1.
Discuss the six
criteria used to define abnormal behavior. Comprehension
2.
Discuss the following
contemporary perspectives on abnormal
behavior and treatment: biological, psychodynamic, cognitive,
behavioral (learning), humanistic, and sociocultural. Comprehension
3.
Describe the features
of the DSM system and evaluate its
strengths and weaknesses. Analysis
4. Describe the essential
features of a given DSM-IV disorder. Application
* Learning levels from cognitive domain in Bloom's taxonomy.
Course Goals
|
Program Goals Supported in B.S. in
Social Science/A.A. in S. S.
|
How Evaluated
|
|
Discuss the six
criteria used to define abnormal behavior. |
To
develop a level of competence in the core discipline(s) of the social
sciences to allow for further inquiry and study. |
Primarily
through class discussions, quizzes, &/or exams. |
|
Discuss the following contemporary perspectives on abnormal behavior
and treatment: biological, psychodynamic, cognitive, behavioral (learning),
humanistic, and sociocultural. |
To
develop a level of competence in the core discipline(s) of the social
sciences to allow for further inquiry and study. |
Primarily
through class discussions, quizzes, &/or exams. |
|
Describe the features of the DSM system and evaluate
its strengths and weaknesses. |
To equip students with the academic skills
necessary to successfully address increasingly complex, multidisciplinary
problems in the social sciences. |
Primarily
through class discussions, quizzes, &/or exams. |
|
Describe the essential
features of a given DSM-IV disorder |
To equip students
with the academic skills necessary to successfully address increasingly
complex, multidisciplinary problems in the social sciences. |
Primarily
through class discussions, quizzes, &/or exams. |
|
Express ideas orally, in
writing, and online |
To equip students with
the academic skills necessary to successfully address increasingly complex,
multidisciplinary problems in the social sciences. |
Primarily
through class discussions, quizzes, &/or exams. |
Course Format: For the most
part, this course will follow a traditional pedagogical format (i.e., lecture
and Socratic questioning). However, I believe that learning is enhanced when
students take an active role in the process. Accordingly, student participation
in collaborative efforts will be the expectation. Additionally, we will make
use of instructional technology (e.g., PowerPoint, CD ROM, and video) to better
understand the symptoms and characteristics of specific disorders. Assessment
of the acquisition of course competencies will accomplished via quizzes and
examinations.
Readings: My
expectation is that you will come prepared for class by having read the
assigned reading(s).
Class Attendance: There is a positive correlation between class attendance and passing
grades. Attendance will be recorded for each class session.
Evaluation and Grading System. Your final grade will be determined by the mean of group, individual
and other classroom activities.
Exams (4 x 100)
400
Quizzes (7 x 10)
..70
Group & Individual Assignments
30
Final Exam
.
... 100
600
Points for Semester
Grading Scale: A = 89.50 - 100% B = 79.50 - 89.49% C
= 69.50 - 79.49% D
= 59.50 - 69.49%
Integrity: In essence, there is no room for compromise
on this one folks! To quote: Plagiarism is representing someone elses ideas
or work as your own ideas or work. To avoid plagiarism when using someone
elses data, arguments, designs, words, ideas, projects, etc., you must make it
clear that the work originated with someone else by citing the source. Faculty Information Book, August, 1999.
Academic Misconduct
Students are expected to
follow university policies as put forth in the institution's Student Code of
Responsibilities and Conduct. In
accordance with Title 12 of The Student Code (page 11), instances of
alleged academic misconduct will follow the policies and procedures as
described in Title 12. As a general
rule, Faculty at Rogers State University have the responsibility of enforcing
the academic code. Therefore, if
academic misconduct is suspected I will submit a letter of alleged academic
misconduct to the Office of Student Affairs.
Non-academic Misconduct
In order to maintain an
effective learning environment, students are expected to fully comply with The
Student Code. Disruptive behavior will not be tolerated. It is the
responsibility of each student to read and become familiar with the policies of
The Student Code.
Special Needs: "All
students with disabilities who are requesting accommodations should give
the"...Office of Student Relations, Preparatory Hall, Room 110 - Claremore
Campus... "at least two weeks advance notice to ensure
accommodations. Otherwise, we can't
guarantee you will receive the accommodations in time".
CHANGES: I reserve the right to
make changes in schedule, course content, and items in this syllabus. When
changes are necessitated you will be informed as soon as reasonably possible.
Grievances. I don't
anticipate any problems, but if you feel that you have a complaint or
unresolved issue, please let me know. As hard as it may be to believe, I do
make errors J. Please give me a chance to fix it.
Class schedule is subject to
change, so be flexible.
8/19 Introduction & Back from Madness Reading
1-1 Text:Chapter 1
& 2
8/21 The Problem with Abnormality In
Class Activity 1-1, text ch. 16
8/26 Terminology &
Professions Reading
1-2
Text:
Chapter 3
8/28 Research Methods in Abnormal Psy Quiz
#1
9/2 Experimental Design & Ethics In-class
Activity 4-1 &4-3
9/4 Different Perspectives (Models) Case Study
9/9 EXAM
I - Abnormality, Research & Perspectives Reading 2
& 9
Text:
Chapter 4
9/11 Anxiety D/Os In-class
Activity 5-1, Text: Chapter 5
9/16 Anxiety D/Os Quiz
#2 Text:
Chapter 8
9/18 Somatoform & Dissociative D/Os Text:
Chapter 13
9/23 Somatoform & Dissociative D/Os
9/25 EXAM
2 - Anxiety, Somatoform & Dissociative D/Os Text: Chapter 15
9/29 Childhood D/Os - Oppositional Defiant &
Conduct
Born to be Bad?
10/2 ADHD,Understanding
Learning Disabilities Quiz
#3
10/9 Autistic D/O Reading 5
10/14 Mental Retardation
10/16 EXAM
3 - Childhood D/Os Text:
Chapter 6
10/16-19 Fall Break J
10/21 Mood D/Os - Episodes Reading 4
10/23 Bipolar D/Os; Depression & Manic Depression In-class
Activity 7-1
10/28 Neurobiochemical Factors
10/30 Treatments Quiz #5
Text:
Chapter 9
11/4 Eating D/Os - Anorexia; The Hunger Within Reading
3-1
In-class
Activity 11-1
11/6 Bulimia Reading
3-2 & Quiz #
4
11/11 EXAM 4 - Mood
& Eating D/Os Reading 6
Text:
Chapter 14
11/13 Personality D/Os; Understanding Borderline
11/18 Personality D/Os The Search for Deadly Memories Quiz #6
Text:
Chapter 12
11/20 Schizophrenia - Essential
Features
11/25 Phases & Types Quiz #7
11/26-30 Thanksgiving Holiday! Enjoy J
Text:
Chapter 11
12/2 Sexual D/Os Readings
7-1&2
12/4 Sexual D/Os & Bem's Scale
12/8-12 FINALS