DP 2014 UMB Abnormal Syllabus 315 (4!3!14)

8/12/2019 DP 2014 UMB Abnormal Syllabus 315 (4!3!14)

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UNIVERSITY OF MASSACHUSETTS BOSTON

Department of Psychology

Spring Semester 2014

Abnormal Psychology, Psychology 315, Section 1Wheatley Hall, Room 02-200

Monday, Wednesday, & Friday12:00-12:50 PM

Instructor: Dr.David Pantalone, Assistant Professor

(say it like the words pant and aloneit ends with a silent e)

Office Hours: Mondays 1:00-2:00 (after class), Wednesdays & Fridays 11:00-12:00 (before class), or

other times by appointment

Office Location: McCormack Hall 03-555

Office Phone: (617) 287-6353

Mailbox: McCormack Hall 04-209

Faculty Webpage:http://www.umb.edu/academics/cla/faculty/david_pantalone

E-mail: [email protected] far, the best way to contact me is through e-mail sent from

your email account to my email account (not through BlackBoard). Typically, during the semester, I

will respond to your message within 24 hours. Use Abnormal Psychology as the subject and sign

your message with your full name.

Teaching Assistant: Brad Chapin

Office Hours: Wednesdays 1:00-2:00 (after class)

Office Location: McCormack Hall 03-543

E-mail: [email protected]

Course Description: This course serves as an introduction to the concept of psychological disorder

and addresses various mental health problems from different perspectives. The format is lecture and

class discussion. Performance assessment will be in the form of reading quizzes, in-class

examinations, and a position paper.

Course Objectives:

1. Gain an appreciation of the complexities and consequences inherent in labeling human behaviorsand experiences as abnormal.

2. Develop familiarity with the DSM-IV classification system and major disorders described within it.3. Name and describe the various methods of scientific inquiry utilized in assessing and diagnosing

mental disorders.

4. Articulate the contributions of various theoretical and empirical perspectivespsychological,biological, socioculturalto the study of disordered behavior.

5. Demonstrate sensitivity to the human struggle to live with psychological problems, and showrespect for the dignity of individuals who live with psychological disorders.

6. Describe the general ethical and legal issues relating to psychiatric diagnosis and treatment.7. Gain practice critically evaluating scientific research in clinical psychology.
http://www.umb.edu/academics/cla/faculty/david_pantalonehttp://www.umb.edu/academics/cla/faculty/david_pantalonehttp://www.umb.edu/academics/cla/faculty/david_pantalonemailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.umb.edu/academics/cla/faculty/david_pantalone


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2Required Text: The required textbook isAbnormal Psychology, 8th edition, with DSM-5 updateby

Ronald J. Comer, Worth Publishing, 2013. Unfortunately, the major book of mental disorders (the

DSM) was just updated in 2013 and, thus, earlier editions of the book will be quite different than the

8th. Further, there will be several scientific articles assigned as required reading throughout the

semester, as noted on the Course Schedule (below).

Assigned Reading: Unless otherwise specified, reading assigned for a given class meeting must becompleted before arriving in class (seriously!). Thus, I will assume that you have completed the

reading for that day and the material presented in class will be a reviewof the most important points

from the book and any assigned articles, as well asincorporation of new material.

Retention of Materials: It is the students responsibility to retain returned papers in case the student

later wishes to request that the course grade be corrected or appealed. The instructor will keep all

exam booklets. Students are welcome and encouraged to review them in depth with the professor or

TA during office hours.

Attendance: Active student involvement in the course is essential for success. Formal attendance will

not be taken at every class, but students should realize that failure to attend class generally results inpoor performance on exams and written assignments (and results in zeros on quizzes which will have

a direct impact on your grade). I will not make my notes or any copies of lecture materials available to

students who miss class; students who miss class are responsible for arranging to borrow the notes of

a classmate. All students must be present for the final exam.

Course Grading System: Course grades are determined by the total number of points you earn

divided by the total number of possible points (500). No extra credit will be offered. Thus, your entire

grade will depend on the number of points you earn from the exams, quizzes, and your position

paper. Plan your studying efforts accordingly. All grades and announcements will be posted on

BlackBoard (http://umb.umassonline.net/).

If you are struggling in the course, please seek me out sooner rather than later. The earlier we

address any challenges you are having with the course, the more likely it is that you can recover

and get back on track. My goal for the course is to make it possible for all students who demonstrate

that they have worked hard to have a successful educational experience. I encourage you to schedule

an office hour with me to go over course materials.

Assignments: Possible Points % of Final Grade

Highest Score from Exam #1, 2, or 3 100 points 20%

Second Highest Score from Exam #1, 2, or 3 100 points 20%

Final Exam Score 100 points 20%

Reading Quizzes (top 8/10 quizzes @ 10 pts each) 80 points 16%

Position Paper (20, 40, then 60 pts/part) 120 points 24%

500 points total 100%

Reading Quizzes: This is an upper-division course which aims to provide you with an in-depth

overview of a large body of literature. To that end, in addition to the exams, approximately ten

reading quizzes will be given throughout the semester, to ensure ongoing compliance with reading

assignments. Quizzes will be brief (10 questions), unannounced, and given during the first 10 minutes
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3of class. I will count the top 8 quizzes towards your final grade (80 possible points). Quizzes will cover

basic points from the reading assignment due for that class meeting. Students who attend class and

complete reading assignments as assigned will perform well on the quizzes. Because of their

unannounced nature, quizzes cannot be made upand, therefore, all students are encouraged to

attend every class and to complete reading assignments before class.

Exams: Four non-cumulative exams will be given throughout the semester, as indicated in the CourseSchedule. All students are expected to take all exams on the date given. Exams will comprise 50

multiple-choice, fill-in-the-blank, or short answer questions. All exam scores will be curved. The

lowest score earned from Exam 1, 2, or 3 (any exam except the Final Exam) will be dropped from final

course grade computation; for this reason, no makeup exams will be given exceptunderextreme

circumstances(i.e., unexpected, extended hospitalization with official documentation approved by

the Office of the Dean of Students). Students who have to miss an exam because of some other

conflict may be permitted to take the exam early; students wishing to make a special arrangement

are encouraged to contact the professor ASAP. The final exam is required and will not be dropped

from the final course grade tally.

Please note that any material presented or discussed in class, as well as any material covered inrequired readings but not discussed in class, is subject to inclusion on the exams.The exams will

focus most heavily but not exclusivelyon material from the readings that was discussed in class. Some

exam questions on each test will cover material from the readings that was not discussed in class

(please do not be surprised when that happensconsider yourselves warned!). All exams are closed

book. During the exam, you may not use any notes, dictionaries, or other devices to assist you. If you

leave the room during an exam, you may not re-enter.

Position Paper: To gain depth of knowledge in a particular area, students will write a 5-7 page

(typed, double-spaced, 12 point Times New Roman font, 1 margins on all sides; this page count does

not include a title page or references) position paper. The assignment is to write a position paper on a

controversial topic in abnormal psychology. Early in the semester, students will be given several

options for controversial topics, each of which has two articles that present different positions on a

similar topic. Students are required to use academic databases to locate original research articles,

and to write a paper in APA style that involves critical analysisof the issue at handnot simply a

summary of both positions. Detailed instructions for the paper assignment will be given. Also, we will

spend time in class discussing the instructions for the assignment and reviewing basic research skills

necessary for completing it. Late assignments will be penalized heavily.

Special Services/Disability Accommodations: In accordance with the Americans with Disabilities Act

of 1990 (Section 504), UMass Boston attempts to accommodate all students with a documented

disability. Students with these needs can find appropriate services at the Lillian Semper Ross Centerfor Disability Services. The Ross Center provides language interpretation, readers, testing

accommodations, and counseling. If you have a disability and believe you will need accommodations

in order to complete course requirements, please contact the Ross Center for Disability Services

(Campus Center UL-211) at 617-287-7430.

Academic Support Services: The UMass-Boston Academic Support Programs provide individualized

and/or group tutoring for writing and studying skills. This is an office on campus that provides for

students in need of tutoring, including in subject matter (i.e., psychology), and in more general skills


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4in math, reading and writing. In the past, Abnormal Psychology students have found the staff there to

be very helpful (i.e., grades have improved). If you are interested in taking advantage of their help,

call 287-6550 or visit their office (Campus Center 01-170).

Academic Honesty: The University strictly adheres to a Code of Student Conductregarding issues of

cheating, plagiarism, or other inappropriate behavior that interferes with the educational

environment, which is available online (http://www.umb.edu/life_on_campus/policies/code/). Pleasereview the sections on Academic Honesty (Section VI) and Student Conduct (Section VII). Students

should be aware that, at the discretion of the instructor, assignments may be submitted to plagiarism

detection software programs for the purpose of detecting possible plagiarism. Upon request of the

instructor, all students in this course must be prepared to submit an electronic version of any written

assignment. Students found to have cheated or plagiarized will be officially reported to the University

for sanctions.

Incompletes: Incompletes are given only in special circumstances, that is, when the majority of work

has been completed with a passing grade. In cases when a student has a medical or other emergency

earlier in the semester and miss extensive amounts of work, they should withdraw from the class

rather than take an incomplete. Students must fill out an Incomplete Contract with the instructor;

both the student and instructor must sign and date the agreement, retain a copy for their records,

and submit a copy to the Psychology Department.

Classroom Behavior: An academic classroom is a professional environment and, thus, professional

decorum is expected at all times. Id like to set the expectation for the course as one of respectful

participation. I operationalize this idea for students as attending every class; demonstrating

attentive, non-disruptive classroom behaviors; and participating fully in any in-class activities,

whether they are discussions or exercises.

Students may enter class late or take a bathroom break without penalty, but should be careful to do

so quietly. Students will be considerate of their peers by not engaging in behavior that could distractothers from the learning process. Side conversations and telephone calls are not permitted during

class. All electronic devices are to be silenced. If there is an emergent situation that requires a

response from you (i.e., you notice an emergency call/text on your phone), please feel free to leave

the classroom to address it.

Students who encounter significant illness or personal problems during the semester are encouraged

to speak to the professor privately as soon as possible to determine whether special arrangements

need to be made. Note that no lecture time will be used to debate the course format or course

policies. Students with concerns about classroom management issues should email the instructor to

make an appointment or to attend regularly scheduled office hours.

Sensitivity to Individual Differences: Fortunately, we are all members of a wonderfully diverse

world. I wish to make it extremely clear that I will not tolerate spoken or written comments that arise

during the semester that show disrespect for any person or group, based on any element of

identitywhether it is race, ethnicity, age, sex, gender identity, sexual orientation, national origin,

religion, social class, ability, etc.

Relatedly, one of the goals of the course is to help students develop skills in discussing the topic of

disordered behavior in a sensitively and professional manner appropriate for an academic setting. At
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5times, and without realizing it, we can sometimes slip into the assumption that we in the class are

one way (that is, normal) and that theythose individuals who meet criteria for the mental

health problems noted in the textare a different way (that is, abnormal). It is important to

recognize, though, that we in the course are not different. Many of us in the classroom likely have a

history of mental health symptoms or disorders. Thus, I encourage all students to be mindful of that

when making comments in class.

Further, ones own experiences with mental disorders and therapyfor yourself, family members, or

friendsare incredibly personal. Therefore, students should carefully consider the long-term

ramifications of disclosing personal information in a public setting, such as a classroom. While at

times these experiences may indeed be relevant to the discussion, I generally discourage personal

disclosures because of the possibility of negative consequences later.

Content-Related Disclaimers: Often, people who study psychology find themselves searching their

own experience of the world and diagnosing themselves with X, Y, or Z disorder, especially in a course

on Abnormal Psychology. You may note in the Course Schedule (below) certain topics that, for some

people, may cause severe discomfort or other strong emotional reactions in some students. If you

believe that in-class discussion of such material might be detrimental to your well-being, please letme know so that we can make alternate arrangements and/or talk through whether you should

remain in this course.

Students who find that studying the course material elicits thoughts or feelings that begin to impact

their functioning are encouraged to engage with appropriate mental health services. If needed, I can

help direct you more specifically, however, an excellent plate to start is with the University

Counseling Center (UCC). The UCC provides free and confidential mental health screening for any

currently enrolled UMass-Boston student. The UCC is located across the hall from University Health

Services on the 2nd floor of the Quinn Administration Building. You can call (617-287-5690) or stop by

to set up a meeting.

Important University Dates for Spring 2014:

February 3 (Mon) Add/Drop Ends

April 1 (Tues) Summer/Fall 2014 Registration Begins

April 10 (Thurs) Pass/Fail & Course Withdrawal Deadline

May 14 (Wed) Semester Ends

May 19-23 (Mon-Fri) Final Exam Period

Course Schedule: This is the schedule that we will follow. However, it is subject to modification.

Minor changes will be announced during class time. If major changes ensue, a revised schedule will

be posted or distributed.

Week 1

Mon 1/27 Introduction and Course Overview

Review of Syllabus

Wed 1/29 Comer, Chapter 1, history (pp. 1-23)

Fri 1/31 Comer, Chapter 2, research (pp. 25-45)


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6Week 2

Mon 2/3 Comer, Chapter 2, research (pp. 25-45)

Wed 2/5 Searching Online Databases

Guest Lecture: Tina Mullins

UMB Healey LibraryFri 2/7 Using APA Style

Guest Lecture: Brad Chapin

UMB Psychology

Handout: Basics of APA Style (UW)

Week 3

Mon 2/10 Scientific Writing

How to Read a Scientific Article (Valian, 2005)

Handout: How to Make an Outline (UW)

Handout: Style Points for Scientific Writing (UW)

Wed 2/12 Comer, Chapter 3, models of abnormality, part 1 (pp. 47-81)

Fri 2/14 Comer, Chapter 3, models of abnormality, part 2 (pp. 47-81)

Week 4

Mon 2/17 NO CLASSPresidents Day

Wed 2/19 Exam 1 Review Session

PAPER TOPIC & REFERENCES DUE

Fri 2/21 EXAM #1 given in class (chapters 1, 2, 3, APA Style)

Week 5

Mon 2/24 Comer, Chapter 4, clinical assessment, diagnosis, and treatment, part 1 (pp.

83-98, first half of the chapter) [clinical assessment]

Wed 2/26 Comer, Chapter 4, clinical assessment/treatment, part 2 (pp. 98-111, last half

of the chapter) [diagnosis & treatment]

Spiegel, A. (2005, January 3). The dictionary of disorder: How one man

revolutionized psychiatry. The New Yorker, pp. 56-63.

Fri 2/28 Comer, Chapter 5, anxiety disordersOCD (pp. 140-148)

Guest Lecture: Dr. Noah Berman

MGH/Harvard Medical School


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7Week 6

Mon 3/3 Comer, Chapter 5, anxiety disordersoverview of ADs & panic disorder (pp.

113-14; 136-140)

PAPER TOPIC & REFERENCES returned

Wed 3/5 Comer, Chapter 5, anxiety disordersGAD (pp. 114-126)Guest Lecture: Dr. Liz Roemer

UMB Psychology

Fri 3/7 Comer, Chapter 5, anxiety disordersSAD and phobias (pp. 126-135)

Saavedra, L. M., & Silverman, W. K. (2002). Case study: Disgust and a specific

phobia of buttons.Journal of the American Academy of Child & Adolescent

Psychiatry, 41(11), 1376-1379.

Week 7

Mon 3/10 Comer, Chapter 6, stress disorders (pp. 153-187)


Fri 3/14 EXAM #2 given in class (chapters 4, 5, 6, & articles)

Week 8

SPRING BREAK

Week 9

Mon 3/24 Comer, Chapter 8, mood disorders, part 1 (pp. 223-244) [depressive disorders,

first half of the chapter]

Wed 3/26 Comer, Chapter 8, mood disorders, part 2 (pp. 244-255) [bipolar disorders; last

half of the chapter]Fri 3/28 Comer, Chapter 11, eating disorders (pp. 317-345)

Guest Lecture: Brad Chapin

UMB Psychology

Week 10

Mon 3/31 What Now, Psychology?Career Planning and Exploring Career Options

Guest Lecture: Shannon Seaver & Jennifer Barone

UMass Career Services

Wed 4/2 Comer, Chapter 7, somatoform disorders (pp. 189-202, first half of thechapter)

Fri 4/4 Comer, Chapter 7, dissociative disorders (pp. 202-221, last half of the chapter)


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8Week 11

Mon 4/7 Comer, Chapter 10, suicide (pp. 285-315)


Fri 4/11 EXAM #3 given in class (Chap 7, 8, 10, 11)

Week 12

Mon 4/14 Diagnosing and Treating Mental Health Problems in Medical Populations

Guest Lecture: Dr. Lara Traeger

MGH/Harvard Medical School

Weinberger, M. I., Bruce, M. L., Roth, A. J., Breitbart, W., & Nelson, C. J. (2011).

Depression and barriers to mental health care in older cancer patients.

International Journal of Geriatric Psychiatry, 26(1), 21-26.

Thomas, M., Bruton, A., Moffat, M., & Cleland, J. (2011). Asthma and

psychological dysfunction. Primary Care Respiratory Journal, 20(3), 250-

256.

FIRST DRAFT OF POSITION PAPER DUE

Wed 4/16 Mental Health Stigma

Guest Lecture: Dr. Tahirah Abdullah

UMB Psychology

Brown, S. A., Evans, Y., Espenschade, K., & OConnor, M. (2010). An

examination of two brief stigma reduction strategies: Filmed personal

contact and hallucination simulations. Community Mental Health Journal,

46, 494-499.

Wahl, O. F. (1999). Mental health consumers' experience of stigma.

Schizophrenia Bulletin, 25(3), 467-478.

Fri 4/18 Comer, Chapter 12, substance use disorders (pp. 347-385) [well primarily be

discussing alcoholproblems]

Week 13

Mon 4/21 NO CLASSPatriots Day

Wed 4/23 Comer, Chapter 12, substance use disorders (pp. 347-385) [well primarily be

discussing drug use problems]

Fri 4/25 Position Paper Q&AFIRST DRAFT OF POSITION PAPER returned


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9Week 14

Mon 4/28 Comer, Chapter 16, personality disorders (pp. 475-479 [Intro]; pp. 484-501

[Cluster B personality disorders]; general commentary on PDs, pp. 508-515)

Wed 4/30 Borderline personality disorder

Grant, B. F., Chou, S. P., Goldstein, R. B., Huang, B., Stinson, F. S., Saha, T. D., etal. (2008). Prevalence, correlates, disability, and comorbidity of DSM-IV

borderline personality disorder: Results from the Wave 2 National

Epidemiologic Survey on Alcohol and Related Conditions.Journal of Clinical

Psychiatry, 69, 533-545.

Zanarini, M. C., Frankenburg, F. R., Hennen, J., Reich, D. B., & Silk, K. R. (2006).

Prediction of the 10-year course of borderline personality disorder.American

Journal of Psychiatry, 163, 827-832.

Fri 5/2 VIDEO & discussion

Week 15Mon 5/5 Comer, Chapter 13, gender dysphoria (pp. 415-423)

Wed 5/7 In Our Own VoiceProgramNational Alliance for the Mentally Ill

Fri 5/9 Culture and Mental Health

Guest Lecture: Dr. Karen Suyemoto

UMB Psychology

Readings to be added

Week 16

Mon 5/12 Careers in the Mental Health ProfessionsPanel Discussion

Wed 5/14 Final Exam Review Session

Week 17

TBAFINALS

WEEK

FINAL EXAM &

FINAL DRAFT OF POSITION PAPER DUE

(chapters 12, 13, parts of 16, & various articles)

Wheatley 02-200

(usual classroom)

Documents

DP 2014 UMB Abnormal Syllabus 315 (4!3!14)