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National Research University
Higher School of Economics
Psychology Department
Syllabus for the course
“Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology”
(37.04.01 Psychological Sciences)
Author and Instructor:
Tomas Jurcik, Ph.D, R.Psych.
Teaching Assistant:
Natasha Mineeva
Moscow 2016
This syllabus can not be used by other units of the University and other universities without the permission of
the department and developer of the syllabus
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
I. Overview
The following course is an introduction to topics in abnormal psychology and clinical psychology,
including the classification and etiology of common mental disorders, psychological assessment and
treatment. Topics will be examined through a critical, cultural, socio-ecological, as well as a
historical and biological lens. Acculturation processes and immigrant mental health research is also
discussed. The course is designed to give students a broad overview of the field of clinical and
abnormal psychology, and may be useful background for students who are interested in eventually
pursuing mental health related research from a social or cultural perspective, or those who simply
wish to have a better conceptual grasp of the field. As an introductory course, no specific
prerequisites are required, although students are expected to have been exposed to material in
introductory psychology undergraduate courses and may benefit from having some previous exposure
to social and cultural psychology.
The main objectives of the course are:
To familiarize students with psychological disorders, their assessment and treatment
To examine the origins and basic theories in the field of abnormal and clinical psychology
To develop an appreciation for how social and cross-cultural psychology may inform abnormal
and clinical psychology, as well as vice versa
To cover basic issues in immigrant mental health
To develop students' capacities to be able to present and participate in basic scientific
discussions in the field
Methodology of the course:
The course utilizes a combination of:
a. Didactic lectures covering historical, contemporary, theoretical and empirical issues
b. Practical labs involving discussions about topics in the field and analysis of videos
(e.g., patient-therapist interactions, phenomena in abnormal and clinical psychology)
c. Student presentations during seminars on clinical phenomena and their
biopsychosocial underpinnings
d. Readings and assignments are designed to facilitate greater depth of discussion and
facilitate connections between various disciplines within and beyond psychology
(e.g., psychiatry, sociology)
Course prerequisites and formed competencies:
The course is an elective designed for first or (preferably) second year master students, and does not
have any specific prerequisites. However, some exposure to introductory psychology, social
psychology and/or (cross-) cultural psychology at the undergraduate or graduate level is expected.
The working language of the course is exclusively English, which includes teaching, presentations,
and all communications. In order for the student to be able to benefit from the course, an excellent
ability to write, comprehend, and speak in English is required.
The duration of the course is 1 module (48 academic hours, 4 credits)
Competencies
General competencies Specific competencies
Familiarity with the foundations of abnormal and
clinical psychology
Student will become familiar with the history or
abnormal and clinical psychology, the definitions
of normal and abnormal, the biopsychosocial
model, and the role of clinical psychologists
Familiarity with common explanations of mental Familiarity with common social, psychological
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
disorders and their scientific evaluations and biological pathways of various groups of
mental disorders, and develop an appreciation of
the empirical evidence base supporting such
explanations
An appreciation for how social and cultural
psychology may inform the field of abnormal
psychology, and vice versa
An appreciation for the interplay between social,
cultural and clinical/abnormal psychology: how
social phenomena (e.g., social support, social
ecology, social cognition, self, interpersonal and
group processes, cultural differences, immigrant
adjustment) may help us understand clinical
phenomena, and how clinical phenomena (e.g.,
anxiety, depression, psychosis) may shape the
social process (e.g., biases, relationships).
Analyze relevant empirical literature, present
one’s point of view, be open to alternative
perspectives, and participate in discussions
Students will organize a power-point presentation
on a mental health issue during the seminars, and
present information on how social or cultural
psychology may inform the clinical phenomenon,
and/or how the mental health issue may inform
social and cultural psychological research.
Students will be open to feedback during
discussions
Ability to write a research proposal in English
and follow international academic standards
Develop a research proposal (introduction,
hypotheses, proposed method, expected results,
discussion, references) that ties ideas in abnormal
and clinical psychology to social, cognitive and/or
cultural psychology. APA style is expected
II. Course contents
Course Schedule
№ Lesson Hours
in total
Auditory classes, including: Self-
Studyi
ng Lectures Seminars Practice
Topic Lesson 1: Introduction
1 Course overview, definitions,
history, classification systems,
criticisms
7 2
-
5
2 Research methods 7 1 1 5
Lesson 2: Common Mental Disorders
3 Overview of mental disorders,
diagnosis, epidemiology, and
treatment: Part 1 (Anxiety, OCD,
and Mood)
6 2
-
4
4 Overview of mental disorders,
diagnosis, epidemiology, and
treatment: Part 2 (Trauma and
related concerns: post-traumatic and
dissociative disorders)
6 2
-
4
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
Lesson 3: Psychosis, Severe Mental Illness, and Other disorders
5 Overview of mental disorders,
diagnosis, epidemiology, and
treatment: Part 3 (Psychosis &
Schizophrenia)
7 2
-
5
6 Overview of mental disorders,
diagnosis, epidemiology, and
treatment: Part 4 (Personality
disorders, and Somatic Symptom
Disorders)
6 2
4
Lesson 4: Clinical Psychology Basics
7 Clinical psychologist roles:
Assessment 8 1
1 6
8 Clinical psychologist roles:
Treatment 8 1
1 6
Lesson 5: Interdisciplinary perspectives (note: Mid-Semester In-Class Exam)
9 Relationship to social, cultural and
cognitive psychology and related
disciplines
5 0.5
0.5
4
10 Community psychology,
Acculturation/ immigrant mental
health
5 0.5
0.5
4
11 -Relationship to neuroscience, and
psychiatry
-Mid-semester exam
6 1
1
4
Lesson 6: Abnormal Psychology: In depth student presentations
12 Anxiety Disorders and
Obsessive
Compulsive Disorders (OCD):
Social, cultural, cognitive and
neuroscience foundations
6 2
4
13 Traumatic Stress and Post-
Traumatic Stress Disorders:
Social, cultural, cognitive and
neuroscience foundations
6 2
4
Lesson 7: Abnormal Psychology: In depth student presentations (cont.)
14 Mood Disorders: Social,
cultural, cognitive and
neuroscience foundations
6 2
4
15 Personality Disorders: Social,
cultural, cognitive and
neuroscience foundations
6 2
4
Lesson 8: Abnormal Psychology: In depth student presentations (cont.)
16 Psychotic Disorders: Social,
cultural, cognitive and
neuroscience foundations
6 2
4
17 Neurocognitive and
Neurodevelopmental Disorders:
Social, cultural, cognitive and
6 2
4
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
neuroscience foundations
Lesson 9: Abnormal Psychology: In depth student presentations (cont.)
18 Eating Disorders: Social,
cultural, cognitive and
neuroscience foundations
7 2
5
19 Substance Related and Addictive
Disorders: Social, cultural,
cognitive and neuroscience
foundations
7 2
5
Lesson 10: Clinical Psychology: In depth student presentations
20 Personality Assessment: Social,
Cognitive and cultural foundations 6 2
4
21 Cognitive Assessment: Social,
Cognitive and cultural
foundations
6 2
4
Lesson 11: Clinical Psychology: In depth student presentations (cont)
22 Behavioural and Cognitive
Therapies: Social, cultural, and
cognitive and neuroscience
foundations
6 2
4
23 Psychodynamic and Humanistic
therapies: Social, cultural,
cognitive and neuroscience
foundations
6 2
4
Lesson 12: Conclusions (note: Final Take Home Assignment due)
24 Controversies in the field; the
Future of abnormal and clinical
psychology: course and final
assignment review.
10 2
2 6
TOTAL 155 17 24 7 107
III. Program contents
Lesson 1. Introduction
Topic 1. Course overview
Overview of the course and assignments. The history of abnormal and clinical psychology is
examined, as well as common classification systems and related controversies from a critical
perspective that takes into account changing social contexts.
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 1: The Big Issues in classification,
diagnosis, and research into psychological disorders
2. Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 5: Classification provides an essential
basis for organizing mental disorders
3. Phillips, J., Frances, A., Cerullo, M. A., Chardavoyne, J., Decker, H. S., First, M. B., ... &
LoBello, S. G. (2012). The six most essential questions in psychiatric diagnosis: a pluralogue
part 1: conceptual and definitional issues in psychiatric diagnosis. Philosophy, Ethics, and
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
Humanities in Medicine, 7(1), 1.
For further reading:
4. Ray, W. J. (2014). Chapter 2: Changing conceptualizations of mental illness
5. Szasz, T. (1974). The myth of mental illness. New York: Harper & Row
6. Wakefield, J. C. (2014). Wittgenstein's nightmare: why the RDoC grid needs a conceptual
dimension. World Psychiatry, 13(1), 38-40.
7. Cosgrove, L., & Krimsky, S. (2012). A comparison of DSM-IV and DSM-5 panel members'
financial associations with industry: a pernicious problem persists. PLoS Med, 9(3),
e1001190.
Topic 2. Research methods
The following lesson covers common research methods used in abnormal and clinical psychology.
Social psychology students may already be familiar with the approaches, although methods common
in healthcare research will also be examined (e.g., Randomized Control Trials [RCTs]; effectiveness
vs. efficacy, clinical significance)
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 1: The Big Issues in classification,
diagnosis, and research into psychological disorders
2. Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 6: Psychotherapy outcome can be
studied scientifically and Chapter 1: Science is an essential safeguard against human error
3. Jacobson, N. S., & Truax, P. (1991). Clinical significance: a statistical approach to
defining meaningful change in psychotherapy research. Journal of Consulting and Clinical
Psychology, 59(1), 12.
4. Anderson, N. B. (2006). Evidence-based practice in psychology. American
Psychologist, 61(4), 271-285.
For further reading:
5. Ray, W. J. (2014). Chapter 4: Research Methods
6. Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don't we see more
translation of health promotion research to practice? Rethinking the efficacy-to- effectiveness
transition. American Journal of Public Health, 93(8), 1261-1267.
7. Seligman, M. E. (1995). The effectiveness of psychotherapy: The Consumer Reports
study. American psychologist, 50(12), 965.
Lesson 2. Lessons 2 and 3 provide a broad overview of common mental disorders (e.g., anxiety,
depression), or those that have received significant attention in the research literature (e.g.,
schizophrenia). Social and cultural factors are explored, including perspectives from cultural-clinical
psychology.
Topic 3. Overview of mental disorders, diagnosis, epidemiology, and treatment: Pt 1 (anxiety,
obsessive compulsive (OCD), and mood disorders)
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 5: Mood disorders through Chapter 8:
Generalized anxiety disorder (note: skim these chapters; we will revisit them later)
2. Abramowitz, J. S., Taylor, S., & McKay, D. (2009). Obsessive-compulsive disorder. The
Lancet, 374(9688), 491-499.
3. Ryder, A. G., Yang, J., Zhu, X., Yao, S., Yi, J., Heine, S. J., & Bagby, R. M. (2008). The
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
cultural shaping of depression: somatic symptoms in China, psychological symptoms in North
America? Journal of Abnormal Psychology, 117(2), 300.
For further reading:
4. Ray, W. J. (2014). Chapter 10: Anxiety disorders and obsessive compulsive disorder.
5. Deacon, B. J., & Abramowitz, J. S. (2004). Cognitive and behavioral treatments for anxiety
disorders: A review of meta-analytic findings. Journal of Clinical Psychology, 60(4), 429-
441.
6. Zhou, X., Dere, J., Zhu, X., Yao, S., Chentsova-Dutton, Y. E., & Ryder, A. G. (2011). Anxiety
symptom presentations in Han Chinese and Euro-Canadian outpatients: is distress always
somatized in China? Journal of Affective Disorders, 135(1), 111-114.
Topic 4. Overview of mental disorders, diagnosis, epidemiology, and treatment: Pt 2 (trauma
and related concerns: post-traumatic and dissociative disorders)
Core reading:
1. Friedman, M. (2014). PTSD: National Center for PTSD. US Department of Veterans Affairs.
Retrieved from: http://www.ptsd.va.gov/PTSD/professional/pages/ptsd-overview.asp
2. Spiegel, D., Lewis-Fernández, R., Lanius, R., Vermetten, E., Simeon, D., & Friedman, M.
(2013). Dissociative disorders in DSM-5. Annual Review of Clinical Psychology, 9, 299-326.
3. Cusack, K., Jonas, D. E., Forneris, C. A., Wines, C., Sonis, J., Middleton, J. C., ... & Weil, A.
(2016). Psychological treatments for adults with posttraumatic stress disorder: a systematic
review and meta-analysis. Clinical Psychology Review, 43, 128-141.
For further reading:
4. Ray, W. J. (2014). Chapter 11: Dissociative and somatic symptom disorders; and Chapter 8:
Stress, Trauma and Psychopathology
5. Seligman, R., & Kirmayer, L. J. (2008). Dissociative experience and cultural neuroscience:
Narrative, metaphor and mechanism. Culture, Medicine and Psychiatry, 32(1), 31-64.
6. Rousseau, C., Pottie, K., Thombs, B.D., Munoz, M. & Jurcik, T. (2011). Post traumatic stress
disorder: Evidence review for newly arriving immigrants and refugees. Canadian Medical
Association Journal, 183(12). Retrieved
from: http://www.cmaj.ca/content/suppl/2010/06/07/cmaj.090313.DC1/imm-ptsd-11-at.pdf
Lesson 3. Overview of mental disorders (continued)
Topic 5. Overview of mental disorders, diagnosis, epidemiology, and treatment: Pt 3
(Psychotic Disorders and Schizophrenia)
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 4: Schizophrenia
2. Tandon, R., Keshavan, M. S., & Nasrallah, H. A. (2008). Schizophrenia, “just the facts” what
we know in 2008. 2. Epidemiology and etiology. Schizophrenia research, 102(1), 1-18.
3. Tandon, R., Nasrallah, H. A., & Keshavan, M. S. (2010). Schizophrenia,“Just the Facts” 5.
Treatment and prevention Past, present, and future. Schizophrenia Research, 122(1), 1-23.
4. Cantor-Graae, E. (2007). The contribution of social factors to the development of
schizophrenia: a review of recent findings. Canadian Journal of Psychiatry, 52(5), 277-286.
5. Jarvis, G. E., Bhat, V., Jurcik, T., Spigonardo, V., & Whitley, R. (2015). Transatlantic
variation in the attributed etiology of psychosis. International Journal of Social
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
Psychiatry, 61(6), 577-582.
For further reading:
6. Ray, W. J. (2014). Chapter 7: Schizophrenia.
7. Pitschel-Walz, G., Leucht, S., Bäuml, J., Kissling, W., & Engel, R. R. (2015). The effect of
family interventions on relapse and rehospitalization in schizophrenia: a meta-analysis. Focus,
2(1), 78-94.
8. Tandon, R., Nasrallah, H. A., & Keshavan, M. S. (2009). Schizophrenia,“just the facts” 4.
Clinical features and conceptualization. Schizophrenia research, 110(1), 1-23.
9. Keshavan, M. S., Tandon, R., Boutros, N. N., & Nasrallah, H. A. (2008). Schizophrenia,“just
the facts”: What we know in 2008: Part 3: Neurobiology. Schizophrenia Research, 106(2),
89-107.
10. Tandon, Rajiv, Matcheri S. Keshavan, and Henry A. Nasrallah (2008). Schizophrenia,“just the
facts”: what we know in 2008: part 1: overview. Schizophrenia Research, 100(1), 4-19.
Topic 6. Overview of mental disorders, diagnosis, epidemiology, and treatment: Pt 4
(Personality disorders, and Somatic Symptom Disorders)
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 11: Personality disorders
2. Kirmayer, L. J., & Young, A. (1998). Culture and somatization: clinical, epidemiological, and
ethnographic perspectives. Psychosomatic Medicine, 60(4), 420-430.
3. Yakobov, E., Jurcik, T., & Sullivan, M.J.L. (2016). Conversion disorders (pp. 277-286). In
Budd, P., Hough., S., & Stiers., W. (Eds.), Practical Psychology in Medical Rehabilitation.
New York: Springer Publishing Company.
For further reading:
4. Ray, W. J. (2014). Chapter 11: Dissociative and somatic symptom disorders; Chapter 15:
Personality disorders
5. Kroenke, K. (2007). Efficacy of treatment for somatoform disorders: a review of
randomized controlled trials. Psychosomatic Medicine, 69(9), 881-888.
Lesson 4. Clinical psychologist roles
Topics 7 and 8 cover common roles of clinical psychologists (assessment and treatment of
psychological problems), and the scientist-practitioner model. Their roles are differentiated from
other clinical and research disciplines (e.g., psychiatry, social work). A cultural-clinical psychology
perspective is used.
Topic 7. Clinical psychologist roles: Assessment
Core reading:
1. Jones, J. L., & Mehr, S. L. (2007). Foundations and assumptions of the scientist-practitioner
model. American Behavioral Scientist, 50(6), 766-771.
2. Meyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., ... & Reed, G.
M. (2001). Psychological testing and psychological assessment: A review of evidence and
issues. American Psychologist, 56(2), 128.
3. Hunsley, J. (2015). Translating evidence-based assessment principles and components into
clinical practice settings. Cognitive and Behavioral Practice, 22(1), 101-109.
4. Kirmayer, L. J., Thombs, B. D., Jurcik, T., Jarvis, G. E., & Guzder, J. (2008). Use of an
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
expanded version of the DSM-IV outline for cultural formulation on a cultural consultation
service. Psychiatric Services, 59(6), 683-686.
For further reading:
5. Grove, W. M., Zald, D. H., Lebow, B. S., Snitz, B. E., & Nelson, C. (2000). Clinical versus
mechanical prediction: a meta-analysis. Psychological Assessment, 12(1), 19.
6. Gone, J. P. (2014). Advancing Cultural-Clinical Psychology: Reflections on the Special
Issue. Journal of Social and Clinical Psychology, 33(10), 954.
7. Kirmayer, L. J., Rousseau, C., Eric Jarvis, G., & Guzder, J. (2015). The Cultural Context of
Clinical Assessment (pp. 56-70). In Psychiatry, Fourth Edition, New York: Wiley.
Topic 8. Clinical psychologist roles: Treatment
Core reading:
1. Field, M, & Cartwright-Hatton, S. (2015). Chapter 2: How are psychological disorders
treated?
2. Hunsley, J., Elliot, K., Therien, Z. (September 10, 2013). The efficacy and effectiveness of
psychological treatments. Canadian Psychological Association. Report retrieved from
http://www.cpa.ca/docs/File/Practice/TheEfficacyAndEffectivenessOfPsychologicalTreatments_
web.pdf
3. Griner, D., & Smith, T.B. (2006). Culturally adapted mental health interventions: A meta-
analytic review. Psychotherapy: Theory, Research, Practice, Training, 43(4), 531-548.
4. Wampold, B. E. (2001). Contextualizing psychotherapy as a healing practice: Culture, history,
and methods. Applied and Preventive Psychology, 10(2), 69-86.
For further reading:
5. Tracey, T. J. G., Wampold, B. E., Lichtenberg, J. W., & Goodyear, R. K. (2014, January 6).
Expertise in Psychotherapy: An Elusive Goal? American Psychologist. Advance online
publication. doi: 10.1037/a0035099
6. Emmelkamp, P. M. (2005). Technological innovations in clinical assessment and
psychotherapy. Psychotherapy and Psychosomatics, 74(6), 336-343.
7. Folk, J. B., Disabato, D. J., Goodman, F. R., Carter, S. P., DiMauro, J. C., & Riskind, J. H.
(2016, May 19). Wise additions bridge the gap between social psychology and clinical practice:
Cognitive-behavioral therapy as an exemplar. Journal of Psychotherapy Integration. Advance
online publication. http://dx.doi.org/10.1037/int0000038
Lesson 5. Interdisciplinary perspectives
Students will also complete a mid-semester exam this week (1 academic hour). Questions will be
related to the information covered in the lessons and readings up to and including this week. Please
consult Methods of Assessment section below for more details.
Topic 9. Relationship to social, personality, cultural and cognitive psychology and related
disciplines
Clinical psychology has important links with social and cultural psychology, as well cognitive
psychology and other disciplines such as anthropology; empirical findings in these fields may inform
each other and foster cross-disciplinary research.
Core reading:
1. Maddux, J. E., & Tangney, J. P. (Eds.). (2011). Social psychological foundations of clinical
psychology. Guilford Press. Chapters 1 through 4; 16, 18
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
2. Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 3: Decision research can increase the
accuracy of clinical judgment and thereby improve patient care, and Chapter 12: Personality traits
are critical for a complete clinical science
4. Ryder, A. G., Ban, L. M., & Chentsova-Dutton, Y. E. (2011). Towards a cultural–clinical
psychology. Social and Personality Psychology Compass, 5(12), 960-975.
5. Rosenhan, David (1973). On being sane in insane places. Science, 179(4070), 250–
258. doi:10.1126/science.179.4070.250. Retrieved from:
http://www.bonkersinstitute.org/rosenhan.html
For further reading:
6. Various authors (2014). Advancing cultural-clinical psychology: Special issue. Journal of
Social and Clinical Psychology, 33(10). [see articles in this issue]
7. Gone, J. P. (2014). Advancing cultural-clinical psychology: Reflections on the special
issue. Journal of Social and Clinical Psychology, 33(10), 954.
8. Elstein, A. S., & Schwarz, A. (2002). Clinical problem solving and diagnostic decision making:
selective review of the cognitive literature. British Medical Journal, 324(7339), 729-732.
9. Folk, J. B., Disabato, D. J., Goodman, F. R., Carter, S. P., DiMauro, J. C., & Riskind, J. H.
(2016, May 19). Wise additions bridge the gap between social psychology and clinical practice:
Cognitive-Behavioral Therapy as an Exemplar. Journal of Psychotherapy Integration. Advance
online publication. http://dx.doi.org/10.1037/int0000038
Topic 10. Acculturation/ immigrant mental health
This section builds on Topic 9 themes. Community and clinical psychologists, as well as cultural
psychiatrists and epidemiologists, have an interest in researching the links between acculturation,
social ecology and mental health as well as developing appropriate treatment adaptations when
working with immigrants and refugees.
Core readings:
1. Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 17: Cultural factors influence the
expression of psychopathology
2. Maddux, J. E., & Tangney, J. P. (Eds.). (2011). Chapter 17: Sociocultural issues in the
diagnosis and assessment of psychological disorders.
3. Jurcik, T., Chentsova-Dutton, Y. E., Solopieieva‐Jurcikova, I., & Ryder, A. G. (2013).
Russians in treatment: the evidence base supporting cultural adaptations. Journal of Clinical
Psychology, 69(7), 774-791.
4. Jurcik, T., Ahmed, R., Yakobov, E., Solopieieva-Jurcikova, I., & Ryder, A. G. (2013).
Understanding the role of the ethnic density effect: issues of acculturation, discrimination and
social support. Journal of Community Psychology, 41(6), 662-678.
For further reading:
5. Fazel, M., Wheeler, J. & Danesh, J. (2005). Prevalence of serious mental disorder in 7000
refugees resettled in western countries: A systematic review. The Lancet, 365(9467), 1309-
1314.
6. Sam, D. L., & Berry, J. W. (Eds.). (2006). The Cambridge handbook of acculturation
psychology. Cambridge, UK: Cambridge UP. Chapter 27: Acculturation and health
7. Bécares, L., Shaw, R., Nazroo, J., Stafford, M., Albor, C., Atkin, K., ... & Pickett, K.
(2012). Ethnic density effects on physical morbidity, mortality, and health behaviors: a
systematic review of the literature. American Journal of Public Health, 102(12), e33-e66.
8. Jurcik, T., Yakobov, E., Solopieieva-Jurcikova, L., Ahmed, R., Sunohara, M., & Ryder, A.
G. (2015). Unraveling ethnic density effects, acculturation, and adjustment: The case of
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
russian-speaking immigrants from the former Soviet Union. Journal of Community
Psychology, 43(5), 628-648.
9. Shaw, R. J., Atkin, K., Bécares, L., Albor, C. B., Stafford, M., Kiernan, K. E., ... & Pickett,
K. E. (2012). Impact of ethnic density on adult mental disorders: narrative review. British
Journal of Psychiatry, 201(1), 11-19.
10. Oishi, S., & Graham, J. (2010). Social ecology lost and found in psychological
science. Perspectives on Psychological Science, 5(4), 356-377.
11. Rousseau, C., Jamil, U., Bhui, K., & Boudjarane, M. (2015). Consequences of 9/11 and
the war on terror on children’s and young adult’s mental health: a systematic review of the
past 10 years. Clinical child psychology and psychiatry, 20(2), 173-193.
Topic 11. Relationship to neuroscience, medicine and psychiatry
Descartian body-mind dualism is an outdated notion. Neuroscience frequently informs abnormal
psychology, and mental health influences physical health, and vice versa. Thus, psychologists
frequently collaborate with physicians on interdisciplinary healthcare teams.
Core readings:
1, Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 13: The cognitive neuroscience
perspective allows us to understand abnormal behaviour at multiple levels of complexity.
2, Lillienfeld, S.O. & O’Donohue, W.T. (2007). Chapter 15: Mental and physical health in
3. McHugh, R. K., Whitton, S. W., Peckham, A. D., Welge, J. A., & Otto, M. W. (2013).
Patient preference for psychological vs pharmacologic treatment of psychiatric disorders: a
meta-analytic review. Journal of Clinical Psychiatry, 74(6), 595-602.
For further reading:
5. Ray, W. J. (2014). Chapter 3: Neuroscience approaches to understanding psychopathology
6. Mehta, N. (2011). Mind-body dualism: A critique from a health perspective. Mens Sana
Monographs, 9(1), 202.
4. McDaniel, S. H., Belar, C. D., Schroeder, C., Hargrove, D. S., & Freeman, E. L. (2002). A
training curriculum for professional psychologists in primary care. Professional Psychology:
Research and Practice, 33(1), 65-72.
Students will also complete an in-class mid-semester exam this week (1 academic hour). Questions
will be related to the information covered in the lessons and readings up to and including this week.
Please consult Methods of Assessment section below for more details.
Lessons 6-11. Abnormal and Clinical Psychology: In depth student presentations;
You are to select (or will be assigned) a specific topic to present with a colleague (See Course
schedule above for topics 12-23). For instance, if you are assigned or select topic 16 (lesson 8), your
presentation topic will be on Psychotic Disorders: Social, cultural, cognitive and neuroscience
foundations. Please carefully read the instructions in the Methods of Assessment section below on
how to prepare and conduct your presentation.
Lessons 6-9. Abnormal psychology presentations. See topic areas in schedule above. Core and
supplementary readings will be provided by presenters. Note: you will select or be assigned to a topic
in either the Abnormal or Clinical group, but not both.
Lessons 10-11. Clinical psychology presentations. See topic areas in schedule above. Core and
supplementary readings will be provided by presenters. Note: you will select or be assigned to a topic
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
in either the Abnormal or Clinical group, but not both.
The final assignment will also be briefly discussed and the take-home essay question will be issued at
the end of Lesson 11 (see Methods of Assessment for more details).
Lesson 12. Conclusions
Topic 24. Controversies in the field and the future of clinical psychology
Clinical psychology, along with psychiatry, have been subject to numerous controversies, often
related to questions about scientific credibility and objectivity, especially with regards to diagnosis
and treatment. However, clinical psychology has also experienced numerous advances in the last 100
years. What might be next? The final assignment will also be briefly discussed and the take-home
essay question will be issued (see Methods of Assessment for more details).
Core readings:
1. Lilienfeld, S. O. (2012). Public skepticism of psychology: why many people perceive the study
of human behavior as unscientific. American Psychologist, 67(2), 111.
2. Achenbach, T. M. (2016). Future directions for clinical research, services, and training:
Evidence-based assessment across Informants, cultures, and dimensional Hierarchies. Journal of
Clinical Child & Adolescent Psychology, 1-11. (published online)
3. Emmelkamp, P. M. (2005). Technological innovations in clinical assessment and
psychotherapy. Psychotherapy and Psychosomatics, 74(6), 336-343.
4. Lavoie, K. L., & Barone, S. (2006). Prescription privileges for psychologists. CNS
drugs, 20(1), 51-66.
5. Maddux, J. E., & Tangney, J. P. (Eds.). (2011). Chapter 28: Social psychological foundations
of clinical psychology: Initial trends, current status, and future directions
For further reading:
6. Von Sydow, K., & Reimer, C. (1998). Attitudes toward psychotherapists, psychologists,
psychiatrists, and psychoanalysts: A meta-content analysis of 60 studies published between 1948
and 1995. American Journal of Psychotherapy, 52(4), 463.
7. Baker, T. B., McFall, R. M., & Shoham, V. (2008). Current status and future prospects of
clinical psychology toward a scientifically principled approach to mental and behavioral health
care. Psychological Science in the Public Interest, 9(2), 67-103.
8. Fox, R. E., DeLeon, P. H., Newman, R., Sammons, M. T., Dunivin, D. L., & Baker, D. C.
(2009). Prescriptive authority and psychology: A status report. American Psychologist, 64(4),
257.
9. Benjamin Jr, L. T. (2005). A history of clinical psychology as a profession in America (and a
glimpse at its future). Annual Review of Clinical Psychology, 1, 1-30.
Take home essay assignment. The essay question(s) will be issued at the end of lesson 11 and the
completed essay is to be submitted on the final day of class by no later than 23:59pm. Students will
be asked to complete one general essay or research proposal on the relationship between cultural
and/or social and/or cognitive psychology and clinical and/or abnormal psychology. See Methods of
Assessment section for further details.
IV. Methods of assessment
Student Presentations
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
Background: Presentations on specific advanced topics in abnormal and clinical psychology are
conducted during the seminars (see Course Schedule on topic titles for lessons 11-22). These are
intended to familiarize the audience in greater depth with more specific topics in the field than the
lecture component of the course. Thus, the first five lectures were designed to provide you with a
foundational overview of the field. The purpose of these subsequent presentations is to develop links
between abnormal or clinical psychology and social, cultural and cognitive psychology (and
neuroscience) for a more specific set of disorders or clinical issues.
General presentation instructions: You will choose a presentation from either the abnormal or
clinical group (see topics above). Students will work in small groups of 2 students (if there are
insufficient student pairs, there may be a few individual student presentations) and prepare
presentations synthesizing recent literature which integrate relevant sociocultural/cognitive
phenomena with clinical/abnormal psychology. You will also give examples of potential future
research ideas which may help answer unsolved questions in your topic area. You are expected to e-
mail or meet with the instructor regarding any questions you may have prior to the presentation for
guidance. Please note that I do not expect your presentation to be exhaustive; rather it may be focused
on a select group of studies or findings and should be cohesive. Thus, you are to further bridge
clinical and abnormal psychology with the social, cognitive and neural sciences.
Students will utilize HSE electronic resources to find relevant literature and will e-mail the group
several articles prior to the presentation.
Parameters: The lecture/presentation will be one to 1.5 academic hours (no more than 60 minutes),
and will be done in power-point format and should include about 10+ references. You may use videos
and multimedia (optional) to make your presentation more stimulating. You should leave at least part
of the second academic hour for discussion (0.5-1 academic hour) with the group and instructor, and
will be asked to facilitate it (i.e., have some thoughtful questions ready!). Note: there will be two
presentations per lesson (see schedule above), so please efficiently complete your full presentation
and discussion in your allotted time of 1 hour 20 minutes.
For the abnormal psychology presentations (lesson topics 12-19): You are to briefly review
relatively recent research (since about 2000) on social, cultural, cognitive and neuroscience
foundations on a specific group of disorders (e.g., Mood Disorders) and focus in greater detail on
how a disorder in this group (e.g., major depression) may be related to social-cultural and cognitive
phenomena (e.g., attentional mechanisms, cognitive biases, interpersonal interactions, expressions of
symptoms in cultural context, perceptions of stigma, prefrontal brain activation).
For the clinical psychology presentations (lesson topics 20-23): You are to present recent research
(since about 2000) on the clinical topic in question (e.g., Personality Assessment, Psychotherapy).
You are to examine one or more common assessment tools (e.g., MMPI-2 for the personality
assessment presentation) or psychotherapy approaches in detail (e.g., Cognitive-Behavioural
Therapy). You will briefly explain this approach or clinical tool, and examine the influence of
interpersonal factors (e.g., the clinician-client relationship/alliance) and cognitive factors (e.g.,
cognitive and affective factors in clinician judgment or bias) that may affect clinical assessment
findings and the therapy process and outcome. You will also examine how cultural factors (e.g., such
as therapy adaptations, ethnic matching between clinician and client) may affect assessment and
therapy processes or outcomes.
Readings: The following topics (see Course schedule) require student presenters to find 1-2 relatively
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
recent core research articles or reviews and 1-2 supplementary readings published since 2000 to
distribute to the instructor and classmates (older articles are acceptable if they are still frequently
cited in recent literature). One week prior to the presentation, students e-mail these readings to the
group and the instructor for review and to stimulate a discussion during the seminar that they will
lead following their lecture. Immediately prior to the presentation, students are to e-mail their
powerpoint slides to the instructor and the student group for reference.
Grading criteria: The grade for the presentation will depend on the student’s critical synthesis of
various research ideas, review of relevant peer reviewed articles, the degree to which the information
was clearly presented in the slides (e.g., correct English, use of references, few points), the clarity of
communicating one’s ideas to the audience, the student’s engagement in facilitating discussion,
openness to ideas, and structuring of the presentation (e.g., have an introduction, review of the
literature, synthesis, limitations, future research, summary and conclusions, reference list, etc.).
Mid-Term Exam
This exam is in the format of a quiz and will last for 1 academic hour at the end of lesson 5. The
format will be multiple choice and/or short answer. Questions will be related to the information
covered in the topics and readings covered up to and including lesson 5.
Grading criteria: Identification of the best or correct answer for the multiple choice component.
Quality of responses (evidence-based or relevant, well-written and succinct) for the short answer
component.
Final Take-Home Assignment
Please note that there will not be a traditional final exam during end-of-semester exam week.
The final course requirement is a take-home essay assignment or research proposal, the general
question for which will be issued during the second-to-last week of the course (lesson 11). The
assignment is to be completed and submitted during the final week of class (no later than 23:59 on
the day of lesson 12).
For the take-home component, students will be asked to either complete one general essay or a
research proposal. The essay will examine the relationship between cultural and/or social and/or
cognitive psychology and clinical and/or abnormal psychology. Alternately, students may choose to
generate a research idea(s) in the form of a research proposal, tying in sociocultural, cognitive, or
cultural psychology with clinical and/or abnormal psychology. The take-home assignment may be
based on the presentation that you completed.
The assignment is to be type-written and submitted by e-mail to both the instructor and teaching
assistant (note: or paper-and-pen essays/proposals are acceptable if the student does not have access
to a computer; however, hand-written work must be clearly legible). This take home essay/proposal is
open book. Students are strongly encouraged to prepare for this assignment in advance by reviewing
the material and class readings (including student presentations), synthesizing the material, and at
thinking through the issues prior to lesson 11, and perhaps even preparing a draft paper of ideas that
generate interest.
Parameters: Essays/research proposals are to be brief, no more than 9-pages double-spaced in total
(including approximately one page of references and one separate title page and an abstract page),
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
have an introduction, body, and conclusion with appropriate headings (or introduction, method,
expected results, discussion for proposals), use in-text references in APA style, and include a
reference list. An abstract is also to be included. Please consult resources below on APA style and a
sample paper for formatting (https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf) .
Papers are to be written in clear English and you are requested to write the essay in your own words.
Grading criteria: The final grade for the final exam will depend on the overall quality of how the
reviewed literature is presented and synthesized, clarity of relationships between the ideas or
hypotheses in the essay/proposal, usage of scientific material (e.g., evidence from peer reviewed
articles to make one’s point), quality of conclusions, essay/proposal structure (i.e., introduction, body,
conclusion, references; proposals are to have an introduction, hypotheses, method, expected results,
discussion, references), ability to appropriately write and reference in APA style, and overall clarity
of writing in English. The abstract will also be evaluated for clarity and succinctness (limit it to about
150 words). Limit your use of jargon, and define your terms.
Plagiarized and unquoted material, including copied sentences or paragraphs, is not acceptable for
any assignment and will be failed. If you require specific accommodations (e.g., due to illness) you
must notify the instructor in advance. Otherwise, late submissions will be penalized by a deduction
of 10% per day from the final assignment mark.
Attendance and Participation/ Professionalism
Students are expected to attend the lectures and seminars, engage with the core readings, and actively
participate in discussions in a professional manner (e.g., presenting clear points and arguments in a
respectful way). If you are absent, please inform the professor and TA, and e-mail a comment based
on the readings, so we know you are keeping up. It is also recommended that you communicate with
other students on the lecture materials.
Grading criteria: Consistency of attendance (or informing the professor of occasional absences),
bringing up relevant research, readings, and/or personal reflections and questions during discussions,
clarity of communication, maintaining respectful interactions with others.
Formula for the final grade
The final grade consists of several parts and the details of the requirements for each part are discussed
above in sections III and IV:
Mid-Semester Exam (ME): 25% (see lesson 5)
Presentation (P): 30% (see lessons 6-11)
Final take-home assignment (FA): 35% (see lessons 11-12)*
Attendance and Participation/Professionalism (AP): 10%
(Please inform the instructor if you are unable to attend class; you are expected to contribute
to the discussions)
Formula for the final grade:
Final grade (%) = 0.25*ME + 0.3*Pr + 0.35*FA + 0.1*AP
National Research University Higher School of Economics
Syllabus for the course “Abnormal and Clinical Psychology: Social and Cultural Contexts”
English-taught Master’s programme “Applied Social Psychology” (37.04.01 Psychological Sciences)
Comment on final grade: Final percentages are converted to a 10-point scale (10 is considered
"outstanding"; 8 to 9 is considered to be "very good" to "excellent", 6 to 7 is considered to be
"good", 4 to 5 is considered "satisfactory", and below 4 is considered a "fail").
*There is no traditional final exam during the last week of the semester.
V. Literature
Textbooks
The following textbooks are required for the course:
1. Field, M, & Cartwright-Hatton, S. (2015). Essential abnormal & clinical psychology. London:
Sage.
2. Lillienfeld, S.O. & O’Donohue, W.T. (2007). The great ideas of clinical science. New York:
Taylor & Francis.
3. Maddux, J. E., & Tangney, J. P. (Eds.). (2011). Social psychological foundations of clinical
psychology. New York: Guilford Press.
The following textbook is optional as a supplementary text:
4. Ray, W. J. (2014). Abnormal psychology: Neuroscience perspectives on human behaviour and
experience. Los Angeles, CA: Sage
Please do a careful Google search prior to purchasing these books to save on costs (they should be
available as e-books and some even for rent online). The relevant chapter is specified for each
lesson/topic above in section III.
Articles
Each lesson also has associated peer-reviewed article readings. Some of these are core articles, and
others are supplementary readings for students who wish to go into greater depth in a topic area. See
section III for more details.
Internet resources
Several online resources are useful to students, professionals, and lay people who have an interest in
abnormal and clinical psychology (use the site’s search field to identify information on a specific
topic of interest):
• APA style and sample paper: https://owl.english.purdue.edu/owl/resource/560/18/
• American Psychological Association: www.apa.org
• Canadian Psychological Association:
http://www.cpa.ca/aboutcpa/cpasections/clinicalpsychology/resources
• Center for Addiction and Mental Health:
http://www.camh.ca/en/hospital/health_information/a_z_mental_health_and_addiction_information/P
ages/default.aspx
• Mayo Clinic: www.mayo.org
• John Suler’s teaching clinical psychology: http://www-usr.rider.edu/~suler/tcp.html
• Promoting Cultural-Clinical Psychology: https://culturalclinicalpsych.org