Abnormal psych syllabus sprg. 2012

Spring 2012 Abnormal Psychology--Psy. 14--Sec. 3465

Course Description

An introduction and investigation of the causes, development, symptomatology and treatment of abnormal behavior. Primary focus is an eclectic view of persons and their adaptation of their environment. Pre-requisite: Psy I.

Faculty Dr. Gabe Title Doctor of Clinical Psychology/ Assistant Prof.Degrees/Certificates Bachelor of Arts- Psychology

Master’s- Clinical PsychologyDoctorate Clinical Psychology

Office Location: LL337--Ph: 323.242.5539

EMAIL: [email protected]

Twitter @askdrgabe

Facebook page—Ask Dr Gabe

Semester Dates February 7 2011-June 6, 2011

Class Days -Wednesday-

Class Time 6:30 - 9:40PM

Credit Hours 3

_____________________________________________________________________________________________

Textbook: There are Two Textbooks for this class.

1. Comer, J. Ronald, Fundamentals of Abnormal Psychology, 6th edition, Worth Pubishers, New York; ISBN: 13: 978-1-4292-1633-3

2. Crenshaw, G., (2009) Psychology: A Global Perspective-Connecting Civilizations . Pearson Publishing, Boston, MA ISBN 978-558-35634-7

Supplemental Reading: Jones, J. Kimberlyn, Me Inside Out , Dog Ear Publishing, Indianapolis, IN; ISBN: 978-160p844-774-9

ABN0RMAL PSYCHOLOGY--SPRING, 2011

mailto:[email protected]

SPRING, 2012ABNORMAL PSYCHOLOGY--PSY. 14

ADDITIONAL RESOURCES:LOS ANGELES SOUTHWEST LIBRARY

Educational Philosophy:

The instructor's educational philosophy is one of interactiveness based on lectures. readings quizzes, dialogues, examinations, internet, videos, web sites and writings. The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

Student Learning Outcomes:

Core Learning Outcomes

1. Apply knowledge of abnormal human behavior concepts, guided by the criteria of distress, deviance, dysfunction, danger.

2. Define/identify/Differentiate and evaluate theories and treatments of psychopathology.

3. Identify the historical and cultural context of psychopathology.

4. Critically examine the contextual influences on the theories and treatments of psychopathology.

ABNORMAL PSYCHOLOGY--SPRING, 2011


Core Assessment:

All Los Angeles Southwest courses are required to include a core assessment in order to measure the specific Departmental Learning Outcomes for each course. The core assessment for PSY. 14, Abnormal Psychology involves the application of knowledge of a particular disorder to a Case Study.

DIRECTIONS: After reading the case study, please answer the questions that are listed at the end of the case study. Please list the category of the question e.g. EVALUATION, SYNTHESIS, etc., and number each question according to the numbers in the category listing.

The Core Assessment Rubric for this assignment can be found at the bottom of this page. Please review the Rubric to assist you in meeting the expectations when answering the questions.

Randy

Presenting Complaint

Thirty-two-year-old Randy lives in a cabin in a remote rural area of Montana. He moved here 10 years ago after he left his parents’ home in suburban Sacramento, California. The cabin has no electricity or running water. Randy considers himself a survivalist; he heats his house with wood and gets his water from a nearby mountain stream or from the rainwater he collects. He grows vegetables and kills game and birds. He has a 20-year-old truck that he uses to go into town, a 100-mile trip from his isolated home. He inherited $50,000 from an aunt several years ago. He keeps the ABNORMAL PSYCHOLOGY--SPRING, 2011


money in a passbook savings account in town and withdraws cash when he needs it. He doesn't have a regular job, but people have found that he is good with his hands. He does odd carpentry jobs occasionally, if he is in the mood.

When Randy goes into town, it is usually to get a couple of hundred dollars of cash out of the bank, buy a few things from the grocery store, such as coffee, milk, and household items, treat himself to lunch at the diner, and go to the library. On these trips, he might pick up a job or two.

The people who know Randy refer to him as "odd" but harmless. He often talks to himself when he eats or works. Some say that if they listen closely he appears to be carrying on a conversation with one or two other people. Randy wears worn-out clothing and has long hair and a bushy beard. He is often dirty and disheveled, but he is not so different in that regard from other men in the area.

The diner where Randy eats lunch has a television that is always on. Randy appears agitated by the television and he mumbles something like, "Turn that thing off. It is messing with my head." One of the waitresses humors him and asks the other clients if she can turn it off. Most agree. When that waitress isn't working, the television stays on. Then Randy doesn’t linger over his meal.

The librarian says Randy must be very bright, because he checks out history and philosophy books. In fact, she often orders books he wants from a large city library, as their library caters to the simple tastes of its rural populace.

One day, Randy came into the restaurant extremely agitated. He was pulling at his hair and talking loudly. He asked the waitress to



give him something to stop the noise. What noise, she asked? He said, "The noise in my head. Since the television stole my brain I can't stop the noise." The waitress laughed and said, "Why don't you tell us what kind of noise is in your head? Maybe we want to listen, too." At this point, Randy reached over the counter and grabbed the waitress by the blouse and shouted, "Kill the noise or I will kill you."

A scuffle ensued as the patrons in the restaurant rushed to the waitress's defense. As they struggled with Randy he got more upset. He kicked, he bit, he threatened. Someone called the police and they came to arrest Randy. He actually calmed down and told the officers, "So, it's you. Go ahead and take me. You have been after me for years—putting arsenic in my garden plot, taking money out of my bank account. And stealing my brain—don’t think I forgot that. But you will pay for this. The Chief is looking for you.

Randy was arrested and charged with assault and battery on the waitress and the patrons who tried to restrain him—both misdemeanors. Randy spent the night in jail before being brought before a judge the next day. During his night in jail he continuously banged on the bars demanding that the guards turn off the television (the closed-circuit television hung on the wall outside and across from his cell). He threw his metal dinner plate at the television, cursing it and yelling, "Why are you doing this to me? You stole my brain, what else do you want?" When he was taken in front of the judge, the officers reported on his comment at the restaurant and his behavior in jail. The jail superintendent reported that he wanted Randy charged with destruction of jail property (his metal dinner tray dented the side of the television). The judge ordered a psychological evaluation to see if Randy was suffering from a mental disorder of some kind. When the judge asked Randy if he knew what a psychological evaluation was, Randy said, "Sure.



They want to get inside my head. But I'm telling you, they won't find anything. My brain is missing and I don't know where I left it."

Personal and Family History

Randy was the middle of three children. His father was an electrician and his mother taught elementary school. His older brother committed suicide at the age of 30—having struggled with depression most of his adult life. His father was never diagnosed with a mental disorder, but he was known for his paranoia and eccentric behaviors. Randy's mother had learned to be quiet and passive in order to appease her volatile husband. They rarely communicated with one another, and when they did it usually ended up in an argument.

Randy was a star high-school student and had a 3.8 GPA his first year in college. He was majoring in history. When a girlfriend broke up with him, his grades started to slip and everything about him seemed to change. He slept a lot, ate mostly junk food, and stopped going to class.

He was placed on academic probation. He accused the Dean of being out to "get" him. He even suggested that the Dean took his girlfriend. Eventually Randy was expelled from the college.

He went home to his parents, where he became withdrawn and paranoid. Randy was angry with his father, who mostly ignored him. His mother was afraid of him, especially when he talked to himself and yelled at the television. Once when they were gone for the weekend, Randy pulled the cable box out of the wall and took a hammer to the television set, smashing in the sides. He told his parents that the cable box was taking thoughts from his brain and sending them to the television for all to hear. "My thoughts belong to me, and to no one else. Whoever tries to take them is going to have to pay."



A neighbor of his parents suggested that Randy ought to go to the community mental health clinic. Randy's father forbid it, saying no son of mine is going to a shrink. Shrinks are for "sissies." When the neighbor asked Randy if he wanted to get some help, Randy's response was, "I don't need help. Just turn off the damn TV."

One day, Randy went to the police department and said he wanted to file a criminal complaint.

“Against whom?” the officer on duty asked.

“Against WJTA-TV,” Randy said.

Sensing that Randy was a "bit off," he asked Randy, "What did they do to you?"

"Larceny—grand larceny," Randy said. "They stole my brain and I want it back."

The officer pretended to write up a complaint and told Randy he would give it to his supervisor for approval. That appeased Randy. When he left, the officer laughed and said, "Boy, it takes all kinds."

Shortly after this incident, Randy's aunt died and left him $50,000. Randy bought an old truck, the same one he has now, packed up his clothes and books and took off. He left his parents a note reading, "Thanks for nothing." That was the last they heard from Randy.

DSM-IV Checklist

Schizophrenia

At least two of the following symptoms, each present for a significant portion of time during a one-month period:



1. Delusions.

2. Hallucinations.

3. Disorganized speech.

4. Grossly disorganized or catatonic behavior.

5. Negative symptoms.

2. Functioning markedly below the level achieved prior to onset.

3. Continuous signs of the disturbance for at leas six months, at least one month of which includes symptoms in full and active form (as opposed to attenuated form).

EVALUATION

Objective #1 Demonstrate appropriate use of abnormal human behavior concepts, guided by the criteria of distress, deviance, dysfunction, danger.

Question:

Describe Randy’s case in terms of

1. distress

2. deviance

3. dysfunction and

4. dangerABNORMAL PSYCHOLOGY--SPRING, 2011


SYNTHESIS

Objective #2 Understand the historical and cultural context of psychopathology.

Objective # 3 Critically examine the contextual influences on the theories and treatments of psychopathology.

Question:

1. If Randy were still living in a Sacramento suburb, what do you think might have been different in the way his situation was perceived and

2. How might this change the outcome?

3. If Randy were living in the late 1880’s, how would he be diagnosed by the community and

4. Treated?

ANALYSIS



Objective #4 Differentiate and evaluate theories and treatments of psychopathology.

Questions:

1. What genetic factors may have played a part in Randy’s schizophrenia?

2. What biochemical abnormalities might account for Randy’s symptoms?

3. What might have been the role of family stress in Randy’s disorder?

4. What does the socio-cultural view of schizophrenia contribute to our understanding of Randy’s case?

5. What medication would be most helpful for Randy? Discuss why you chose this particular medication?

6. What treatment modalities would be helpful to Randy in addition to medication?



APPLICATION

Objective #5 Display the responsible use of the DSM-IV (not to present yourselves as professional users of it).

1. Does Randy meet the criteria for schizophrenia? If so, identify each of symptoms and/or behaviors that satisfy the symptom criteria for schizophrenia.

2. What type of schizophrenia does Randy display and what behavior supports your reason for selecting this?

____________________________________________________________________________________

Class Assessment:

The class assessment will include chapter quizzes, examinations, presentations, projects, and papers designed to evaluate the student's understanding of the objectives of the course.

Assessment type Points each Total points possible

6 Examinations 50 300

Two comprehensive outlines 50 100

Core Assessment

Total Points Possible 400

Grading:



Letter Grade Percentage Point Range

A 90 - 100 400 -- 360

B 80 - 89 359 -- 320

C 70 - 79 319- --280

D 60 - 69 279 -- 240

F 59 or less 239 –fewer

Late Submission of Course Materials:

Course work submitted one week after the due date will receive a deduction of one letter grade. Submission of class work 8 days or more beyond the due dates will not be accepted and receive a grade of zero points.

Classroom Rules of Conduct:

Academic freedom will exist in the classroom. This means that each student may attack the ideas and concepts being presented by the instructor or other students with logic and arguments but not the person of the instructor or the student. Physical and verbal abuse will not be tolerated in the classroom. Because the topics presented may generate personal stories that are pertinent but very personal, we will adhere to the policy of confidentiality. In other words, personal information presented to the class may not be discussed outside of the classroom even with other students in the same course/class. Individuals violating the confidentiality rule will be required to meet with the instructor and the academic dean, LASC site.

Deadline to add a class is Thursday Feb, 16, 2012 (No exceptions)

Drop Deadline with full refund or no fees is Tuesday Feb. 21, 2012

Deadline to drop without a “W” is Sunday March 4, 2012ABNORMAL PSYCHOLOGY--SPRING, 2011


Deadline to drop class and receive a “W” is Sunday May 6, 2012

Final Examinations are Tues, May, 29—Monday, June 4, 2012

No pagers, beepers, phones, calculators or other (non-life sustaining) electronic devices will be permitted during any of the scheduled exams or quizzes. Use of listening and recording devices is not permitted (as per Education Code 78907).

During all classroom periods the student is expected to be prepared and to actively participate in discussion of the topics being presented.

A syllabus is a contract between professor and student created by the professor and as such the professor reserves the right to change or modify the syllabus at his sole discretion.

Course Topic/Dates/Assignments:

Meeting Date Assignment

Week 1 Introduction, Ch 1 & 2,

Week 2 Ch.’s 1 & 2 cont’d, Ch. 3

Week 3 Review Ch.’s 1,2,&3 for exam

Week 4 Exam # 1—CH.’S 1, 2, & 3 Chapter 4

Week 5 Ch.’s 4 & 5

Week 6 EXAM#2—CH’s 4 & 5 CHAPTER 6

Week 7 Ch. 6 con’td & Ch.7,

Week 8 EXAM # 3—Ch.’s 6 & 7 ABNORMAL PSYCHOLOGY--SPRING, 2011


YOU ARE TO OUTLINE CHAPTER’S 8 & 9 DUE MAY 10, 2011

Week 9 Ch. 10

Week 10 EXAM # 4—CH. 10

Week 11 SPRING BREAK!!!!!!!!!!!!!!!

Week 12 CH. 11

Week 13 CH.’S 11 & 12Exam 6

Week 14 EXAM # 5—CH’S 11 & 12OUTLINES FOR CHAPTERS 8 & 9 DUE!! CHAPTER 13

WEEK 15 CH. 13 & 14Core Assessment

WEEK 16 CH. 13 & 14, 15

5.30 FINAL EXAM –CHAP’S 13, 14, & 15



Rubric

Competency Exceeds Expectation (3) Meets Expectation (2) Does Not Meet Expectation (1) No Evidence (0)

Evaluation

Outcomes

OBJECTIVE #1. Critical evaluation of the case study using the abnormal human behavior concepts of the 4Ds—Distress, Deviance, Dysfunction and Danger

1. Answers to questions must identify examples from the case study of ALL FOUR of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger

1. Answers to questions must identify examples from the case study of THREE of the following areas: 1.Distress 2.Deviance 3.Dysfunction 4.Danger

Synthesis

Outcomes

OBJECTIVE’S 2 & 3: Formulate the historical and cultural contexts and influences related to perceptions, outcome changes, diagnosis and treatment of the symptoms described in the case study:

Answers to questions need to cover ALL of the following areas: 1. Suburb

perception: 2. Suburb outcome change: 1880s diagnosis: must reference some ABNORMAL PSYCHOLOGY--SPRING, 2011


terminology appropriate to the period of time: 3.1880s treatment: must

reference at least 2 types of treatments appropriate to the period of time

Answers to questions need to cover TWO of the following areas: 1.Suburb perception: 2.Suburb outcome change: 1880s diagnosis: must reference some terminology appropriate to the period of time 3.1880s treatment: must reference at least 2 types of treatments appropriate to the period of time

Thank you.

Dr. Gabe


Abnormal psych syllabus sprg. 2012

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