Syllabus Fall 2018 PSY233 20180826...Week 5 folder) 4) Research Paper Assignment 5-9 Instructions 3)...

Course Syllabus PSY 233: Abnormal Psychology

Fall 2018: 09/04/18 - 12/21/18 Online, 3 Credits

Instructor: Krissy Gleason, Ph.D.

Office: Science Building Rm 510 [email protected]

Office hours: Mondays 10AM to 12PM Wednesdays 9AM to 11AM By appointment: please email [email protected] to schedule

Overview: The goal of this course is to provide an introduction to the central concepts and issues related to Abnormal Psychology. At the end of this course students will have a grasp of the major issues involved in defining abnormal behavior, the major research findings in the field of abnormal psychology, and the various ways culture interacts with and shapes abnormal behavior. In addition, each student will write a research paper on an abnormal psychology topic of their choosing. Students will have regular assignments geared towards helping them write this paper throughout the semester and will receive regular feedback on their progress. It is my hope that this introduction to abnormal psychology will lead to a deeper interest in learning about psychological research, culture, and abnormality.

Requirements of class: 1) Weekly responses to discussion questions2) Active participation in these discussions3) Weekly research assignments that will build up to your final research paper4) A final research paper

Required materials:

Sue, D., Sue, D. W., Sue, D. & Sue, S. (2016). Understanding abnormal behavior (11th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Other required reading, listening, and watching assignments will be provided via the course Blackboard site.

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Copyright 2018 Krissy Gleason, PhD

Class Schedule

****It is very important that you check the Announcements section of Blackboard frequently. I will post reminders and assignment information there****

Date Topic Readings and Assignments Week 1 (Sept 4-9)

Introduction to Abnormal Behavior

Readings: 1) Chapter 12) Chapter 1 Listening Assignment (The UnquietMind, link in Week 1 folder)3) Psychology Today article4) Research Paper Assignment 1 Instructions

Research Paper Assignment 1: 1) Look through the table of contents in your

text (chapters 5-16) and choose a disorder thatinterests you

2) Post a blog entry (250 words or more) aboutwhat disorder you chose and why

Week 2 (Sept 10-16)

Models of Abnormal Behavior #1

(This chapter has a lot of important information, so we are splitting it in half!)

Readings: 1) Chapter 2 (up to page 50 = you can stop at“Dimension 2”)2) Video Assignment (The Adult Brain: To Thinkby Feeling, link in Week 2 folder)3) A complete and thorough reading of thetextbook section on your topic of interest4) Research Paper Assignment 2 Instructions

Research Paper Assignment 2: Write a blog post with a complete and thorough outline of the textbook section on your topic if interest

Week 3 (Sept 17-23)

Models of Abnormal Behavior #2

(This chapter has a lot of important information, so we are splitting it in half!)

Readings: 1) Chapter 2 (“Dimension 2” through the end)2) Gone (2007) article3) McCubbin and Marsella (2009) article4) Research Paper Assignment 3 Instructions

Research Paper Assignment 3: Write a blog post identifying 3-5 research questions related to your topic if interest

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Week 4 (Sept 24-30)

Assessment and Classification of Abnormal Behavior

Readings: 1) Chapter 32) Video Assignment (PBS News Hour on DSM-

5, link in Week 4 folder)3) DSM-V Reading Assignment4) Research Paper Assignment 4 Instructions

Research Paper Assignment 4: 1) Using the literature search instructions

provided perform a literature search foracademic articles related to your topic and thequestions you asked in your last blog

2) Using the literature search instructions on howto properly cite articles, write a blog post thatlists the top 5 articles you found that are mostinteresting/relevant to your topic and questions

Week 5 (Oct 1-7)

The Scientific method in Abnormal Psychology

Readings: 1) Chapter 42) Reading Assignment (Unheard Alaska, link in

Week 5 folder)4) Research Paper Assignment 5-9 Instructions3) Article 1 on your list

Research Paper Assignment 5: Write a blog post summarizing the major points of your first article (500 words or more)

Week 6 (Oct 8-14)

Anxiety and Obsessive-Compulsive Related Disorders

Readings: 1) Chapter 52) Listening Assignment (Fear of fainting, flight,and cheese, link in Week 6 folder)3) Article 2 on your list

Research Paper Assignment 6: Write a blog post summarizing the major points of your second article (500 words or more)

Week 7 (Oct 15-21)

Trauma and Stress-Related Disorders

Readings: 1) Chapter 62) Listening Assignment (You choose! - links inWeek 7 folder)3) Article 3 on your list

Research Paper Assignment 7: Write a blog post summarizing the major points of your third article (500 words or more)

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Week 8 (Oct 22-28)

Somatic Symptom and Dissociated Disorders

Readings: 1) Chapter 72) Listening Assignment (Science Friday podcast,link in Week 8 folder)3) Article 4 on your list

Research Paper Assignment 8: Write a blog post summarizing the major points of your fourth article (500 words or more)

Week 9 (Oct 29-Nov 4)

Depressive and Bipolar Disorders

Readings: 1) Chapter 82) Reading Assignment (Hyperbole and a Half,“Adventures in Depression” and “Depression PartII,” links in Week 9 folder)3) Article 5 on your list

Research Paper Assignment 9: Write a blog post summarizing the major points of your fifth article (500 words or more)

Week 10 (Nov 5-11)

Suicide Readings: 1) Chapter 92) Reading Assignment (Arctic Suicides, link in

Week 10 folder)3) Research Paper Assignment 10 Instructions

Research Paper Assignment 10: 1) Develop a thesis statement for your paper.

What is the point? What question are youtrying to answer or what point are you tryingto make?

2) Write the introduction section of yourresearch paper in a Microsoft Worddocument and email it to me.

Week 11 (Nov 12-18)

Eating Disorders Readings: 1) Chapter 102) Listening Assignment (Behind closed doors,link in Week 11 folder)3) Research Paper Assignment 11 Instructions

Research Paper Assignment 11: Write the body of your paper in a Word document and email it to me. The body should include the information you learned from your literature search.

Nov 19-25 Thanksgiving Break – NO CLASS

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Week 12 (Nov 26-Dec 2)

Substance-Use Disorders Readings: 1) Chapter 112) Listening Assignment (You choose! -links inWeek 12 folder)3) Research Paper Assignment 12 Instructions

Research Paper Assignment 12: Write the conclusion of your paper in a Word document and email it to me. The conclusion should tie together your main points and refer back to your thesis statement.

Week 13 (Dec 3-9)

Schizophrenia and Other Psychotic Disorders

Readings: 1) Chapter 122) Listening Assignment (Interview with ElynSacks, link in Week 13 folder)

Research Paper Assignment 13: Use the feedback you have gotten in the last two weeks to create a first draft of your research paper.

Email me a rough draft (10 points) of your research paper by Sunday 12/9 at 8PM.

Week 14 (Dec 10-16)

Disorders of Childhood and Adolescence

Readings: 1) Chapter 162) Listening Assignment (Juicervose, link in

Week 14 folder)

Research Paper Assignment 14: Work on revising your research paper using the feedback you got on your rough draft

Email me with any questions you have

Week 15 FINALS WEEK (Dec 17-21)

Legal and Ethical Issues in Abnormal Psychology

Readings: 1) Chapter 17

Research Paper Assignment 15:

Email me the final draft of your research paper by 8PM on FRIDAY, Dec 21

***Expect to work an average of six to nine hours a week on class preparation, reading, and completion of work. This may vary on any particular week depending on class workload. Research assignments are due at the end of the day (midnight) on SUNDAYS for the week listed on the schedule. See the details below for discussion question timelines.

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Assignments:

1) Weekly Community Discussion (20 points total, 10 per discussion question):

In this course, students are required to be a part of an online community of learners who collectively interact through discussion. Part of the assessment criteria for the course includes evaluating the quality and quantity of your participation in the discussion forums. Writing style, thoughtful content, and appropriate netiquette are all important in making the forums fun, interesting, and a great learning experience.

Each week by 9AM Monday mornings, I will post 2 discussion questions based on your reading and other multimedia assignments for the week. Throughout the week you should be:

1) Reading the assigned chapter;2) Reading/watching/listening to any additional assignments;3) Answering each of the discussion questions using the readings, multimedia assignments, and

any examples you can think of from outside sources or your real-life4) Reading other students’ posts and responding to them

As the instructor, I will facilitate student discussions but I will not address every single post. In many cases, I might share a related idea, intervene when the discussion goes off-track, or tie student comments together to help deepen student learning. Typically, I will not directly answer questions in the discussion area unless they are addressed to me. I will also encourage classmates to answer one another’s questions. I will check the discussions daily during the week and occasionally on the weekends.

For Each Discussion Question (10 points per question):

One Initial Posting - (200-250 words) – Due by Thursdays at 11:59PM (midnight)

Suggestions for Initial Postings: • Contribute well explained ideas/insights, with careful reference to assigned resources but

in your own words

• Pose pertinent questions that expand our thinking

• Refer us to relevant additional resources such as websites, articles, authors, ideas, etc., tofurther understand the issues involved

• Write clearly and support your perspectives with concepts from the course materials

• Two responses to other students’ postings (200-250 words each) – Due by Sundays at11:59pm (midnight)

• (Need clarification before responding to someone? Just ask the other student beforeoffering your full response!)

Suggestions for Responses: • Make connections among various points made by others, leading to new understandings• Point out critical issues neglected in initial posting and suggest redirection of thought• Fully respond to a question & take the discussion forward another step• Some characteristics I consider to be part of excellent discussion contributions are

outlined below. I will consider these characteristics when assessing the quality and levelof student participation.

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• Submit initial post(s) early in the week, and subsequent responses to the posts of otherlearners at timely intervals throughout the duration of the week. The goal is to have adynamic discussion around the topic that lasts throughout the entire week.

• Posts and responses should be substantive, thorough, and thoughtful. Just posting an "Iagree" or "Good ideas" will not be considered adequate. Support statements withexamples from the class materials, other references, and experiences. Keep in mind thatfellow learners will be reading and responding to you too.

• If you quote the text, you must cite this quote according to APA style: (Sue et al., 2016).• Posts should be within a range of 200-250 words. If a post does not meet the minimum

word count of 200, it may not count toward your grade.• Make certain that all posts and responses address the question, problem, or situation as

presented for discussion. This does not mean you should not extend the topic, but do notstray from the topic.

• Discussions occur when there is dialogue; therefore, you need to build upon the posts andresponses of other learners to create discussion threads. Make sure to revisit thediscussion forum and respond (if necessary) to what other learners have posted to yourinitial responses.

• When relevant, add to the discussion by including prior knowledge, work experiences,references, websites, resources, etc. (giving credit when appropriate).

• Contributions to the discussions (posts and responses) should be complete and free ofgrammatical or structural errors.

Discussion Participation: Grading Rubric (10 points per question)

Criteria Unsatisfactory Satisfactory Exemplary Quantity and

Timeliness Does not submit a posting within stated time frames and/or does not submit at least two peer responses before the end of the week deadline.

1 point

Submits a posting before the first deadline, and submits at least two peer responses before the second deadline.

1.5 points

Submits one initial response early in the session, and two or more thoughtful peer responses early in the session, adding extra peer responses closer to the end of the session.

2 points Spelling and

mechanics Posts are not in complete sentences. Or two or more of the complete sentences are grammatically incorrect and have greater than 2 spelling errors.

1 point

Submits posts that have one or more grammatically incorrect sentences and/or spelling errors.

1.5 points

Submits posts that contain grammatically correct sentences without any spelling errors.

2 points

Demonstrates knowledge and understanding

of content

Post(s) and responses show little evidence of knowledge and understanding of course content.

1 point

Post(s) and responses show evidence of knowledge and understanding of course content.

2 points

Post(s) and responses show evidence of knowledge and understanding of course content and also demonstrate an ability to apply that information to real world experience and/or include other resources that extend the learning of the community.

3 points

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Generates learning within the community

Posts do not attempt to elicit responses and reflections from other learners and/or responses do not build upon the ideas of other learners to take the discussion deeper.

1 points

Posts attempt to elicit responses and reflections from other learners.

2 points

Posts elicit responses and reflections from other learners and responses build upon and integrate multiple views from other learners to take the discussion deeper.

3 points

What do I mean by a substantive post? The following are some ideas to set the stage for substantive participation for the development of your critical thinking skills:

1. Ensure that the posting contributes to the overall discussion thread that is being developed. Your response must contain some reference back to the original discussion question and to the text and/or class materials. Stay on track by always referring back to that original discussion question.

2. Try to use your posting to add value to the discussion. This is more effective than simply responding to meet a requirement.

3. Check to see that the posting expands on the main theme (in the discussion question, or assignment posting).

Additional Ideas for online participation:

• Share a related experience • Comment on others' experiences • Ask students questions about their ideas • Consider an idea being discussed and offer a different perspective on it • Describe an interesting idea from the week's reading and explain what insights you

gained from it • Ask the group a question about the week's reading • Disagree (respectfully, of course) with a point that someone else has made • Discuss a related issue on which you would like some feedback • Describe how you have applied the recent course concepts to your personal/professional

life • Share another resource you have used as you explored the course topics

2) Research Assignments (10 points total): Research Assignments: Each week you will be given a research assignment. The purpose of these assignments is to get you to begin thinking about and writing your final research paper gradually over the course of the semester. It is critical that you participate in these assignments as you will receive regular feedback on your work that will help you do well on the final research paper. Each assignment is worth 10 points. Points will be assigned based on timeliness, completeness, and how well you followed the instructions for the assignment. Please regularly check the comments I leave in the Blog section of Blackboard as these will help direct your research paper. RESEARCH ASSIGNMENTS ARE DUE NO LATER THAN Sunday AT 11:59PM (midnight).

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Suggestions for Research Assignments: • Make sure to read the instructions for the research assignments thoroughly, including

following any links provided.• Research papers take a different, more formal, tone than you might be used to in other

writing – in preparing for these assignments focus on the facts that you can point to in theresearch literature.

• It is best not to include a lot of feelings or personal opinions in research writing. Whatmatters is what you can document using the academic literature that you find.

• Keeping up with the assignments will help you to build, step-by-step, your understandingof how to find, understand, and synthesize the literature on a topic. Falling behind withthese assignments will make them seem much more difficult.

• For many students, this is a new kind of exercise. PLEASE ask questions if you havethem.

Research Assignment: Grading Rubric (10 per week)

Criteria Unsatisfactory Satisfactory Exemplary Quantity and

Timeliness Does not submit the blog/writing assignment within the deadline and/or does not adequately meet the requirements of the assignment.

1 point

Submits the assignment before the deadline and adequately meets the requirements (for example, the article summary is 500 words or more).

1.5 points

Submits the assignment before the deadline, adequately meets the requirements, AND shows particular thoughtfulness or extra effort.

2 points

Spelling and mechanics

Assignments do not include complete sentences. Or two or more of the complete sentences are grammatically incorrect and/or have greater than 2 spelling errors.

1 point

Assignments are written in full sentences, but have one or more grammatically incorrect sentences and/or minor spelling errors.

1.5 points

Assignments contain grammatically correct sentences without any spelling errors.

2 points

Demonstrates knowledge and understanding

of content

Assignments show little evidence of knowledge and understanding of course content.

1 point

Assignments show evidence of knowledge and understanding of course content.

2 points

Assignments show evidence of knowledge and understanding of course content and synthesize that content in thoughtful ways.

3 points Quality of

research tone and content

Assignments show little evidence of an effort to understand the way research papers are constructed.

1 points

Assignments show evidence of an effort to understand the way research papers are constructed.

2 points

Assignments show evidence of an effort to understand the way research papers are constructed and make great strides in developing work along those lines.

3 points

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3) Final Paper (80 points total):

Final Paper: The final paper will be the culmination of all of your research assignments and should summarize the information you learned from a minimum of 5 peer-reviewed journal articles. You will receive regular feedback on these assignments (in the comments on the Blog section of Blackboard). You should include this feedback in drafting your final paper. If you have any questions or are confused about the feedback you receive, please contact me RIGHT AWAY and we can sit down and discuss your questions. Please do not wait until the paper is due to ask for help. The final paper should be a minimum of 6 pages in length (not including references or a title page). It should be double-spaced with 1’ margins in 12pt Times New Roman Font. The format should follow the APA guidelines for research papers (this information will be provided to you during the research assignments).

Grading

Grading rubric: Points Grade Breakdown: Community Discussion (2 questions each week, 10 points each question)

280 A+ 485-500 A 465-484 A- 450-464

Research Paper Assignments (10 points each week)

140 B+ 435-449 B 415- 434 B- 400-414

Final Research Paper 80 C+ 385-399 C 365-384 C- 350-364

Total: 500 D+ 335-349 D 315-334 D- 300-314

F <300

Extra Credit. Extra credit is not generally offered. However, the instructor reserves the right to offer the class extra credit opportunities.

Late Work. If you miss a quiz or paper deadline, you may have an opportunity to make up the assignment if you have a compelling reason. Please discuss this with me in a timely manner.

Attendance policy: For this online course, your weekly “attendance” to the Blackboard discussion posts is a major requirement of the course. Please be sure to check the Blackboard course site several times throughout the week (daily if possible).

Class Cancellation: I do not anticipate any reason this online course would experience a cancellation or disruption. However, in the event that course assignments or activities need to be modified, I will be sure to notify you through the announcement feature of Blackboard.

Course Evaluations: At the end of each semester every student has the opportunity to provide constructive feedback on the course. It is important to me that you take the time to let me know your thoughts about the course. I use your feedback to make improvements in the course materials, assignments, and outcomes.

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Important Policies ATTENDANCE POLICY: University Policy for Inclement Weather From time to time USM will determine to close the University due to inclement weather. It is my expectation that the online course work will not be disrupted by inclement weather because you will have multiple chances to complete assignments throughout the week. However, should inclement weather pose a serious disruption to the functioning of the online course, I will communicate with you about modifying assignment deadlines as necessary. TECHNOLOGY IN THE CLASSROOM The use of an internet connection and access to a personal computer are critical to being able to adequately complete this online course. ACADEMIC INTEGRITY / PLAGIARISM Everyone associated with the University of Southern Maine is expected to adhere to the principles of academic integrity central to the academic function of the University. Any breach of academic integrity represents a serious offense. Each student has a responsibility to know the standards of conduct and expectations of academic integrity that apply to academic tasks. Violations of student academic integrity include any actions that attempt to promote or enhance the academic standing of any student by dishonest means. Cheating on an examination, stealing the words or ideas of another (i.e., plagiarism), making statements known to be false or misleading, falsifying the results of one's research, improperly using library materials or computer files, or altering or forging academic records are examples of violations of this policy which are contrary to the academic purposes for which the University exists. Acts that violate academic integrity disrupt the educational process and are not acceptable. Evidence of a violation of the academic integrity policy will normally result in disciplinary action. A copy of the complete policy may be obtained from the Dean of Students Office, online at www.usm.maine.edu/deanofstudents or by calling and requesting a copy at (207) 780-5242. FINAL EXAMINATIONS/FINAL PROJECT This class requires a final paper that is the culmination of your efforts in this course. The final research paper is due no later that Friday, December 21st at 8PM. Please submit you paper by email: [email protected] It is a USM academic policy that no tests or exams may be scheduled during the last week of classes. Learning Outcomes: 1) Scientific Inquiry: In developing their final literature review paper, students will be guided

through the process of locating, evaluating, and utilizing scientific literature in exploring psychological phenomena. Students will also be encouraged to evaluate the limits of the scientific evidence and reasoning that they review in class and for their paper, including being able to identify some influences of sociocultural, theoretical, and personal biases on such research/reasoning.

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2) Critical Thinking: Through online class discussion students will be asked to analyze problems from multiple perspectives, with a strong focus on the multidimensional factors that contribute to mental health and illness. The class will encourage students to demonstrate innovative and integrative thinking about the complex interactions between these multidimensional factors.

3) Communication: Through interactions with the multimedia assignments and class discussion boards, students will utilize effective listening and information processing skills to integrate information from multiple sources (e.g., textbook, other students, multimedia assignments).

4) Knowledge Base in Psychology: Students will be able to identify the key issues related to the diagnosis and treatment of psychological disorders. They will demonstrate knowledge of theory and research associated with the work of psychologists in applied mental health settings.

5) Values: Students will be encouraged to maintain a questioning attitude as they consider new and different information (skepticism); develop plausible explanations for psychological phenomena, while acknowledging the tentative and partial character of such explanations (tolerance for ambiguity); describe how psychology can promote civic, social, and global outcomes that benefit the community; and exhibit respect for members of diverse groups with sensitivity to issues of power, privilege, and discrimination.

UNIVERSITY POLICIES AND RESOURCES AMERICANS WITH DISABILITIES (ADA) NOTIFICATION / ACCOMMODATIONS The university is committed to providing students with documented disabilities equal access to all university programs and services. If you think you have a disability and would like to request accommodations, you must register with the Disability Services Center. Timely notification is essential. The Disability Services Center can be reached by calling 207-780-4706 or by email at [email protected]. If you have already received a faculty accommodation letter from the Disability Services Center, please provide me with that information as soon as possible. Please make a private appointment so that we can review your accommodations. LEARNING COMMONS & TUTORING Tutoring services include writing, critical reading, academic coaching, study skills and time management. Walk-in tutoring is available at the Glickman Library in Portland, the Gorham Library, and the LAC Writing Center. For best service, we recommend making an appointment at https://usm.maine.edu/learningcommons/schedule-tutoring-appointment. Questions about tutoring should be directed to Paul Dexter at 207-780-5577. COUNSELING Counseling is available at USM. The best way to schedule an appointment is to email [email protected]. More information is available at https://usm.maine.edu/uhcs. NONDISCRIMINATION POLICY The University of Maine System does not discriminate on the grounds of race, color, religion, sex, sexual orientation, including transgender status and gender expression, national origin, citizenship status, age, disability, genetic information or veteran’s status in employment, education, and all other programs and activities. Please contact Sarah E. Harebo, J.D., Director of Equal Opportunity for the University of Maine System, Office of Equal Opportunity, 5754

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North Stevens Hall, Orono, ME 04469, 207-581-1226, Email: [email protected] with questions or concerns. STATEMENT ON RELIGIOUS OBSERVANCE FOR USM STUDENTS Absence for Religious Holy Days: The University of Southern Maine respects the religious beliefs of all members of the community, affirms their rights to observe significant religious holy days, and will make reasonable accommodations, upon request, for such observances. If a student’s religious observance is in conflict with the academic experience, they should inform their instructor(s) of the class or other school functions that will be affected. It is the student’s responsibility to make the necessary arrangements mutually agreed upon with the instructor(s). TITLE IX STATEMENT The University of Southern Maine is committed to making our campuses safer places for students. Because of this commitment, and our federal obligations, faculty and other employees are considered mandated reporters when it comes to experiences of interpersonal violence (sexual assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide support and academic remedies for students who have been impacted. More information can be found online at http://usm.maine.edu/campus-safety-project or by contacting Sarah E. Holmes at [email protected] or 207-780-5767.

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Syllabus Fall 2018 PSY233 20180826...Week 5 folder) 4) Research Paper Assignment 5-9 Instructions 3)...

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