Understanding Behavior (a.k.a Abnormal Psychology)
85-261

I. Introduction

The study of psychopathology is not an exact science, nor are there many clear-cut parameters with which to differentiate "normal" from "abnormal" behavior. This course will focus on learning about and understanding the range of behaviors that fall within the province of "abnormal" psychology. Its approach will be to guide the student in beginning to think about behaviors that seem puzzling or maladaptive from a wide range of empirical and theoretical perspectives. This course will be descriptive, empirical, theoretical and conceptual. Students will develop an appreciation of the range of behaviors that can be characterized as "abnormal", the modalities for treating these disorders, and the empirical findings relevant to disorder and treatment. Equally important, students will come to appreciate that the so called "abnormal" behavior studied in this course is not in fact non-normative or unusual but rather is very much a part of everyday life. Finally, students will develop an increasing recognition of the remarkable impact which context can have on our behavior.

Course goals. This course places an emphasis on the integration of theory, research and practice; a primary goal is to help students to see how both theory and empirical research drives case conceptualization and intervention. An ancillary goal is to help students to recognize and to appreciate the "psychopathology in every day life".

II. Course Objectives

1. Developing an understanding of the various diagnostic categories including both Axis I and Axis II classification (e.g. neuroses, psychoses and personality disorder).
2. Developing the capacity to begin to identify and to understand "disorders" and to recognize the kinds of treatments which may be helpful.
3. Being able to provide descriptive information about:
   1. the kinds of affects (emotions) associated with each kind of psychopathology studied.
   2. the kinds of cognitions (thoughts) associated with each kind of psychopathology studied.
   3. the kinds of behaviors associated with each kind with each kind of psychopathology studied.
   4. Being able to describe how people with each type of pathology would behave in social, professional/academic and other interpersonal contexts.
4. Developing an understanding that abnormal behavior can be defined in a wide range of ways including, statistically, contextually and descriptively. To develop a preliminary understanding of the role which culture plays in the diagnosis of psychopathology.
5. Acquiring an exposure to the various treatment approaches to psychopathology including: interpersonal psychotherapy,cognitive-behavioral interventions, psychopharmacology, systems approaches, psychodynamic/psychoanalytic psychotherapy and humanistic psychotherapy.
6. Developing an understanding of the ways in which ones' conceptualization of psychopathology drives ones' therapeutic intervention.
7. Developing an exposure and direct knowledge of the real life application of the principles of research design and methodology to the study of psychopathology.

III. Course Requirements

Readings

Readings have been selected in order to provide the student with a broad-based empirical and theoretical exposure to psychopathology, the texts are: Abnormal Psychology by Wilson, Nathan, OíLeary and Clark, Neurotic styles by David Shapiro and the DSM-IV. In the past, we have found that studentswho did not buy all all three texts were at a regrettable disadvantage.

Case studies. These will be distributed and assigned in class throughout the term.

Reading load

Most classes tend to start out slowly and gradually build momentum. Our experience has been that it is better to have a heavy reading load in the beginning and then to taper things a bit in early April. Hence, you can anticipate that you will be working very hard early in the term. But, that things will get a bit less demanding, as your other classes become more demanding.

Paragraph

Every Tuesday, you are required to hand-in a half-page, about the readings. Late papers will not be accepted. All papers are to be turned in promptly by 12:00 noon. Hand-written papers will not be accepted. Papers that are longer than 200 words will be not be accepted. Because of frequent printer difficulties, students are strongly encouraged to complete this assignment the evening before class. The goal of this assignment is to ensure that you come to class having done the readings and that you have thought carefully about them. Your paper should discuss and critique one of the issues raised in the readings. The paper will be graded as a Ö +, Ö , Ö - or a 0.

A Ö + will be assigned when the paper is well-written and thoughtfully critiques a concept in the reading. Ö will be assigned when the paper is adequately done or when the ideas are excellent but it is not well-written. Ö - will be assigned when the paper is poorly written and/or poorly conceived.

A zero will be assigned when the paper is late, has not been submitted, leaves doubt as to whether the student has read or is exceptionally poorly done. Papers

There will be three papers each 3 pages long. Students will be provided with an opportunity to re-write one paper for an additional grade. For students who opt not to rewrite a paper, there grades will be calculated on the basis of the three papers.

Tests

There will be three mandatory, in-class tests. These tests will be short-answer and essay.

Help with tests

T.A.ís will review sessions in order to help you to prepare for tests. Also, they will hold weekly office hours. In order to "get yourself on track", you are advised to attend their office hours at the beginning of the term.

Extra credit

Volunteer experience

For extra credit, starting around Feb. 15th, students will have the opportunity to earn extra credit. The details of this opportunity will be described after students have developed some preliminery knowledge of abnormal psychology.

Early completion of the research requirement

The early completion of the research requirement is encouraged. Therefore, students who complete the requirement, in full, as of February 28th will be given an extra point on their final average.

Acting

Students with genuine talent and experience in acting will be given extra credit for participating role play.

Class Participation and attendance

Class participation will comprise 10% (20 points) of your grade. Class participation provides an opportunity for students to apply knowledge derived from the classroom, readings, assignments and exercises. Attendance is an important part of class participation, provided that the student is alert, thoughtful and contributes in the creation of a constructive learning environment. It should be noted that class participation includes quiet, attentive listening behaviors as well as consistently well-informed, thoughtful, class participation. Although attendance is not officially required for most class sessions, students who do not attend, certainly can not participate. Also, our experience has been that students who do not attend class, do not do well.

Seating assignments (a part of class participation). This is a large group. We ask that you help us to learn your names by selecting a comfortable seat on the second day of class and that you remain in it for the first six weeks. Thank you in advance.

Name cards (a part of class participation). We need all the help that we can get learning your names. Therefore, I ask that you create a huge name card, and that you bring it to every class. This name card is vital in ensuring that you are given credit for class participation. Again, thank you in advance.

Films. There are two out-of-class movies. Films will be announced, in advance, and covered on tests. If you are not in class, it will be important to check with a classmate to make sure that you are aware of when films will be shown.

Group learning (a part of class participation). During the term, there will be several group activities. Each of you will be assigned to a group and asked to collaborate in in-class exercises. Many these will be handed-in. This will be an important part of your class participation grade.

Make-ups. Your grade will be calculated as described. All students are advised to complete all papers and to take all tests. There will be no make-ups. Exceptions to this policy include only dire emergencies. This means, a death in the immediate family and/or personal hospitalization. Any student who finds themselves in this situation should provide the T.A. with proper documentation.

Special accommodations. Every year, a small number of students approach me at the end of the semester concerned about their grades. Often they tell me that they are on probation, have a learning disorder or find themselves in some other difficult situation. I feel disconcerted because while I would like to be helpful, it is often too late. For this reason, I invite you to alert me to any special accommodations that you may be requesting within the first 2 weeks of class. In this way, your T.A.ís and I can attempt to be supportive of your academic success. If you prefer not to take advantage of this offer, we respect your privacy. However, please appreciate that it is unlikely that we will be able to make any special accommodations late in the term.

Help with writing

In class assignment

Our goal is to support students in participating in class in a knowledgeable and thoughtful way. Readings and knowledge gleaned from class are to inform your in-class contributions. In order to ensure that you have had an adequate opportunity to thoughtfully consider the readings and integrate the in-class work, there will be several writing assignments throughout the semester.

Assignments will be graded based both on content and writing style. Regarding content, students will be expected to carefully consider the question in its entirety. Answers should demonstrate that you have completed the reading and that you have integrated it with the class material covered to date. Responses should not merely regurgitate the readings rather they should provide evidence that you are actively using your critical-analytical thinking skills. Regarding writing, your journal entries should be well-written. Specifically, they should:

1. be concise.
2. be grammatically correct.
3. contain correct spelling.
4. never use jargon unless you have carefully defined it.
5. be organized.
   1. There should be an introductory sentence which shows the issue that you are addressing.
   2. You should include transitional sentences between thoughts.
   3. You should proof-read in order to make sure that you do not have run-on sentences.

Help with papers

Does writing terrify you? Have you had difficulty with it in the past? Or, are you a wonderful writer? In either case, we strongly encourage to attend a mini, one-hour, workshop which will address the paper submissions in more detail.

About the reading load: A method to our madness

The reading load for the first 5 weeks is much higher than for the remainder of the term. This because, over the years, I have found that most courses tend to start out slower and gradually build. We exploit this fact by having you work harder at the beginning of the term--and, then tapering the work load. We think that you will find that the class is much more interesting conducted is this fashion. Please "hang-in" there. We think that your early hard work will pay-off around mid-term.

Thank you.

IV. Grades will be determined as follows:

Grading will be based on 210 points. Students with between 180-210 points will receive an A, 160-179 receives a B, 149-169 receives a C, 120-139 receives a D, and below a 120 will receive an R.

Tests 100 points

Paragraphs (a total of 15 ; 14 top grades) 20 points

Papers 40 points

Class Participation 20 points

Individual

Group activities

External activities 30 points

V. Class Schedule

Date         Topic                 Rdgs Due Today