Professional Documents
Culture Documents
COURSE OBJECTIVES
This course and its various components are designed to facilitate the following goals:
COURSE FORMAT
Class will include lectures, discussions, in-class exercises, speakers, and
films/documentaries.
REQUIRENED TEXTS
Whitbourne, S.K. & Halgin, R.P. (2013). Abnormal psychology: Clinical perspectives on
psychological disorders (7TH ed.). New York: McGraw-Hill.
SUPPLEMENTARY TEXTS
Halgin, R. P. (2011). Taking sides: Clashing views in abnormal psychology (6TH ed.). New
York: McGraw-Hill.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders (text revision). Washington, DC: Author
COURSE EXPECTATIONS
Attendance: Student participation and involvement in the course is essential to
understanding the course material and engaging in the critical thought and conversation
that is necessary to demonstrate competency in the course material.
Assigned Reading: Readings are assigned for each class. I will assume that you have
completed the necessary readings for before class. The class is designed to solidify and
build upon the reading materials.
Cell Phones and Computers: I ask that you show respect toward the class in regard to the
use of cell phones and computers. I recognize that many students benefit from the use of
computers. Therefore, I ask that computers solely be used for note-taking or classroom
related purposes during class time.
Returned Material: I will not retain a copy of returned papers and exams. It is the
responsibility of the student to keep returned materials in the event that a student requests
a grade change or appeal. Materials returned at the end of the semester will be placed in a
specific location at a certain time for students to retrieve. Students who choose to have
their materials mailed to them must provide the instructor with a stamped, self-addressed
envelope before the last class. Students who choose this option accept responsibility for
lost or damaged materials.
Late papers: Papers are considered late if they are not received by the end of the date in
which the assignment is due. Students will lose five points per day that a paper is
submitted late.
Missed exams: Students are given a midterm and final for the course. Only under extreme
circumstances will a student be given a makeup exam. In such circumstances, the student
must arrange alternative accommodations before the assigned exam. Such students must
submit documentation and a written (and signed) letter explaining their unique
circumstance. This exam may differ from the exam that is provided to students who take
the exam as assigned.
Students with Disabilities: Students with disabilities are entitled to appropriate
accommodations that can assist in their academic success. Consistent with university
policies, if you have an identified disability, I encourage you to follow the appropriate
recommendations offered by Boston College
(http://www.bc.edu/content/bc/offices/dos/disabilityservices/eligibility.html). Disabilities
include psychological and physical limitations. If you have a disability, I encourage you
to present the appropriate documentation early so that we may work to provide you with
the appropriate supports. If you suspect that you may have a limitation, I strongly
encourage you to seek the appropriate resources that can assist you (e.g.,
http://www.bc.edu/libraries/help/tutoring.html, http://www.bc.edu/offices/counseling/)
Academic Integrity: I expect a high level of academic integrity in all aspects of this class.
Cheating is an unacceptable practice and will not be tolerated in any capacity. Cheating and
plagiarism occur in various formats. Specific definitions can be found in the academic
integrity policies resources outlined by Boston Colleges Academic Services
(http://www.bc.edu/offices/stserv/academic/integrity.html). Plagiarism is defined as falsely
presenting others works as ones own. Students must appropriately credit others
contributions to their work, both written and orally presented. Plagiarism will result in an F
on the assignment and, depending on the level of severity, may be reported to the Committee
of Academic Integrity. Considering this class is a psychology course, we will use the
American Psychological Association, 6th edition citation format for all papers and
presentations (http://owl.english.purdue.edu/owl/resource/560/01/)
COURSE REQUIREMENTS AND GRADING
1.
2.
3.
4.
5.
Participation
Mid-term Exam
Final Exam
Group Activity or Personal Presentation
Primary Account Paper
74%-79%
70%-73%
60%-69%
Below 60%
10%
20 %
20 %
20 %
30 %
C
CD
F
EXAMS:
The mid-term exam will be given on February 27th
The final exam will be given on May 9th
The midterm and final will consist of short answer and multiple choice questions.
ASSIGNMENTS
Group Activity: Critical Analysis of a Popular Movie:
This assignment gives you the opportunity to work with your classmates to critically
analyze a movie or television show that provides an accurate portrayal of mental illness.
The class will divide into groups. Each group should present on a different movie/show.
As a group, you must submit your first, second, and third choice topics by Class 6
on February 4th. I will then ensure that each group is presenting on something different.
A list of potential films can be found at McGraw Hills Abnormal Psychology Box Office
(http://highered.mcgraw-hill.com/sites/0073133698/student
_view0/abnormal_psychology_box_office.html).
The assignment has two components:
1) An in-class 15-minute presentation with 5 minutes for questions and answers,
totaling a 20-minute presentation.
2) A 5-6 page (double-spaced) paper, due on the date of your presentation. Each
group will hand in one paper.
Your grade for this activity will be based on the groups ability to critically examine the
multiple aspects of mental illness presented in the movie/show and your ability to
translate your thoughts to the class and in your paper. I encourage you to practice with
your group to prepare a presentation that is thoughtful and consistent. Also, please do not
plan to read your presentation verbatim from a prepared text. Each group will be required
to provide the following:
A one-page summary of the movie/show. Most of the class, as well as myself, might
not be familiar with the movie/show. Provide enough detail so that someone who has
not seen the movie/show may understand it.
A description of the character and his or her symptom profile. Specify the disorder(s)
that your group believes the character exhibits. I encourage you to organize the
labeled disorders using each DSM-IV axis. For example,
Axis I:
Axis II:
Axis III:
Axis IV:
Axis V:
Describe how the characters social location (e.g., race, gender, sexual orientation,
socioeconomic status) might affect the characters experience of mental illness.
Your groups response to the persons mental illness and the way it was portrayed in
the movie/show. That is, describe the groups reaction to the actual experience of
mental illness as well as the way in which the characters mental illness is portrayed.
For example, is the presented image accurate?
Anything else your group would like to share about the movie/show or reactions to
the movie/show.
Cite all of your sources, including the DSM-IV or the textbook in APA style.
For example, the DSM-IV-TR is cited as:
American Psychiatric Association. (2000). Diagnostic and statistical manual of
mental disorders (text revision). Washington, DC: Author.
If you wish to do a class presentation, you should e-mail me your proposed topic
before class 3 on January 23rd. The proposal should include a one paragraph description
of what you would like to discuss in your presentation. I will let you know on or before
January 23rd as to whether or not your topic was selected. By January 30th, I will provide
you with the date would be appropriate for your presentation. I recognize that sharing
your experience can be uncomfortable. I also recognize the rewards of both sharing ones
experience and learning about another persons experience. I encourage you to think
carefully before choosing this option.
Primary Account Paper
This paper is designed to deepen your understanding about mental illness through a firsthand experience. You are required to read an autobiography of a person who has or is
struggling with a mental illness. You may choose your own book or choose from a list
that I will provide (below) for you. You must provide your choice by class 5, January
30th. You will write a 4-6 page (double space) paper that should include the following.
A summary of the authors experience of his or her mental illness. This should
include the proposed etiology, onset or precipitating experience, and treatment (if
provided).
A description of how the mental illness shaped the persons experiences. How did
the mental illness shape the persons relationships, daily functioning, and
perspectives on life?
Your thoughts to the persons experience of mental illness and the treatment (if
any) that was received.
A description of an alternative treatment strategy that you believe would have
been more beneficial. Why?
A summary of how the book enriched or changed your perspective on mental
illness and the specific disorder.
This course collaborates with the Boston College Writing Fellows Program. You will
work with an assigned Writing Fellow for your Primary Account paper in an effort to
enhance your writing skills. Your paper will be completed in at least two parts that will
be reviewed with your Writing Fellow. First, you will submit a preliminary draft to your
Writing Fellow by March 25th. You will meet with your Writing Fellow the following
week. You will submit a second draft (with revisions) to your Writing Fellow by April
10th. You will again meet with your Writing Fellow the following week. You may meet
with your Writing Fellow in addition to these REQUIRED meetings. You will upload
your drafts to Blackboard on or before the specified deadlines. Your final paper is due via
Blackboard on April 29th.
You will be graded on the content as well as the quality of your paper. Spelling and
grammar errors will be considered in grading.
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2/18
Lecture
Introduction
Defining Abnormal
University Holiday: No Class
Film: Out of the Shadow
Critical Analysis groups assigned
Culture and Abnormality
Nosology
Primary Account book selection due
Assessment
Theoretical Perspectives
Theoretical Perspectives & Treatment
Mood Disorders
Mood Disorders and Suicide
Readings
--W & H, pgs. 1-14
--McAlpine & Mechanic
(2000)
Tanaka- Matsumi (2001)
W & H, Ch. 3
W & H, Ch. 4
Jordan (2001)
W & H, Ch. 8
W & H, Ch. 5
http://www.wbur.org/npr/163643370/ assistedsuicide-goes-to-vote-in-massachusetts
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2/27
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3/25
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3/27
4/1
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4/8
4/10
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4/15
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4/29
5/9
W & H, Ch. 9
------W & H, Ch. 10
TBD
W & H, Ch. 7
Halgin, p. 35-51
W & H, Ch. 11
Halgin, p. 162-183
W & H, Ch. 12
--Thompson & Neville (1999)
W & H, Ch. 14
Kempa and Thomas (2000)
--W & H, Ch. 13
TBD
W & H, Ch. 15
Barnett & Johnson (2011)
*Lectures and readings may change to provide students with the most optimal learning
experience. It is the students responsibility to attend class and adhere to those changes.