2022 Spring Abnormal syllabs PDF

Preview

Summary

2022 Spring Abnormal psychology syllabus for review...

Description

Spring 2021 Abnormal Psychology PSY 34800 Section 55864

Lissa Weinstein, Ph.D Tuesday, Thursday 2:00 – 3:15 Phone:, 914-629-2872 (Email Much Preferred) Email: [email protected] Office hours by appointment. Given that we have switched to online learning, please e mail the instructor to set up a private zoom session Zoom link: Lisa Weinstein is inviting you to a scheduled Zoom meeting. Topic: My Meeting Time: Feb 1, 2022 02:00 AM Pacific Time (US and Canada) Every week on Tue, Thu, until May 19, 2022, 32 occurrence(s) Please download and import the following iCalendar (.ics) files to your calendar system. Weekly: https://ccny.zoom.us/meeting/tZAqdemorTMqE9YyiRhjwOFH9GFzztca9su3/ics? icsToken=98tyKuGsqTkqGtedsBCFRpwIB4joc_Tztlxfj_pkhRbXCypETSXeb8VkKKhrE9mJ Join Zoom Meeting https://ccny.zoom.us/j/84720038092 Meeting ID: 847 2003 8092 One tap mobile +16465588656,,84720038092# US (New York) +13017158592,,84720038092# US (Washington DC) Dial by your location +1 646 558 8656 US (New York) +1 301 715 8592 US (Washington DC) +1 312 626 6799 US (Chicago) +1 669 900 6833 US (San Jose) +1 253 215 8782 US (Tacoma) +1 346 248 7799 US (Houston) Meeting ID: 847 2003 8092 Find your local number: https://ccny.zoom.us/u/kdZiyXgP4k Course Description: The goals of this course are to introduce students to the concepts, terminology, and observable phenomena in the study of psychopathology, and secondarily to be able to utilize these tools in the study of culture – journalism, literature and films that dramatize, politicize, or otherwise concern themselves with depictions of psychopathology. The aim is to provide students with a multidimensional approach to the study of psychopathology utilizing the theoretical and empirical tools provided by psychologists as well as the phenomenological/experiential lens offered by artists. DSM V approaches to classification and the basic biological research strategies used in classification will be covered, in addition to “case study” approaches using film and literature. The sociocultural and ethical implications of each of these approaches will be considered. For example: Does a biological approach to personality obviate responsibility for one’s actions? How accurate are popular depictions of psychopathology? How do they impact how they are seen and treated by the public? What is our

responsibility as professional psychologists to convey accurate information to the public and policy makers?

Course Learning Outcomes: Students who complete this course will: 1) Gain knowledge of concepts, terminology, and observable phenomena in the study of psychopathology. 2) Observe behavior carefully, with an eye to produce reliable and communicable descriptions 3) Appreciate the inherent connection between mind and body, the necessity of examining an individual’s context, his or her experiences and demographics when trying to explain behavior, critically examine definitions of abnormal behavior through a cultural and historical lens 4) Understand the basic approaches to studying psychopathology and their limitations. 5) Understand the critical issues in assessment and classification; Become familiar with diagnostic tools and understand the major advantages and limitations of diagnosis 6) Learn to properly research, gather, and use outside sources to strengthen papers and arguments. Changes to Courses Due to Online Learning: The course is essentially lecture with class discussion. Lectures with accompanying PowerPoint slides will be presented at the usual class times on Zoom. Participants can speak to the instructor and each other through Chat or by raising their hand and unmuting themselves. Accompanying videos will be posted on Blackboard I case one wants to watch them again but will also be shown in class. After class, PowerPoint slides will be available on Blackboard. Attendance/Lateness: 3 lateness counts as an absence Five absences is an automatic failure NO LATE PAPERS. Unless you or someone in your family is dying and you have a doctor’s note to prove it, you will drop ½ grade per day a paper is late. Papers, reader responses and all other assignments are to be posted on blackboard. Those of you who want more feedback can hand me hard copies. Course Ground Rules and Expectations We will be discussing sensitive topics, that often touch on personal issues. While every effort will be made to ensure a safe environment for sharing and exchange of ideas, students are reminded that this is a classroom and not a therapeutic or clinical situation. If students feel the material is stressful, or if you have needs that are beyond the scope of the class, please see the instructor for referrals to other services. I can be reached by phone or e mail. That said, it is expected that ALL CLASS MEMBERS WILL PARTICIPATE IN CLASS DISCUSSION, listen to others, respect differing opinions. Course requirements and Grading Attendance, reading and class participation are all crucial. Students are responsible for the readings (before class), even if they are not fully discussed in class Evaluation of the level and quality of participation will be incorporated into the total course grade. Attendance is mandatory. Written assignments, reader responses are 20% of your grade Quizzes are worth 30% of your grade Group Presentations are worth 20 % of your grade Class Participation and Attendance 5 % of your grade

Final paper: 25% of grade Grading Scale We will not use the competition model in this course, in which a fixed percentage of As, Bs, Cs, etc. are distributed to the students according to the normal curve. This means that there is no "curving" in this course on any quiz, paper, laboratory, or test, or on the final grade. Instead, in this course, grades on every assignment are determined according to a "straight" scale of scores: 97-100% = A+ 77-79% = C+ 95-96% = A 75-76% = C 90-94% = A70–74%=C87-89% = B+ 60-69%=D 85-86% = B < 60=F 80-84% = BDecimal values are rounded to the nearest integer. Final grades are determined according to this straight scale. Please be responsible for keeping abreast of your grades throughout the semester. Bring any grade problems to my attention immediately. Please do not wait until the final grades have been set to deal with grade problems, for it is much more difficult and often impossible, to change grades after they have been sent to the registrar. You get 5 chances for extra credit responses. These are up to 10 points each, but will be graded carefully. These will be totaled and added to your quiz grades, also figured as 25 %. Students can earn extra credit in 3 ways: . By writing a short paper on any of the films viewed for class or the additional films listed. By writing a critical evaluation of the journal articles we will read for class. By finding and writing a report on Abnormal Psychology in the News. Good sources are the Tuesday Science section in the New York Times, but don’t limit your search. Abnormality is all over! I will periodically post articles that can be used for extra credit

Late Work: Late work will not be accepted except in extenuating circumstances (religious observances, etc.). The portal on blackboard will close when the work is due. The portal on blackboard for Quizzes will open on Thursday night after class and close on the Tuesday morning before class. There are no exceptions to this. Written work will be submitted through blackboard. For the final paper, an additional hard copy must be given to me by the day it is due if you want detailed feedback. Plagiarism Policy: Plagiarism is the act of misrepresenting another person’s work as your own without the appropriate citations and quotation marks. It is subject to the highest of penalties, including one or more of the following: An F on the assignment, an F in the course, a report filed with the college, and further disciplinary action. The Academic Integrity Policy will be distributed and discussed in the first class. It is also available online at (http://www1.ccny.cuny.edu/facultystaff/provost/upload/academicintegrity.pdf). Accessibility & Campus Resources

At City College, we strive to make classes accessible to every student, regardless of any disability (visible or non-visible; physical, cognitive, emotional, or learning) or any other special circumstances (such as a medical, personal, or housing emergency; family responsibilities; financial difficulties; legal difficulties; or immigration status) that may affect your ability to attend class and complete the coursework. Please speak to your professors in office hours or via email early in the semester or as soon as you’re aware that you may need accommodations. In addition, City College offers resources to students in a wide range of circumstances. Please share this information with your friends and classmates at CCNY! We want all students to succeed and to take advantage of all the support the college has to offer. Please let your other professors know if you have registered with the AccessAbility Center/Student Disability Services (AAC/SDS) or have any special needs, learning differences, or medical conditions that may affect your coursework so that we can make the appropriate accommodations. If you believe you may need an accommodation, please do get in touch with the AAC/SDS. You can reach the AccessAbility office through their Zoom virtual front desk (https://ccny.zoom.us/s/116151245) If you need a computer, tablet, or wi-fi, you can request them through an online form (https://portal.ccny.cuny.edu/depts/oit/cuny_loaner/login.php). You can also contact the iMedia Center via email ([email protected]) or via phone, Monday-Friday 9am-3pm (646-558-8656; wait for the voice prompt to end; enter meeting ID 212-650-5480 and the # sign). If you have any questions or concerns about your immigration status or that of your family members, please consult the CCNY Immigration Center for free and confidential advice via phone (212-650-6620) or email ([email protected]). For a continually updated list of other pandemic-related resources throughout New York City, please see this online document: https://docs.google.com/document/d/1sg5wJgKU9dUqmt62IGqxtWVccHS RUCChUrBBm3upvH8/edit?ts=5e792358# For advising, contact the Colin Powell School Advising Office (https://www.ccny.cuny.edu/colinpowellschool/office-academic-advisors). At their website, you can make a virtual appointment with one of the advisors or you can find their email addresses so you can send them a message. If, for any reason, you are struggling with personal issues, anxiety, depression, or stress, there are a number of resources on campus.

The Student Counseling Center in the Health and Wellness Center provides remote counseling that is free and confidential to students. You can contact them via phone (212-650-8222), email ([email protected]), or their Zoom virtual front desk (http://ccny.zoom.us/j/2126508222). They also have links to a number of resources on their website (https://www.ccny.cuny.edu/counseling). The Colin Powell School offers free, confidential peer mentoring with trained graduate students on issues of stress management and self-care. To sign up, simply send an email ([email protected]) or sign up online (https://calendly.com/peernavigation/calendar?month=2020-10). If you are dealing with food insecurity, please visit Benny’s Food Pantry in the Hoffman Lounge on the first floor of the NAC. The pantry is open even during the pandemic. To gain access on weekdays, just call 212-650-8844. If you are experiencing or have experienced domestic violence or violence that is sex-based, gender-based, or sexuality-based; or if you are experiencing or have experienced discrimination because of gender, sex, sexuality, race, ethnicity, language, religion, disability, or other reasons, please report it to Diana Cuozzo in the Office of Affirmative Action, Compliance, and Diversity via email ([email protected]) or phone (212-650-7330). For a confidential discussion of these and related issues, please contact Sophie English via email ([email protected]) or phone (212-650-8905). If you are struggling in any of your classes, don’t hesitate to get extra academic support. Just make an appointment with the Academic Resource Center (www.ccny.cuny.edu/sssp/tutoring-arc) or email Garri Rivkin ([email protected]) in the Colin Powell School office of Academic Support Services. The CCNY Writing Center (www.ccny.cuny.edu/writing) offers individualized writing support to all students. To receive information and support about securing internships and planning for your post-college career, please contact Debbie Cheng ([email protected]) and Ashif Hassan ([email protected]) in the Colin Powell School Dean’s Office. Also, take a look at the new Career Handbook that their office has created to help you start thinking about career and professional development (https://www.ccny.cuny.edu/colinpowellschool/careerand-professional-development). For a continually updated list of other pandemic-related resources throughout New York City, please see this online document: https://docs.google.com/document/d/1sg5wJgKU9dUqmt62IGqxtWVc cHSRUCChUrBBm3upvH8/edit?ts=5e792358#

For advising, contact the Colin Powell School Advising Office (https://www.ccny.cuny.edu/colinpowellschool/office-academic-advisors). At their website, you can make a virtual appointment with one of the advisors or you can find their email addresses so you can send them a message.

Course Texts: The required test is Comer, Ronald and Comer, Jonathan Fundamentals of Abnormal Psychology ISBN-13: 978-1319126698 ISBN-10: 1319126693 I would recommend renting, as it is not exactly a classic, but among the best of the textbooks in this area. It’s available as an e book as well You are expected to stay current with readings as they are assigned. I recommend taking some notes on each reading as it will help you in the quizzes and exams. While we will spend class time exploring topics covered in the text, we may not discuss all of the reading, you are still responsible for material assigned in the text and will be tested on it. The tests will not be based primarily on my lectures, but on the readings Please note: Throughout the semester you will be assigned readings that complement the material covered in the textbook or that expose you to current psychological research on the topics. These readings will be posted on Blackboard. You must check Blackboard regularly (daily is best) to see additional assignments. I am often excited by something I see in the paper or online and want to share it with you, and a response to the readings is a good way to earn extra credit. Some (but not all) of these extra readings will be: Conrad Aiken, “Silent Snow, Secret Snow” ( A good movie video of this story is in content) William Styron, “Darkness Visible” (selections) Where Are You Going? Where Have You Been (available on the web) Charlotte Perkins Gilman: The Yellow Wallpaper (available on the web) Benedict Carey: Learning to Cope with a Mind’s Taunting Voices Over the course of the semester, additional Journal articles will be added Some Films that May Be Viewed Outside of Class. Those not assigned can be used for Extra Credit Responses (Others may be added and I will take suggestions). However, if we have discussed a film in class, it cannot be used for extra credit. Girl Interrupted As Good as It Gets Pans Labyrinth The Silence of the Lambs Pi Insomnia Pollack Catch Me If You Can Breaking Away The Talented Mr. Ripley The Hurt Locker Memento The Danish Girl Rachel Getting Married Invasion of the Body Snatchers (1950’s black and white version) Schedule of Classes (Roughly) The Instructor May Alter the Syllabus as the time taken to present the material may vary.

Introduction: An Overview of Class Requirements and Procedure

Observe someone in a store, restaurant, or on the subway. Write a careful description (2 – 3 paragraphs). Write what not only what you believe you can tell about the person you observe, but offer alternative hypotheses for your theories. Please post these on Blackboard. There will be a space entitled Observation. February 1

. Defining Abnormality Reading: Comer and Comer: Chapter One Watch The First Episode of The Sopranos (available on HBO Max and Amazon Prime Video or rentable from Youtube) and focus on the question: Was Tony Soprano a psychopath? Why or why not? What clues are given about his personality in this first episode? What do you think he struggles with? Why does he break down currently? Be prepared to discuss this in class.

February 3

Beginning of Historical and Contemporary Views of Abnormality. Assignment for next class on the 10th Read: The Yellow Wallpaper: Charlotte Perkins Gilman https://www.nlm.nih.gov/exhibition/theliteratureofprescription/exhibitionAs sets/digitalDocs/The-Yellow-Wall-Paper.pdf https://www.youtube.com/watch?v=xhcLaM-Ig84 for a video link (not a great film, but okay Here’s a link if you want it to be read to you https://www.youtube.com/watch?v=p5fJywoGM1g

2/10//2022

Discussion of The Yellow Wallpaper in the context of historical approaches to treatment of mental health, and the deinstitutionalization movement Reader Response One: How do you think The Yellow Wallpaper expresses discontent with the treatment of mental illness at the time? The position of women? What do you think has changed? 1 – 2 pages. Submit on Blackboard

2/15/ - 2/17

Models of Abnormality: Psychological Approaches to Personality Assignment: Comer and Comer Chapter 2

Weekend

QUIZ 1 Includes What is Abnormality, History and Research Methods

2/22/

Models of Abnormality: Biological Perspectives on Psychopathology Assignment: Comer and Comer : Chapter 2

2/24/- 3/1

Introduction to Assessment: Introduction to DSM V Welcome to the DSM: Goal: to understand multiaxial diagnosis as well as its strengths Assignment:Comer: Chapter 3

.

Watch video The DSM: Psychiatry's Deadliest Scam http://www.youtube.com/watch?v=PcuhhJ1BaMk If this link doesn’t work, just google it by name. It’s slightly over an hour. Readers Response 2: What filmic and expository “tricks” do the filmmakers use to sway your viewpoint? How convincing was the video? Try to evaluate the film critically 1 – 2 pages, but make it good.

3/3/

Trauma Anxiety and Stress Assignment: Comer and Comer: Chapter4-5 Additional Reading: Tim O’Brien: The Man I Killed Olatunji, B. O., Armstrong, T., McHugo, M., & Zaid, D. H. (2012). Heightened attentional capture by threat in veterans with PTSD. Journal of `Abnormal Psychology. Available through Cohen Library PsycArticles

Weekend of the 29

3/8 3/10 - 3/15

Quiz 2 Models of Personality and Assessment

Discussion of Additional Readings, Select scenes from The Hurt Locker Schizophrenia and Other Psychotic Disorders Assignment: Comer and Comer Chapter 12 Reading: Conrad Aiken: “Silent Snow, Secret Snow.” There is also a video you can access on Youtube: http://www.youtube.com/watch?v=MjiTjnNnE90 However, the story is beautifully written, so don’t miss it. Selections from The Center Cannot Hold: with Elyn Saks in class.

Paranoia The

We will watch an interview

Film suggestions: Darren Aronovky’s Pi or, if you are interested in Invasion of the Body Snatchers (1950’s Black and White Version)

Learning to Cope with a Mind’s Taunting Voices: Benedict Carey: New York Times August 6, 2011 King, A., Gard, M. G & Gard, D. (2011). Emotion deficits in Schizophrenia: timing matters. Journal of Abnormal Psychology, 120: 1 79 – 87. Available through PsycArticles in the library

3/17/

Chamberlin -Torrey debate on involuntary medication of schizophrenics (to be distributed by the instructor)

Reader Response # 3Do you feel schizophrenics or other people with severe mental illness should be medicated against their will: Why or why not. Use citations from all of the provided readings. Due by 4/5

Weekend Quiz

3
...