PSY363 Course Syllabus Fall2021- the syllabus PDF

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The syllbus of the Abnormal psychology course for 2021-2022 term. You will see what you will encounter in this course by examining this document...

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Boğaziçi University Psychology Department – Fall 2021 PSY 363: Abnormal Psychology Instructor: Email: Time and Location: Pre-requisites:

Yasemin Sohtorik İlkmen [email protected] Wednesdays 13-14 Online, Thursdays 13-15 TB310 PSY251, Psychology of Personality

Course Objectives: Abnormal Psychology course is designed to introduce students to some important concepts related with psychopathology and mental health. The concept of “abnormal” is a controversial one and hard to define. We discuss this concept in the context of clinical psychology, particularly in the assessment and classification of mental disorders. This process is called psychiatric diagnosis. We will examine the major diagnostic tool used widely around the globe, namely DSM (Diagnostic and Statistical Manual of Mental Disorders) published by the American Psychiatric Association. I will also introduce an alternative diagnostic system, namely psychodynamic diagnosis. You will get familiar with symptoms of selected mental disorders. We will discuss possible causes of mental disorders from a biopsychosocial perspective.

Course Readings: 1) Nolen-Hoeksema, S. (2011). Abnormal Psychology (6th ed.). New York: Mc-Graw Hill Companies. 2) Colas, E. (1998). Just checking: Scenes from the life of an obsessive-compulsive. New York: Washington Square Press. 3) Jamison, K. R. (2011). An unquiet mind: A memoir of moods and madness. New York: Vintage Books. (Turkcesi: Durulmayan Bir Kafa, Oglak Yayinlari) 4) Related articles assigned for specific topics (see course schedule)

Course Schedule: October 6-7

Introduction, meeting & greeting

October 13-14

Looking at Abnormality, Chapter 1

Rosenhan, D. L. (1973). Being sane in insane places. Science, 179, 250-258.

Brown, P. (1990). The name game: Toward a sociology of diagnosis. The Journal of Mind and Behavior, 11(3-4), 385-406. October 20-21 Assessing and Diagnosing Abnormality, Chapter 3 Cooper, R. (2004). What is wrong with the DSM? History of Psychiatry, 15(1), 5-25. McWilliams, N. (2012). Beyond traits: Personality as intersubjective themes, Journal of Personality Assessment, 94(6), 563-570, DOI: 10.1080/00223891.2012.711790 Spitzer, R. L. (2001). Values and Assumptions in the Development of DSM-III and DSM-III-R: An Insider’s Perspective and a Belated Response to Sadler, Hulgus, and Agich’s “On Values in Recent American Psychiatric Classification.” The Journal of Nervous and Mental Disease, 189(6), 351-359. OCTOBER 27 - QUIZ I October 27

Psychotic Disorders an introduction to psychosis, Chapter 8

Laing, R. D. (1960). Ontological insecurity. In The Divided Self: An Existential Study in Sanity and Madness. Penguin Books: New York. Garrett, M. (2019). Biological and psychological models of psychosis. In Psychotherapy for Psychosis: Integrating Cognitive-Behavioral and Psychodynamic Treatment. The Guilford Press: New York. October 28

NO CLASS, NATIONAL HOLIDAY AFTER 12 PM

November 3-4

Schizophrenia and Related Psychotic Disorders, Cont.

McWilliams, N. (2015). More simply human: On the universality of madness. Psychosis, 7(1),63-71, DOI: 10.1080/17522439.2014.885557 NOVEMBER 10 – QUIZ II November 10-11

Personality Disorders, Chapter 9

McWilliams, N. (2011). Developmental levels of personality organization. In Psychoanalytic Diagnosis: Understanding Personality Structure in the Clinical Process (2nd ed.). The Guilford Press: New York. Cushman, P. (1990). Why the self is empty? Towards a historically situated psychology. American Psychologist, 45(5), 599-611.

November 17-18

Personality Disorders, Cont.,

Paris, J. (1993). Personality disorders: A biopsychosocial model. Journal of Personality Disorders, 7(3), 255-264. McWilliams, N. (2010). Paranoia and political leadership. Psychoanalytic Review, 97(2). NOVEMBER 24 – QUIZ III November 24-25

Mood Disorders, Bipolar Disorder, Chapter 7

An Unquiet Mind by Jamison (see above for full reference)

December 1-2

Mood disorders, Depression & Suicide, Chapter 7

Phillips, K. A., Gunderson, J. G., Hirschfeld, R. M. A., & Smith, L. E. (1990). A review of the depressive personality. American Journal of Psychiatry, 147(7), 830-837. DECEMBER 8 – QUIZ IV December 8-9

Anxiety Disorders, Chapter 5

Alexander, B., Feigelson. S., & Gorman, J. M. (2005). Integrating the psychoanalytic and neurobiological views of panic Disorder. Neuropsychoanalysis, 7(2), 129-141, DOI: 10.1080/15294145.2005.10773485 Just Checking by Emily Colas (see above for full reference) December 15-16

Anxiety Disorders, cont.

Brandes, M. & Binevenu, O. J. (2006). Personality and anxiety disorders. Current Psychiatry Reports, 8, 263-269. DECEMBER 22 – QUIZ V December 22-23

Dissociative Disorders and Somatoform Disorders, Chp. 6

Braun, B. G. (1988). The BASK model of dissociation. Dissociation 1 (1), 4-23. DECEMBER 29 – QUIZ VI December 29-30

Grading:

Review and Wrap-up

Quizzes 10% each, Final Exam 40% Midterm exam covers class lectures, your primary text-book for the course and readings assigned for each topic. If you miss a class, it is your responsibility to get the information covered in the lecture. I announce important exam information only in the class. Furthermore, some materials discussed in classes are not covered in your book or on the slides. Make-up policy for midterm exams: If you miss a quiz, you are required to provide an acceptable documentation of an excuse as described by the policies of the Boğaziçi University, e.g., a valid doctor’s note. You need to contact me within the 3-DAYS of missing the exam. It is the student’s responsibility to contact the instructor to present the excuse for missing an exam. There will be no make-up for quizzes. I will pro-rate your final exam to make up for the missed quiz (if you have a valid excuse to miss the exam in the first place). If you are experiencing internet/computer problems, please let me know in advance so we can problem solve on time.

Psychology Department Academic Dishonesty and Plagiarism Policy

Academic dishonesty: The university provides severe penalties for different forms of academic dishonesty, such as cheating, plagiarizing and falsification or fabrication of data in order to obtain some form of credit that is not properly earned. Any suspected instance of academic dishonesty will be reported to the academic committees for disciplinary action. Please note that in case of copied homework/assignments etc. the students who delivered their work to other students will run the risk of being equally punished since it is not a professor’s duty to try to find out who had prepared the original work as opposed to who had cheated by copying and submitting it as if it were their own work. Plagiarism: Plagiarism is using others’ ideas and words as if they are your own, without clearly indicating the source of that information. Students are continually exposed to other people’s ideas through texts, lectures, talks. When you are using these materials, it is crucial that you give credit to their sources. If you don’t, you are plagiarizing, which is whether intentional or unintentional considered a serious academic dishonesty.

Plagiarism (from APA manual, 5th Edition)- directly quoted: Psychologists do not claim the words and ideas of another as their own; they give credit where credit is due. Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e. summarize a passage or rearrange the order of a sentence and change some of the words), you will need to credit the source in the text. The key element of this principle is that the author does not present the work of another as if it were his or her own work. This can extend to ideas as well as written words. If an author models a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the Discussion section of someone else’s article, that person should be given credit. Given the free exchange of ideas, which is very important to the health of psychology, an author may not know where an idea for a study originated. If the author does know, however, the author should acknowledge the source; this includes personal communications. (pp. 349-350)

Unacceptable paraphrasing occurs when: (from Indiana University web site: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml)  

"the writer has only changed around a few words and phrases, or changed the order of the original’s sentences." "the writer has failed to cite a source for any of the ideas or facts."

Examples: Here’s the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams et al.: The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade.

Here’s an UNACCEPTABLE paraphrase that is plagiarism: The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.

Acceptable paraphrasing:   

accurately delivers the original information, BUT AT THE SAME TIME, uses the writer's own wording, where both the structure and the words have been modified from the original source. provides the reader with the source of the information.

Here’s an ACCEPTABLE paraphrase:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a

result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams, 1890).

Please also visit the “Avoiding Plagiarism” webpage of the Boğaziçi University Writing Center: 

http://www.buowl.boun.edu.tr/fbuowlstudentsinfo.htm --> “avoiding plagiarism”

NOTE: Please be aware that all the written documents you submit will be checked by an online plagiarism detection software in order to avoid instances of plagiarism. Consequences of Academic Dishonesty and Plagiarism In case of plagiarism or any other act of academic dishonesty, as a department policy, your act will be reported to the entire departmental council and you (or your group/team) will  directly receive a “0” for that assignment or paper (in case you submitted a paper or assignment as a team, this grade will apply to everyone since it is not the professor’s duty to investigate who did it and who did not; so please note that you will all be responsible for each other);  NOT be able to receive any grade above DD  NOT be able to take any Readings & Research courses from the department;  NOT be accepted to any of the department’s double-major, exchange, and graduate programs;  NOT receive recommendation letters from any of the faculty members....