Course Outline for Abnormal Psychology

Proposed:  September 21, 1999

 Adopted:  June 1, 2000

Revised:  January 3, 2003 for Edition7

Course Number: PSY 215

Course Title: Abnormal Psychology (3 CR)

Course Description:
Explores historical views and current perspectives of abnormal behavior.  Emphasizes major diagnostic categories and criteria, individual and social factors of maladaptive behavior, and types of therapy.   Includes methods of clinical assessment and research strategies. Lecture 3 hours per week.

Textbook:
Understanding Abnormal Behavior 7th Edition by David Sue, Derald Sue and Stanley Sue.

Broad Goals:
It is a major goal of the course to familiarize the student with the basic concepts, ideas and theories of human behavior as applied to the area of abnormal psychology.  Students will be introduced to classic and current scientific findings and will be expected to apply them to understanding abnormal human behavior.  The emphasis in this course is on the DSM-IV.

Students will :
explore the historical and contemporary context of abnormal behavior,
explore the methods of assessing and classifying abnormal behavior,
explore the causal factors involved in abnormal psychological disorders,
explore physical disorders related to psychological stress factors,
explore and define anxiety-based disorders,
explore and define dissociative and somataform disorders,
explore and define the personality disorders,
explore and define the substance–related disorders,
explore and define the mood disorders,
explore the perspectives relating to suicide,
explore and define the schizophrenias,
explore and define the cognitive disorders,
explore and define the disorders of childhood and adolescence,
explore the therapies used in the treatment of mental disorders,
and explore society's response to maladaptive behavior.

Specific objectives related to the text (Understanding Abnormal Behavior 6th Edition by David Sue, Derald Sue and Stanley Sue) include the following:

CHAPTER 1 Abnormal Behavior LEARNING OBJECTIVES

1.  Describe the primary objectives of abnormal psychology, including description, explanation, prediction, and control of abnormal behavior.
2.  Identify and distinguish between the various kinds of mental health professionals.
3.  Identify four definitions psychologists use to define abnormal behavior and their assumptions, strengths, and limitations.
4.  Describe the multicultural perspectives in defining abnormal behavior including definitions of the terms cultural universality and cultural relativism.
5.  Distinguish between Szasz's views on mental illness and Wakefield's (1992) views of abnormal behavior, the textbook authors' definition of abnormal behavior, and that of the DSM-IV.
6.  Discuss how researchers determine the scope of mental disorders in the United States.
7.  Describe the most prevalent disorders and how mental disorders are influenced by age and gender.
8.  Discuss common myths concerning the mentally disturbed and the facts that refute them.
9.  Summarize the various explanations of abnormal behavior from prehistoric times through the Middle Ages.
10.  Describe the changes that occurred in the conceptualization and treatment of abnormal behavior after the era of witchcraft, including the rise of humanism and the reform movement of the eighteenth and nineteenth centuries until the present.
11.  Discuss the main assumptions of the biological and psychological viewpoints an perceptions of abnormal behavior.
12.  Discuss the contributions of mesmerism and hypnosis to the psychodynamic viewpoint.
13.  Describe the impact of the drug revolution and managed care on the mental health profession.
14.  Discuss the rise of multicultural psychology, and explain how social conditioning, cultural values, and sociopolitical influences may account for apparent differences in abnormality in minority groups.
15.  Explain the term biopsychosocial approach and its use in conceptualizing the multiple factors underlying abnormal behavior.

CHAPTER 2 Models of Abnormal Behavior LEARNING OBJECTIVES

1.  Define psychopathology and describe what a model is. Discuss how models are used in describing psychopathology and how a clinician's choice of a model influences thought and action toward abnormal behavior.
2.  Describe the biological models, including the major structures of the human brain, neurons, and the role of neurotransmitters, and how knowledge of biochemistry can be used in the treatment of mental disorders.
3.  Discuss the relationship between genetics and psychopathology, including the differences between genotype and phenotype.
4.  List the criticisms of the biological model and describe how the diathesis-stress approach has tried to address some of these criticisms.
5.  Describe the basic concepts of psychodynamic theory, including the components of personality structure, the concepts of psychosexual stages and defense mechanisms, and the role anxiety plays in the development of psychopathology.
6.  Briefly describe psychoanalytic therapy and how the psychoanalysis of the neo-Freudians differed from traditional Freudian psychoanalysts.
7.  Discuss the criticisms of the psychodynamic model.
8.  Discuss the concerns of the behavioral models of psychopathology. Describe the components of the classical conditioning model and relate those components to psychopathology.
9.  Discuss how operant conditioning can be applied to understanding psychopathology. Specify the assumptions of the operant conditioning model and compare them with classical conditioning.
10.  Describe the observational learning model and its relevance to psychopathology. Evaluate the behavioral models.
11.  Describe the assumptions of the cognitive models and how unproductive schemas, irrational and maladaptive thoughts, and distortions of thought processes contribute to psychopathology. Describe the elements of cognitive therapy.
12.  Evaluate the cognitive models.
13.  Describe the contributions of the humanistic and existential approaches including the notions of the concept of the self and the actualizing tendency. Discuss the development of abnormal behavior and its treatment according to Carl Rogers.
14.  Discuss the criticisms of the humanistic and existential approaches.
15.  Identify the three distinct assumptions of the family systems approach, including the development of personality and identity within the family, the relationship between family dynamics and psychopathology, and treatment approaches.
16.  Evaluate the strengths and weaknesses of the family systems model.

CHAPTER 3 Assessment and Classification of Abnormal Behavior LEARNING OBJECTIVES

1.  Define the term psychodiagnosis and describe its functions.
2.  Identify the characteristics of good tests, including reliability and validity. Define reliability, and differentiate among test-retest, internal, and interrater reliability. Define validity, and differentiate among predictive, criterion-related, construct, and content validity.
3.  Define assessment and discuss its role in clinical psychology. Describe and discuss various psychological assessment techniques and their strengths and limitations, including observation of behavior, clinical interviews, and tests and inventories.
4.  Describe the nature and purposes of projective personality tests, including the Rorschach, Thematic Apperception Test (TAT), sentence-completion test, and draw-a-person test. Discuss the strengths and weaknesses of projective tests.
5.  Describe the nature and purposes of self-report inventories, including the Minnesota Multiphasic Personality Inventory (MMPI-2). Discuss the strengths and weaknesses of personality inventories.
6.  Describe the purposes and characteristics of the Wechsler and Stanford-Binet intelligence tests and the Kaufman Assessment Battery for Children (K-ABC). Discuss the strengths and limitations of these tests.
7.  Describe methods for assessing cognitive impairments due to brain damage (organicity), including the WAIS-R, Bender-Gestalt Visual-Motor Test, Halstead-Reitan Neuropsychological Test Battery, and Luria-Nebraska Neuropsychological Battery.
8. Describe neurological procedures for detecting brain damage, including CAT and PET scans, EEGs, and MRIs.
9. Discuss ethical issues involved in assessment, particularly how cultural differences may influence clinical judgments.
10.  Explain the goals of classifying abnormal behaviors and review the history of classification systems. Discuss how validity problems have been raised and dealt with.
11.  Describe the characteristics of the DSM-IV-TR, including its five axes, the broad categories of mental disorders, and how the DSM-IV-TR places diagnosis in a cultural context.
12.  Discuss the objections to the DSM classification system and the arguments supporting its use.
13.  Describe four problems associated with classification and labeling and the research related to these problems. Discuss how the findings of Rosenhan (1973) relate to the impact of labeling.

CHAPTER 4 The Scientific Method in Abnormal Psychology LEARNING OBJECTIVES

1.  Explain the roles of skepticism and replication in science. Discuss the current status of scientific "facts" in abnormal psychology that have received subsequent investigation, including facilitated communication and the identification of an alcoholism gene.
2.  Discuss the characteristics of the scientific method in clinical research, including the proper stating of hypotheses, operational definitions, and the need for reliable and valid measures and observations.
3.  Describe the concepts of base rates, statistical significance, and clinical significance.
4.  Identify the components of a basic experiment, and describe the need for placebos, blind and double-blind research designs.
5.  Discuss the characteristics of correlational studies and their strengths and limitations, specifically their ambiguous conclusions with respect to causality. Use the Sanders and Glolas (1991) study to discuss how correlational research can be improved.
6.  Describe analogue and field studies, and discuss their strengths and limitations.
7.  Define the nomothetic and idiographic orientations toward research. Discuss the characteristics and limitations of case studies and single-subject experiment designs.
8.  Discuss the biological research strategies, including genetic linkage studies, biological markers, iatrogenic effects, genetic penetrance, pathognomonic symptoms, and biological challenge tests.
9.  Describe various research strategies used in the study of abnormal behavior, including epidemiological research. Differentiate between prevalence and incidence.
10.  Discuss the ethical issues in conducting research and the American Psychological Association's guiding principles on ethics, including the use of animals, and research with culturally diverse populations.

CHAPTER 5 Anxiety Disorders LEARNING OBJECTIVES

1.  Describe the nature and cognitive, behavioral, and somatic manifestations of anxiety in anxiety disorders and list the five major groups of anxiety disorders.
2.  Describe the symptoms and discuss the prevalence of panic disorder.
3.  Describe the symptoms and frequency of generalized anxiety disorder.
4.  Discuss the psychodynamic, cognitive-behavioral, and biological theories of cause for panic disorder and generalized anxiety disorder.
5.  Compare the biochemical and behavioral treatment approaches for panic disorder and generalized anxiety disorder and discuss their relative efficacy in treating these disorders.
6.  Discuss the symptoms and prevalence of phobias, including agoraphobia, specific phobia, and social phobia.
7.  Discuss the psychodynamic, behavioral, cognitive, and biological theories for the cause of phobias.
8.  Discuss the biochemical and behavioral treatment of phobias, including systematic desensitization, exposure, and modeling therapy.
9.  Distinguish between obsessions and compulsions and describe the symptoms and prevalence of obsessive-compulsive disorder.
10.  Discuss the psychodynamic, behavioral, and biological theories of the cause of obsessive-compulsive disorder.
11.  Describe and discuss the biological, behavioral, and cognitive treatment of obsessive-compulsive disorder.
12.  Differentiate between acute stress disorders (ASD) and posttraumatic stress disorders (PTSD) and the DSM-IV-TR's criteria for their diagnoses.
13.  Discuss the causes and treatment of PTSD, including prolonged exposure and eye movement desensitization and reprocessing.

CHAPTER 6 Dissociative Disorders and Somatoform Disorders LEARNING OBJECTIVES

1.  Discuss the fundamental characteristics involved in dissociative disorders, and list the four types of dissociative disorders.
2.  Discuss the characteristics of the four types of dissociative amnesia and the process by which they occur.
3.  Describe the characteristics of dissociative fugue and depersonalization disorder.
4.  Discuss the controversy over the validity of "repressed memories" and research that indicates the possibility of false memories.
5.  Describe the characteristics of dissociative identity (multiple personality) disorder and its prevalence.
6.  Discuss the diagnostic controversies concerning dissociative identity disorder.
7.  Discuss and distinguish the psychodynamic, behavioral, and iatrogenic (therapist-produced) explanations for dissociative disorders.
8.  Discuss the treatment of dissociative amnesia and fugue, depersonalization disorder, and dissociative identity disorder.
9.  Describe the basic characteristics of somatoform disorders and distinguish them from malingering and factitious disorders.
10.  List and describe the five subtypes of somatoform disorder, including somatization disorder, conversion disorder, pain disorder, hypochondriasis, and body dysmorphic disorder.
11.  Describe and discuss the causes of somatoform disorders from the psychodynamic, behavioral, sociocultural, and biological perspectives, and the diathesis-stress model.
12.  Describe and discuss the treatment of somatoform disorders with psychoanalytic, behavioral, and family systems therapies.

CHAPTER 7 Psychological Factors Affecting Medical Conditions LEARNING OBJECTIVES

1.   Describe the sudden death syndrome and the factors related to it. Discuss how culture shock can lead to sudden death among Hmong immigrants.
2.  List the DSM-IV-TR criteria for diagnosis of psychological factors affecting medical conditions. Explain the rationale for changes in terminology from "psychosomatic" to "psychophysiological.''
3.  Discuss the three models for understanding stress, including Selye's general adaptation syndrome, the life change model, and Lazarus's transaction model.
4.  Discuss the research linking emotional states to vulnerability to infection. Discuss the evidence for and against the claim that stress influences the development of Acquired Immune Deficiency Syndrome (AIDS).
5.  Describe the components of the immune system and evidence that stress decreases its functioning.
6.  Describe the mediating effects of control and hardiness on stress.
7.  Discuss the evidence linking personality, mood, and cancer.
8.  Describe the relationship between stress and coronary heart disease and the influence of the Type A personality on CHD.
9.  Describe the relationship between stress and essential hypertension, and the ethnic and social factors associated with it.
10.  Describe the nature of migraine, tension, and cluster headaches.
11.  Describe asthma and the psychological factors related to it.
12.  Discuss the psychodynamic and biological perspectives on psychophysiological disorders, including the somatic weakness, autonomic response specificity, and the general adaptation hypotheses.
13.  Discuss the behavioral perspective on psychophysiological disorders, including the influence of classical conditioning and operant conditioning. Describe how sociocultural factors influence coronary heart disease.
14.  Define behavioral medicine and describe various interventions for psychophysiological disorders, including medical, relaxation training, biofeedback, and cognitive-behavior therapy.

CHAPTER 8 Personality Disorders and Impulse Control Disorders LEARNING OBJECTIVES

1.  Discuss the general characteristics of personality disorders, the factors involved in considering a personality pattern a disorder, how they are diagnosed in the DSM-IV, and why they are difficult to diagnose.
2.  Discuss the prevalence and gender distribution of personality disorders and possible reasons for gender differences.
3.  Discuss the causal considerations for personality disorders, including the five-factor model and its relevance. Explain why we know little about treating personality disorders.
4.  Describe the three clusters of personality disorders.
5.  Describe and differentiate among the characteristics of paranoid, schizoid, and schizotypal personality disorders. Discuss how schizoid and schizotypal personality disorders are differentiated from schizophrenia.
6.  Describe and differentiate among the characteristics of histrionic, narcissistic, antisocial, and borderline personality disorders.
7.  Describe and differentiate among the characteristics of avoidant, dependent, and obsessive-compulsive personality disorders.
8.  Describe the characteristics and incidence of antisocial personality disorder and how it is differentiated from criminal behavior. Explain why it is a difficult population to study.
9.  Describe and discuss the etiological theories of antisocial personality disorders, including psychodynamic, family and socialization, and genetic theories.
10.  Discuss the relationship between central nervous system and autonomic nervous system abnormalities and antisocial personality disorder. Discuss the role of fearlessness, lack of anxiety, underarousal, learning deficits, and thrill-seeking in the disorder.
11.  Describe treatments for antisocial personality and their success.
12.  Define impulse control disorders. Describe and differentiate among the following impulse control disorders: intermittent explosive disorder, kleptomania, pathological gambling, pyromania, and trichotillomania.
13.  Discuss how impulse control disorders overlap with other conditions. Describe the two explanatory "camps" for these disorders. Review the treatments for impulse control disorders and their success.

CHAPTER 9 Substance-Related Disorders LEARNING OBJECTIVES

1.  Distinguish substance-related disorders from substance-use cognitive disorders, substance abuse from substance dependence, and define the terms tolerance, withdrawal, and intoxication. Discuss the overlap in criteria for dependence and abuse.
2.  Describe the nature and scope of substance use and describe the types and prevalence of substance-use disorders in the United States.
3.  Categorize the psychoactive drugs according to their properties (sedative, stimulant, or hallucinogenic).
4.  Discuss the nature and magnitude of drinking problems in the United States and the short- and long-term physiological and psychological effects of alcohol.
5.  Describe the effects of narcotics, barbiturates, and benzodiazepines. Define polysubstance use and explain why it causes special problems.
6.  Describe and discuss the problems of stimulant-use disorders, including amphetamines, caffeine, nicotine, cocaine, and crack. Evaluate the controversy concerning nicotine addiction and its treatment.
7.  Describe and discuss the problems of hallucinogen-use disorders, including marijuana, LSD, phencyclidine (PCP), and "other substance-use disorders." Evaluate evidence concerning marijuana's harmful effects.
8.  Describe the two general types of etiological theories of substance-related disorders. Describe and evaluate the evidence for specific genes and risk factors related to alcoholism and other forms of substance dependence.
9.  Describe and discuss the various explanations for alcoholism and other substance-related disorders, including psychodynamic, personality, and sociocultural explanations. Evaluate research evidence on the relation between drug use and maladjustment.
10.  Describe and discuss behavioral explanations for alcohol abuse and dependence, including the
anxiety-reduction hypothesis, learned expectations, and cognitive influences.
11.  Discuss explanations for relapse among alcoholics and people who are dependent on other substances. Describe and distinguish opponent process, two-factor, and automatic processing theories of the addiction process.
12.  Describe the nature and effectiveness of alcohol and drug treatment programs, including self-help groups, pharmacological approaches to substance-use treatment, and controlled-drinking.
13.  Describe and compare the cognitive and behavioral approaches to treating substance-related disorders, including aversion therapy, covert sensitization, rapid smoking, nicotine fading, relaxation and social learning methods, and cognitive-change methods.

CHAPTER 11 Mood Disorders LEARNING OBJECTIVES

1.  Describe the mood disorders and distinguish them from normal mood changes. Recall prevalence rates for these disorders.
2.  Describe the symptoms of depression, including the affective, cognitive, behavioral, and physiological domains.
3.  Describe the symptoms of mania. Differentiate the two levels of manic intensity.
4.  Describe and differentiate among the following mood disorders and the symptom features that may accompany these disorders: major depressive disorder, dysthymic disorder, the bipolar disorders, cyclothymic disorder, and mood disorders associated with a medical condition or substance use.
5.  Describe and differentiate course specifiers including cycling type, seasonal, postpartum, and longitudinal patterns of mood disorders. Compare unipolar and bipolar disorders.
6.  Contrast the various theories of depression, including psychodynamic, behavioral, and Lewinsohn's comprehensive view of depression.
 7.  Discuss the cognitive and cognitive-learning approaches to depression. Give examples of the logical errors depressives make and the pessimistic attributions they might use.
8.  Describe various sociocultural explanations for mood disorders, including cross-cultural differences, the role of stress, and social support in depression.
9.  Describe what is known about sex differences and depression and the explanations for any differences.
10.  Describe the biological theories of mood disorders, including genetic and neurotransmitter theories, the role of cortisol and REM sleep in depression.
11.  Evaluate the strengths and weaknesses of the various causal theories of depression.
12.  Indicate the kinds of biological therapies that have been used to treat depression, including medication and electroconvulsive therapy (ECT).  Discuss the effectiveness of these treatments and their side effects.
13.  Describe psychological treatments for mood disorders, including interpersonal psychotherapy and cognitive-behavioral therapy. Evaluate the effectiveness of these treatments.
14.  Describe the use of lithium and its problems in treating bipolar disorders.

CHAPTER 12 Suicide LEARNING OBJECTIVES

1.  Discuss such facts about suicide as its frequency, prevalence, and its correlation with gender, marital status, occupation, socioeconomic level, religious affiliation, ethnicity, historical periods, and communication of intent.
2.  Identify some of the possible reasons for suicide and discuss the relationships among hopelessness, depression, and suicide.
3.  Discuss the relationship between suicide and other psychological factors, including alcohol abuse and other DSM-IV disorders.
4.  Describe the sociocultural factors in suicide, including egoistic, altruistic, and anomic suicide.
5.  Describe the psychodynamic and biological factors related to suicide and the different types of suicide notes.
6.  Describe and discuss research on child and adolescent suicide, including characteristics of suicidal children, family issues, and copycat suicides.
7.  Discuss research on college student suicide, including the characteristics of the victims and reasons for student suicide.
8.  Discuss suicide among special populations, including the elderly and among Asian Americans.
9.  Describe clues to suicide intent and crisis intervention efforts to prevent it.
10.  Describe the methods used by workers in suicide prevention centers and the effectiveness of these efforts.
11.  Describe how community prevention programs may help to reduce the stress of suicide on survivors, with a focus on school-based interventions.
12.  Discuss the moral, ethical, and legal implications of the right to suicide. Clarify your own position on the legality of doctor-assisted suicide.

CHAPTER 13 Schizophrenia: Diagnosis and Symptoms LEARNING OBJECTIVES

1.  Discuss the general characteristics of schizophrenia.
2.  Discuss the general history of the diagnostic category of schizophrenia and the current DSM-IV-TR criteria.
3.  Describe the symptoms of schizophrenia, including positive and negative symptoms, delusions, and perceptual distortions.
4.  Describe the problems of communication and thought disturbance seen in schizophrenia, including loosening of associations and neologisms.
5. Describe the motoric disturbances and negative symptoms and associated symptoms seen in schizophrenia, as well as the role of culture in interpreting symptoms.
6.  Differentiate between the various subtypes of schizophrenia, including the paranoid, disorganized, catatonic, undifferentiated, and residual types of schizophrenia.
7.  Describe the psychotic disorders once considered schizophrenia including delusional disorder, brief psychotic disorder and schizophreniform disorder, and differentiate them from schizophrenia. Differentiate delusional disorder from paranoid schizophrenia. Describe shared psychotic disorder and schizoaffective disorder.
8.  Describe the three phases of schizophrenia, then discuss research on long-term outcomes of schizophrenia, including studies in developing and developed countries.
9.  Discuss the utility in combining hereditary and environmental influences to understand the origins of schizophrenia. Discuss problems with interpreting genetic studies on schizophrenia.  Describe the results of research using blood relatives and twins to investigate the genetics of schizophrenia. Evaluate the methodological problems of these types of research.  Describe the results of adoption studies as well as those with high-risk populations. Evaluate the methodological problems of these types of research.
10.  Describe the biochemical theories of schizophrenia, including the dopamine hypothesis of schizophrenia and research results that strengthen and weaken this hypothesis.
11.  Describe the neurological impairments, cognitive, and information-processing deficits believed to be associated with schizophrenia. Evaluate the usefulness of a neurological explanation of schizophrenia.
12.  Discuss the role of environmental factors in the development of schizophrenic symptoms, including the family environment theories, methodological problems with this research and the role of expressed emotion in schizophrenia.
13.  Discuss the social class and cross-cultural aspects of schizophrenia.
14.  Discuss the use of antipsychotic medications in the treatment of schizophrenia and the problems in using these drugs in treatment. Discuss changes in patients' rights to refuse medication.
15.  Describe the psychosocial therapies including institutional approaches, cognitive-behavioral therapy, Integrated Psychological Therapy, and interventions targeted at relapse prevention by reducing expressed emotion. Discuss the effectiveness of these treatments.

CHAPTER 14 Cognitive Disorders LEARNING OBJECTIVES

1.  Define cognitive disorders and discuss their possible causes. Compare the prevalence rate for different population groups. List the DSM-IV-TR categories of cognitive disorders and differentiate these disorders from other disorders involving cognitive problems that are not part of the cognitive disorders group.
2.  Describe the methods for assessing brain damage and the problem of linking functional loss to a specific brain location.
3.  Describe the dimensions by which brain damage is categorized.
4.  Describe how cognitive disorders are categorized by cause and the problems in diagnosing cognitive disorders.
5.  Describe and differentiate dementia and delirium and discuss the possible causes of these disorders.
6.  Describe the amnestic disorders and differentiate them from dementia and delirium.
7.  List and differentiate the types of head injuries, their symptoms and aftereffects.
8.  Describe the health conditions that accompany old age, including the nature and effects of strokes and multi-infarct dementia.
9.  Discuss the extent and reasons for memory loss in older people. Discuss the characteristics of Alzheimer's disease, brain abnormalities, and what is known about its cause.
10.  Describe and differentiate among the following: Parkinson's disease, AIDS-related dementia, neurosyphilis (general paresis), encephalitis, meningitis, Huntington's chorea, cerebral tumors, and epilepsy.
11.  Describe methods of treating cognitive disorders, including medication and cognitive and behavioral approaches.
12.  Discuss the need for environmental interventions and methods of supporting the caregivers of individuals with cognitive disorders.
13.  Discuss the class of disorders known as mental retardation, including different forms of retardation, how mental retardation is diagnosed, the four levels of retardation, and the predisposing factors associated with mental retardation.
14.  Explain the causes of mental retardation, including how environmental factors and nongenetic biogenic factors may be involved.
15.  Describe and discuss early intervention and employment programs and living arrangements for people with mental retardation.

CHAPTER 15 Disorders of Childhood and Adolescence LEARNING OBJECTIVES

1.  Describe the characteristics of pervasive developmental disorders and identify the prevalence of behavior problems in children and adolescents.
2.  Indicate the prevalence of autistic disorder and describe the main impairments it entails. Describe diagnostic difficulties and research findings related to autism. Discuss the relation autistic disorder has to retardation and splinter skills.
3.  Differentiate between autism and Rett's disorder, childhood disintegrative disorder, Asperger's disorder, and pervasive developmental disorder not otherwise specified.
4.  Discuss the etiology of autistic disorder, including psychodynamic, family, genetic, central nervous system impairment, and biochemical theories.
5.  Describe the prognosis and treatment for children with pervasive developmental disorders. Discuss drug therapy and behavior modification for these children.
6.  Discuss the problems with the diagnosis and classification of other developmental disorders.
7.  Describe the symptoms, etiology, and treatment of the attention deficit/hyperactive disorders. Discuss the difficulty involved in making an ADHD diagnosis accurately.
8.  Define and differentiate oppositional defiant disorder and conduct disorder and discuss the prevalence, etiology, and treatment of conduct disorders.
9.  Contrast the anxiety-related disorders of childhood, including separation anxiety disorder and school phobia. Discuss how they can be treated.
10.  Describe reactive attachment disorder and how to deal with it.
11.  Describe the prevalence, symptoms, and treatment of childhood depression.
12.  Describe the symptoms, etiology, and treatment of chronic and transient tic disorders, including Tourette's syndrome.
13. Discuss the various elimination disorders, including enuresis and encopresis.

CHAPTER 16 Eating Disorders  LEARNING OBJECTIVES
1.  Describe the prevalence and characteristics of eating disorders.
2.  Describe the symptoms, and subtypes of anorexia nervosa.
3.  Consider the physical complications that arise from anorexia and why it is difficult to overcome.
4.  Delineate other characteristics and mental disorders that are associated with anorexia nervosa.
5.  Describe the coursse and outcome of anorexia nervosa.
6.  Discuss the charactersitics of bulimia nervosa as well as its physical complication, associated features and the course and outcome
7.  Discuss the charactersitics of binge-eating disorder as well as its associated features, course and outcome. Briefly describe the other eating disorders not otherwise specified that are categorized in DSM-IV-TR.
 
 

CHAPTER 17 Psychotherapeautic Interventions   LEARNING OBJECTIVES

1.  Discuss the various biological therapies, including electroconvulsive therapy (ECT) and psychosurgery, and their use and effectiveness in treating mental disorders.
2.  Define psychopharmacology. Describe and evaluate the use of antianxiety, antipsychotic, antidepressant, and antimanic medications.
3.  Define psychotherapy and describe its basic characteristics. Discuss why traditional psychotherapy may not be effective with individuals from non-Western cultures.
4.  Describe the goals and techniques of psychoanalysis and post-Freudian psychoanalytic therapy. Evaluate the effectiveness of psychoanalytic therapy.
5.  Describe the therapies based on the humanistic/existential perspective, including person-centered therapy, existential analysis, and gestalt therapy.
6.  Describe the therapeutic techniques based on classical conditioning, including systematic desensitization, flooding and implosion, and aversive conditioning.
7.  Describe the therapeutic techniques based on operant conditioning, including token economies and punishment.
8.  Describe observational learning techniques and cognitive-behavioral therapies.
9.  Discuss the goal of behavioral medicine and describe the techniques used to promote lifestyle changes, including biofeedback.
10. Discuss research on the effectiveness of individual psychotherapy.
11.  Describe the common components and types of group therapy; evaluate the effectiveness of group therapy. Describe the functions of marital and family therapy, and the different emphases of the communications and systems approaches.
12.  Evaluate the factors involved in choosing a therapist.
13.  Discuss the movement toward systematic integration and eclecticism.
14.  Discuss the changes in mental health service delivery caused by managed health care.
15.  Describe primary, secondary, and tertiary prevention and give examples of each.

CHAPTER 18 Legal and Ethical Issues in Abnormal Psychology LEARNING OBJECTIVES

1.  Describe the range of legal and ethical issues relevant to abnormal psychology.
2.  Define criminal commitment processes and discuss criminal law's position on free will.
3.  Discuss the rationale for the insanity defense and the legal precedents that have shaped the current standing of the insanity defense, including the M'Naghten Rule, the irresistible impulse test, the Durham standard, the American Law Institute (ALI) Model Penal Code, and diminished capacity.
4.  Discuss the arguments for and against the plea "guilty, but mentally ill," including Thomas Szasz's arguments against the insanity defense and involuntary commitment.
5.  Describe the criteria for finding a defendant competent to stand trial and the procedures involved in determining it, including due process.
6.  Describe the concept of civil commitment and the criteria by which individuals are committed. Explain why the assessment of dangerousness is difficult.
7.  Explain the rationale for civil commitment, the procedures involved, and the protections that exist against its abuse. Outline the criticisms of civil commitment.
8.  Discuss the key legal rulings concerning the rights of mental patients, including the level of proof necessary for commitment (Addington v. Texas), the least restrictive environment principle, and the right to treatment (Wyatt v. Stickney , O'Connor v. Donaldson, and Youngberg v. Romeo).
9.  Discuss the legal rulings concerning the right to refuse treatment (Rennie v. Klein and Rogers v. Okin) and the arguments for and against this right. Define the term least intrusive treatment.
10.  Discuss the reasons for and the impact of the deinstitutionalization of mental patients. Evaluate the present living conditions of many ex-mental hospital patients and the prospects for mainstreaming and alternative community programs.
11.  Distinguish between the concepts of confidential and privileged communications. Discuss when therapists may disclose confidential information and where there are exemptions to privileged communications.
12.  Describe the duty-to-warn principle, the legal rulings related to it (Tarasoft v. Board of Regents of the University of California), and the criticisms of the duty-to-warn principle.
13.  Identify the position of professional organizations on the issue of sexual intimacies between therapist and client.  Discuss the research on the impact of therapists' sexual involvement with clients.
14.  Discuss how mental health professionals need to accommodate the changes in the ethnic profile of Americans. Describe the ethical guidelines for working with culturally different 'clients and the information in DSM-IV that deals with multicultural influences.

Course Outline Last Updated :  January 2003 (in conjunction with new edition of DSM and course textbook)
 
 This page last updated January 2003
 

Return to Psychology Department Homepage