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PSYC 3350-93 –ABNORMAL PSYCHOLOGY Course Syllabus-Spring 2015

Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, (678) 466-5445, disabilityservices@mail.clayton.edu.

Course Description:

Number and Title:

PSYC 3350-93 (CRN 21106) Abnormal Psychology (Please note that this section of the course is fully online) Credit Hours: 3.0 semester credit hours (3-0-3) Catalog Description: A study of the scientific and cultural bases of various conceptions of undesirable behavior. Applications of principles derived from basic research will be emphasized. Course Prerequisites and Co-requisites: PSYC 1101 OR PSYC 201 OR PSYC 205 OR PSYC 212 with a minimum grade of D Instructor Information: Instructor: Dr. Charlie L. Harris Office Phone: (678) 466-4838; Psychology Dept.: (678) 466-4800 Email: charlieharris@clayton.edu Internet: http://faculty.clayton.edu/charris62

Office: Natural and Behavioral Sciences, #111 Office Hours: Tuesdays/Thursdays: 9:30-11:30 AM; Wednesdays: 2:15-3:00 PM;

Virtual/telephone appointments can be scheduled during these time periods by emailing instructor ahead of time to set up an appointment.

Class Meetings: Classroom: D2L -AND- Launchpad Virtual Learning Management Systems

Class times: Asynchronous

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Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy. Software Requirement: To properly access the course content you will need to download the following free software:

Adobe Reader (needed to access files in PDF format): http://get.adobe.com/reader/

Adobe Flash (needed to access video content):

http://get.adobe.com/flashplayer/ Computer Skill Prerequisites:

Able to use the WindowsTM operating system Able to use Microsoft WordTM word processing Able to use Microsoft PowerPoint Able to send and receive e-mail using OutlookTM or Outlook ExpressTM Able to attach and retrieve attached files via email Able to use a Web browser

Desire2Learn (Online Classroom): On-line activity will take place in Desire2Learn, the virtual classroom for the course. `You can gain access to Desire2Learn, by signing on to the SWAN portal and selecting: "D2L” on the top right side. If you experience any difficulties in Desire2Learn, please email or call The HUB at TheHub@mail.clayton.edu or (678) 466-HELP. You will need to provide the date and time of the problem, your SWAN username, the name of the course that you are attempting to access, and your instructor's name. *Important: Please note that additional online activity will take place in the Launchpad for this course (see description under textbook). Program Learning Outcomes The following are the 7 learning outcomes for the Psychology & Human Services Program addressed in this course.

1. Apply the major concepts, findings, and theoretical perspectives of psychology. 2. Evaluate research critically and apply research methodologies used in psychology. 3. Demonstrate effective professional oral and written communication skills both individually

and with groups 4. Demonstrate an understanding of the roles, responsibilities, and career opportunities for

those with psychology-related degrees 5. Apply the ethical standards set forth by the American Psychological Association 6. Demonstrate knowledge of individual and cultural differences and their influences on

beliefs, values, and interactions with others 7. Interact effectively with people of diverse abilities, backgrounds, and cultural perspectives

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Course Learning Outcomes By the end of this course, the student should be able to:

1. Describe and explain the major psychological disorders, including their symptoms and predominant forms of treatment. 2. Discuss the current dominant theories regarding the causes of the various psychological disorders and treatments. 3. Describe multicultural differences in prevalence, diagnosis, and treatment. 4. Assess your own attitudes and preconceptions regarding psychological problems and develop greater compassion and appreciation for the human experience. 5. Be able to give basic information to individuals struggling with psychological problems, including facts, resources, and options for treatment.

Textbook Information Required: Comer/Abnormal Psychology 8e DSM-5 update (Launchpad) Please note that students cannot purchase used access codes or solely use old/current hardcover editions of the text. Launchpad must be purchased. Launchpad only (Includes E-book) ISBN-10: 1464164401 ISBN-13: 9781464164408 Alternative: Students who wish to have a hard copy of the text in addition to Launchpad (which is REQUIRED) may opt to purchase both Launchpad and the Loose-leaf book using the information below: Loose-leaf + Launchpad ISBN-10: 1-4641-9456-4 ISBN-13: 978-1-4641-9456-6 You may purchase the Launchpad/E-book from the university bookstore online at http://ishoplochshop.com/. Or students may purchase book directly from the publisher. Students can request a temporary code from the publisher by going to the website; however, the student must activate a purchased code within 21days. The majority of your “individual” coursework will occur in the Launchpad including required readings, online discussion, and assignments. D2L will also be used for the syllabus quiz, announcements, group project work, exams, and to post grades. Grades reflected in Launchpad will be ported over to Desire2Learn after each Exam Block closes. Problems with Launchpad should be addressed with the technical support for the publisher. The instructor does NOT provide technical support for the learning platform. You can join the course/activate your code by following the instructions below. If you need additional guidance, consult the student Quick Start guide, especially the system requirements which list the recommended browsers. Go to http://www.macmillanhighered.com/launchpad/comerabpsych8e/1289266

Bookmark the page to make it easy to return to.

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Enroll in the course using one of the following options:

If you have an access code, select "I have a student access code," enter the code exactly as it appears on the card, and click Submit.

If you do not have an access code, either purchase a text package that includes one OR click "I want to purchase access" and follow the instructions.

If you need to start working but cannot purchase right away, select "I want temporary access" and follow the instructions.

If you have problems registering, purchasing, or logging in, please contact Customer Support. You can reach a representative 24 hours a day, 7 days a week:

through the online form by chat

Or from 9 a.m. to 3 a.m. EST, 7 days a week by phone at (800) 936-6899

Content: Introduction (Chap 1); theoretical models (3); anxiety disorders (5); stress disorders (6); somatoform/dissociative disorders (7); mood disorders (8); treatment of mood disorders (9); suicide and filicide (10; supplementary reading); eating disorders (11); substance use disorders (12); sexual disorders and gender dysphoria (13); schizophrenia (14) treatment of psychosis (15); and personality disorders (16). Other material in the text will not be covered. Evaluation: Students can earn a total of 100 points (corresponding to 100%) in this class through successful completion of the activities below. These activities are directly linked to the course learning objectives outlined above. Although class activities are worth varying numbers of points, the total point value for each activity will be converted to a scale to reflect 100 points with the weighting below.

1. Class Participation (5% of grade)

2. Quizzes/Assignments (15% of grade)

3. Test 1 (20% of grade)

4. Test 2 (20% of grade)

5. Final Exam (20% of grade)

6. Character Analysis Group Project/Paper (20% of grade)

A description of each evaluation component follows on the next page. Please note that Chapter readings and assignments, discussion board postings, and exams have an 11:59 p.m. due date on Fridays.

1) Class participation. 5 points. Class participation is earned by participating in the

class discussions for this course. Each student is expected to respond to instructor

discussion questions/activities and engage in peer discussion around the topic each

week throughout the semester. To earn maximum points (100%), you will need to

submit at least ten (10) quality postings across ten (10) different weeks out of a total

of twelve (12) opportunities. Posting 6-9 times will result in a discussion grade of

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three (3). Posting less than this will result in a grade of zero (0) for this activity.

Quality discussion points are those that are well-written and that allow you and your

peers to apply knowledge that you’re gaining from your chapters to various issues

as well as stimulate critical analysis of issues related to the chapters. They do not

merely reflect a personal opinion or position about a topic, nor do they simply reflect

agreement with another post. Profane, pejorative, or offense language will not be

tolerated on discussion boards. Any student who chooses to engage in such

behavior will receive one warning. A repeat offense will result in the student being

blocked from posting to discussion boards and the student will be unable to receive

further discussion points. The discussion boards will pertain to each chapter and

should not be used to discuss unrelated topics. The general discussion board in

D2L can be used for such purposes. Unrelated topics/questions will be removed.

Discussion assignments are due weekly, however, there is a grace period where

the board will remain open (i.e. closes the Saturday following the exam deadline at

11:59 p.m.). Please note that technical difficulties the last day of the grace period

will not be sufficient excuse for me to reopen discussions; therefore, do not wait

until the last minute to post to the boards. Grading: 1 point per posting for a

maximum of 14 points which will be converted to the 5 point scale at the end

of the semester.

2) Quizzes/Assignments. 15 points. Each week you will have either a summative quiz to

complete or an assignment. Students have two opportunities to take quizzes and the higher of the two scores will stand as the grade. Students will have one opportunity to complete assignments. Quizzes and assignments will vary in the number of items but will be worth a total of 15 points per quiz/assignment. Quizzes are timed (15 minutes). Quizzes and assignments are due the week they are assigned, but there is a grace period

when they will continue to be accepted (i.e. closes the Saturday following the exam deadline at 11:59 p.m.) Quizzes and assignments are assigned in blocks. The set of

quizzes that correspond with the upcoming exam will open on the Monday following the previous exam. Following the grace period, once quizzes/assignments are closed they will not be reopened. Please note that technical difficulties the last day of the grace period will not be sufficient excuse for me to reopen quizzes/assignments; therefore, do not wait until the last minute to take your quizzes or complete assignments. The average points from the 10 highest quiz/assignment scores will comprise the quizzes/assignments grade. All quizzes/assignments (EXCEPT the syllabus quiz which is graded and should be taken in D2L) must be completed in the Launchpad. The Summative Quizzes (not Pre-Lecture) must be completed.

3-5) Semester exams and Final Exam. 20 points. Two semester exams and a Final Exam will be given for this course. Each exam for this course is worth 20 points (40 items worth 1/2 point each). All Exams are administered through D2L under the Quizzes Tab. Exam questions are worded using a multiple choice format and require critical analysis of cases in addition to demonstrating general knowledge about a topic area. Students have 75 minutes to complete each exam. Exams open on Monday at 9 a.m. and close on Friday at 11:59 p.m. There is a 24-hour grace period (extending the exam period until Saturday at 11:59 p.m.). The final exam for this course will open on the last day of classes and remain open until 11:59 PM on May 8th. Again, the 24-hour grace period will apply

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extending the completion time to May 9th until 11:59 pm), after which no late exams will be accepted. Students must download Respondus Lockdown Browser (a link will be provided if you do not have it) to take the exams. Respondus prevents you from using any other software applications while taking the exam. Please note: students should NOT wait until the last minute to take exams. Technical difficulties the day the grace period expires will not be a sufficient excuse for the exam to be reopened after closing.

Also note that there are no exam study guides for this class. However, important information is highlighted in the types of discussion questions posted, assignments given, and instructor notes throughout the E-book. In general, exams provide cases that include symptoms, theoretical frameworks, and interventions. Students must apply their knowledge of these various disorders and multicultural information emphasized in the text related to these disorders to answer questions following the cases. A working knowledge of the diagnosis, theoretical models and their associated interventions, and the multicultural research covered in the text will lead to success on exams. Detailed information about prevalence statistics, etc. is not typically asked on the exam and rote memorization does not typically lead to success on exams. However, there will be some questions that are related to the topic area assessed that do not necessarily pertain to the specific case described, so it is important to have a good understanding of basic as well as applied knowledge.

6) Character Analysis. 20 points. A group project is a component of this course. The class is required to work as part of a group to receive credit. Individually turning in the assignment will result in it being returned with a grade of zero. There will be seven groups (possibly eight if required) formed for the class. The group must meet certain benchmarks in the completion of the project. These benchmarks and points received (out of the total project points) for turning them in ON TIME include:

Formation of the group membership and selection of a group chairperson who is to communicate the groups #1 and #2 diagnostic category preference (i.e. anxiety disorders, mood disorders, dissociative disorders, psychotic disorders, substance use disorders, gender dysphoria, or aging disorders) to the instructor. Groups must have a MINIMUM of four (4) students and a MAXIMUM of five (5) students. Those who do not form a group and submit information by the deadline will be required to solicit a group to be a part of after the category assignments are made. You must be in a group by March 6 (midpoint) to avoid receiving a zero (0). -1 point

Selection of a movie (from the approved list-attached at end of syllabus) AFTER the instructor assigns the group to their category (assignment will occur on a first come, first served basis so the sooner a group is formed and the group membership is sent to the instructor the greater the likelihood of getting your preferred category). -1 point

Outline of presentation in outline form which should include how the presentation will be organized, the points to be covered, the various group assignments, and who will be responsible for them; Outline of paper in MS word—in outline form. -1 points

Rough draft of paper.-1 points

Final PowerPoint and paper. -16 points

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The paper will be graded on content, organization and flow, grammar, mechanics, and adherence to APA style. Students must cite a minimum of three sources (in addition to your Comer text). At least TWO (2) of those sources must be peer-reviewed journal articles (i.e. they cannot be websites such as web md or mayo clinic). Students should use Galileo or Scholar. Google to find scholarly sources. The paper should use in-text citations (APA style) and have a title, abstract, and bibliography. The paper should not exceed 5-7 pages (this does not include the title, abstract and bibliography). The well-written paper should describe/explain concepts and not just document them. The grading rubric is attached at the end of the syllabus. A group workspace (Discussion Board) will be provided in D2L and the group assignments will be in the Dropbox. Communication among group members should occur on this discussion board or in the virtual chat room if you elect to have “real time” meetings. This is the only way I have of tracking group member’s participation in the process. Additionally, each group member must submit an evaluation of the other group members and themselves regarding their participation in the process. This information will be taken into account when competing the final grade. The percent score from the average of the group evaluations will be the percentage of the final grade received (for those receiving less than 80% on their group evaluations). For example, if the group receives a grade of 18/20 (90%) for the group assignment, but the group member’s average evaluation is 17/20 (85%), then that particular group member’s grade for the assignment will not be 90% but will be .90*.85=.77%. This is a substantial reduction; therefore, it is important that you actively participate in your groups. The evaluation is attached at the end of the syllabus. The PowerPoint Presentations will be shared with the class and covered on the final exam.

Final Grade: The final course grade can be calculated by summing the points from each component of the course.

A 90 – 100%

B 80 – 89%

C 70 – 79%

D 60 – 69%

F below 60%

Mid-term Progress Report:

The mid-term grade in this course, which will be issued February 27, reflects approximately 25% of the entire course grade. The midterm grade will be based on Exam 1 and class participation on the discussion board participation. It will be calculated out of a total of 40 points (discussion board participation for at least 6 out of the 8 weeks (5 points)(4 out of 8 postings will earn 3 points, less than this earns zero (0)); average quiz

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score (out of 15 points); and Exam 1 (out of 20 points). Based on this grade, students may choose to withdraw from the course and receive a grade of “W.” Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term. Instructions for withdrawing are provided at this link. The last day to withdraw without academic accountability is Friday, March 6, 2015.

Course Policies:

General Policy Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities.

University Attendance Policy Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades. Course Attendance Policy Attendance is required to do well in this course. More than three absences for any reason will result in a loss of 5 points from your class participation grade. Being late to class by more than 10 minutes will count as half an absence. Missed Work Without a valid excuse, a grade of zero points will be assigned for any missed work. If a valid excuse is provided within three days of the missed assignment/exam with appropriate documentation, a make-up exam or extension for completion can be granted. These conditions only apply to extreme circumstances that are documented emergencies. Routine medical appointments do not constitute an emergency and should be rescheduled to avoid conflicts with exams. No exceptions will be made to this policy. Students missing the final assessment should contact the instructor concerning the applicability of an Incomplete grade. Students must submit a written request using the appropriate institutional form and follow the university policy and procedures required if they cannot take the final at the designated time. Please note that it is the student’s responsibility to contact the instructor when exams or other important work is missed. Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described in the Procedures for Adjudicating Alleged Academic Conduct Infractions. Plagiarism Detection Software. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted

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papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included. Disruption of the Learning Environment Behavior which disrupts the teaching–learning process in the online environment will not be tolerated. While a variety of behaviors can be disruptive, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding such behavior may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. More detailed descriptions of examples of disruptive behavior are provided in the Clayton State University Academic Catalog and Student Handbook.

Writing Assistance:

The Writers’ Studio 224 is located in the A&S building, room 224. There you can talk with trained writing consultants about your writing projects. They are available to work with you at any stage of your paper, from generating ideas to organizing your paper to understanding how to format it correctly. The service is free; you may drop in and wait for a consultant or sign up for a regular appointment. But remember: you, not your consultant, are ultimately responsible for the quality and content of the papers you submit. Aside from meeting with consultants one-with-one, you can also participate in consultant-led writing workshops. In these workshops, consultants will guide you in discussions and activities important to academic writing topics. Consultants and student-writers will collaborate on ways to apply writing concepts and strategies to specific writing situations. You will be identify, analyze, integrate, and synthesize writing principles through a series of writing exercises. Remember that we are here to collaborate with you as you develop your own experiences as a student-writer.

http://www.clayton.edu/arts-sciences/english/writersstudio

There you will find a link to register for appointments online: http://clayton.mywconline.com You will need to do a one-time registration. Simply click on the “Click here to register” link once at MYWCONLINE. Other Policies:

Desire2Learn: You are required to access Desire2Learn via the CSU

website to complete the initial syllabus quiz, read announcements,

submit group work assignments, check grades, and communicate with the

instructor. It is advisable to check Desire2Learn regularly for

announcements or other updates to course information. The instructor

does not make assignments or expect students to post to discussion

boards during school holidays (i.e. Spring Break).

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Launchpad: Each student must enroll in the Launchpad for the class.

Students who do not enroll (with an activation code-NOT temporary

access) by March 6, 2014 will not be able to register. Students are to

complete all individual work (e.g. quizzes, online discussions, and

assignments) in Launchpad.

E-mail Account: Each student should have a CSU e-mail account, and

they must use it for this class. There may be times when I will communicate

to the class via e-mail, and you will be responsible for that information. It

is advisable to check your email regularly prior to each class session. The

instructor will not communicate with students through a non-Clayton State

email address. Students should communicate through the CSU Outlook

email for a prompt response. Please put the course name in the subject

header. The instructor will respond to email within 24-48 hours during the

business week. The instructor will not respond to email on the weekend

(Friday 5:00 PM-Monday 9:00 AM). The instructor does not respond to

email received during school holidays (i.e. MLK day; Spring Break).

PowerPoint: PowerPoint is not typically used in this course for lecture, but

students will need to have PowerPoint (or Prezi) on their computer in order

to view any course information or presentations done in this format and to

create and submit the group project.

Class Participation Policy: Class participation is determined by

participating in the online class discussions for this course. Individuals who

do participate in the class in this manner will not earn points for their class

participation grade.

No Show Policy: Students must complete the syllabus quiz to avoid being

reported as a no-show for this class and to receive credit toward your

quizzes grade. The syllabus quiz can be found in D2L under the quizzes

tab.

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Course Schedule: Students should make note of important due / important CSU dates listed. The instructor reserves the right to make changes/adjustments to the schedule. Week Of: Topic/Readings/exams Assignments/Quizzes

Jan 12th -16th Abnormal Psychology: Past and Present; View Bellevue Video Chapter 1

-Orientation to Course (View PPT) -Review Syllabus, Take Syllabus Quiz- D2L -Post to the Meet/Greet DiscussionBoard-D2L -Post to Discussion Board (1)-Launchpad

Jan 19th -23rd Models of Abnormality Chapter 3

-Take Chapter 3 Summative Quiz -Post to Discussion Board (2)-Launchpad

Jan 22 “No-Show” Deadline Syllabus Quiz Closes

Jan 26th-30th Anxiety Disorders View Chapter Videos & Assignment Videos Chapter 5

-Complete Chapter 5 Assignment -Post to Discussion Board (3)-Launchpad

Feb 2nd -6th Stress Disorders Chapter 6

-Take Chapter 6 Summative Quiz -Post to Discussion Board (4)-Launchpad -Group formation due by Feb 6th-D2L (EMAIL)

Feb 9th -13th Somatoform & Dissociative Chapter 7

-Complete Chapter 7 Assignment -Post to Discussion Board (5)- Launchpad -Group categories assigned by instructor Feb 13th-D2L

Feb 16th -20th EXAM 1 (1, 3, 5, 6, 7) (Models, Anxiety, Stress, Somatoform/ Dissociative Disorders) Opens February 9th, Closes February 20th.

-Exam, Discussion Boards, Quizzes, Assignments for First Exam Block Grace Period Expires February 21st (Saturday). All Outstanding work must be submitted by 11:59 PM!- Launchpad

Feb 23rd -27th

Mood Disorders & Treatment Chapters 8, 9

-Take Chapter 8 Summative Quiz -Post to Discussion Board (6)- Launchpad -Group movie selection due by Feb 27th –D2L

February 27 MIDTERM GRADE ISSUED

March 2nd -6th Suicide-Homicide-Filicide Chapter 10; Article on Filicide

-Complete Chapter 10 Assignment -Post to Discussion Board (7)-Launchpad)

March 6 LAST DAY TO WITHDRAW WITH “W”

March 9-13th No Class-Spring Break

March 16th-20th Eating Disorders Chapter 11

-Take Chapter 11 Summative Quiz -Post to Discussion Board (8)- Launchpad

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- Group outlines of PowerPoint and Papers due March 20th-D2L

March 23rd -27th Substance-Related Disorders Chapter 12

-Complete Chapter 12 Assignment -Post to Discussion Board (9)- Launchpad

March 30th-April 3rd EXAM 2 ( 8, 9, 10, 11, 12) (Mood, Suicide, Eating, Substance Use Disorders) Opens March 30th, Closes April 3rd.

-Exam, Discussion Boards, Quizzes, Assignments for Second Exam Block Grace Period Expires April 4th (Saturday). All Outstanding work must be submitted by 11:59 PM!-Launchpad

April 6th -10th Sexual Disorders & Gender Dysphoria Chapter 13

-Take Chapter 13 Summative Quiz -Post to Discussion Board (10)-Launchpad -Group rough draft of paper due April 10th-D2L

April 13th-17th Schizophrenia & Treatment Chapter 14, 15

-Complete Chapter 14 Assignment -Post to Discussion Board (11)

April 20th-24th Complete Group Projects -Final Group Presentations Due April 25th (Saturday) at 11:59 P.M. No grace period. No Exceptions. Presentations to be posted April 27th for the class!-D2L

April 27th-May 1st Personality Disorders Chapter 16 Group presentations posted.

Take Chapter 16 Summative Quiz -Post to Discussion Board (12)- Launchpad

May 4th LAST DAY OF CLASSES -Final Group Papers Due at 11:59 P.M. No grace period. No Exceptions. If not submitted, Rough Draft will be graded-D2L

May 5th-May 8th CUMULATIVE FINAL EXAM (Chaps 13, 14, 15/& Presentations) (Sexual Schizophrenia & Treatment, Personality Disorders) Opens May 5th, Closes May 8th.

-Final Exam, Discussion Boards, Quizzes, Assignments for Second Exam Block Grace Period Expires May 9th (Saturday). All Outstanding work must be submitted by 11:59 PM!- Launchpad

May 5th-May 11th CSU FINALS PERIOD

May 14 FINAL GRADES SUBMITTED

ABNORMAL PSYCH GROUP PROJECT CATEGORIES & MOVIE SELECTIONS

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Anxiety & Stress Disorders (Group 1)

As Good As It Gets (1997)

Analyze This (1999)

The Aviator (2005)

Matchstick Men (2003)

Fearless (1993)

Mood Disorders (Group 2) Prozac Nation (2001)

The Hours (2002)

Helen (2009)

Silver Linings Playbook (2012)

Dissociative Disorders (Group 3) Bourne Identity (2002)

Primal Fear (1996)

Fight Club (1999)

Manchurian Candidate (2004)

Personality Disorders (Group 5)

Girl Interrupted (1999)

Training Day (2001)

The Talented Mr. Ripley (1999)

Fatal Attraction (1987)

Sexual/GID Disorders (Group 6) Boys Don’t Cry (1999)

Crying Game (1992)

Normal (2003)

TransAmerica (2005)

Substance Use Disorders (Group 7) Flight (2012)

Sherry Baby (2006)

28 Days (2000)

When a Man Loves a Woman

(1994)

Psychotic Disorders (Group 4) The Soloist (2009)

Benny & Joon (1993)

Beautiful Mind (2001)

K-Pax (2001)

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Paper 0-.5 1 1.5 2

Overview of movie

and character

Does not provide

overview of movie

or character

Vague or cursory

overview

Adequate overview

providing context for

the analysis

Exemplary

overview

providing context

for the analysis

Justification of

Mental Illness and

Diagnostic

Criteria/Differential

Diagnosis

Does not justify or

misidentifies the

mental illness and/or

the diagnostic

criteria of the mental

illness

Properly, but,

minimally justifies

and/or identifies the

diagnostic criteria

for selected mental

illness

Properly justifies,

identifies and gives

adequate description

for the selected mental

illness-vaguely covers

differential diagnosis

Properly

identifies and

justifies the

mental illness

selected and

covers

differential

diagnosis

Etiology

(biological/psych

models)

Does not discuss

etiology from a

specific model of

abnormality

Provides weak

discussion of

etiology from one or

both models

Provides adequate

discussion of etiology

from both models

Provides

exemplary

evaluation of

etiology from

both models

Treatment Does not discuss

treatment within

context of the

models

Minimally discusses

treatment from one

or both of the

models

Adequately discusses

treatment from both

models

Provides

exemplary

discussion of

treatment from

both models

Organization, Flow,

Mechanics

Poorly organized,

several typos, errors

in agreement,

sentence structure-

does not adhere to

style requirements

Some organization

and flow but ideas

loosely connected,

lacks clarity-does

not adhere to style

requirements

Adequate organization

and clarity, good

transitions, flow,

limited grammatical

errors-APA style

Well organized,

good

transitions/flow,

good sentence

structure, few

grammatical

errors

Power point

Presentation

Descriptive Content Poorly aligned with

paper/limited scope

Somewhat aligned

with paper/vague

content

Adequate alignment

with paper/good

content/relevant clips

Exemplary

alignment with

paper

Relevant Clips

Trailer only and not

relevant to what is

being discussed

Vague or

tangentially relevant

to the topic

Relevant to

presentation but not

introduced

Introduced and

relevant (i.e.

aligned with topic

discussed-

symptoms;

treatment; etc.)

Well-designed

(readability, font,

clarity, graphics)

Poorly designed,

excessive

wordiness, small

font, little to no

graphics to help

organize info

Somewhat readable,

some excessive

wordiness, limited

graphics

Adequately designed;

good readability, font,

uses graphics,

figures/tables to

organize info

Exemplary

design; good

contrast with

foreground,

background,

bulleted points

are not wordy;

uses

graphics/figures

to organize info

Page 15 of 15 C Harris, PhD; Instructor

Group Project Evaluation of Individual Member Participation Rate yourself and group member’s performance on a scale with a range from 1 (poor) to 5 (excellent).

Comments:

Evaluation Criteria

J. Doe (example)

Your Name: Group member:

Group member:

Group member:

Group member:

Demonstrated cooperative/supportive attitude (e.g. responsive to communications, respected other’s ideas, shared ideas/ resources, worked collaboratively).

5

Contributed meaningfully to the organization and content of the group presentation and paper.

5

Completed group assignments on time.

5

Prepared work in a quality manner.

5

Totals (Out of 20 points)