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Central Connecticut State UniversityNew Britain, CT.

Spring Semester, 2009

Psychopathology

Psy 530 Mondays 6:50-9:30 p.m., EW 307

Instructor: Carolyn R. Fallahi, Ph. D.Office: Marcus White #208Office Phone Number: 860-832-3114Email address: Fallahic@CCSU.eduClass web site:

www.psychology.ccsu.edu/fallahic/

Office Hours: Mondays 5:00-6:30 p.m.Tuesdays and Thursdays 9:00-10:45 a.m.

Text (required): American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision). Arlington, VA: APA.

Maddux, J. E., & Winstead, B. A. (Eds.) (2007).Psychopathology: Foundations for a contemp-orary understanding (2nd ed.). Mahwah, N. J.: Lawrence Erlbaum Associates.

Text (recommended): American Psychological Association (2002). Publication Manual of the American Psychological Association (5th ed.). Washington D.C.: APA.

Course Objective: Upon successful completion of this course, the student should be able to:

1. Use the DSM-IV-TR in diagnosing adult/childhood psychopathology.

2. Demonstration of competency in applying diagnostic criteria to relevant case studies.

3. Understand the multi-axial classification of mental illness.4. Understand research strategies related to the classification and

understanding of mental illness.5. Understand various research-based theories on the classification

and etiology of mental illness.

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6. Be able to describe the major conceptual theories for thinking about, diagnosing, and understanding evidence-based theories for the major diagnostic categories.

7. Be able to use logic in coming up with differential diagnoses.8. Be familiar with the terminology of psychopathology. Be able to

understand precisely what is meant by the standardized terms and be able to use them precisely.

Instructional Methodology:

Class sessions will consist of lectures presented by the instructor. In addition, there will be regular classes where we break up into smaller groups for team-based activities. Students will be asked to engage in group activities and discussions during class time.

Power point presentations will be available on the class website. Make it a point to familiarize yourself with our website! Remember: the address is www.psychology.ccsu.edu/fallahic. If you do not have access to the internet at home, you can use the computer center in the basement of Marcus White. It is your responsibility to check for updates, changes in the syllabus, and new information provided to you on our class website.

Grading System: Vista Information: At any point, you can check your grades via the Vista system. In order to do that, please go to www.ccsu.edu. Click on the “central pipeline” option. The secure login for CCSU box will come up. Put in your bluechip ID number & password. Click on the blackboard vista hyperlink and choose our course.

If all else fails, you can contact our help desk at 860-832-1720.

Please note, I will only use Vista for secure feedback on grades. All of our class information will be posted on my website at www.psychology.ccsu.edu/fallahic. Grades will be evaluated as follows for each semester hour of credit.

Grade Percentage Points Description

A 93 and above ExcellentA- 90-92 ExcellentB+ 87-89 GoodB 83-86 GoodB- 80-82 GoodC+ 77-79 AverageC 73-76 Average

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C- 70-72 Below AverageD+ 67-69 PoorD 63-66 PoorD- 60-62 Poor, lowest passingF 59 or below Fail

Evaluation Criteria:

1. Examinations : There will be two take home examinations during the semester. Exam make ups will only be allowed with a valid excuse, e.g. doctor’s note. All make up examinations will occur during finals week.

2. Research Paper . In addition, there will be one research paper that is required. Choose a diagnosis and provide a traditional research paper that reviews the criteria for the DSM-IV-TR diagnosis and a review of the literature for etiology and treatment approaches for that individual diagnosis. This paper is worth 100 points.

This paper must strictly adhere to APA format.

All students will provide a poster presentation on their research paper worth 25 points. Handouts for the instructor and your fellow students are required. Students will be asked to provide a 5-10 minute presentation on their paper at the end of the semester.

Please note: All students must sign up ahead of time for the diagnosis they wish to research. I want every student to research a different diagnosis. Please see page 10 of this syllabus for more information about the research paper.

3. Quizzes, in-class assignments, & homework: There will be several assignments that will be graded throughout the semester. These may consist of quizzes on the reading at the beginning of class, in-class assignments, and/or homework. I will not allow make-ups for these assignments, but you will have the option to drop your lowest grade. Therefore, if you miss an assignment, you can have that count as your lowest grade.

4. Presentation of class readings: Students will be asked to provide insight into the assigned readings at the beginning of each class. I will keep track of your participation and you will receive a presentation grade out of a possible 20 points.

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5. Participation : Active participation is expected of all students in this class. Ongoing dialogue, self-reflection and critical thinking will serve as the foundation for the learning experience. Because the student’s own personhood is the most important instrument of understanding, it is expected that students will participate in serious self-examination of one’s own needs, attitudes, beliefs, and understanding about diversity. Students should be willing to invest themselves intellectually and emotionally in the class, engage in appropriate self-disclosure and explore areas for personal growth. Students are expected to be on time for class having completed reading and other homework assignments. Chronic tardiness disrupts the class and will result in points being deducted from your final grade. If you miss 2 weeks’ worth of classes, you will be asked to drop the class. Attendance will be taken at the beginning of each class. It is up to you to sign the attendance sheet. If you do not sign the attendance sheet, it will count as an absence.

6. Grade Determination:

2 exams = 200 pointsResearch paper = 100 pointsPoster presentation = 25 pointsReadings presentation = 20 pointsQuizzes = number of points to be determined

Withdrawal Policy: If you choose to withdraw from this course because you feel that you are not doing as well as you would like, please speak with me prior to completing the paperwork. If you decide to stop attending my class without officially withdrawing, you will receive an automatic “F” on your transcript.

Violations of Academic Integrity: Violations of academic integrity will be seen as a serious matter resulting in disciplinary action by this university. Violations of academic integrity include: cheating on exams; plagiarism; unauthorized assistance from another, etc. Please familiarize yourself with CCSU’s academic integrity policy and do not put yourself in the position to have to deal with this.

Course Schedule: Note – this outline is subject to change, as necessary, during the semester.

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Psychopathology 530 Spring 2009 Schedule

Date Topic

January 26 Spring semester beginsFebruary 2 The History of Classification

DSM-IV-TRThe development of psychopathology – theoriesResearch-based strategies & psychopathology

Readings:

Rosenhan, D. (1973). On being sane in insane places.

Science, 114, 316-322.

Maddux & Winstead chapters 1, 5, 6, and 7

January 26- Add/Drop periodFebruary 2

February 11 Optional diversity presentation: Judy Shephard, 7:30 p.m.,

Alumni Hall.

February 9 Axis I DisordersFebruary 16 Anxiety Disorders

Topic due for your research paper.

Readings:

DSM-IV-TR pgs. 429-484.

Ozer, E. J., Best, S. R., Lipsey, T. L., & Weiss, D. S. (2003).

Predictors of Post Traumatic Stress Disorder and symptoms

in adults: A meta-analysis. Psychological Bulletin, 129,

52-73.

Twenge, J. M. (2000). The age of anxiety? Birth cohort

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change in anxiety and neuroticism 1952-1993. Journal of

Personality and Social Psychology, 79, 1007-1021.

Duffy, A. (2007). Does Bipolar Disorder exist in children?

A selected review. The Canadian Journal of Psychiatry, 52,

409-417.

Maalouf, F. T., Ziegler, R. G., Schlozman, S., & Prince, J. B.

(2006). Bipolar disorder in a preschooler: Long-term ramif-

ications of an early diagnosis and treatment. Harv Rev Psychiatry, 314, 319-329.

Maddux & Winstead chapter 8

February 13-16 President’s holiday break – no classes.

February 23 Affective DisordersMarch 2 Childhood-onset Bipolar Disorder

DSM-IV-TR pgs. 345-428.

Martins, C., & Gaffan, E. A. (2000). Effects of early maternal

depression on patterns of infant-mother attachment: A

meta-analytic investigation. Journal Child Psychol. Psychiat.,

41, 737-746.

Hirshfeld, R. (1991). Depressive illness: Diagnosticissues. Bulletin of the Menninger Clinic, 55, 144-156.

Hadjipavlou, G., Mok, H., & Yatham, L. N. (2004).Bipolar II Disorder: An overview of recent

developments.Canadian Journal of Psychiatry, 49, 802-813.

Parker, G. (2003). Modern diagnostic concepts of the affective disorders. Acta Psychiatrica Scandinavica,

108,24-29.

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Luby, J. L., Belden, A. C., & Spitznagel, E. (2006). Risk

factors for preschool depression: The mediating role of

early stressful life events. Journal of Child Psychology and

Psychiatry, 47, 1292-1298.

Maddux & Winstead chapter 9

March 9 Substance Use Disorders

DSM-IV-TR pgs. 191-295.

Hasking, P., & Oei, T. (2004). The complexity of drinking:

interactions between the cognitive and behavioural determinants of alcohol consumption. Addiction

Researchand Theory, 12, 469-489.

Maddux & Winstead chapter 15

March 16 Examination I due in my office by 9:30 p.m.

March 17 Optional presentation on diversity: 1) Carlos Cortes, 11:00- 12:15, 2) Carlos Cortes performance in the evening, TBD.

March 23-28 Spring Recess – no classes

March 30 Schizophrenia & Dissociative DisordersApril 6 Childhood-onset Schizophrenia

DSM-IV-TR pgs. 297-343; 519-533.

Beebe, L. H. (2003). Theory-based research in Schizophrenia. Perspectives in Psychiatric Care, 39,67-75.

Harvey, A. G., & Bryant, R. A. (1999). Dissociative Symptoms in Acute Stress Disorder. Journal ofTraumatic Stress, 12, 673-681.

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Allen, J. G. (1993). Dissociative processes: Theoretical

underpinnings of a working model for clinician and patient.

Bulletin of the Menninger Clinic, 57, 287-309.

Piper, A., & Merskey, H. (2004). The persistence of folly:

Critical examination of Dissociative Identity Disorder. Part II.

The defense and decline of Multiple Personality or Dissociative Identity Disorder. Canadian Journal of Psychiatry, 49, 678-684.

Gonthier, M., & Lyon, M. A. (2004). Childhood-onsetSchizophrenia: An overview. Psychology in the

Schools,41, 803-811.

Maddux & Winstead chapter 10

April 13 Eating DisordersSexual Dysfunctions & Disorders

DSM-IV-TR pgs. 535-595.

Bulik, C. M., Reba, L., Siega-Riz, A.M., & Reichborn-Kjennerud, T. (2005). Anorexia Nervosa: Definition,epidemiology, and cycle of risk. International Journal of Eating Disorders, 37, 2-10.

Wonderlich, S. A., Lilenfeld, L. R., Riso, L. P., Engle, S.,& Mitchell, J. E. (2005). Personality and AnorexiaNervosa. International Journal of Eating Disorders,37, 68-72.

Russsell, G. F. M. (2004). Thoughts on the 25th anniversaryOf bulimia nervosa. European Eating Disorders Review,12, 139-153.

Basson, R. (2005). Women’s sexual dysfunction: revised

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and expanded definitions. Canadian Medical AssociationJournal, 172, 1327-1334.

Heiman, J. R. (2002). Sexual dysfunction: Overview of prevalence, etiological factors, and treatments. Journal ofSex Research, 39, 73-79.

Maddux & Winstead chapters 12 & 13

April 10-11 Good Friday (A day of reflection) – no classes

April 20 Somatoform Disorders

DSM-IV-TR pgs. 485-517.

Maddux & Winstead chapter 14

April 27 Research paper due

April 27 Personality disordersMay 4

Maddux & Winstead chapter 11

DSM-IV-TR pgs. 685-729.

Paris, J. (2005). Borderline personality disorder. Canadian

Medical Association Journal, 172, 1579-1584.

Bowden-Jones, O., Iqbal, M. Z., Tyrer, P., Seivewright, N.,

Cooper, S., Judd, A., & Weaver, T. (2004). Prevalence of

personality disorder in alcohol and drug services and associated comorbidity. Addiction, 99, 1306-1315.

May 11 Poster presentations

May 14-15 Reading Days – no classes

May 18 Final Examination due in my office by 9:30 p.m.

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Research Paper

Research Paper: Write a 10-15 page paper (body of the paper) on 1 DSM-IV-TR diagnosis. This paper needs to include the following:

1) Criteria for diagnosis of this disorder.2) Issues related to diagnosis.3) Prevalence rates for this diagnosis.4) Co-occurring disorders associated with this diagnosis.5) What is the course of this diagnosis? E.g. progressive &

irreversible? Age of onset? Develops in response to a stressor?6) Brief discussion of historical issues related to the diagnosis.7) Review of etiology of your disorder.8) Literature review of best practices – therapy for this diagnosis.

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9) If relevant, a brief discussion of any controversies associated with your diagnosis.

10) What do we still need to do with this diagnosis? For example, is more research needed? Is there consensus on this diagnosis & treatment? Might we see this diagnosis change when DSM-V comes out?

This paper should include the following:

1) An introduction to the topic under study. In the introduction, you should refer to the areas that will be covered in your paper. Give the reader a preview of what you will talk about in your paper.

2) A backstory. What are the issues in the past that led us to the present diagnosis & treatment? Was this diagnosis called something else in the past? What were the issues related to how it evolved to the present diagnosis? How did we treat this diagnosis in the past?

3) What is happening now with this diagnosis? Is there a lot of research available? Who is doing research on this diagnosis & treatment?

4) In your literature review, use 10-15 peer-reviewed references. You can use non-peer-reviewed references, e.g. scholarly books, but these will not count toward your required peer-reviewed references. DO NOT USE internet sources. When in doubt, please ask!

5) You must provide hard copies of all sources used. If you use a book, copy the first page of the book (e.g. the information about the book) and all pages used. If you do not turn this in, I will NOT read your paper.

6) Do not use ANY direct quotes except for the DSM diagnostic criteria.

7) Your paper must be run through turnitin (plagiarism detection software on central pipeline). Provide a copy of the report with your research paper.

Grading Area: Completion of the above content area is worth 100 points.Distinguished (A) = 92-100Superior (B) = 84-91Average (C) = 76-83Below Average (D) = 68-75Failure (F) = 67 or below

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In addition: APA style & Clarity of Presentation. It is up to you to make sure that your paper is edited, revised, and proofread. Some things to keep in mind:

1) Diction: word choice is appropriate and precise.2) Sentences: Avoid fragments and strive to write in active voice.3) Paragraphs: well organized, clear focus. Appropriate details are

used as evidence.4) Essay: clear focus, thesis is obvious. There is a logical structure,

clear introduction, body, and conclusion. There is coherence and transitions between paragraphs are logical. There is appropriate and sufficient details for evidence.

5) Mechanics: careful attention to spelling, punctuation, and capitalization. There is appropriate subject-verb agreement and pronoun reference.

Rubric

1) Introduction (10 points). Give a brief overview of your disorder and what you are going to talk about. Highlight any interesting issues to catch the reader’s attention! There is a clear thesis statement.

2) Diagnostic issues (15 points). What are the criteria for the diagnosis and any issues related to diagnostics?

3) Epidemiology information (5 points).4) Co-occurring disorders (10 points).5) Historical information (10 points).6) Etiology (20 points).7) Best practices (20 points).8) APA style (10 points): including a title page, abstract page, and

reference page. References must be properly done both within the body of the paper as well as for the reference page. Please pay attention to proper placement of page numbers and provide a running header on every page.

9) Errors: one point will be deducted from the content grade, which begins with 100 for excellent content. This is not a comprehensive list:

a. Awkward sentence construction (meaning unclear)b. Incorrect usage (e.g. their for there or they’re)c. Grammatical errord. Incomplete sentencee. Paragraph neededf. Spelling errorg. Incorrect spacingh. Incorrect verb for subjecti. Incorrect tense

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j. Contractions (no contractions in professional writing)k. Capitalization issuesl. Extra spacingm. Fillersn. Font size and print styleo. Hypenation usep. Abbreviationsq. Marginsr. Presentationss. Titlest. Punctuation errorsu. Organizationv. Pronoun use

Psychology 530 Poster Rubric

Poster Rubric (25 points)

Overall Appearance1 Cluttered or sloppy appearance. Gives the impression of a

solid mass of text and graphics, or pieces are scattered and disconnected. Little white space.

2 Pleasant to look at. Pleasing use of colors, text, and graphics. Adequate use of white space.

3 Very pleasing to look at. Particularly nice colors and graphics. Good use of white space. Not cluttered.

Text/Graphics Balance1 Too much text. The poster gives an overwhelming impression

of text only. OR not enough text. Cannot understand what the graphics are supposed to relate.

2 Better, but not optimal.3 Balance. Text and graphics are evenly dispersed in the

poster; enough text to explain the graphics.

Included All Research Sections Assigned in the Paper1 Several sections left out.2 Most sections included, maybe 1 left out.3 All sections included, but not well explained.4 All sections included, e.g. classification issues, case study,

epidemiology, etiology, best practices and explained.

Writing

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1 Does not meet expectations. Poorly written and organized, unclear, hard to follow.

2 Adequately written and organized, reasonably easy to follow.3 Well written and organized, clear, easy to follow.

Grammatical/Spelling errors1 Many misspellings and/or grammatical errors.2 Some misspellings and/or grammatical errors.3 Few misspellings or grammatical errors.4 No misspellings or grammatical errors.

Poster Content/Style1 The poster is lacking elements required. There are many

things not included. The poster lacks information to obtain a clear understanding of the subject matter. The poster is not creative.

2 Does not have all of the relevant information on the poster. There is not enough information presented. Information is presented in an unorganized fashion. The poster lacks style and reads more like a list of facts than an oral presentation. The poster lacks neatness and clarity.

3 Poster includes all relevant information; however, it is not well-organized. The poster is clear and logical and contains facts as well as very few mistakes. Good clear presentation.

4 The poster includes all information relevant to the topic in an organized fashion. The poster has an element of creativity and style, and is not just a list of facts. The poster is presented in a clear and concise manner with full understanding of the subject.

Work quality/effort1 Work is done with poor effort. The quality in the project is

lacking. This is now what the learner is capable of. It appears rushed and little time spent on the project. Work is incomplete.

2 Work is done with fair effort, but the quality is still now what the learner is capable of. It is evident that the work was rushed.

3 The work was done with good effort that shows what the learner is capable of. It is evident that time was put into this poster.

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4 The work exceeds all expectations and shows that the learner is proud of his/her work. The effort that was put into this task is the best it can be by the learner.

Important Dates for the Research Paper

February 16: Topic due

April 27: Research Paper due

May 11: Poster presentations

Diagnostic Choices:

Childhood onset SchizophreniaChildhood onset Bipolar disorder

Substance-Related disorders

Schizophrenic & Other Psychotic disordersSchizophreniaSchizophreniform DisorderSchizoaffective disorderDelusional DisorderBrief Psychotic DisorderShared Psychotic disorder

Mood disordersDepressive DisordersMajor Depressive disorderDysthymic disorderBipolar disorders

Anxiety DisordersPanic Disorder with or without AgoraphobiaPanic disorder Specific PhobiaSocial PhobiaObsessive-Compulsive DisorderPost-traumatic Stress disorderAcute Stress disorderGeneralized Anxiety disorder

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Somatoform DisordersSomatization disorderConversion DisorderHypochondriasisBody Dysmorphic disorderSomatoform Disorder

Factitious Disorder

Dissociative DisordersDissociative AmnesiaDissociative FugueDissociative Identity DisorderDepersonalization disorder

Sexual and Gender Identity disordersSexual desire disordersSexual arousal disordersOrgasmic disordersSexual pain disorders

ParaphiliasExhibitionismFetishismFrotteurismPedophiliaSexual MasochismSexual SadismTransvestic FetishismVoyeurism

Gender Identity Disorders

Eating DisordersAnorexia NervosaBulimia Nervosa

Personality DisordersParanoidSchizoidSchizotypalBorderlineAntisocialHistrionicNarcissistic

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AvoidantDependentObsessive-Compulsive

Running Header: INSECURE ATTACHMENT & CONFLICT

The running header is an abbreviated version of your title. It appears in capital letters. It should not be longer than 50 characters and should be capitalized.

Per APA, also include a running header in the line next to the page number.

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The Relationship Between Insecure Attachment and Conflict in College Students

A Paper Presented to Carolyn R. Fallahi, Ph. D.

In Partial Fulfillment of the Requirements for Psychology (Course Number)

Your full name goes here

Central Connecticut State University

Abstract

Page two is the Abstract for the paper. It is a brief (total of 500 words maximum;

although most journals like less than 120) comprehensive summary of the research paper.

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The word “Abstract” is centered as the first line of type on this page. Type the abstract as

a single paragraph without indentation. Everything is double spaced.

The Relationship Between Insecure Attachment and Conflict in College Students

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Page three is the beginning of the body of the paper. The title of the paper

appears (centered) one double-space below the short title (or in our cases, your last

name). The first line of the body of the paper appears one double-space below the title.

For paragraphs, use a tab-indent of 5 to 7 spaces (about one-half inch). Please

note, everything is double-spaced. You should use one-inch margins for your paper.

Use of numbers in text: Use numbers in the following situations: a. when the

number is above 10. b. when the number precedes a measurement (e.g., 4 cm). c. when

the number represents: time, dates, ages, sample size, scores, points on a scale. Type out

the number world in the following situation: a. when the number is below 10 and does

not represent an exact measurement. B. when the number starts a sentence.

Stylistic Points: This is a formal document, so do not use contractions (e.g.,

don’t, can’t, won’t, it’s). All pages should be double-spaced, have 1: margins, and 12

point font (preferably in Times New Roman).

References

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Arnheim, R. (1971). Art and visual perception. Berkeley: University California

Press. [ Typical book entry – single author ]

Festinger, L., Riecken, H., & Schachter, s. (1956). When prophecy fails. Minneapolis:

University of Minnesota Press. [ Multiple authors ]

Institute of Psychiatry. (1982). Managing psychiatric illness. Chicago: Midwestern

University Press. [Corporate authorship ]

Experimental psychology. (1988). New York: Holt. [ No author identified ]

Rubenstein, J. P. (1967). The effect of television violence on small children. In B. F.

Kane (Ed.), Television and juvenile psychological development (pp. 112-134).

New York: American Psychological Society. [ Citing items in a chapter edited

Book ]

Passons, W. (1967). Predictive validities of the GREs and graduate school candidates.

Psychology of Testing, 28, 1143-1144. [ Journal ]

Monson, M. (1993, September 16). Urbana firm obstacle to psychiatric hospital. The

Urbana News Gazette, pp. A1, A8. [ Newspaper ]

Bush and war. (2004, September 16). The New York Times, p. B1. [ Newspaper and no

Author ]

Schneiderman, R. A. (1997). Librarians can make sense of the Net. San Antonio

Business Journal, 11, 58+. Retrieved January 27, 1999, from EBSCO Masterfile

Database. [Internet citing – full-text article ]

University of California, San Francisco, Institute for Health and Aging. (1996,

November). Chronic care in America: A 21st century challenge. Retrieved

September 9, 2000, from the Robert Wood Foundation Web site: http://www.

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Rwjf.org/library/chrcare [ Internet report ]

Greater Hattiesburg Civic Awareness Group, Task Force on Sheltered Programs (n. d.).

Fund-raising efforts. Retrieved November 10, 2001, from

http://www.hattiesburgcag.org. [ Internet private organization, no page numbers,

no date ]

Please note: The reference list is alphabetized by author.

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