Syllabus
Disorders in Psychology Caroline Cochrane-Braswell
Contact Info:
E-mail: caroline@newschoolva.com
Class Overview:
This class will go over the major disorders in psychology, including anxiety disorders, mood disorders, eating disorders, and schizophrenia. It will focus on the psychological aspects of each disorder, such as the symptoms, possible causes, and treatments. There will be readings from both a textbook and articles on experiments involving the various disorders. Objectives of this class include discovering theorized causes of psychological disorders and the different treatments available.
Focus Skills:
(1) Appreciate and understand different perspectives, and
(2) Apply effective research methods.
Textbooks:
For this class, Disorders in Psychology, we will be using two textbooks: Abnormal Psychology by Timothy W. Costello and Joseph T. Costello and Case Analyses for Abnormal Psychology by Randall Osborne, Joan Lafuze, and David Perkins. Readings will be assigned from the textbooks weekly and are listed below. In addition, articles will be assigned each week that will be useful for class discussions.
Grading Policy:
Grading will be based on tests, quizzes, and discussions. There will also be a research paper due at the end of the second quarter, more details are given below. Since homework assignments will be readings, grading for these will be based on your participation in discussions and quizzes given throughout the quarter. It is therefore important that you are present for discussions.
Tests: 100 points each
Quizzes: 25 points each
Discussion Participation: each worth 25 points
Project/ Paper 100 points
Tests:
There will be two tests each quarter covering material from readings in both the textbook and articles, and from lectures and discussions in class. It will include short answer questions and an essay for you to display your knowledge of disorders and topics covered in class. Tentative dates for the first quarter are September 28th and October 30th.
Quizzes:
Quizzes will be both scheduled and pop quiz style. They will test whether you have been doing readings assigned in class. They are not meant to be challenging, just to make sure everyone is keeping up with readings. This is so we can have meaningful discussions.
Homework:
You are expected to have these readings done on the day they are listed below. These readings will give you a background that will be necessary for understanding lectures, other assigned readings, and for participating in class discussions. Unless otherwise stated, all pages listed below are from the Abnormal Psychology textbook.
Sept. 6, 2007: Introduction to Abnormal Psychology. pp. 1-24
Sept. 10, 2007: pp. 1-7 and pp. 15-24. Case Analyses
Sept. 12, 2007: Anxiety Disorders. pp. 106-120
Sept. 14, 2007: Panic Disorder. pp. 127-140. Case Analyses
Sept. 17, 2007: Obsessive-Compulsive Disorder. pp. 85-100. Case Analyses
Sept. 20, 2007: Post-Traumatic Stress Disorder. pp. 159-172. Case Analyses
Sept. 24, 2007: Mood Disorders. pp. 181-203
Oct. 1, 2007: Clinical Depression. pp. 43-57. Case Analyses
Oct. 4, 2007: Bipolar Disorder. pp. 59-72. Case Analyses
Oct. 9, 2007: Eating Disorders. Reading TBA
Oct. 15, 2007: Bulimia Nervosa. pp. 115-126. Case Analyses
Oct. 22, 2007: Disorders of Childhood. pp. 328-348
Oct. 25, 2007: Autism. pp. 101-113. Case Analyses
Oct. 29, 2007: ADHD. Reading TBA
Nov. 7, 2007: Substance Related Disorders. pp. 237-258
Nov. 12, 2007: Alcohol Addiction. pp. 141-157. Case Analyses
Nov. 26, 2007: Schizophrenia. pp. 204-236
Dec. 3, 2007: Schizophrenia. pp. 25-42. Case Analyses
Dec. 10, 2007: Personality Disorders. pp. 162-180
Jan. 3, 2008: Borderline Personality Disorder. pp. 73-84. Case Analyses
Other readings will be assigned throughout the quarter, most will be articles related to the disorders under discussion each week.
Project:
You will be expected to do a research paper on a disorder of your choice. Since we are not able to cover every single subject within the field of abnormal psychology, nor are we able to go fully in depth, this will be your chance to choose a topic that is of interest to you. You will want to look at the topic in depth, so do not choose a wide field of investigation. For example, do not choose as your topic eating disorders, instead choose anorexia nervosa.
Portfolio Assignments:
This class offers you the chance to complete a couple of the assignments needed for your portfolio. They include an in class essay and a research paper. These assignments correspond to the essential skills: (1) Appreciate and understand different perspectives, and (2) apply effective research methods.
Absences and Late Policy:
o If you are absent from class, you will be given hand-outs you missed, however, you will be missing valuable time in class that is either dedicated to a lecture on a specific disorder or to a class discussion. It is therefore important that you not miss a class if you can help it.
o If you are absent the day of a test you must come talk to me when you return, so that you can make up the test on your own time. If you know beforehand that you will be absent, then you must come talk to me before you leave.
o If you are absent the day before a test (review day) you will have the option of taking the test a day late, provided the absence was excused. If the absence is unexcused you will not be given this option and will take the test with the class.
o In accordance with the New school’s absence policy, if you miss 8 days of class you will be withdrawn.
o When you arrive late to class you are creating a distraction to others in the class in addition to missing valuable information that will be on the test. Please get to class on time; your lateness times are being added up.
Spirit of the Classroom:
Please remember that the spirit of the classroom applies to our daily interactions and routine in class. The spirit of the classroom is given below.
We should:
1. Guarantee the physical and psychological safety of each person.
2. Focus each person’s attention on the subject at hand.
3. Create a sense of fairness and fair play within the classroom.
4. Invite everyone’s participation.
5. Challenge ourselves and each other to think in new and different ways.
6. Recognize that the foundation of knowledge begins with what each person already knows and believes.
7. Relate clearly and meaningfully to the objectives, goals, and standards of the class.
8. Encourage the best in each person.
9. Respect the class’s sense of organization and coherence.
10. Speak up when we perceive behaviors that undermine a positive, active educational space.
