Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PS 354i-2"
COURSE NAME: "Psychopathology"
SEMESTER & YEAR: Spring 2025

SYLLABUS

INSTRUCTOR: Nicola Petrocchi
EMAIL: [email protected]
HOURS: MW 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: PS 101
OFFICE HOURS:

COURSE DESCRIPTION:

Issues related to psychopathology will be explored, with an emphasis on methodological problems and the causes of psychopathological conditions. The DSM classification system, which has become standard in North America and in many other parts of the world, will be examined critically, and other more theoretically coherent nosologies will be studied. Diagnostic categories will be examined from the point of view of three major theoretical approaches: psychodynamic, biological, and cognitive. Through required readings and a research paper, the student will become familiar with contemporary work in the field and will learn to read professional articles in a critical way. Emphasis in the course will be on the understanding and not simply the description of psychopathological states and their multiple complex determinants. Every psychological disorder has its specific content for the person suffering from it.

Satisfies "Applied Psychology" core course requirement for Psychological Science majors.

SUMMARY OF COURSE CONTENT:

This course provides an introduction to the principal mental disorders in adult humans. Psychological disorders are caused by the interaction of many different factors (biological, psychological, and social factors) and we will use a biopsychosocial approach to promote an in-depth appreciation of the total context in which abnormalities of behavior occur.

The course will begin with an overview of the field of abnormal psychology and the different research approaches to psychological disorders. We will then adopt an historical perspective to explore the earliest views of abnormal behavior. Risk factors and causes of abnormal behavior will be studied and we will appreciate their role in helping clinicians perform an appropriate clinical assessment and diagnosis. After reviewing the role of stress in initiating and precipitating physical and mental health, the course will cover the leading categories of mental disorders, which will be consistently presented with a focus on three key aspects: (1) the clinical picture; (2) factors involved in the development of the disorder; and (3) treatment approaches. Societal and legal issues in abnormal psychology will be explored at the end of the course.

LEARNING OUTCOMES:

To learn the categories and descriptions of the leading mental disorders.
To distinguish the different theoretical models explaining the causes of the disorders
To identify the contribution of biological, cognitive, emotional, behavioral, and sociocultural factors within each disorder.
To learn how mental disorders are assessed and the leading methods of treatment.
To apply critical reasoning skills to the understanding of mental health issues, including hypothetical clinical cases.

To express ideas in writing that reflect basic psychological concepts and principles
To use standard English, and write using APA style
Accurately interpret, summarize and present information from primary sources.
Demonstrate awareness of the ethical issues associated with clinical research and practice.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Psychopathology An Integrative Approach to Mental Disorders, 9th Edition	V. Mark Durand; David H. Barlow; Stefan G. Hofmann	Wadsworth Pub Co	ISBN-10:9781337619370; ISBN-13:978-1337619370			Ebook

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
2 Midterm TESTs	Each midterm exam will consist of multiple-choice questions (to assess your foundational knowledge of symptoms, diagnostic criteria, prevalence, and etiology of major mental disorders) and short essay questions (to evaluate your critical thinking, clinical reasoning, and integration of biological, psychological, and social perspectives). The first midterm will typically cover disorders such as depressive disorders, anxiety disorders, and obsessive-compulsive related disorders, while the second will focus on trauma-related disorders, dissociative disorders, and somatic symptom disorders.	25%
Final Test	The final exam is not cumulative, meaning it will only cover the material presented after the second midterm. It will include multiple-choice and short essay questions, focusing on psychotic disorders, personality disorders, neurodevelopmental and neurocognitive disorders, and contemporary issues in diagnosis and classification (e.g., cultural formulation, gender considerations, dimensional models). You’ll be expected to demonstrate your understanding of clinical presentations, diagnostic challenges, and evidence-based treatment options.	25%
Participation	You are expected to actively participate in weekly activities and discussion prompts on Moodle, designed to help you reflect on the material, apply clinical reasoning, and engage with real-life case examples. You may be asked to evaluate hypothetical cases, debate controversies in diagnosis, or reflect on how culture, stigma, or systemic issues affect mental health and treatment. Consistent, thoughtful participation will demonstrate your engagement with the course and your ability to think like a clinical psychologist in training.	10%
Individual Assignment	As part of this course, each student will be required to prepare and record a 15-minute presentation on a selected topic. You will create a PowerPoint (or similar) to support your talk, and then record yourself presenting it, using video recording (e.g., Zoom, Loom, PowerPoint narration, etc.). Instructions on how to record and submit your presentation can be found on Moodle.	15%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
Attendance and participation, although not mandatory, are essential to earn a good grade for this course. Students are strongly invited to attend every class meeting, and to come to class prepared and ready to participate in discussions.

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Session	Session Focus	Reading Assignment	Other Assignment
WEEK 1	INTRODUCTION: HISTORICAL OVERVIEW AND PARADIGMS	Corresponding chapter of the book	1. Kendler, K. S. (2017). The structure of psychiatric science. American Journal of Psychiatry, 174(7), 606-611. 2. Van Os, J. (2020). Paradigm shift in psychiatry: From risk syndromes to resilience. World Psychiatry, 19(3), 357-363.
WEEK 2	AN INTEGRATIVE APPROACH TO PSYCHOPATHOLOGY	Corresponding chapter of the book	1. Cuthbert, B. N. (2022). The RDoC framework: Progress and potential. Annual Review of Clinical Psychology, 18, 485-509. 2. Heinzel, A., Schulte, B., & Heinz, A. (2020). Towards an integrative understanding of resilience: A neurobiological perspective. Journal of Neural Transmission, 127(4), 599-612.
WEEK 3	CLINICAL ASSESSMENT, DIAGNOSIS, AND RESEARCH IN PSYCHOPATHOLOGY	Corresponding chapter of the book	1. Kotov, R., Krueger, R. F., Watson, D., Achenbach, T. M., Althoff, R. R., Bagby, R. M., … & Zimmerman, M. (2017). The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies. Journal of Abnormal Psychology, 126(4), 454-477. 2. Kim, J. S., et al. (2021). Beyond clinical heterogeneity: Challenges and opportunities for multidimensional endophenotypes in mental disorders. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 6(8), 783-794.
WEEK 4	ANXIETY DISORDERS	Corresponding chapter of the book	1. Craske, M. G., Stein, M. B., Eley, T. C., Milad, M. R., Holmes, A., Rapee, R. M., & Wittchen, H. U. (2017). Anxiety disorders. Nature Reviews Disease Primers, 3(1), 1-18. 2. Bandelow, B., Michaelis, S., & Wedekind, D. (2017). Treatment of anxiety disorders. Dialogues in Clinical Neuroscience, 19(2), 93-107.
WEEK 5	SOMATOFORM AND DISSOCIATIVE DISORDERS	Corresponding chapter of the book	1. Brown, R. J. (2004). Psychological mechanisms of medically unexplained symptoms: An integrative conceptual model. Psychological Bulletin, 130(5), 793-812. 2. Kihlstrom, J. F. (2005). Dissociative disorders. Annual Review of Clinical Psychology, 1, 227-253.
WEEK 6	MOOD DISORDERS AND SUICIDE	Corresponding chapter of the book	1. Malhi, G. S., Mann, J. J. (2018). Depression. Lancet, 392(10161), 2299-2312. 2. Turecki, G., Brent, D. A., Gunnell, D., O’Connor, R. C., Oquendo, M. A., Pirkis, J., & Stanley, B. H. (2019). Suicide and suicide risk. Nature Reviews Disease Primers, 5(1), 1-22.
WEEK 7	PHYSICAL DISORDERS AND HEALTH PSYCHOLOGY	Corresponding chapter of the book	1. Gatchel, R. J., Reuben, D. B., Dagenais, S., Turk, D. C., Chou, R., Hershey, A. D., … & McGeary, D. D. (2018). Research agenda for the prevention of pain and its impact: Report of the Work Group on the Prevention of Acute and Chronic Pain of the Federal Pain Research Strategy. Journal of Pain, 19(8), 837-851. 2. Miller, G. E., Chen, E., & Parker, K. J. (2011). Psychological stress in childhood and susceptibility to the chronic diseases of aging: Moving toward a model of behavioral and biological mechanisms. Psychological Bulletin, 137(6), 959-997.
WEEK 8	EATING AND SLEEP DISORDERS	Corresponding chapter of the book	1. Treasure, J., Duarte, T. A., & Schmidt, U. (2020). Eating disorders. Lancet, 395(10227), 899-911. 2. Krystal, A. D., Prather, A. A., & Ashbrook, L. H. (2019). The assessment and management of insomnia: An update. World Psychiatry, 18(3), 337-352.
WEEK 9	SEXUAL AND GENDER IDENTITY DISORDERS	Corresponding chapter of the book	1. Costa, R., & Colizzi, M. (2016). The effect of cross-sex hormonal treatment on gender dysphoria individuals’ mental health: A systematic review. Neuropsychiatric Disease and Treatment, 12, 1953-1966. 2. Bockting, W. O., Miner, M. H., Swinburne Romine, R. E., Hamilton, A., & Coleman, E. (2013). Stigma, mental health, and resilience in an online sample of the US transgender population. American Journal of Public Health, 103(5), 943-951.
WEEK 10	SUBSTANCE-RELATED AND IMPULSE-CONTROL DISORDERS	Corresponding chapter of the book	1. Koob, G. F., & Volkow, N. D. (2016). Neurobiology of addiction: A neurocircuitry analysis. Lancet Psychiatry, 3(8), 760-773. 2. Fineberg, N. A., Chamberlain, S. R., Goudriaan, A. E., Stein, D. J., Vanderschuren, L. J. M. J., Gillan, C. M., … & Potenza, M. N. (2014). New developments in human neurocognition: Clinical, genetic, and brain imaging correlates of impulsivity and compulsivity. CNS Spectrums, 19(1), 69-89.
WEEK 11	PERSONALITY DISORDERS	Corresponding chapter of the book	1. Hopwood, C. J., et al. (2018). The time has come for dimensional personality disorder diagnosis. Personality and Mental Health, 12(1), 82-86. 2. Sharp, C., & Fonagy, P. (2015). Practitioner review: Borderline personality disorder in adolescence—Recent conceptualization, intervention, and implications for clinical practice. Journal of Child Psychology and Psychiatry, 56(12), 1266-1288.
WEEK 12	SCHIZOPHRENIA AND OTHER PSYCHOTIC DISORDERS	Corresponding chapter of the book	1. Owen, M. J., Sawa, A., & Mortensen, P. B. (2016). Schizophrenia. Lancet, 388(10039), 86-97. 2. Millan, M. J., et al. (2016). Altering the course of schizophrenia: Progress and perspectives. Nature Reviews Drug Discovery, 15(7), 485-515.
WEEK 13	NEURODEVELOPMENTAL AND NEUROCOGNITIVE DISORDERS	Corresponding chapter of the book	1. Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. Lancet, 392(10146), 508-520. 2. Thapar, A., Cooper, M., & Rutter, M. (2017). Neurodevelopmental disorders. Lancet Psychiatry, 4(4), 339-346.
WEEK 14	MENTAL HEALTH SERVICES: LEGAL AND ETHICAL ISSUES	Corresponding chapter of the book	Appelbaum, P. S. (2019). Ethics in forensic psychiatry: From principles to practice. International Journal of Law and Psychiatry, 65, 101396. Habermeyer, E., & Schanda, H. (2021). Compulsory psychiatric treatment in Europe: Ethical considerations and legal frameworks. European Archives of Psychiatry and Clinical Neuroscience, 271(5), 769-778.