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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 354"
COURSE NAME: "Abnormal Psychology"
SEMESTER & YEAR:
Fall 2014
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SYLLABUS
INSTRUCTOR:
Elaine Luti
EMAIL: [email protected]
HOURS:
TTH 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PS 101
OFFICE HOURS:
before and after class and by appointment
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COURSE DESCRIPTION:
The aim of the course is to stimulate critical
thinking about the definition of psychopathology itself and various
forms of categorization of psychopathological conditions, the influence
of theory on the approach to these conditions and the experience of the
patient and its importance in the study of pathological states. There
is a significant amount of reading required for this course, including
two (small) books and several articles besides the Text.
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SUMMARY OF COURSE CONTENT:
Through a textbook and many additional readings, the course will explain the fundamental epistemological issues faced in psychopathology and then examine the major diagnostic areas such as Depression, Dissociatiation, Obsessive and Compulsive personalities, etc. (see course schedule).
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LEARNING OUTCOMES:
The student should be able to understand the significance of theoretical approaches in the understanding of psychopathological conditions and will be able to understand these conditions from the points of view of symptoms, history, cause, experience of the patient of their particular symptoms and feelings, and their treatment.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Psychoanalytic Diagnosis second edition | Nancy McWilliams | Guilford | ISBN-10: 1609184947 | ISBN-13: 978-1609184940 | | This is the basic text for the course. Since the readings in this course are very expensive, students can buy a used text (even the first edition), copy the parts of the book as necessary, or share a book. | | | |
| The Abyss of Madness | George Atwood | psychoanalytic inquiry book series | ISBN-10: 0415897106 | ISBN-13: 978-0415897105 | | to keep costs down students can copy chapters of the book in the library as needed, (some are available free online), buy a copy new or used and share it. | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| homework essays, a midterm, a collaborative class presentation and a final exam | This course is not about knowledge of facts or even knowledge of the course material, but is about understanding, thinking about and applying the material presented in the course. With open-book and open-note exams, it hardly makes sense to give much credit to knowledge as such, since it will be readily available to you. But the understanding of the material - an understanding that shows that you’ve thought about it, can come up with examples or show its application and implications for the field and perhaps outside of the specific field - is the mark of an excellent paper or exam.
You will, hopefully, form your own opinions of this material and by no means are you required to agree with the professor. In fact, very often some of the best work students do comes from a critical analysis of the material and positions taken by the professor. However, your critical analysis must necessarily show your understanding of what it is you’re criticizing, as well as clear and reasoned arguments for your opinion. Ideally it should try to anticipate the criticism of the professor’s point of view and answer these potential criticisms. If you agree with the material, then you should be able to show that you’ve thought about it, come up with further examples, considered the implications and thought of possible objections and the answers to them.
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| 2 homework essays (1 - 2 page) | These will be assigned in the course and posted on myjcu. They are important as practice for the exams and will be similar to the types of questions that will be on the midterm and final. It's up to the student to find out in case of absence if homework was assigned and to check the website regularly. | 10% |
| optional homework essays | these will be posted during the semester, generally in the period approaching the exams for practice. Excellent essays will function as extra credit, but their primary value is as PRACTICE for the midterms and finals. | extra credit |
| a paper with or without a presentation | A paper that can be presented to the class if desired, on one of the diagnostic categories studied in class from a theoretical point of view differing from that taken by the course. It should show an understanding of the difference in theoretical position and the IMPLICATIONS of theory for diagnosis and treatment. Other topics will be considered on an individual basis at the discretion of the professor if they can be a contribution to the course and presented in class. | 20% |
| midterm - 75 minutes, open book essay question | The exam will be open book and will be entirely of essay questions similar to the homework assignments. Unsatisfactory exams will have to be redone. | 30% |
| final exam | The final exam will be similar in type to the midterm but will be 2-1/2 hours long and will not be able to be retaken. | 40% |
-ASSESSMENT CRITERIA:
A To receive an A, the work should show that you have thought about, understood, and are able to apply the material presented in the course. You should be able to easily find the information needed to answer the questions out of familiarity with the reading and class material, you should be able to come up with examples, often original, or show its application and implications for this material in the field. You will also form your own opinions of this material and have thought about it, so that your agreement or disagreement is the result of critical thinking.
By no means are you required to agree with the professor. In fact, very often some of the best work students do comes from a critical analysis of the material and positions taken by the professor. However, your critical analysis must necessarily show your understanding of what it is you’re criticizing, as well as clear and reasoned arguments for your opinion. Ideally it should try to anticipate the criticism of the professor’s point of view and answer these potential criticisms. If you agree with the material, then you should be able to show that you’ve thought about it, come up with further examples, considered the implications and thought of possible objections and the answers to them.
B To receive a B you’ll show good knowledge of the course material and arguments presented, will have some examples of the material but while some will be original, they will be primarily the examples given in class, and you’ll show some sense of the implications but these, too, will be primarily limited to the implications mentioned in the course. Your arguments will be well presented and thought out, but these won’t go very far beyond the actual material of the course.
C To receive a C you’ll show knowledge of the material insofar as it can be found in the readings and lecture notes, but it will often not be complete, and will not show much personal elaboration of the material. Examples and applications of the material will be limited and there will be some concepts that you haven’t clearly understood.
D You’ll receive a D when there’s some indication that you didn’t fully read or understand the material or follow the class lectures and discussions. There will be gaps in what you’ve been able to find in the readings and class notes. You won’t have understood some concepts.
F To fail the course with an F it will be apparent that you haven’t read or understood a large part of the material and can’t find it among your notes or readings, that you haven’t done some of the reading or followed in class and have no understanding of the material that is in the paper or essay beyond relaying some facts.
-ATTENDANCE REQUIREMENTS:
Attendance will not directly affect the grade. However, it is unlikely to be able to pass the course without attending classes. Students will also be responsible for class material and additional assignments when they are absent.
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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.
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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.
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SCHEDULE
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Note-EACH UNIT IS OF VARIABLE LENGTH AND DOES NOT NECESSARILY CORRESPOND TO A SINGLE CLASS MEETING. The actual number of class sessions given to each unit will depend on the time it takes to cover the material, answer questions, hear presentations, and for class discussions as they come up. Like development, we can predict the sequence, but not the actual timing! Students can know what the reading is by referring to the unit being presented. Once that unit is finished, the next unit will be begun. IT WILL BE NECESSARY TO HAVE THE READING PACKET WHICH IS AVAILABLE THROUGH THE LIBRARY, ALL TEXTBOOKS AND TO CHECK ON MYJCU TO FIND ANY ADDITIONAL READINGS THAT ARE POSTED OR AVAILABLE THROUGH INTERNET LINKS. Required readings (packet, texts) can be shared and some may be available used.
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Unit, reading
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Topics
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1
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Readings: “normality” Szasz “myth of mental illness” posted on myjcu; Atwood, "Exploring the abyss of madness" (Chapter 2 of The Abyss of Madness); pages 1-10 Psychodynamic Diagnostic Manual (both on reserve in library)
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Importance of theory. Normal and abnormal; healthy and pathological: statistical and functional definitions
Assignment: read Szasz, Atwood and PDM and prepare comments to discuss in groups next time.
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2
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“Theory” “theoretical approaches”, “self psych.”notes in course packet and online; PDM pgs 483 - 507;
Text ch 2
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Specific theoretical perspectives in psychopathology. Reading & interpreting findings in psychopathology. Description vs Explanation, knowledge vs understanding.
Major theoretical approaches to psychopathology; a brief introduction to the Biological, Cognitive and Psychodynamic approaches. Body-mind interactionism. Implications of the approach for the therapy chosen.
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3
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Text ch. 1,
PDM p 11-31
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Diagnosis and psychopathology: why classify categories of mental illness? How should these categories be classified: descriptive, subjective and causal classifications. How does the diagnostician diagnose?
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4
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PDM p 483-509
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“The irrational, the peremptory and the unbidden” Standard nosological categories of psychopathology: DSM-IV by symptom clusters: advantages and disadvantages; theoretical implications. Diagnosis as label.
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5
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“Pathogenic conditions” (class notes)
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Pathogenic conditions versus healthy development
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6
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Text ch 3, 4, “levels of pathology”; Atwood: Abyss of Madness: ch 2 Exploring the Abyss of Madness, Greenberg "I Never Promised You a Rose Garden"
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Levels of pathological organization: Neurosis, Psychosis and Borderline levels.Discussion of Greenberg's book.
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7
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text ch 5, 6;
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defensive styles of each level, therapeutic implications
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8
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Text pp 145-150, ch 15 reading: Davies/ Frawley ch 10; Ferenczi confusion of tongues; Atwood ch 5 "the unbearable and the unsayable"; Liotti "understanding dissociative processes"
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Types of character organization
Dissociative personalities. The unbearable trauma and the creation of the “other” self. Dissociation in general and its use in other disturbances.
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9
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Text ch 14
Freud: Katharina (from Studies in Hysteria)
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Hysterical and histrionic personality: Freud's discovery, repression and hysteria, beyond Freud: forms of hysteria. Theoretical considerations – repression vs dissociation
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10
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Readings: Gabbard anxiety; Bowlby anxious attachment
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Anxiety neurosis, or panic disorders, phobias. True vs. pseudo-phobias. Biological elements in anxiety. Childhood roots.
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11
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Text ch 13; Brandchaft chapter 11 "Obsessional disorders"
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Obsessive and compulsive personalities – beyond the anal phase – biological predispositions
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12
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Text ch. 11 reading: PDM p 44-47 & 108-115 Bowlby: "sadness & depression" from Attachment and Loss Atwood ch 7 and 8 "The dark sun of melancholia" & "What is a Ghost" (from The Abyss of Madness)
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Depressive and manic personalities- depression and loss, mourning, unshared sorrow, depression and guilt – biological elements of depression. Elements of dissociation in cyclothymic disorders.
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13
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Text ch.12
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Masochistic or self-defeating personalities: the trauma sought and repeated; suffering to prevent loss – its tie to depression
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14,
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Text ch. 8, reading: Miller: gifted child
Kohut: "The Two Analyses of Mr. Z" (Int J Psychoanlysis)
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Narcissistic personalities: two views of narcissism and two types of narcissistic personality: Kernberg's oblivious, self-centered and Kohut's hypervigilant, depleted narcissist. The self in narcissism. Narcissism and shame.
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15
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Gabbard: "eating disorders" from Psychodynamic Psychiatry in Clinical Practice; Sands, “Bulimia, dissociation and empathy”
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Eating disorders – the "hunger artist" and the search for the lost self: Anorexia Nervosa. Guilt and self-loathing: Bulimia Nervosa and the purging of badness; Dissiociative aspects of bulimia and other forms of self-harm
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16
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Text ch 9 PDM pp 33-34 & 142-146,
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Schizoid personalities- and the range to schizophrenia. Loneliness and the schizoid person. Schizophrenia and its cognitive symptoms.
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17
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Text ch. 10
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Paranoid personalities: paranoia and guilt: the mechanism of projection in paranoia..
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18
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Text ch. 7
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Psychopathic or antisocial personalities. Acting instead of talking. The absence of shame or guilt. Disintegrated families of origin, emotional deprivation. Attachment and the lack of it.
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19
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reading: Firestone (Suicide and the inner voice): p 35-58, 94-103, 219, 278-296, Atwood "The tragedy of self-destruction" (The Abyss of Madness)
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Suicide – causes, prevention, suicide and the "inner voice"
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