PSY 224: ABNORMAL PSYCHOLOGY (3)
TTh 11:00a – 12:15p
INSTRUCTOR: Falisha Herbic, MACL
OFFICE: Na`auao 111
OFFICE HOURS: MW 2:30p – 3:30p; TTh 12:15p – 1:15p; by appointment
Note: For student convenience, office hours will often be held in available
TELEPHONE: 808-236-9211 (leave msg; allow 2 business days for reply)
EMAIL: firstname.lastname@example.org (preferred; often same day reply)
EFFECTIVE DATE: FALL 2011
WINDWARD COMMUNITY COLLEGE MISSION STATEMENT
Windward Community College offers innovative programs in the arts and sciences and opportunities to gain
knowledge and understanding of Hawai‘i and its unique heritage. With a special commitment to support the
access and educational needs of Native Hawaiians, we provide O‘ahu’s Ko‘olau region and beyond with
liberal arts, career and lifelong learning in a supportive and challenging environment — inspiring students
Concepts and principles used in clinical practice: dynamics, diagnosis, and treatment of abnormal behavior.
Compares and contrasts the different patterns of abnormal behavior. Examines the differences in theoretical
models for understanding maladaptive behavior. (3 hours lecture). WCC: DS
RECOMMENDED PREPARATION: Completion of PSY100: Survey of Psychology.
Read and write at the college level, basic computer literacy, and basic understanding of percentages & probability.
STUDENT LEARNING OUTCOMES
After successfully completing this course, the student will be able to:
1. Compare and contrast historical and current theories of abnormal behavior.
2. Identify and describe different types of abnormal behavior and the “best practice” therapies associated
with each type.
3. Apply the principles of psychology to their own thoughts and feelings.
4. Illustrate understanding of the role of culture, ethnicity, and socio-economic factors in defining abnormal
Concepts or Topics Skills or Competencies
Major Psychological 1. Describe and evaluate models of abnormality
Theories 2. Define criteria for common disorders
Psychological Assessment 3. Integrate symptomology for case conceptualization
Diagnosis and Treatment 4. Compare & contrast effective therapies for specific disorders
Ethical Considerations 5. Discuss ethical guidelines for practice
Cultural Competency 6. Identify the importance of understanding culture and diversity
when working assessing, diagnosing, & treating mental illness
A. EXAMS (40%, 400 points of total grade):
Complete one Midterm examination and one (1) Final examination covering assigned readings, class
activities, discussions, lectures, videos, handouts, assignments, etc. Each Exam will consist of Multiple
Choice, True-False, Fill in the Blank, Short Answer, and Essay questions.
EXAM DATES: MATERIAL %/POINTS possible
Midterm Tuesday, Oct. 18th Chapters 1-7 20%/ 200pts
Final Tuesday, Dec. 13 Chapters 9-15 20%/ 200pts
Do not miss exams. Fairness in testing depends on students having equal preparation opportunities.
Consequently, make-up tests will be allowed ONLY in the event of a genuine family or medical
EMERGENCY with appropriate documentation. In the event of an emergency, the instructor must be
notified IN ADVANCE of the exam, unless absolutely impossible. If the instructor is not notified of the
emergency prior to the start time of the exam, and/or appropriate documentation of proof of emergency is not
provided, the student will receive a zero for that exam.
Routine appointments are not emergencies, and should be scheduled outside of class hours. In case of
emergencies, it is the responsibility of the student to contact the instructor before class begins, in order for the
student to avoid penalty.
B. PARTICIPATION / ATTENDENCE : (20%, 200 points of total grade):
Each student will be expected to participate in specific activities each week. Activities are designed to
complement information in the text. Optimal learning will require preparation outside of class and sharing the
work product or information in class group discussion. It is important to plan ahead to make certain you
complete the work required to be done outside of class so you are ready to share with the class at the time the
topic is discussed. Because the activities are planned in-class group learning opportunities, there are no
make-up opportunities for these activities.
Each student is viewed as a Learner/Peer Teacher. Your shared observations, knowledge, skills, questions,
and responsive listening are valued and contribute to a positive learning environment. Consequently, it is
important that every student attend class to contribute to the interactive learning that is an important part of
every class. To receive credit for participation, each student will need to participate.
C. INSTRUCTOR QUIZZES (20%, 200 points of total grade):
Quizzes will be administered on a variable interval schedule of reinforcement. Quiz content may include
material covered in required reading for the current class and instruction/reading from previous classes.
Quizzes will be administered at the moment class begins and will take approximately five minutes or less to
complete. If the student is not present at the time of the quiz, s/he will receive zero points. There are NO
MAKE-UPS for quizzes. Quizzes are motivation for preparatory reading, studying, and on-time attendance in
class and students must be present to participate in the quiz.
D. LITERARY RESEARCH PROJECT (20%, 200 pts of total grade): DUE Thursday Dec. 1, 2011
You will choose a popular movie character to observe as a prospective “client” from any movie of your
choice. You will then fictionally analyze and diagnose the movie character with any appropriate
psychological disorder according to specifications listed in the DSM-IV-TR, or an appropriate culture bound
syndrome (i.e. brain fag, dhat, koro, mal de ojo, etc.) according to criteria from empirical research.
Your paper should:
1. Summarize the “client” hx by describing specific examples of behaviors commonly displayed by your
client; (tell us about their life, what you have seen them do, how you have seen them act, etc.)
2. Provide an appropriately formatted DSM-IV-TR Dx according to the Five-Axis format and justify your
choice of disorder through specific observed behavior of your client.
3. Define their disorder(s)/syndrome(s) according to characteristics, symptomology, etc.,; (technical
information about the disorder, DSM-IV-TR criteria, specifications, and descriptions/definitions)
4. Rule out at least one other possible closely related disorder/ syndrome (tell us what other DSM-IV dx it
might look like but you have “ruled it out” and describe why it could not be this disorder); and
5. Discuss/ describe the most appropriate “best practice” tx for the dx disorder (tell us which is reported to
be the best tx and why), and describe how you plan to implement this treatment with your client.
You must have prior approval from the instructor on your paper topic/character to prevent duplicates.
The research paper must be at least three (3), but not more than five (5), full pages of content (not including
cover, abstract, or reference pages), double-spaced, with 1-inch margins, and 12pt Times New Roman font.
NOTE: Microsoft Word often uses 1¼ inch margins as a default; you will need to adjust this to 1-inch
margins in order to be compliant with this project. The paper is required to include a minimum of four (4)
references (at least two (2) must be from peer reviewed articles; the rest may be from peer reviewed articles,
reputable psychology journals, books, or manuals specifically written for your topic). Your paper must have
proper APA citations in the body of the paper and listing in a References section at the end of the paper. The
paper shall follow APA (American Psychological Association) format. For culture-bound syndrome topics,
suggested reference materials include the DSM-IV-TR, Culture and Mental Illness by Castillo, R. J. (1997),
and Culture and Psychology by Matsumoto, D. R. & Juang, L. (2004). Late papers will not be accepted.
You will exhibit your project ideas to the class in a 5 minute presentation of your paper. You will not be
permitted to read from your paper! Please succinctly summarize your ideas in a conversational manner for
presentation. You will not have more than 5 minutes. You may provide pictures of your client, a 1-minute or
less movie clip, an illustrated description of behaviors, etc. to aid in visual appeal during your presentation.
This project should be taken seriously! This activity is to aid the student in developing an understanding of
psychological research while completing a college level literary project, as well as speaking in public. Your
work quality and professional presentation is expected to be at college level performance. To be successful in
this segment of the course, students need to start early and work each week to complete this project. See
rubric for additional instructions on project requirements. Because this is a semester long project, there is
no excuse for a late paper. LATE PAPERS will not be accepted.
ASSESSMENT TASKS AND GRADING
Task Possible Pts Grade Criterion
Exams = 400 pts 900 - 1000 points = A
Participation = 200 pts 800-899 points = B
Quizzes = 200 pts 700- 799 point = C
Paper = 200 pts 600 - 699 points = D
Total = 1000 pts <600 points = F or N
Butcher, Mineka, and Hooley. (2011). Abnormal Psychology: Core concepts (2nd ed.). NY: Pearson.
It is the responsibility of the student to promptly acquire any required or needed materials for this course
(ie: textbook.). You, the student, are responsible for completion of all reading and assignments on the date
due; lack of a textbook or other resource does not and will not excuse deadlines. If you do not possess any
needed resource, (ie: computer, internet access, printer, etc.) you may find these resources on campus. It is
the student’s responsibility to seek these resources outside of the classroom.
Recommended Reading Resources:
American Psychiatric Association. (2000). Diagnostic and Statistical Manual, (4th Ed), Text Revision.
Washington DC: Author. (In Reference section of WCC Library Call number: RC455.2.C4D536
American Psychological Association. (2009). Publication manual of the American Psychological
Association, (6th ed.). Washington DC: Author. (In Reference Section of WCC Library or at
Reference Librarian’s desk.
If you cannot afford to purchase this text, you may attempt to rent your textbook from
http://wcc.bookrenter.com. NOTE: It is not guaranteed that you will get a rental.
TRIO: Tutoring and resource center for low-income, first-generation, and/or students with disabilities.
Peer Mentoring: tutoring and mentoring for any student in need of tutoring or educational support (see your
campus counselor at Student Services).
TTC: The Testing Center for assistance in an alternative testing site.
Library Study Services: See the librarian for additional details.
EBSCOHost Journal Online DataBase can be accessed through the Library Website:
MODE OF INSTRUCTION*
Lectures, assigned readings, literary paper, videos, worksheets, discussions, collaborative work-groups, student
presentations, participation, group projects, community field observations, role-playing, peer teaching, online and
interactive engagement. Although the main concepts in human development throughout the lifespan will be covered,
not all important information from your text will necessarily be discussed in class. The text and class activities are
mutually complementary, meaning they overlap. Students are responsible for the information presented in both
DISABILITIES ACCOMMODATION STATEMENT
If you have a physical, sensory, health, cognitive, or mental health disability that could limit your ability to fully
participate n this class, you are encouraged to contact the Disability Specialist Counselor to discuss reasonable
accommodations that will help you succeed in this class. Ann Lemke can be reached at 235-7448, email@example.com,
or you may stop by Hale `Ākoakoa 213 for more information. Please see attached flyer for additional information.
You are encouraged to speak with your instructor to discuss any concerns regarding your educational progress and
insure you have an equal opportunity to succeed in this class. Anyone who has difficulty during the semester should
see me right away to get help.
Psy224 Fall 2011 (15week) Tentative Schedule
Date Topic Assignment Due/Notes
Aug T 23 Introduction – Syllabus Receive Syllabus
R 25 Introduction – Abnormal Psych Chapter 1 (pp. 1-33)
T 30 What is Abnormal Psychology? Chapter 1 (pp. 1-33)
Sept Causes and Risk Factors
R 1 Chapter 2 (pp. 34-47)
T 6 Psychological Perspectives Chapter 2 (pp. 48-58)
Psychological Causal Factors
R 8 Chapter 2 (pp. 58-73)
Clinical Ax & DSM-IV-TR
T 13 Chapter 3 (pp. 74-90)
R 15 Clinical Tx Chapter 3 (pp. 90-114)
T 20 Clinical Tx Chapter 3 (pp. 90-114)
R 22 Stress Chapter 4 (pp. 115-140)
T 27 Anxiety Disorders Chapter 5 (pp. 141-179)
R 29 Anxiety Disorders Chapter 5 (pp. 141-179)
Oct T 4 Mood Disorders Chapter 6 (pp. 180-223)
R 6 Mood Disorders Chapter 6 (pp. 180-223)
T 11 Somatoform Disorders Chapter 7 (pp. 224-237)
R 13 Dissociative Disorders Chapter 7 (pp. 238-252)
T 18 MIDTERM EXAM Chapters 1-7
R 20 MID-SEMESTER REVIEW* Double Attendance Day!
T 25 Personality Disorders Chapter 9 (pp. 281-314)
R 27 Personality Disorders Chapter 9 (pp. 281-314)
Nov T 1 Substance-Related Disorders Chapter 10 (pp. 315-348)
R 3 Sexual Disorders Chapter 11 (pp. 349-381)
T 8 Schizophrenia and Psychoses Chapter 12 (pp. 382-416)
R 10 Schizophrenia and Psychoses Chapter 12 (pp. 382-416)
T 15 Schizophrenia and Psychoses Chapter 12 (pp. 382-416)
R 17 Cognitive Disorders Chapter 13 (pp. 417-438)
T 22 Childhood Disorders Chapter 14 (pp. 439-472)
R 24 HOLIDAY: THANKSGIVING NO CLASS
T 29 The Law and Ethics Chapter 15 (pp. 473-494)
Dec ALL PAPERS DUE TODAY!
R 1 Paper Presentations*
Students 1-12 Present
T 6 Paper Presentations* Students 13-24 Present
R 8 Paper Presentations* Student 24+ Present
T 13 FINAL EXAM
11:00a – 1:00p
* Double Attendance/ Participation Day(s); No Make-ups