PSYC Abnormal Psychology

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					              PSYC 450C - Abnormal Psychology

                     August 9 – October 2, 2010 (10/51)

                                       Online Course


Course Description
Major categories of behavior disorders are considered in terms of theory, etiology, symptoms
and treatment. Fundamental questions related to diagnosis, definitions of disorders and reaction
of society are discussed.

Prerequisites: 6 PSYC Hours and junior standing.

I. Overview and Course Goals
Welcome to Introduction to Abnormal Psychology (PSYC 450) online! Material in this course is
presented in eight blocks. Students will learn about psychopathology by following this sequence:
First, a discussion of several Axis I disorders ensue, consisting of panic, anxiety, and stress
disorders. The next block of material will focus on mood disorders, suicide, and eating disorders.
There is a transition to Axis II Personality Disorders, including deviance, antisocial and
psychopathic personality types. The next block addresses substance abuse and other addictive
disorders, which leads nicely to sexual dysfunctions and variants. The next block of the course
explores schizophrenia, delusional disorders, brain disorders, and other cognitive impairments.
Mental retardation, childhood and adolescent disorders will be covered as well. The course
finishes with an overview of clinical assessment procedures and psychotherapy interventions that
are used to diagnose and subsequently treat these disorders.

Additionally, several web tours are present to enhance the learning experience.

Each week we will focus on different aspects of clinical psychopathology with class discussions
based on online articles and other activities relating to material covered in our text that will help
us better understand the concepts and issues encountered while examining key issues.

During Week 1, we will make our initial introductions, become familiar with learning on the
web, and will become acquainted with the expectations of the class. The course is a great way to
get excited about clinical psychology and learn about the various disorders that affect children
and adults of all races and ethnicities. During this week, we will focus on the history and
classification of mental illness. Numerous historical accounts of mental illness and
psychopathology will be explored.
During Week 2, we will examine various causes and risk factors for abnormal behavior.
Psychosocial and socio-cultural views will be covered. During the latter part of the week, stress
and adjustment disorders will be discussed. A focus on Post Traumatic Stress Disorder (PTSD)
will be provided, as this is more common in American culture than many of us realize. PTSD
and its impact on crisis counseling will be explored.

During Week 3, we will address the panic and anxiety disorders. Phobias of objects, animals
and agoraphobia will be elaborated upon. Generalized Anxiety Disorder and its treatment will be
discussed. A favorite disorder for discussion is Obsessive Compulsive Disorders. It is important
for learners to realize the fear and anxiety component that fuels this disorder and that this is not
necessarily some type of a personality style. It is treated as an Axis I condition that remits with
treatment. The week will wrap up with a discussion on suicide and depressive disorders. Clinical
depression is rampant in the United States, present in both children and adults. Psychotherapy,
pharmacotherapy, and the use of electro-convulsive therapy all will be viewed as viable tools for
the treatment of major depressive disorders.

During Week 4, we will focus on somatoform and dissociative disorders. Have you ever known
someone who was always aching and complaining and there was no physical explanation for
their symptoms? Another variant of these disorders is hypochondriasis. These persons are easy
targets for ridicule, as they almost appear phobic, and often worry about being “contaminated” or
“soiled” in some way. Lastly, we will have a unit on dissociative disorders. The most noted of
these was called multiple personality disorder. Students will be asked to write about this disorder
in detail, either substantiating its validity or trying to show that this is a “bogus” phenomenon.
The week will end with the study of eating disorders. Learners will learn the differences between
anorexia and bulimia.

During Week 5, we will explore the various personality disorders. Particular attention will be
paid to a cluster of these disorders. Dependent, narcissistic, borderline and antisocial
personalities will be highlighted. These disorders are ever-present in our culture and the class
will identify traits of each of these. Antisocial personality and psychopathy will be covered in
detail, as many students continue working in institutional or criminal justice settings that house
many of these individuals. The week wraps up with substance abuse and addictive disorders.
Ironically, these disorders are co-morbid with the personality disorders. Again, a brief overview
of these disorders is extremely relevant, as substance abuse affects at least 80 percent of U.S. in
some fashion, either directly or indirectly.

During Week 6, we will address sexual deviancy. Not long ago, homosexuality was listed in the
DSM-III as a psychiatric disorder. Is it still considered to be a disorder? Assignments will answer
this and other questions concerning sexual fetishes, rape, incest, and other forms of sexual abuse.
Sexual dysfunctions of arousal and desire will also be addressed. The week finishes with
coverage of schizophrenia and delusional disorder. Learners will realize the similarities and
differences between these 2 major disorders. Additionally, we gain an understanding of
undifferentiated, catatonic, disorganized, and paranoid types of schizophrenia.

During Week 7, we will concentrate brain disorders and cognitive impairments. An introduction
to neuropsychological disorders will be offered. We will discuss mental retardation and some
learning disorders and explore causal factors and treatment of these disorders. The week ends
with a discussion of childhood and adolescent disorders. Special vulnerabilities of young
children are addressed. Attention Deficit Hyperactivity Disorder (ADHD) and its misdiagnosis
are examined. Autism is briefly covered as well. Antisocial (Conduct Disordered) characteristics
of children and adolescents are reviewed.

During Week 8, we will study the basic elements of psychotherapy. Which mode best suites
you as either a consumer or a therapist? The course ends with a discussion of legal issues in

II. Course Objectives

       To identify, define and explain physiological and behavioral correlates of abnormal
       To critically examine issues surrounding methods of diagnosing and treating disorders of
       mind and behavior.
       To understand the historical and philosophical foundations of current methods of
       diagnosis and treatment for mental disorders.
       To analyze, synthesize, and evaluate psychological theories, principles, concepts, and
       interventions as they relate to the ethical understanding and treatment of mental disorders
       in a changing world.

Measurable Learning Outcomes
     Identify and describe historical foundations for human understanding and treatment of
     abnormal behavior.
     Define normality and the indicators and methods for evaluating abnormality.
     Explain context as a factor in diagnosing abnormality.
     Explain basic classification of mental disorders.
     Differentiate between legal and medical terminology in the classification and treatment of
     persons with mental disorders.
     Define diagnostic characteristics of personality and anxiety based disorders.
     Define diagnostic characteristics of psychosis, delusional disorders and schizophrenia.
     Define diagnostic characteristics of mood disorders.
     Define diagnostic characteristics of other classes of disorders including dissociative,
     sexual and gender disorders, eating disorders, sleep disorders and substance related
     Define and describe different treatment modalities.
     Evaluate ethical behavior in the context of the diagnosis and treatment of mental
     Analyze the social context and predict how diagnosis and treatment will change in the
III. Course Policies

To view a demonstration course for details about taking an on-line course, please go to

There will be no discrimination on the basis of sex, race, color, national origin, sexual
orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or
marital status. Students with documented disabilities who may need academic services for this
course are required to register with the Coordinator for Disability Services. Until the student
has been cleared through the disability services office, accommodations do not have to be
granted. It is vital if you are a student who has a documented disability to read the entire
syllabus before signing up for the course. The structure or the content of the course can make an
accommodation not feasible. The policies and related syllabus matters remain subject to change
in the event of extenuating circumstances.

Read the entire syllabus before continuing the course.

Student Conduct
The instructor reserves the right to manage a positive learning environment and thus will not
tolerate inappropriate conduct in the course. All Columbia College students, whether enrolled in
a land-based or online course, are responsible for behaving in a manner consistent with
Columbia College's Code of Student Conduct and Ethics Code for Computer Users. Students
violating these codes will be referred to the Campus Life Office for possible disciplinary action.
The Code for Student Conduct and the Ethics Code for Computer Users can be found in the
Columbia College Student Handbook, a copy of which can be obtained by calling the Campus
Life office.

Online Participation
This course is offered online, using course management software provided by Desire2Learn and
Columbia College. Participation on-line is expected to be continuous throughout the course.
Failure to turn in assignments by the date due or participate in online discussions may result in
the student having points deducted. Emergencies should be documented and communicated to
the instructor as soon as possible. Students are expected to read the assigned texts each week, to
log-in to the course discussion area, and to post messages as required in the Course Schedule.
Active participation in the course will guide students in preparing assignments and exams. The
instructor will facilitate online discussions in the discussion by responding to posted messages.
See "Ground Rules for On-line Participation" for additional information.

A class week is defined as the period of time between Monday and Sunday, except for Week 8
when the week and the course will end Saturday at midnight (Oct 2nd, 2010). The first week
begins the first day of the session (August 9th, 2010 ) and ends midnight the following Sunday.
All discussion and drop box assignments scheduled for completion during a class week should be
submitted or posted by the weekly due dates stated on the grading schedule below. Writing
assignments (papers) should be completed and successfully submitted in the drop box so that
they are received by the due date. DO NOT EMAIL PAPERS. Submit them in the drop box.
Please save your papers as a MS Word Document or in Rich Text Format (.rtf). I am unable
to open documents saved in any other way.

NOTE: Because this is an online course designed to get feedback on assignments to you directly
via Internet, you must make prior arrangements before submitting a paper via fax or the postal
service. If you ever have problems transmitting your assignments to me in the drop box, send me
an e-mail or page, and we'll get the problem solved.

Ground Rules for On-line Participation
   1. Students should use CougarMail email for private messages to the instructor and other
      students. USE THE DROP BOX when submitting your papers. Papers must be in Word
      or .rtf format. The Discussion area of the course is for public messages, so we can see
      everyone’s thoughts about any given topic and respond if desired.

   2. Students are expected to participate in on-line discussions, as well as with other
      appropriate online activities including sending/receiving email and navigating and
      conducting research through CC online library (which provides you with access to full-
      text articles), over the World Wide Web, or your local university library. Please, note that
      use of other than professional journal articles is unacceptable. You must use professional
      articles for your research and in your papers.

   3. All students must observe Conventions of "online etiquette" when communicating on-
      line, which includes courtesy to all users. Stated differently, you can express anything
      you think relates to the topic at hand, including opposing views or your spirituality, but
      you have to do so in a respectful manner. This course deals with psychopathology.
      There is a temptation to identify symptoms or features of disorders that we may
      possess ourselves. Moreover, some may have been diagnosed or are experiencing
      life challenges that resonate with the material covered in the course. While these
      are possible realities, please make sure that the thread discussions are of an
      informative nature, and not created as forums to delve into the psyches of the
      students in the class. There are resources for informal intra-class communication
      such as the Break Room Thread, Chat Room, but again, these are public forums.
      Treat these as such. Let’s have some great discourse but stay within the scope of a
      more clinical theoretical tone.

   4.   Students may get assistance with computer related problems through the instructor. For
        assistance with eServices or CougarMail, please contact the Columbia College Helpdesk
        at (800) 231-2391 x4357 or For technical assistance with the
        D2L course environment, please contact the D2L Helpdesk at (877) 325-7778 or

Academic Honesty
All Columbia College policies are in effect as described in the Academic Dishonesty/Misconduct
section of the current college catalog. All your work must be your own unless collaboration has
been authorized. If collaboration is authorized you must acknowledge the collaboration in
writing. Your grade will be based in large part on the originality of your conclusions. Presenting
as one's own the words, ideas, or expression of another in any form is cheating though
plagiarism. If you are unsure what constitutes plagiarism, review the rules of original writing at
Purdue’s Online Writing Lab ( This site provides valuable
information, including examples of plagiarism. Plagiarism will not be tolerated and the claim
of ignorance is no excuse. Those found plagiarizing will receive a zero on the assignment and
their names reported to the Dean of Student Affairs and the Dean for Academic Affairs. A
second offense will result in the student failing the course.

Collaboration with other students is not permitted without explicit permission from the
instructor. This is a form of plagiarism. Roommates and spouses taking the same course should
be particularly careful.

Levels of Communication
We will be using a minimum of two levels of communication in this course, one formal and the
other informal. All paper assignments are formal. They should be written as if you were
communicating with a client. The formal rules of proper English and grammar apply for all
submissions, and points will be deducted for misspellings, incomplete sentences, poor sentence
structure, etc.

Discussion postings are informal. See Ground Rules #3 above. The criteria that must be met in
discussion postings is that your responses must be relevant to the topic being discussed and are
grounded in the readings.

The “Break Room” Thread in the Discussion Area is always available to discuss personal issues.
Personal comment is great and builds community within the class.

An optional communication tool we have at our disposal is the use of a chat room. Chat rooms
allow us to communicate in a synchronous fashion if class participants desire to communicate
with the instructor and each other in "real time." If one or more students desire synchronous
communication, start a thread in the discussion requesting a chat session. This course is
structured around asynchronous communication. Use of chat rooms is strictly optional and will
only be utilized at the request of course participants.

Email Policy
Students will receive a college Cougars email address when they register. Students are
responsible for reading email from that account. If you wish, you may forward your Cougars
email to another account. By looking in the grade book each week, you will be able to quickly
know if your assignment(s) were received if there is a score. A zero will indicate it was not
received and the late penalty will apply. Assignments may be submitted via email only if the
Drop Box is disabled.

Grading Policy
You will know in advance the standards for each assignment. My goal is to give you clear and
useful feedback to help you become a better writer and thinker.
You will be able to track your average exactly throughout the course. The grading scale is based
on the percentage of points earned, as follows:

A = 900-1000
B = 800-899
C = 700-799
D = 600-699
F = 0-599

Each student is responsible for:
     1. Completing weekly reading assignments.
     2. Completing weekly discussion questions in the online discussion.
     3. Completing a total of 6 written assignments, referred to as drop box assignments.
     4. Submitting a final exam.

Late Assignment Policy
Late assignments will be accepted. However, there will be a penalty of three points for each day
for discussion threads and five points per day for a paper that an assignment is submitted late.
Thus, it is to your advantage to submit all work on time.

IV. Grades

Text and Website readings should be completed prior to submitting assignments or taking
quizzes for the week.

Online discussion postings should be complete by Wednesday of each assigned week. There
will be a total of 8 online discussions in this class. Each of the 8 online discussions is worth an
average of 30 points. The total points that can be earned from our 8 online discussions are 240.

You must provide at least one feedback for a response to another student’s comment. Please note
that that I absolutely do not tolerate students copying text out of our book or from any other
source for use in their thread responses and weekly papers. I am not referring to an
occasional direct quote referenced as such but to copied material submitted as the answer to a
thread or assignment question, even if you provide the author's name and publication date. I
know what the author states. What I need to know and what provides the information for your
grade is text reflecting your understanding of the material (i.e. in your own words). If students
presents someone else's work as their response I have nothing to grade their work on, which then
leads to a grade of zero.
Rubric for Discussion Posts

Criteria        Description                                             Percent of       Points
Content         Comments, answers, and opinions are well thought           33%             10
                out. Comments should be at least 3 paragraphs in
Originality     Content represents original ideas; does not simply         20%              6
                repeat what is in the textbook
Mechanics       Content, grammar, and spelling are exceptionally           10%              3
Punctuality     Posting is on time                                         33%             10
Participation   You must provide at least one feedback for a                4%             1
                response to another student’s comment
Total                                                                      100%            30

Written Assignments will each be graded according to the point system presented in the
assignment table below. The first five written assignments are each worth 55 points. They should
be 600-700 words in length and double spaced. The final paper, due in Week 7 paper, is worth
85 points. It should be 1200-1400 words in length and should follow APA format, with
appropriate documentation of sources. All papers should be submitted to the appropriate drop
box by midnight on Sunday of the week they are due. The total points that can be earned from all
dropbox written assignments are 360.

Your grade will be based on the content of your work in response to the assignment along with
spelling, grammar, presentation of your ideas and timeliness. Points will be assigned on the basis
of percent of completeness of the responses, correct grammar and spelling, and overall

Rubric for Papers

Criteria        Description                                             Percent of       Points
Content         Addresses the questions posed in the assignment           80%             44
Mechanics       Content, grammar, and spelling are exceptionally          10%             5.5
Presentation    600-700 words in length, double spaced                     10%            5.5
Total                                                                     100%            55
Rubric for APA Paper (Week 7 Paper)

Criteria         Description                                              Percent of       Points
Content                                                                     80%             68
Mechanics        Content, grammar, and spelling are exceptionally           10%             8.5
Presentation     1,200 - 1, 400 words, double-spaced; Follows APA            10%            8.5
Total                                                                       100%            85

Exams: There will be 2 exams – a midterm & a final. Each will consist of 50 multiple choice
questions (all worth 4 points for each correct answer). The maximum points to be earned during
each exam are 200. You will take your exams on D2L and submit by the date specified by the

Proctored Final Exam: You will need to make arrangements for a proctor for your final exam
only (you will not need a proctor for your midterm exam). That means YOU MUST
ARRANGE FOR AN ACCEPTABLE PROCTOR. Acceptable proctors include but are not
restricted to Columbia College faculty, Columbia College Extended Campus Directors or their
staff, ministers, commanding officers (direct superiors are not allowed), corporate executive
officers (again, direct supervisors are not allowed), high school or college instructors, and public
librarians. Personal friends and family members are not acceptable. If you have someone in mind
that may not fall into these categories, I will be happy to entertain other suggestions. However, I
MUST APPROVE ALL PROCTORS. I will NOT accept any proctor whose email address is
yahoo, hotmail, etc.

I will need a name, fax number and email address for your proctor by the end of the second
week of the term. If I do not receive information from you regarding your proctor, you will
NOT be allowed to take the exam. If you are affiliated with a Columbia College campus, you
are expected to use the facilities offered at that site. Suggested proctoring sites are listed at:
Once you have identified a proctor, please fill download and fill out the Proctor Form located on
the course homepage under the title “Proctor Information.”

 WEEK ASSIGNMENT                                                POINTS             DUE DATE
 Week 1 Online Discussion #1                                    30 Points          Wednesday
            Drop Box Written Assignment #1                      55 Points              Sunday
 Week 2 Online Discussion #2                                    30 Points          Wednesday
            Drop Box Written Assignment #2                      55 Points              Sunday
 Week 3 Online Discussion #3                                    30 Points          Wednesday
            Drop Box Written Assignment #3                      55 Points              Sunday
Week 4 Online Discussion #4                                   30 Points          Wednesday
           Midterm Exam: Not Proctored                        200 Points        Mon-Sunday
Week 5 Online Discussion #5                                   30 Points          Wednesday
           Drop Box Written Assignment #4                     55 Points            Sunday
Week 6 Online Discussion #6                                   30 Points          Wednesday
           Drop Box Writing Assignment #5                     55 Points            Sunday
Week 7 Online Discussion #7                                   30 Points          Wednesday
           Drop Box Writing Assignment #6 (APA Style)         85 Points            Sunday
Week 8 Online Discussion #8                                   30 Points          Wednesday
           Proctored Final Exam                               200 Points          Mon-Sat.
           Total                                              1000 Points
 Grades/points for all assignments, exams, and class conferencing will be posted in a weekly
grade report in order for students to keep up with their progress in the course.

V. Required Texts

Butcher, J.N., Mineka, S. and Hooley, J.M. (2010). Abnormal Psychology (14th ed.). Allyn and
Bacon. ISBN-10: 0-205-59495-6

OPTIONAL: GRADE AID for Abnormal Psychology (Butcher, Mineka, & Hooley, 2010, 14th
edition); prepared by Marry McNaughton-Cassill; ISBN-10: 0-205-64986-6
Textbooks for the course may be ordered online from MBS Books at, by phone at 1-800-325-3252, or by fax 1-800
   499-0143. For additional information about MBS Books visit
   To access the Columbia College library visit
Please note that the use of an eBook carries certain risks: information may be missing due to
copyright restrictions, the book cannot be resold to MBS, and an eBook purchase cannot be

VI. Course Schedule

Week 1: Overview and Historical Views of Abnormal Behavior
Readings: Read Chapters 1-4. Become familiar with highlighted terms and concepts in each
week's readings that may be included in exams.

Discussion: Introduce yourself in the "Introductions" topic of our class discussion, our "virtual
classroom." Please give us more than your name. Include your profession (or desired profession);
hobbies, interest in counseling and psychotherapy, and any other information that can help us get
to know you.

This task is worth 30 points. Post your response by midnight on Wednesday.

Written Assignment #1: Respond to the following question:

“What changes have occurred between the 19th and 20th centuries concerning the diagnosis and
treatment of the mentally ill?”

Post to the dropbox by Sunday at midnight.

Week 2: Causal Factors/Stress and Adjustment Disorders
Readings: Re-read Chapter 3 and read Chapter 5 in the text.
Read about Post Traumatic Stress Disorder at the National Center for PTSD:
Discussion: Describe, in at least 3 paragraphs, effective and ineffective coping styles. Also,
share with the class how you have and perhaps continue to cope with stressors you presently
encounter or have encountered in the past (30 points).
Post by midnight Wednesday.
Written Assignment #2: Respond to the following question:
What forms of trauma are ever-present in America today? What are successful treatments for
Post Traumatic Stress Disorders?
Post to the dropbox by Sunday at midnight.

Week 3: Anxiety/Mood Disorders and Suicide

Readings: Read Chapters 6 and 7 in the book.

Read about Obsessive Compulsive Disorder at Internet Mental Health, an online encyclopedia of
mental health created by Dr. Phillip W. Long, at

Discussion: Describe the difference in symptoms presentation between uni-polar and bipolar
mood disorders. How is bipolar disorder misdiagnosed and used inappropriately in our daily
conversations? What is the feature one must have to be diagnosed as truly bipolar?

This assignment is worth 30 points. Post your response by midnight Wednesday.

Written Assignment #3: Specifically differentiate the roles of obsessions and compulsions
within Obsessive Compulsive Disorder. Why do both have to be present?

Post to the dropbox by Sunday at midnight.
Week 4: Somatoform and Dissociative Disorders, Eating Disorders, and
Personality Disorders
Readings: Read Chapters 8, 9, and 10 in the text.

Presently, two leading theories attempt to explain the etiology and mechanisms involved in the
evolution of DID: the sociocognitive model developed by Spanos (1994) and the posttraumatic
model by Thomas (2003).

Use your online access to CCs Stafford library and read the following articles:

Spanos, N. P. (1994). Multiple identity enactments and multiple personality disorder: A
      sociocognitive perspective. Psychological Bulletin, 116(1), 143-165.
Thomas, P. M. (2003). Protection, dissociation, and internal roles: Modeling and treating the
     effects of child abuse. Review of General Psychology, 7(4), 364-380.
Piper, A. & H. Merskey. (2004). The Persistence of Folly: Critical Examination of Dissociative
        Identity Disorder. Part II. The Defence and Decline of Multiple Personality or
        Dissociative Identity Disorder. Canadian Journal of Psychology, 49 (10), 678-683.
        Available at

Discussion: Please respond to following question in your own words:
Is dissociative identity disorder, formerly known as multiple personalities, real or a modern-day
Write approximately a full-page (200 -- 300 words), well thought out, researched brief. Make
sure you present 3 distinct paragraphs:
       Model A (supportive of DID as a real disorder)
       Model B (not supportive of DID as a real disorder)
       Your conclusions based on your research (of these two articles and your book
       knowledge) and, if applicable, personal experiences and/or observations.
This assignment is worth 30 points in total. Post your assignment by midnight Wednesday.
Written Assignment: There is no dropbox assignment this week!

Mid Term Exam: Covers Chapters 1-10. You will be taking the midterm exam this week. You
will have from Monday until Sunday to take the midterm. BEWARE! If you try to call up the
exam and log out, you may not be able to access the test again, or you may have to start a totally
different exam. You will have two hours from the time you log in to complete the exam. The
midterm exam consists of 50 multiple choice questions (all worth 4 points for each correct
answer). Going overtime results in a penalty. The total points to be earned on the midterm exam
are 200. This is an open book exam. The exam grades will be posted in your grade book. Please
remember that you have to complete your midterm exam by midnight Sunday of this week. After
Sunday night, you will not have access to the exam any more.
Week 5: Substance-Related Disorders
Readings: Read Chapter 11 in your text.

Discussion: Marijuana continues to be a popular drug in our culture. Some tout it as “God’s
Herb” and argue that it should, therefore, be legalized. Construct an argument pro and con for
legalizing Marijuana. Make sure that you include your new knowledge from your text that
Marijuana is a hallucinogenic drug (such as its effects, addictive properties, study findings,
treatment outcomes). If your text book fails to provide sufficient information, please use your CC
Stafford library and/or the internet for additional sources.

Write approximately a full-page (200 -- 300 words), well thought out and researched, brief on
your opinion. Make sure you present 3 distinct paragraphs:

       Model A (supportive of legalization)
       Model B (not supportive of legalization)
       Your conclusions based on your research (which can include that you are undecided on
       the issue).

This assignment is worth 30 points in total. Post your assignment by midnight Wednesday.
Written Assignment # 4: Is exchanging addictions an effective approach to treatment of
alcohol/drug dependence? Can one substitute another drug to effectively treat dependence on
another? Please discuss possible positive and negative consequences and any
examples/experiences you may be able to share.
Post to the drop box by Sunday at midnight.

Week 6: Sexual Disorders/Dysfunctions and Schizophrenia/Psychotic
Readings: Read Chapters 12 and 13 in your text.

Also read at least two articles from the following list:

Aardweg, G. J. M. “Science” Games Activists Play. National Association for Research &
      Therapy of Homosexuality.
Jones, S. & Yarhouse, M. (2000). Normalcy or Disorder. In Homosexuality: The Use of Scientific
       Research in the Church’s Moral Debate. Downers Grove, IL: Intervarsity Press.
       Available at
Whitehead, N. E. (2008). Homosexuality and Mental Health Problems. National Association for
      Research & Therapy of Homosexuality.
These readings are not meant to advocate a particular point of view, but to provoke discussion. I
hope that we can all carry on an intelligent and mature discussion about these issues and agree to
disagree without being disagreeable.
Discussion: Please respond to the following questions:
       For many years, mental health practitioners labeled homosexuality as a psychiatric
       disorder. This was reversed in the 1980's. Read the chapter and the above websites and
       post a response to the following: Homosexuality: Discarded Disorder because of social
       pressure or correct scientific decision?
       What ramifications does this have in our culture (for example, sexual practices, spiritual
       beliefs, providing interventions at a psychological level etc.)?
       Is homosexuality nature or nurture? Or, stated differently, is homosexuality the result of
       environmental factors/ learned behavior or does it have genetic causes?

This assignment is worth 30 points and is due by Wednesday midnight.

Written Assignment #5: Review the classic subtypes of schizophrenia that are in your text.
Remark on which might be the most responsive to treatment (pharmacotherapy and/or
psychotherapy) and which is the most resistant to treatment. Please, respond to all of the above
questions in your paper.
Post to the drop box by Sunday at midnight.

Week 7: Cognitive Disorders and Disorders of Childhood and Adolescence
Readings: Read Chapters 14 and 15 in your text.

Discussion: Do you believe ADHD is over-diagnosed in America? State your opinion and
support it through research findings in the book. If your text book fails to provide sufficient
information, please use your CC Stafford library and/or the Internet as additional sources (e.g.
Center of Disease Control, National Institute of Mental Health, etc.). Please, remember that you
must use professional sources -- Parenting Magazine, Fact Sheets, Wikipedia, etc. are not
acceptable. Please provide references for your sources.

Again, use the following format for your discussion.

Write approximately a full-page (200 -- 300 words), well thought out and researched brief on
your opinion. Make sure you present 3 distinct paragraphs:

       Model A (supportive of over-diagnosis)
       Model B (not supportive of over-diagnosis)
       Your conclusions based on your research (which can include that you are undecided on
       the issue).

This assignment is worth 30 points in total and is due Wednesday midnight.

Drop Box Assignment Week 7: Discuss one of the childhood disorders featured in your text.
Define the syndrome, remark on how it is diagnosed and what treatment is available to the child
that suffers from the disorder. Feel free to use the CC online library or any other college library
you may have access to for more sources. Try to avoid personal pages, though.
Post to the drop box by Sunday at midnight.

Course Evaluation
The final requirement of this course will be for each student to go to the Columbia College site
and provide an anonymous evaluation of this class. Your candid comments are appreciated. This
site should be open and available for your use during the last week of the course. The course
evaluations will open on Monday of Week 7 and close at 5pm CST on Wednesday of Week 8.

Week 8: Therapy and Legal Issues in Abnormal Psychology
Readings: Read Chapters 16 and 17 in your text.
Review the following webpage:
Schwartz, N. What are the different types of psychotherapy? In Modern Psychiatry.
Discussion: What is your favorite type of psychotherapy? Which suits you as a consumer or as a
Your response should be posted by midnight Wednesday.
Written Assignment: There is no drop box assignment this week!
Final Exam: You will be taking the exam this week on Chapters 11-17. THIS EXAM IS
PROCTORED! The final exam consists of 50 multiple choice questions. The total points to be
earned on the final exam are 200. The exam grades will be posted in the grade book in class.
Please, remember to complete your final exam by the end of the listed period.

VII. Instructor Information:
Joseph Davis, M.S., Ph.D., L.P.C.
My Columbia College email account: