BETHEL
COLLEGE
Department of Psychology
Fall, 2006
Abnormal Psychology
(PSY342: MWF 2:00-2:50Pm;
Lab, T 8:00-10:50AM; KSC 102)
Pre-requisite: General Psychology
or consent of instructor
Introductory Remarks
In my professional life I've had some experience
working with the ‘mentally ill’ and ‘emotionally disturbed’. This
experience has convinced me to this day that finding a satisfactory
treatment for their afflictions is not as difficult as one would
imagine. In this regard, ‘patience’ is clearly an important
watchword; but at the outset I think that effecting a viable treatment
surely lies in the initial attitude that we take towards these people
(now referred to as “consumers” by the mental health professional
community).
The attitude that I've found most conducive to a
decrease in consumers’ symptomology (or change in the ‘game’ they're
playing) is one that treats them essentially as equals: equals
with dreams and hopes, fears and foibles; equals who have problems in
making friends, getting along with family, finding suitable work, just
like we do; equals who experience the same kinds of emotions as
we: disappointment, worry, joy, embarrassment, ecstasy, and so
on; equals who are now making a valuable contribution to the human
condition, just as we think we are . . . even though in either case it
might be hard to discern this, behaviorally.
Although clearly equal, they are different:
different in perhaps the content and/or extremity of their hopes,
dreams, and fears; different in the nature of the problems that they
have, or the emotions that they experience in particular situations;
different indeed in the kind of contribution they make to the human
condition. But it is just as clear that rather than these
differences pushing us apart, they should pull us together. For
not only might we help relieve their suffering, we might also enrich
our own lives as well with what they can consciously and unconsciously
tell us. Perhaps we could teach each other about life . . .
It is apparent, however, that we need to add much to
an expression of egalitarian attitude in our interaction with persons
who have mental disorders if we really desire to affect some set of
even modestly successful treatments. We should avail ourselves of
what is known of the particular disorders: their major
characteristics and symptomology, their etiology and causal frameworks,
their favored treatments and current prognoses. As this is
accomplished, so will our understanding become more enlightened, and
our critique of abnormal psychology become more astute and thus more
fruitful in its application. In the end we may live more mentally
and emotionally healthy lives, along with constructing a solid
foundation for future work in the helping relations profession so as to
assist others in living more healthy lives as well.
Welcome to this course! I hope that you and I
will develop a mutually satisfying learning experience as we
discover/rediscover the delights, intrigues and subtleties of abnormal
psychological theory and the scientific method. Above everything
else I want to create with you an atmosphere wherein you express and
value your own ideas at the same time that you enter into the
expressions of your classmates.
Course Objectives
With a mind to what you just read, I shall be
attempting to accomplish, with your help, your attainment of the
following:
1. Develop a sensitivity for the plight of the
‘mentally ill’ and ‘emotionally disturbed’;
2. Get a good idea of the basic
concepts/principles/definitions that comprise the field of abnormal
psychology;
3. Obtain knowledge related to the various syndromes,
their major characteristics and etiologies;
4. Develop a sense of the possible perspectives and
their associated causal frameworks one can apply to each of the
syndromes, their advantages and disadvantages, strengths and
limitations;
5. Acquire knowledge of the different treatment
styles available and which ones seem most suited to which syndromes;
6. Develop an understanding of the way the scientific
method is applied to the study of abnormal psychology: in
specific, a working knowledge of several of the strategies, designs,
and devices that clinical and counseling psychologists use in their
research;
7, Help to generate a cogent critique of the field
of abnormal psychology, especially
in terms of the way the syndromes are understood and treated, and with
the very idea of ‘mental illness’ itself.
8. Write your own objective here:
Required Texts and Readings
Kaysen, S. (1993). Girl, interrupted. New York:
Vintage Books.
Seligman, M.E.P, Walker, E. F.., & Rosenhan, D.L. (2001) Abnormal
psychology. New York: W.W. Norton and Company.
Warner, R. (2003). Recovery from schizophrenia: Psychiatry and
political cconomy. New York: Routledge.
Other required readings may be placed on reserve from time to time.
Recommended Texts and Readings
The following are especially recommended for psychology and social work
majors
American Psychiatric Association. (2000) Quick reference to the
diagnostic criteria from DSM-IV-TR. Washington, D.C.:
American Psychiatric Association Press.
Barham, P. (1984). Schizophrenia and human value: Chronic
schizophrenia, science and society. Oxford: Basil Blackwell.
deVries, M. (Editor). (1992. The experience of
psychopathology: Investigating mental disorders in their natural
settings. Cambridge: Cambridge University Press.
Heinrichs, R. W. (2001). In search of madness: Schizophrenia and
neuroscience. New York: Oxford University Press
The following publications are noteworthy primarily given their
offering first- or second- person accounts (as opposed to the usual
third-person accounts represented by the traditional textbooks)
Schizophrenia
Backlar, P. (1994). The family face of schizophrenia:
Practical counsel from America’s leading experts. New York:
Putnam.
Chapman, L.J. & Chapman, J.P. (1973). Disordered thought in
schizophrenia. New York: Appleton Century Crofts.
Holley, T.E. ((1997). My mother’s keeper: A daughter’s
memoir of growing up in the shadow of schizophrenia. New
York: William Morrow and Co.
Lachenmeyer, N. (2000). The outsider: A journey into
my father’s struggle with madness. New York: Broadway Books.
Nasar, S. (1998). A beautiful mind. New York: Simon
& Schuster.
Torrey, E. Fuller (2001). Surviving schizophrenia: A manual
for families, consumers, and providers. New York:
HarperCollins.
Disorders of Paranoia
Siegel, R.K. (1994). Whispers: The voices of
paranoia. New York: Touchstone.
Borderline Personality Disorder
Kaysen, S. (1993). Girl, interrupted. New York:
Vintage Books.
Bi-polar Disorder
Jamison, K. Redfield, (1996), An unquiet mind: A memoir of
moods and madness. New York: Vintage Books.
Jamison, K. Redfield, (1993), Touched with fire:
Manic-depressive illness and the artistic temperament.. New
York: Simon & Schuster.
Uni-polar Disorder
Casey, N. (Editor). (2002). Unholy ghost: Writers on
depression. New York: HarperCollins.
Kramer, P.D. (1993). Listening to prozac: A psychiatrist
explores antidepressant drugs and the remaking of the self. New
York: Viking.
Obsessive-Compulsive Personality Disorder
Rapoport, J.L. (1989). The boy who couldn’t stop washing:
The experience and treatment of obsessive-compulsive disorder.
New York: Signet.
The following publications, while primarily third-person accounts, are
noteworthy given the particular focus of attention brought to bear on
the disorder in specific or disorder in general.
Beam, A. (2001). Gracefully insane: The rise and fall of
America’s premier mental hospital. New York: Public Affairs.
Green, M.F. (2001). Schizophrenia revealed: From neurons to
social interactions. New York: W.W. Norton and Company.
Franzini, L.R., & Grossberg, J.M. (1995). Eccentric
& bizarre behaviors. New York: John Wiley and
Sons. $19.95
Luhrmann, T.M. (2000). Of two minds: An anthropologist
looks at American psychiatry. New York: Vintage Books.
Neugeboren, J. (2001). Transforming madness: New lives for
people living with mental illness. Berkeley: University of
California Press. $16.95
Sacks, O. (1996), An anthropologist on mars: Seven
paradoxical tales. New York: Random House.
Class Itinerary*
M 8/28 Introduction I: Overview
8/30-9/1 Introduction II: Concepts
and Issues;
Historical and contemporary perspectives
(SWR, Chap 1)
9/4-9/15 Perspectives
(SWR, Chaps 2, 3, 4)
Caring Place Visits; Prairie View Visit
M 9/18 Catch-up and Recapitulate
W 9/20 MIDTERM TEST I
F 9/22 No class!
9/25- Anxiety-Based Disorders
10/4
(SWR, Chaps 5, 6)
Caring Place Visits; Nami Visit; Film – “As Good as it Gets”
10/6- Mood Disorders
10/11 (SWR, Chap 7)
Caring Place Visits
F 10/13 No class!
M 10/16 FALL BREAK
10/18-
Personality Disorders
10/23 (SWR, Chap 9; Kaysen)
Caring Place Visits; Films - “Girl, Interrupted”, “One Flew Over the
Cuckoo’s Nest”
W 10/25 Catch-up and Recapitulate
F 10/27 MIDTERM TEST II
M 10/30 No Class!
11/1-
Early Onset Disoders
11/6 (SWR, Chap 8)
Caring Place Visits; Northview Developmental Services Visit; Film – “I
am Sam”
11/8- Schizophrenia
11/20 (SWR, Chap 10;
Warner: Chaps 1, 2)
Caring Place Visits; Guest Speaker- Breakthrough Club; Psychiatric
Research Institute Visit
11/22- THANKSGIVING
11/26
11/27- The Politics and Economics
of Schizophrenia
12/1 (Warner: Chaps 3-12)
Caring Place Visits; Nami Visit; Film - “A Beautiful Mind.”
12/4- Special Topics
12/6 (SWR, Chaps 15, 16)
F 12/8 Review
T 12/12 FINAL EXAM, COMPREHENSIVE: 10:30 am.
* I reserve the right to alter this schedule as the warrant presents
itself
Method of Evaluation
1. One objective-essay test I worth 16% (4 credits),
23% (3 credits);
2. One objective-essay test II worth 16% (4 credits),
23% (3 credits);
3. One objective-essay comprehensive final worth 20%
(4 credits), 27% (3 credits);
4. One 8-10 typewritten double-spaced pages (81/2 by
11” paper size 12 font, 1” margins all-around) of reflective journal
worth 10% (3 or 4 credits). This journal is to be handed in at
midterm (before Fall Break) for a check, and will be due Friday, 8
December. See under class format below; also, more details will
be provided the first day of class;
5. One set of lab exercises worth 26% (4
credits). Corresponding roughly to the texts, lecture and
discussion, such exercises will consist of providing, collecting and
analyzing data utilizing different instruments, as well as writing up
reactions, summaries, critiques, evaluations, and discussions of the
significance and implications of such experiences. Details will
be forthcoming at the first laboratory class.
6. Class attendance, punctuality,
and discussion worth 12% (4 credits), 17% (3 credits). Miss 3
class lecture sessions with discretion (i.e., no special sessions), no
penalty. Miss more than 3 and this part of your grade will
suffer. If you are taking this course for 4 credits, it is
imperative that you try and make each and every one of the laboratory
sessions; with discretion, however, you may miss one without penalty.
7. Extra Credit: Details will be forthcoming
(below and as the class proceeds!).
Class Format
In the MWF 2-2:50 class period, lectures and
Lecture-discussions will take place about two-thirds of the time, with
the other one-third being reserved for discussions, debates, etc.
Discussion class periods will be announced the preceding class
session. So as to be adequately prepared for such class periods,
everyone should know well the material covered (both lecture and
readings) since the last such discussion period, as well as have an
attitude that is well suited to fostering a new over-arching
understanding via group consensus. We will attempt to accomplish
this in an atmosphere wherein no one is an expert, and all are on an
equal footing. Ideas will only carry as much weight as their
persuasiveness among the group members will allow.
Part of the requirements for this class will involve
a number of sessions occurring outside the customary meeting times
involving interaction experiences with persons who suffer from mental
disorders. As one will notice from perusing the class itinerary,
a half-dozen or so evenings (primarily chosen by the student) will be
devoted to visiting Caring Place, Newton’s drop-in center for those
with both mental and physical disabilities; you will be expected to
develop an acquaintanceship with a person in attendance at the center,
about which relationship you will be expected to reflect upon in your
journal. There will also be scheduled possible visits to
Northview Developmental Services, Prairie View, and a meeting or two of
NAMI (National Alliance for the Mentally Ill), from which you can
choose one to reflect on in your journal; (the others will be available
for extra credit). There will be 5 films shown that depict the
various syndromes in grand Hollywood style - i.e., accuracy may have
been sacrificed for entertainment value - from which you can choose 2
to see and write about in your journal (the other 3 will be available
for extra credit). Finally, several guest speakers, both
professional and outpatient, will be addressing the class (in-class are
required; some out-of-class extra credit opportunities may be
available). We shall try to do as much as we can during the
scheduled class-times, but this may not be possible (especially trips
to Caring Place). More details about all of these activities will
become available as the course proceeds.
If you are taking the course for four hours of
credit (required of psychology majors and recommended to others –
social work majors especially – as well as who would like to get their
hands dirty doing the science of abnormal psychology), lab exercises
and computer work will take place during the allotted lab time on some
Tuesday mornings and other days and times (TBA); lectures and
lecture-discussions related to the scientific method and
clinically-oriented instruments and assessment devices will be covered
at that time also. Primary emphasis will be on group thinking and
problem-solving. See Lab Syllabus for more information.
Concluding Comments
If you are a student who has a physical or learning
disability and wish to request accommodations or services to support
your efforts in this course, you must notify the instructor and Dan
Quinlin in the CAD by the end of the second week of classes. I
would also appreciate it if athletes, music and forensic and other
students who may be missing classes due to these activities get a list
of the dates of these misses to me by the second week of classes.
And regardless of the reason for your missing, you will be responsible
for whatever is covered on the day that is missed.
Note well that if there are too many misses, you might not be able to
stay in this course! Indeed as you approach 25% misses, you may
be administratively dropped, or if you reach 25% misses you may be
failed in the course regardless of your performance in other areas of
the class. Please ask questions regarding the justification for
this policy if it is unclear to you!
If ever you have any questions, please do not
hesitate to either see me during scheduled office hours or by
appointment, or to call me at the office or at home. Office: KSC
104. Office Phone: x292. Office Hours:
Home: 925 Emmaline Ave., Newton. Home Phone: 283-8135.
One other thing: Students are expected to
check their e-mail on a regular basis; it is to your advantage to do so
and to your disadvantage not to do so! Here's to a good course.
Paul T. Lewis, Instructor
Notes: