Discussion Topic

Discussion Topic: Psychology of Abnormal Behavior

What is considered “abnormal” behavior to you?  Have you seen or experienced abnormal behaviors of others, either at work, around town or in your personal life? Explain why or why not you believe the behavior is normal or abnormal.

At Least 250 words.

 

Course Materials 

Kearney. C & Trull. T, Abnormal Psychology and Life: A Dimensional Approach, 3rd edition.

Cengage, 2018 -ISBN: 9781337273572( Mind Tap)

LA 108-44 Psychology

Winter 22 Semester

Professor Kaneez Naseem

 

 

Course Description

This course examines certain types of abnormal behavior and teaches students to classify the development, maintenance, and effects of the behavior. The major areas covered include anxiety and stress, dissociative and somatoform disorders, personality and impulse control disorders, psychoactive substance use disorders, sexual disorders, schizophrenia, and suicide.

 

Instructor’s Contact Information:

Email me using the Blackboard course email message feature (quickest way to reach me)

 

Phone: (646)374-8005 (Leave a clear message with name, phone, and contact number)

 

College email: Please log into your course and email me using the course messages via Blackboard. If you cannot for some reason, my college email is jsuh@monroecollege.edu.

 

Course Information:

Office Location: Online

Office Hours: Sundays – 12:15PM to 1:15pm. (EST time zone). Hours/days will vary at times which will be announced in advanced.

 

 

 

Prerequisites

LA 101.

 

Learning Objectives

• Students will identify models for defining and determining the possible causes of abnormal behavior through class discussions.

 

• Students will examine the methods for classification and assessment of abnormal behaviors through quizzes.

 

• Students will differentiate disorders of anxiety and stress through research papers.

 

• Students will investigate information relating to personality, conduct, substance abuse, and sexual disorders through research papers.

 

• Students will develop a better understanding of mood disorders, forms of depression, schizophrenia, and their relationship to suicide through written assignments and research projects.

 

• Students will examine the types of organic brain disorders, mental retardation, and disorders peculiar to childhood and adolescence through research papers.

 

 

Course Materials

Kearney. C & Trull. T, Abnormal Psychology and Life: A Dimensional Approach, 3rd edition.

Cengage, 2018 -ISBN: 9781337273572( Mind Tap)

 

 

Outline

 

I Study of abnormal behavior – definitions, criteria, incidence, historical perspectives, and possible causes.

 

II Models of Abnormal Psychology – biogenic, psychoanalytic, humanistic, behavioral, family systems, and the classification of disorders.

 

III Methods of Assessment – observation, interviews, testing, experiments, placebos, correlations, field and single subject studies.

 

IV Anxiety and Stress – panic disorders, phobias, obsessive-compulsive behavior, posttraumatic stress disorder, dissociative, somatoform, and psychological factors in physical disorders

 

V Disorders Involving Conduct – personality, impulse control, alcohol use, drug and substance use, gender identity, paraphilias, sexual deviations, and sexual dysfunctional disorders.

 

VI Mood and Thought Disorders – depression, bipolar, schizophrenia, and suicide.

 

VII Organic and Developmental Disorders – organic brain disorders, mental retardation, disorders of childhood and adolescence: autism, disruptive behaviors, ADHD, tic disorders, eating disorders, separation anxiety disorder, substance abuse, and childhood depression

 

VIII Therapies – individual and group: biology-based, insight-oriented, and psychotherapy, family and marital therapies, prevention programs and community psychology.

 

IX Legal and Ethical Issues – institutional, civil and criminal; therapist-client relationship.

 

 

 

Monroe College Attendance Policy for Undergraduate Lecture Classes

Rationale

Central to the mission of Monroe College is the provision of career-focused higher education that prepares a diverse student body for positions in a wide range of professional work settings. Our educational approach is personal and hands-on. Interaction among students and faculty in our classrooms supports the development of knowledge and skills for academic success and professional development. Therefore, consistent attendance, punctuality, and active participation are highly valued. The practices and guidelines outlined in this policy intend to support those values. Faculty and students are always welcome to discuss the implementation of this policy in specific instances with Dr. Karenann Carty, Vice President of Academic Affairs, at (646) 393-8772.

Documented Absences

The College understands that situations arise that may interfere with attendance and are beyond the control of the student. These include, but are not limited to, medical emergencies for the student or members of their family, an important legal obligation, military deployment, job-related obligations, or the unfortunate passing of a loved one. In such cases, a student may provide timely documentation for the related absence to the Office of Academic Affairs, which will review the circumstances and record the absence as “documented” when warranted (denoted on the student’s attendance record with a “D”). The student will be permitted and encouraged to make up any missed exams or assignments.

Sanctioned Absences

Occasionally, a student may miss a class because he or she is representing the College or their School at a conference, an academic or athletic competition, or a co-curricular event. These valuable experiences enhance student learning and achievement. In such cases, the Office of Academic Affairs records the absence as “sanctioned” (denoted on the student’s attendance record with an “S”). The student will be permitted and encouraged to make up any missed exams or assignments.

Absence Guidelines

For undergraduate lecture classes, the College has set the following guidelines for absences that are neither sanctioned nor documented:

 

• Online/Module classes: two absences

• Classes that meet once per week: two absences

• Classes that meet two or more times per week: four absences

 

Online Specific Policies

Online Attendance Policy

Students will be considered present if he/she meets any of the following:

• Submission of an assignment, exam or project

• Participation in the Discussion Forum

• Participation in a Live Chat / Office Hour via Blackboard Collaborate Ultra

 

The Discussion Forum

An asynchronous (non-live) threaded discussion board where the instructor and the students are able to discuss specific course topics to allow interaction, exchange of opinions, and sharing of knowledge. The instructor will post a topic of discussion on the Discussion Forum regarding a specific course topic and students are to post their responses. The students can respond to the instructor and to their classmates. Students can also ask questions in relation to the topic being discussed. Postings not related to the discussion at hand are not permitted in the Discussion Forum and will be deleted. Students are also required to observe Net etiquette and not use inappropriate language.

 

Note : Initial Posting must be submitted by 5pm on Wednesdays and responses must be posted by 5pm on Sunday .

 

Online Chats and Office Hours via Blackboard Collaborate

The Online Chat is a synchronous (live) discussion and will be scheduled by the professor. The discussion works basically the same way discussions are done in a class except that this is online. All chat sessions will utilize Blackboard Collaborate and will be recorded.

Assignment Submissions

All assignments must be submitted through the Weekly Drop Boxes. Assignments submitted after the posted due date may be penalized up to 10 points each day the assignment is late .

 

 

Late submissions

Assignments, quizzes, exams, and discussions submitted after the posted due date will be penalized up to 10 points each day the assignment is late .

No email submissions will be accepted nor graded. All work must be submitted via the weekly drop box/links provided within each weekly folders.

 

Midterm exam and Final exam must be submitted on time. No exceptions.

 

Accommodative Services

 

Monroe College is accessible to students with disabilities and admits those students whose credentials demonstrate they have the motivation and capabilities to successfully pursue

 

their academic goals at the college. All students with disabilities have access to a Coordinator of Services for Students with Disabilities on each campus:

Bronx Campus: Bronx Campus: Tina Serrano tserrano@monroecollege.edu

New Rochelle Campus: Saadia Del-Llano sdelllano@monroecollege.edu

 

Course Assessment

List all assessments in the course with the corresponding points/percentage associated with the assessment category

 

Assignment/Assessment

Percentage toward final grade

Discussions

20%

Classroom Assignments

20%

Quizzes

20%

Midterm exam

20%

Final exam

20%

 

College Grading Scale

 

A

90-100

B+

85-89

B

80-84

C+

75-79

C

70-74

D+

65-69

D

60-64

F

Less than 60

 

 

Code of Academic and Scholarly Integrity

 

Monroe College is an academic community. Its fundamental purpose is the pursuit of knowledge in preparation for a career and for life. Essential to the success of this educational mission is a commitment to the principles of academic integrity. Every member of the college community is responsible for upholding the highest standards of honesty at all times. Students, as members of the community, are also responsible for adhering to the principles and spirit of the following Code of Academic and Scholarly Integrity.

 

Activities that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a student’s performance are prohibited. Examples of such activities include, but are not limited to, the following definitions:

 

A. Cheating: Using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work or preventing, or attempting to prevent, another from using authorized assistance, material, or study aids. Example: using a cheat sheet in a quiz or exam, altering a graded exam and resubmitting it for a better grade, using an electronic device to obtain assistance during an examination, etc.

B. Plagiarism: Using the ideas, data, or language of another without specific or proper acknowledgment. Example: copying another person’s paper, article, or computer work and submitting it for an assignment, cloning someone else’s ideas without attribution, failing to use quotation marks where appropriate, etc.

 

All written work will be placed through SafeAssign. Work will not be graded if students do not submit written work through SafeAssign. Students must resubmit as soon as possible. Please check your grade feedback regularly.

 

C. Fabrication: Submitting contrived or altered information in any academic exercise. Example: making up data for an experiment, falsifying data, citing nonexistent articles, contriving sources, etc.

D. Multiple Submissions: Submitting, without prior permission, any work submitted to fulfill another academic requirement at Monroe or any other institution.

E. Misrepresentation of academic records: Misrepresenting or tampering with or attempting to tamper with any portion of a student’s transcript or academic record, either before or after coming to Monroe College. Example: forging a change of grade slip, tampering with computer records, falsifying academic information on one’s resume, etc.

F. Facilitating academic dishonesty: Knowingly helping or attempting to help another violate any provision of the Code. Example: working together on a take-home exam without prior permission from the instructor, etc.

G. Unfair advantage: Attempting to gain unauthorized advantage over fellow students in an academic exercise. Example: gaining or providing unauthorized access to examination materials, obstructing or interfering with another student’s efforts in an academic exercise, lying about a need for an extension for an exam or paper, continuing to write even when time is up during an exam, destroying or keeping library materials for one’s own use, etc.

Penalties : Students who violate the Code of Academic and Scholarly Integrity may be subject to a grade of “F” for the work submitted, an “F” in the course, written reprimands in the student’s academic file, probation, suspension, or dismissal from the College.

 

Students are expected to be fully aware of the College’s requirements and expectations regarding academic honesty and scholarly integrity. If a student is unsure whether his action(s) constitute a violation of the Code of Academic and Scholarly Integrity, then it is that student’s responsibility to consult with the instructor to clarify any ambiguities.

 

 

Student Evaluations of Course and Instructor

Monroe College students have an important voice in the academic community and an obligation to give an honest assessment of their instruction and coursework. As an expectation of every course, students will complete an anonymous, online course evaluation questionnaire. By doing so, students provide information used to enhance the relevance of the course content and effectiveness of the instruction you experienced. The course evaluation period will be announced by the Academic Office during the course of the semester

 

 

 

Topics Outline

 

 

Date

Class Topic/Description

Activities and/or Assignments

Course Learning Objective

Week 1

Introductions- Post your greetings in your discussion forum.

Discussion Forum

Purchase your textbook

Greetings and class introductions

Week 2

Read Chapters 1 and 2- Discuss abnormality and elements of abnormal behavior.

Historical viewpoints

 

Discussion Forum

Assignment

Define abnormality

Understand historical events and viewpoints

Explain elements of abnormality

Week 3

Read Chapters 3 & 4

Diathesis-Stress Model

Epidemiology of Mental Disorders

Risk, Protective Factors, and Resilience

Culture and Clinical Assessment

Discussion Forum

Assignment

Defining Abnormal Behavior and Mental Disorder

DSM V -Classifying and Assessing Abnormal Behavior and Mental Disorders

Week 4

Please read chapter 5 and 6 on anxiety disorders, obsessive-compulsive disorder, and PTSD, trauma-related disorders and somatic and dissociative disorders.

 

Discussion Forum

Assignment

 

Week 4 Quiz on PTSD

Define and explain anxiety disorders and its symptoms and treatments

Explain what somatic and dissociative disorders are and its symptoms and treatments.

Week 5

Read Chapter 7-Mood Disorders Depressive and Bipolar Disorders and Suicide

Watch video on depression (Out of the Shadow).

 

Discussion Forum

Week 5 Quiz

 

 

 

 

 

 

Depressive and Bipolar Disorders; Causes and Prevention and Assessment and Treatment

Week 6

We will cover chapter 8 (Eating Disorders) and chapter 9 (Substance Abuse).

Discussion Forum

Week 6 Brain Quiz

 

Explain and define eating disorders and substance abuse and addiction

 

Understand the Causes and symptoms and treatment options

Week 7

Read Chapter 10- Personality disorders

Cover Borderline Personality Disorder

 

Review midterm exam – See study guide

Discussion Forum

Assignment

 

Study for miderm exam ( Covers chapters 1- 7).

Understand personality disorders and Causes and symptoms and treatment options

 

Week 8

Take your midterm exam

 

 

 

Midterm exam

Discussion Forum

Please submit your midterm exam this week.

 

Week 9

Read Chapter 12 – Schizophrenia and Psychotic disorders

 

 

Discussion Forum

Assignment

 

Explain and define schizophrenia and psychotic disorders

Week 10

Read textbook Chapter 13 entitled; “Developmental and Disruptive Behavior Disorders”

Discussion Forum

Assignment

Explain and define various developmental and disruptive behaviors and disorders

Week 11

Read textbook Chapter 11 entitled; “Sexual Dysfunction and Gender Identity Disorders”

 

Discussion Forum

Assignment

Discuss gender dysphoria as a mental health disorder.

 

Evaluate the biological and psychological risk factors which may influence sexual dysfunction.

Week 12

Read chapter 14 on neurocognitive disorders.

Discussion Forum

Assignment

Review for final exam

(Chapters 8, 9, 10, 11, 12, 13, and 15).

Neurocognitive Disorder: Understand and explain:

1.  Normal changes during aging

2.  Dementia and Alzheimer’s Disease

3.  Causes and treatment of neurocognitive disorders

Week 13

Read textbook Chapter 15 entitled; “Consumer Guide to Abnormal Psychology

 

Discussion Forum

Study for the final exam

 

Review study guide for the final exam.

Learning Objectives:

By end of this week, students will be able to :

1. Define and discuss contemporary legal and ethical issues in abnormal psychology including prevention and hospital interventions.

2. Examine residential treatment programs and deinstitutionalization.

 

Weeks 14/15

Take your final exam

Discussion Forum- Post your farewells Final Exam

Post your farewells to your classmates.

Submit your final exam.

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive-Behavioral Model

The Sociocultural Model

 

 

Introduction

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Emil Kraepelin

The Biological Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Genetics

• Genotype – Produce characteristics such as eye color that

do not change over time

• Phenotype – Observable characteristic of a person that can

change over time

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Heritability of Major Mental Disorders

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Terminal button

Nucleus

Axon

Cell body

Dendrite

Synapses

Nervous Systems and Neurons

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Neurotransmitter System Functions

Neurotransmitters

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

The Brain

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Cingulate gyrus

Thalamus

Mamillary body

Hippocampus

Amygdala

Olfactory bulb

Hypothalamus

Limbic system

The Brain (cont’d.)

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

A 16-Year-Old Boy with Autism

A 16-Year-Old Boy without Autism

Biological Assessment and Treatment

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Evaluating the Biological Model

• The biological model assumes that mental states, emotions, and behaviors arise largely from physical processes

• The biological model is important for understanding many components of major mental disorders, but it cannot explain all aspects of the disorders

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Sigmund Freud

The Psychodynamic Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Superego Ego

Id Id Guiding principle: Pleasure Tasks: Attain gratification of wants, needs, and impulses

Ego Guiding principle: Reality Tasks: Mediate demands of id and superego; cope with real world

Superego Guiding principle: Morality Tasks: Develop conscience; block id impulses

from Rathus, Psychology: Concepts and Connections, 9th ed., Fig. 11.1, p. 402. Copyright © 2005 Wadsworth, a part of Cengage Learning. Reproduced by permission. www.cengage.com/permissions.

Brief Overview of the Psychodynamic Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Erotic Focus

Stage

Freud’s Psychosexual Stages of Development

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Intrapsychic Conflict

(Between Id, Ego, and Superego)

Anxiety Reliance on

Defense Mechanisms

Defense Mechanisms

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Psychodynamic Assessment and Treatment

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Evaluating the Psychodynamic Approach

• Strengths – Helps us focus on providing better

environments for our children – Theory of defense mechanisms intuitive

• Limitations – Relative lack of research support for its major

assumptions

– Abstract and difficult to measure

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

The Humanistic Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Qualitative assessment

Nondirective therapy

Humanistic Assessment and Treatment

 

 

Evaluating the Humanistic Model

• Strengths – Focuses on human choice and growth – Emphasizes client responsibility in recovery

• Limitations – Unscientific, largely lacking empirical support – Less applicability to people with a severe

mental disorder

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

*After the CS and UCS are paired the CS produces the conditioned response (CR), or avoidance.

The Cognitive-Behavioral Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Behavior Repetition of behavior is more likely

Positive reinforcement: pleasant event or reward

Positive Reinforcement

Copyright ©2015 Cengage Learning®

Behavioral Perspective

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Shawn flies on airplane

Shawn has stomach virus

Fear that he will get sick

or feel ill if he flies

Avoid flying: Takes the

bus instead?

Classical conditioning – Develop a fear of flying

Fear “drives” the avoidance behavior

Operant conditioning – Avoidance of flying reduces fear

(Negative reinforcement)

Copyright ©2015 Cengage Learning®

Learning Principles

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Cognitive-Behavioral Assessment and Treatment

• Treatments – Cognitive-behavioral therapy – Rational restructuring – Systematic sensitization – Exposure – Token economy

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Evaluating the Cognitive-Behavioral Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

The Sociocultural Model

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Sociocultural Factors

• Culture • Gender • Neighborhoods and communities • Family

 

 

The Biological Model

The Psychodynamic Model

The Humanistic Model

The Cognitive- Behavioral Model

The Sociocultural Model

Evaluating the Sociocultural Model

 

 

Chapter Reflections

• How do culture influence the development of mental health issues?

• What aspects of neighborhoods, communities, and families are associated with stress and mental health?

• What are strengths and limitations of the sociocultural perspective?

 

  • Slide 1
  • Introduction
  • The Biological Model
  • Genetics
  • Heritability of Major Mental Disorders
  • Nervous Systems and Neurons
  • Neurotransmitters
  • The Brain
  • The Brain (cont’d.)
  • Biological Assessment and Treatment
  • Evaluating the Biological Model
  • The Psychodynamic Model
  • Brief Overview of the Psychodynamic Model
  • Freud’s Psychosexual Stages of Development
  • Defense Mechanisms
  • Psychodynamic Assessment and Treatment
  • Evaluating the Psychodynamic Approach
  • The Humanistic Model
  • Humanistic Assessment and Treatment
  • Evaluating the Humanistic Model
  • The Cognitive-Behavioral Model
  • Behavioral Perspective
  • Learning Principles
  • Cognitive-Behavioral Assessment and Treatment
  • Evaluating the Cognitive-Behavioral Model
  • The Sociocultural Model
  • Sociocultural Factors
  • Evaluating the Sociocultural Model
  • Chapter Reflections
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