COURSE GOALS

The purpose of this course is to widen and deepen your understanding of abnormal behavior.  The following are specific objectives related to the purpose of this course:

1. Appreciation of historical and cultural views of "normal" and "abnormal" behavior within the science and practice of psychology.

2. Familiarity with the most common forms of psychopathology (e.g., anxiety, depression, substance abuse, eating disorders).

3. Understanding the basic theories of, research on, and treatments for these disorders.

4. Development of a critical approach to claims presented by the media about the origins of and cures for psychopathology (e.g., "It's all biological and medication is the answer.").

TEXT

Nolen-Hoeksema, S. A. (2007). Abnormal psychology (4th ed.). New York: McGraw-Hill.

METHOD OF INSTRUCTION

I will conduct this class through lectures, videotapes, demonstrations, and other in-class activities (e.g., debates).  All in-class activities, although based on course material, are intended to enhance and stimulate your thinking about topics related to psychopathology rather than merely repeat information contained in the text.  While I hope that this format will provide you with interesting and enriching experiences, it places responsibility on you to keep up with the assigned reading and to ask questions about material contained therein.

COURSE COMPONENTS AND METHODS OF EVALUATION

You may select a topic of interest that is relevant to the course and present it to the class in any fashion that you choose.  However, you must present on or near to the date on which a related topic is under discussion.  For instance, you may present a short lecture, facilitate a discussion, review a journal article or book chapter, introduce the class to Internet resources, show and critique a short video, and so on.

The only requirements for presentations are that they be
 
a. 20 minutes in length, and
b. not repeat material included in the text, although they should be built on it.

Grades for presentations will be based on
 
a. originality (e.g., choice of subtopics, use of media, arrangement of ideas),
b. resources (e.g., number and range of sources),
c. relevance (e.g., integration of theory, research, and practice; linkage to course material; interest to students),
d. breadth and depth (e.g., accuracy, evidence of convergent and divergent thinking, thoughtfulness of critique), and
e. style (e.g., clarity, enthusiasm, organization).

After your presentation, turn in a copy of an outline, notes, or report.  Each component of the presentation is worth up to 5 points, for a possible total of 25 points.  If you choose to engage in this optional activity, I encourage you to meet with me in advance to plan your presentation.

5. TERM PAPER

Graduate students enrolled in this course must complete a term paper because they are receiving graduate credit.  Graduate students will complete either a proposal for an original research study or a paper that reviews published theoretical, empirical, and/or practical literature.  This paper is worth up to 100 points.  A separate handout is available which describes the term paper in greater detail.

GRADING

Grading will be based on an absolute scale of 400 points (500 for graduate students), with the breakdown as follows:

Exams:                                    400 points (100 point each)
Extra Credit:                             25 points
Graduate Term Paper:            100 points

A =   360-400 points (90-100%)
B =   320-359 points  (80-89%)
C =   280-319 points (70-79%)
D =   240-279 points (60-69%)
F <    239 points (< 60%)

To receive an "A" you must show exceptional knowledge of the material.  I am not inclined to negotiate grades just because a student believes s/he deserves a better grade.  Grades are based on academic performance, not perceived need.  To facilitate your test performance, I will provide you with feedback within one class period of taking an exam.  Although I will not hold "post-mortems" on exams, please feel free to discuss your exam results with me.  Before doing so, however, I expect you first to make an independent effort to discover the source of your mistakes.

COURSE POLICIES

You are adults, free to come and go as you please, to read newspapers when you like, to talk with friends when you like.  However, by registering for this course and choosing to remain in it, you enter into a contract with me to abide by certain rules that are necessary to ensure that you and other students receive the best educational experience possible.  These rules are designed to keep disruption of class to a minimum.  These rules are based on the notion that, if you want a less than optimal experience, that is your choice, but I will not permit anyone to interfere with the educational experiences desired by others (see the Student Code of Conduct in the Student Handbook).

1.  This syllabus is your contract for this course.  Keep it and consult it frequently.  If you do not like the course, you may drop it.  If you anticipate problems, see me as soon as possible.  Assume that, in the absence of other information, we will adhere to the schedule below.  Exams will be given as scheduled whether or not you hear me announce them.

2.  I value common courtesy.  Therefore, while I am lecturing, I expect no one else to be talking.  When a student asks a question or participates in discussion, I expect no one else to be talking.  Students who disrupt class will be asked to leave.  After a second offense, disruptive students will be barred from class (but not from exams).  Common courtesy also dictates that it is rude to read a newspaper, or anything else, while someone is talking to you; in class, such behavior is ill advised.  You cannot profit from lectures if you are not attending to what I am saying.

3.  I value punctuality.  This course is scheduled for MTWR from 7:30 am to 10:20 am.  If you do come late to class, please enter quickly and quietly, and find a seat near the door.  If you must leave early, please follow these same instructions in reverse.

4.  I encourage each person with questions or concerns to visit me during office hours.  Bring your notes and text if you want assistance with course material.  I will be more motivated to invest time and effort in you if you demonstrate that you are serious and are working diligently in this course.  I can also be of greater assistance if I am able to assess for myself how you are reading, taking notes, studying, and so on.

5.  Cheating and plagiarism will result in failure for the course.  Further action might be taken by the University upon referral to the Student Judicial Office.  Students who appear to be cheating during exams (e.g., those with "wandering eyes") will be asked to turn in their exams and later complete an essay version of the exam as an independent measure of their mastery of the material.  In addition, exams in this course are not for distribution to the University community.  Use of an old exam as a study guide, from whatever source, is use of a stolen exam for unauthorized purposes.  Likewise, TAKING A COPY OF AN EXAM IS STEALING.

6.  Although I will not take attendance, I expect you to attend all classes.  Motivated students know that attendance is likely to be rewarded (e.g., exam questions based on in-class material).  If you miss a class, it is your responsibility to obtain notes from a classmate.  I will not make time for you to ask questions about a lecture unless you can produce notes from it, indicating that you either attended that lecture or possess a copy of a colleague's notes which you have reviewed.

7.  If you are experiencing a problematic life situation that is adversely impacting your performance in the course, please contact me as soon as possible so that we can work together to improve your performance.  Although course requirements will not be adjusted for life problems, I am more than willing to help you to maximize your learning as you cope with your difficulties.

8.  I reserve the right to correct any unintentional mistakes found in this document.  In my attempt to be as fair as possible, any modifications will be made in your favor, rather than penalize you.

PREPARING FOR EXAMS

1.  Take thorough notes.  I will highlight key ideas, but I recommend that you take notes on the entire lecture.  As I explain examples or integrate material, I am trying to expand on or review key ideas in order to make them more sensible.

2.  Review your notes regularly.  Reviewing your notes each day has three advantages:

a.  it decreases the burden of cramming;
b.  if there is a section of your notes that is unclear, you will know about it in time to get it clarified, rather than discovering the night before an exam that your notes are virtually unintelligible; and
c.  it should be related directly to exam performance.

3.  Read the text.  Reading the text in order to learn information for an exam is different from reading for pleasure.  As you read, highlight key ideas and take notes either in the margins or on a separate sheet of paper.  Your notes can be memory cues, ideas about how the text and lecture fit together, or about what seems to be important.  Take an active role in this process; this will make your memories richer and more accessible.  Finally, read the chapters as they are covered because smaller chunks are easier to digest and remember, and it gives you an opportunity to review later.

4.  Make a plan.  Get organized and plan when to review a specific set of material.  Schedule different parts of this task, including breaks.

5.  Take notes on your notes.  As you review your notes, take an active role.  Consider implementing the following:

a.  make condensed outlines,
b.  make lists of key points for each concept,
c.  make lists of different approaches to similar ideas, and
d.  make lists of similarities and differences among concepts.

When you do these things, you not only review the material, but you also organize and re-organize it in helpful ways.

6.  Make studying a social event.  Find someone in class with whom you can compare notes, share ideas, and discuss the material.  Social interaction helps to process and organize information.  If you can help a friend understand the material, then you yourself know it.  Plus, studying might actually become enjoyable!

7.  Test yourself.  Testing yourself or having someone test you periodically is useful.  You will be able to identify material you need to study more.  You will also be able to identify material that you already know and do not need to spend more time studying.  In this way, you can focus your efforts more efficiently and effectively.  You will also build confidence with each self-assessment because you will discover that you are becoming better prepared.

8.  Take advantage of resources.  Feel free to ask questions in class or during my office hours.  If you find that you have problems taking notes and tests or if you suffer from test anxiety, the University Center for Learning Assistance and Student Counseling Services, respectively, can assist you.  The UCLA is located in STV 133 (438-7100) and the SCS is located in SSB 320 (438-3655).  If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).

9.  Avoid cramming.  Following the steps outlined above will help you create alternatives to cramming.  Cramming is a less effective way to study than spreading out the work over time.  You will learn less material that way.

10.  Keep a regular schedule.  Another disadvantage of cramming is that it can disrupt sleep.  Disruption of regular sleep can have a detrimental effect on the brain's ability to store new information and will impair your ability to perform the following day.  You should also know that many drugs, including alcohol and caffeine, can disrupt the brain's functioning in ways that you might not notice, in addition to the obvious ways.  Only you can decide if the lost sleep, restlessness, irritability, and subsequent exhaustion are worth the inefficiently learned information you might retain from a substance-fueled all-nighter.

11.  Take responsibility.  Remember, you are responsible for everything covered in class.  Barring unforeseen circumstances, if you do not perform well in this course, it is most likely because of insufficient effort.  Most of you should be able to earn a "B" or "C" if you work hard.  Please follow the suggestions listed above to maximize your performance.

June 18        Looking at Abnormality (Ch. 1)
June 19        Contemporary Theories of Abnormality, The Research Endeavor (Ch. 2)
June 20        Assessing and Diagnosing Abnormality (Chs. 3-4)
June 21        Treatment for Abnormality (Ch. 5)
                    Exam 1: Chs. 1 - 5

June 25        Stress Disorders and Health Psychology (Ch. 6)
June 26        Anxiety Disorders (Ch. 7)
June 27        Somatoform and Dissociative Disorders (Ch. 8)
June 28        Mood Disorders, Suicide (Chs. 9-10)
                    Exam 2: Chs. 6 - 10

July 2           Schizophrenia (Ch. 11)
July 3           Personality Disorders (Ch. 12)
July 5           Childhood Disorders, Cognitive Disorders and Life-Span Issues (Ch. 13-14)
                    Exam 3: Chs. 11 - 14

July 9          Eating Disorders, Sexual Disorders (Chs. 15-16)
July 10        Substance-Related Disorders (Ch. 17)
July 11        Mental Health and the Law (Ch. 18)
                   Graduate Term Papers Due
July 12        Exam 4: Chs. 15 - 18