Discussion Topic: Psychology of Abnormal Behavior? What is considered ‘abnormal’ behavior to you???Have you seen or experienced abnormal behavi
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 [email protected]
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 [email protected]
New Rochelle Campus: Saadia Del-Llano [email protected]
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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