Psychopathology CPSY 626 Spring 2007

Transcription

1 Psychopathology CPSY 626 Spring 2007 Timothy R. Elliott, Ph.D. Professor 713 Harrington Room: 701 G Class Time: Monday, 1:15 PM 3:45 PM I. Course Overview and Goals This course is designed to instruct graduate students in the basic diagnostic systems, research and explanations of psychopathology. II. III. Required Text Diagnostic and Statistical Manual of Mental Disorders, 4 th Edition (text revision). (2000). American Psychiatric Association; Arlington, VA. will be provided by the instructor as indicated. Recommended reading: Fauman, M. A. (2002). Study Guide to the DSM-IV-TR. American Psychiatric Publishing: Arlington, VA. Course Requirements 1. Class attendance is recommended. You and your peers will benefit from regular attendance and cooperation. According to APA policy, your behavior in graduate school requires ethical behavior as set forth in the APA standards. This includes your classroom behavior. 2. Keep up with assigned readings. Classroom discussion will depend on it. Your learning will be enriched by it. You are expected to read articles prior to class and be prepared to discuss the material in class. will be provided to you by the instructor. I will randomly call on students to speak to the readings in each class session, to summarize the reading and engage in dialogue about it. Your activity in this regard will meet your requirement for class participation (see grading below). 3. You will be present for class tests and for the final examination. Your performance on the examinations will constitute the majority of your final grade. 4. You will write a term paper on a topic of professional interest to you, and one that is not covered in depth in the class (as reflected in the class topics below). I want everyone to have a different topic that is clearly identified with the psychopathology literature. I have posted deadlines below for you to present 1

2 IV. a topic to me and to provide an outline (with preliminary references). The paper must according to APA guidelines -- if not, they will NOT be graded. All papers are to be submitted to me via in MS Word or PDF format. 5. You will present a 10-minute powerpoint presentation to the class on your term paper topic. You should anticipate an additional 5 minutes of questions and discussion. This will occur on the last class session. Grading Policy You will be graded on the following activities: Class participation = 5% Tests 1 and 2 (25% each) = 50% Final examination = 25% Class presentation of term paper = 10% Term paper = 10% V. Course Outline August 27 Overview of the class and review of the syllabus. History; conceptualization and etiological models. DSM-IV-TR pp Thomas Szasz, The Myth of Mental Illness, available at Rounsaville, et al. Basic nomenclature issues for DSM-V. In D.J. Kupfer, M.B. First, & D.A. Regier (Eds.), A Research Agenda for DSM-V. Washington DC: American Psychiatric Association, pp *Paul Meehl, Clinical and Statistical Prediction, available at September 3 Research, scientific approaches, epidemiological, genetic, neuroscience and cultural issues. Krueger, R. (2005). Continuity of axes I and II: Toward a unified model of personality, personality disorders, and clinical disorders. Journal of Personality Disorders, 19, Trull, T. (2005). Dimensional models of personality disorder: Coverage and cutoffs. Journal of Personality Disorders, 19, Regier, D.A., & Kaelber, C.T. (1995). The epidemiological catchment area (ECA) program: Studying the prevalence and incidence of psychopathology. In M.T. Tsuang, M. Tohen, & G. E. P. Zahner (Eds.) Textbook in Psychiatric Epidemiology. New York: Wiley-Liss. Kessler, R. (1995). Epidemiology of psychiatric comorbidity. In M.T. Tsuang, M. Tohen, & G. E. P. Zahner (Eds.) Textbook in Psychiatric Epidemiology. New York: Wiley-Liss. Cooper, B. (2001). Nature, nurture and mental disorder: old concepts in the new millennium. The British Journal of Psychiatry, 178, s91-s101. Charney, D.S., Barlow, D.H., et al. (2002). Neuroscience Research Agenda to Guide Development of a Pathophysiologically Based Classification System. In D.J. Kupfer, M.B. First, & D.A. Regier (Eds.), A Research Agenda for DSM-V. Washington DC: American Psychiatric Association. 2

3 September 10 Schizophrenia and Related Disorders; description, diagnoses, genetics, behavioral and cultural issues. DSM-IV-TR pp Tsuang, M. (2000). Schizophrenia: Genes and environment. Biological Psychiatry, 47, Barch, D.M (2005). The cognitive neuroscience of schizophrenia. Annual Review of Clinical Psychology, 1, Miklowitz, D. J. (1994). Family risk indicators in schizophrenia. Schizophrenia Bulletin, 20, September 17 Cluster A personality disorders. DSM-IV-TR pp Lenzenweger, M.F. (1998). Schizotypy and schizotypic psychopathology: Mapping an alternative expression of schizophrenic liability. In M. F. Lenzenweger & R. H. Dworkin (Eds.), Origins and Development of Schizophrenia. Washington, DC: American Psychological Association. September 24 TEST #1 First part of class. Class session (to follow test): Mood Disorders and Related Disorders: depression, diagnostic issues, descriptions; cognitive and behavioral models, biological bases. DSM-IV-TR pp Thase, M. & Howland, R.H. (1995). Biological processes in depression: An updated review and integration. In E.E. Beckham & W.R. Leber (Eds.), Handbook of depression. New York: Guilford. October 1 Gender issues, health issues, bipolar and cyclothymic; borderline personality DSM-IV-TR pp Skodol, A., et al., (2002). The Borderline Diagnosis I: Psychopathology, Comorbidity, and Personaltity Structure. Biological Psychiatry, 51, Skodol, A. et al. (2002). The Borderline Diagnosis II: Biology, Genetics, and Clinical Course. Biological Psychiatry, 51, October 8 Anxiety and related disorders; learning perspectives DSM-IV-TR pp Öhman, A., & Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning. Psychological Review, 108, Mineka et al. (1998). Comorbidity of anxiety and unipolar mood disorders. Annual Review of Psychology, 49, October 15 Panic disorder, OCD, PTSD, trauma** 3

4 Bouton, M., Mineka, S., & Barlow, D. H. (2001). A modern learning theory perspective on the etiology of panic disorder. Psychological Review, 108, 4-32 Graybiel, A, & Rauch, S. L. (2000). Toward a neurobiology of obsessive-compulsive disorder. Neuron, 28, October 22 Clusters B and C Personality Disorders DSM-IV-TR pp Lykken, D. (1995). The antisocial personalities. Hillsdale, NJ: Erlbaum. October 29 TEST #2 First part of class Class session to follow after test: Developmental and Cognitive Disorders; infancy, childhood and adolescence.** DSM-IV-TR pp November 5 Developmental and Cognitive Disorders (cont d); medical and health issues, delirium and related issues.** November 12 Catch up day on topics DSM-IV-TR pp DSM-IV-TR topics: sleep, pain, somatoform November 19 Sexual, Eating and Substance Use Disorders DSM-IV-TR pp DSM -V-TR pp Laumann, E., Paik, A., & Rosen, R. C. (1999). Sexual dysfunction in the United States: Prevalence and predictors. Journal of the American Medical Association, 281, Krueger, R., & Kaplan, M. S. (2001). The paraphilic and hypersexual disorders: An overview. Journal of Psychiatric Practice, 7, Stice, E., & Shaw, H. E. (2002). Role of body dissatisfaction in the onset and maintenance of eating pathology: A synthesis of research findings. Psychosomatic Medicine, 53, November 26 Class powerpoint presentations December 3 No class. December 10 Final examination 10:30 am 12:30pm 4

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