N NEW YORK CITY COLLEGE OF TECHNOLOGY The City University of New York School of Arts & Sciences Department of Social Science Course Outline

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1 Course code: PSY 2403 Course title: Abnormal Psychology Class hours/credits: 3 class hours, 3 credits Prerequisite: PSY 1101 Pathways: Individual and Society N NEW YORK CITY COLLEGE OF TECHNOLOGY The City University of New York School of Arts & Sciences Department of Social Science Course Outline Catalog Description: An introduction to the field of abnormal psychology: major theories, research and techniques. Varying concepts of abnormality throughout history including whether or not various behaviors are truly abnormal. Use of case history data to discuss the etiology, diagnosis, treatment and possible prevention of various psychological and behavioral disorders. Consideration of the point of view of leading theoretical approaches. RECOMMENDED/TYPICAL/REQUIRED TEXTBOOK and/or MATERIALS* Diagnostic and Statistical Manual of Mental Disorders (DSM-5), American Psychiatric Association Tienari et al. (2004). Genotype-environment interaction in schizophrenia-spectrum disorder: Long-term followup study of Finnish adoptees. British Journal of Psychiatry, 184, Comer, R.J. Fundamentals of Abnormal psychology. New York, NY: Worth. * The textbook/materials used in a particular section will be chosen by the instructor. COURSE INTENDED LEARNING OUTCOMES/ ASSESSMENT METHODS LEARNING OUTCOMES ASSESSMENT METHODS 1. History. Students will learn the history of concepts of mental illness 1. Students will answer multiple including: a. Trephination b. Attribution of illness to supernatural entities such as gods or demons C. Hippocrates' theory of the four humors d. Psychiatric hospitalization, including the reforms of Phillipe Pinel and Dorothea Dix e. The development of modem psychiatry under Kraepelin and Bleuler. f. The development of psychoanalysis g. Deinstitutionalization and transinstitutionalization 2. Diagnostic Categories. Students will recognize and understand the 2. Students will answer multiple signs and symptoms of the major categories of mental disorders in choice test questions that include DSM-5. diagnostic case study examples.

2 a. Schizophrenia b. Mood Disorders C. Anxiety Disorders d. Somatic Symptom Disorders/Factitious Disorders and Malingering e. Psychoanalytic Theory of Mental Disorders f. g. Eating Disorders/Dissociative Disorders Personality Disorders h. Sexual and Gender Identity Disorders 1. Substance Use Disorders J. Intellectual Disability and Developmental Disorders 3. Medical Model. Students will understand the medical model of psychiatric illness including: a. Putative imbalances in the major neurotransmitter systems such as dopamine, serotonin, norepinephrine, acetylcholine, and gammaaminobutyric acid b. Treatment with pharmacologic agonists and antagonists. C. Side effect profiles of various psychiatric medications. 4. Psychological Model. Students will understand the psychological model of mental disorders including: a. Aaron Beck's cognitive triad b. Two factor theory of phobia C. Cognitive-behavioral treatment 5. Sociocultural model. Students will understand the sociocultural model of mental illness. 6. Psychoanalysis. Students will understand the basic concepts of Psychoanalytic Theory including: a. Freud's structural model of the personality b. Psychosexual development including the Oedipus and Electra complexes C. Symptom formation d. Psychoanalytic treatment including dream interpretation 7. Developmental mental disorders. Students will understand: a. The concept of intellectual disability b. Putative genetic determinants of autism C. The major causes of dementia syndromes 3. Students will answer multiple 4. Students will answer multiple 5. Students will answer multiple 6. Students will answer multiple choice test questions that include case study examples. 7. Students will answer multiple choice test questions that include case study examples. GENERAL EDUCATION LEARNING OUTCOMES/ASSESSMENT METHODS ASSESSMENT METHODS* exams, writing assignments, in- class discussion and the viewing writing assignments, multiple choice or short-answer exams, and LEARNING OUTCOMES KNOWLEDGE: Develop knowledge from a range of disciplinary perspectives and hone the ability to deepen and continue learning. Students will develop an introductory knowledge of the principles and perspectives in abnormal psychology. SKILLS: Develop the ability to qualitatively and quantitatively analyze data sets and use the tools needed for communication, inquiry, analysis, and productive work.

3 Students will develop their critical thinking skills through analysis of data and research findings. Furthermore, they will enhance their communication skills both orally and in writing as they become proficient in abnormal psychology concepts. INTEGRATION: Work productively within and across disciplines. Students will be able to evaluate and apply information from different sources to gain a better understanding of abnormal psychology. VALUES, ETHICS, AND RELATIONSHIPS: Understand and apply values, ethics, and diverse perspectives in personal, civic, and cultural/ global domains. Students will understand and apply their knowledge of concepts in the field of abnormal psychology to real world situations. Students will also develop an appreciation of different perspectives and their impact on what is considered abnormal. * may vary slightly per instructor to suit their own needs in-class discussion. exams, writing assignments, inclass discussion and the viewing exams, writing assignments, inclass discussion and the viewing Capstone Course Statement: This course fulfills the LAA/LAS Associate Capstone requirement, though it can also be taken for other requirements and electives. The City Tech LAA/LAS Associate Capstone is designed for students entering their second year in the program. LAA/LAS Associate Capstone courses are meant to prepare students to continue their studies in a bachelor's degree, third-year, or junior, level. In addition, Associate Capstone courses are meant to help students develop an awareness of the importance of knowledge, values and skills developed in general education courses; and to integrate this knowledge, these values and these skills into their advanced academic study and professional careers. Please ask the instructor if you have any questions about what the LAA/LAS Associate Capstone requirement entails. ASSIGNMENTS and other course requirements* Item Points per Total Points Weight 2 Exams % Final Exam % Assignments % Research Project/Presentation % Total % *This is a guideline or sample that instructors may choose to select or adapt. METHOD OF GRADING New York City College of Technology's official grading scale will be used: % (A), % (A-), % (B+), % (B), % (B-), % (C+), % (C), % (D), 59.9% and below (F).

4 ACADEMIC INTEGRITY POLICY STATEMENT Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. The complete text of the College policy on Academic Integrity may be found in the catalog. COLLEGE POLICY ON ABSENCE/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester as follows: Class Meets Allowable Absence 1 time/week 2 classes 2 times/week 3 classes 3 times/week 4 classes It is the responsibility of the instructor to keep accurate records of every student's attendance and to inform each class orally and in writing of the applicable attendance policy during the first two weeks of class meetings each semester. Excessive Absence If a student's class absences exceed the limit established for a given course or component, the instructor will alert the student that a grade of "WU" may be assigned. If a student remains officially registered for a course and never attends that course, a final grade of "*WN" will be assigned. If the student withdraws officially from the course, he/she will be assigned a grade in accordance with the existing withdrawal policy of the College. Appeals A student wishing to appeal the excessive absence status and the impending grade should request a meeting with the chairperson of the department in which the course is offered. The chairperson will consult with the instructor to render a decision. A student wishing to appeal a "WU" grade may do so through the Committee on Course and Standards. Lateness It is the responsibility of the instructor to keep a record of lateness and to inform each class orally and in writing of the lateness policy during the first two weeks of class meetings of each semester. SAMPLE SEQUENCE OF TOPICS AND TIME ALLOCATIONS* Week Topic 1. History of Concepts of Mental Illness 2. Schizophrenia: Symptoms and Subtypes 3. Schizophrenia: Putative Etiologies and Treatments 4. Mood Disorders: Syndromes, Putative Etiologies, Treatments

5 5. Anxiety Disorders 6. Somatoform Disorders/Factitious Disorders and Malingering 7. Psychoanalytic Theory of Mental Disorders 8. Eating Disorders/Dissociative Disorders 9. Personality Disorders 10. Sexual and Gender Identity Disorders 11. Substance Use Disorders 12. Intellectual Disability and Developmental Disorders 14. Delirium, Amnesia, and Dementia 15. Review/Final *The time allocated for each major subject in the course outline includes time spent in lecturing, discussion reviews for exams, reviews of exam results, recording attendance, instruction in writing papers, and instructions in how to carry out research. The time allocations are to serve as approximations and are not to be rigidly adhered to. The Social Science faculty recognize that there are many valid educational reasons why deviation from the approximations would be ideal. These include but are not limited to student interest and recent developments in the field Reviewed/Revised by: Jean Hillstrom, Ph.D., June 2012, July 2016 Daniel Capruso, PhD, 12/14/15