Spring 2014 - CSU, Chico

CALIFORNIA STATE UNIVERSITY, CHICO
Department of Psychology
Psychology 643
Section 1
Class #1669
Spring, 2014
M 11-1:50
AJH 125B
Seminar in Child and Adult Psychopathology
Instructor: Peter Lopez, Ph.D.
Email: [email protected]
Website: www.csuchico.edu/~palopez
Office: Modoc 104
Office Phone: 898-5292
Office Hrs: M 4:00-5:00, T 1:30-3:00
(Note: Do NOT send email to [email protected]; that is Dr. Paul Lopez in Sociology.)
Required Texts:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington, D.C.: American Psychiatric Association. [DSM-5].
Preston, J., & Johnson, J. (2014). Clinical Psychopharmacology Made Ridiculously Simple
(8th Ed. – Updated for DSM-5)). Miami, FL: Medmaster.
Recommended Texts:
Barnhill, J. W. (Ed.). (2014). DSM-5 Clinical Cases. Washington, D.C.: American
Psychiatric Association.
Hersen, M. & Turner, S. M. (Eds.). (2003). Diagnostic interviewing (3nd Ed.). New York;
Kluwer Academic Publishers.
Course Description:
This is an advanced course in child and adult psychopathology. (It is assumed that you have
taken an Abnormal Psychology course and have a basic understanding of psychological
disorders.) This course will focus on psychopathology from an applied perspective,
utilizing the client case-formulation process involving an in-depth focus on the consumer’s
history, functioning, diagnosis, etiology, formulation, treatment planning, and prognosis.
Utilization of the DSM-5 will be the primary framework for this course. However, the
DSM-IV-TR five-axis diagnostic system also will be covered; because prior diagnoses that
used this system will remain in consumers’ medical and mental health records, therapists
will need to know how to interpret them.
Prerequisites:
PSYC 381 (or equivalent) and classified status in Psychology MS program.
PSYC 643
Lopez; page 2
Course Objectives:
1.
To understand the strengths and weaknesses of diagnostic classification systems and
their use, and explore the impact that they can have on individuals who are
experiencing mental health issues.
2.
To understand the DSM-5 approach to classification of psychopathology, including
definitions of terms, the nature and use of the DSM-IV-TR five axes system, and use
of the criteria for determining disorders. Given a case description of presenting
symptoms, to be able to use the DSM-5 to make an accurate diagnosis.
3.
To understand the general principles of diagnostic interviewing, including Mental
Status Exams (MSEs), in order to gather the data needed to make accurate
diagnoses.
4.
To learn to write an Intake Summary report documenting the data, diagnosis, and
formulation derived from the diagnostic interview.
5.
To gain working familiarity with many child and adult psychological disorders.
Course Requirements:
Attendance: More than one unexcused absence will constitute a reduction worth 10% of the
overall grade. Due to concerns about a possible severe flu season, absences as a result of
having (or recovering) from the flu will be considered excused absences.
Participation: You are expected to have read the assigned material before coming to each
class. Active participation in discussion and class activities also will form the basis for
evaluation in this area. Because arriving to class late or leaving early disrupts the class process,
issues related to attendance will be reflected in this part of your grade.
Mental Status Exam (MSE) Report: Each student will find a volunteer to role-play the
mental health consumer for this project. You will administer an MSE to this “consumer” and
then write an appropriate short report documenting the MSE results.
DSM-5 Clinical Cases: Selected readings will be assigned from the DSM-5 Clinical Cases
book. For each assigned reading, you are strongly encouraged to complete a DSM-5 diagnosis.
These diagnoses will not be turned in or graded (because each reading is followed by the
correct diagnosis). I encourage you to take advantage of this opportunity to develop your
diagnostic skills both to improve your efficacy as a therapist and to help you pass exams #2 and
#3 in this course. The DSM-5 Clinical Cases text is highly recommended for this course;
reading it and practicing making your own diagnoses (before reviewing the authors’ diagnoses)
is an excellent way to improve your diagnostic skill.
Intake Summary #1: Each student will create a fictitious but realistic intake summary for this
course. Your task will be to select a specific disorder, research it to gather the needed
information, then create a fictitious but believable (i.e., consistent and accurate) Intake
Summary Report demonstrating your knowledge of the selected psychological disorder.
(Choose your disorder carefully because you will use this information to role-play a consumer
with this history and disorder for the Intake Summary #2 project.) Note: You must get prior
approval of your selected disorder from me in order to ensure that a broad variety of disorders
PSYC 643
Lopez; page 3
will be represented in the class. Please do not select any disorder that you or anyone close to
you currently has or has had in the past.
Intake Summary #2: Each student will select a class partner for this project. You will take
turns interviewing each other, with the interviewer in the therapist role and the interviewee
playing the role of a consumer presenting the symptoms and data you researched for Intake
Summary #1. This project is designed to help you develop your diagnostic interviewing and
Intake Summary writing skills (and perhaps your acting skills!). The goal isn't necessarily to
create a duplicate of the interviewee's Intake Summary #1 (because this would depend a lot on
the acting ability of your partner and the questions you choose to ask), but rather for you to
demonstrate your interviewing and Intake Summary report writing ability.
Exams: Exam dates are noted on the class schedule. Exam 1 will include multiple choice,
short answer, and essays questions. The second and final exams will consist of casestudy/vignette diagnostic questions.
Percent of Final Course Grade
Class attendance/participation
5%
Mental Status Exam Report
5%
Intake Summary #1
15%
Intake Summary #2
15%
First Exam
20%
Second Exam
20%
Final Exam
20%
Total = 100%
Final Grades
Final letter grades will be distributed according to the following:
A
AB+
93 – 100
90 – 92
87 – 89
B
BC+
83 – 86
80 - 82
77 – 79
C
73 – 76
C- 70 - 72
D+ 67 - 69
D
F
60 - 66
below 60
Website Access. Use your web-browser to access my (non-Blackboard) course website.
URL Address:
www.csuchico.edu/~palopez
Then go to the PSYC-643 page by clicking on:
PSYC 643
PSYC 643
Lopez; page 4
Class Schedule*
*Subject to change with prior notice.
1 Jan 20
Martin Luther King Jr. Day
2 Jan 27
Intro to class; DSM overview
3 Feb 3
Diagnostic Interviewing, Intake
Summary, and Mental Status Exam
(MSE)
4 Feb 10
MSE continued and Interviewing
Strategies
5 Feb 17
Introduction to DSM-IV-TR Axis
System and the DSM-5
6 Feb 24
7 Mar 2
Exam 1
Depressive Disorders
Bipolar and Related Disorders
8 Mar 10
9 Mar 17
10 Mar 24
Bipolar (continued)
Suicide
Spring Break
Anxiety Disorders
Obsessive-Compulsive and Related
Disorders
11 Mar 31
12 April 7
Cesar Chavez Day
Trauma- and Stress-Related Disorders
13 April 14
14 April 21
Exam 2
Schizophrenia Spectrum and Other
Psychotic Disorders
15 April 28
Personality Disorders Feeding and
Eating Disorders
16 May 5
Neurodevelopmental Disorders
Disruptive, Impulsive-Control, and
Conduct Disorders
Child Abuse
17 May 12
Final Exam
DI: 1
Sample Intake (on web site)
DI: 2
DSM-5: pp. xiii-xliv (skim only)
DSM-5: pp. 5-25
DSM-4: pp. 27-37
DSM-5 (both sections)
CP: 1-3, 10 (cases A-C)
CC: 4.5 ‘Despair’
CC: 4.6 ‘Feeling Low for Years’
MSE report due
DSM-5: pp. 801-806
CC: 3.3 ‘Suicidal Preoccupation’
Intake Summary #1 due
DSM-5 (both sections)
CP: 4, 6 (OCD & PTSD only),
CP: 10 (cases D-E)
CC: 6.2 ‘Germs’
DSM-5
CC: 7.2 ‘Two Reactions to Trauma’
DSM-5
CP: 5, 6 (Aggression only), Case F
CC: 2.2 ‘Increasingly Odd’
DSM-5 (both sections)
CP: 6 (Borderline PD only)
CP: 6 (Eating D/Os only)
CC: 18.5 ‘Fragile and Angry’
CC: 10.3 ‘Headache and Fatigue’
DSM-5 (both sections)
DSM-5: pp. 715-719
CP: 6 (ADHD only)
CC: 1.3 ‘Academic Difficulties’
CC: 15.1 ‘Doesn’t Know the Rules’
Intake Summary #2 due
DI: 18
DI: Diagnostic Interviewing (followed by chapter number)
CC: DSM-5 Clinical Cases (followed case number and title)
DSM-4: DSM-IV-TR (prior edition of the DSM)
DSM-5: Current edition of the DSM
CP: Clinical Psychopharmacology Made Ridiculously Simple (followed by chapter number; Cases are located in Chapter 10)
D/Os: Abbreviation for “Disorders”
PD: Abbreviation for “Personality Disorder”

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