This course examines human behavior typically classified as “abnormal.” Diagnostic criteria from the Diagnostic and Statistical Manual of the American Psychiatric Association, current theories of etiology, and contemporary treatment strategies will be reviewed. The course usually includes field visits to programs which treat persons with these diagnoses. The goal of the course is to provide students the opportunity to develop an empathic understanding of individuals with mental illnesses. This is a designated Service-Learning course.

(Fall, Spring, Summer (As Needed)) [Graded (Standard Letter)]

Prerequisite(s): PSY 1010 - Prerequisite Min. Grade: C-

Registration Restriction(s): None

• Abnormal Psychology in a Changing World, 11th edition (Nevid, Rathus & Greene, 2021)
• Additional readings will be provided on Canvas

Students will be able to:

• 1) Demonstrate knowledge, awareness and empathy of mental health conditions
  • a) Explain and differentiate between the primary DSM categories of Mental Illnesses
  • b) Identify, describe, and apply the research methods used to collect information in abnormal psychology
  • c) Practice using clinical psychology terminology and jargon
  • d) Identify and describe theories of abnormal behavior patterns
• 2) Gather knowledge of assessment and treatments in psychology
  • a) Describe differing modalities of psychological treatment
  • b) Identify the best treatments for specific disorders
  • c) Explain how to assess progress in treatment and how to know when to try something new
• 3) Lifelong learning
  • a) Increase understanding and compassion for those with mental health concerns
  • b) Identify symptoms of mental health disorders and work to dispel assumptions about patterns of behavior
  • c) Assess how information covered in the scope of this course has altered your beliefs on human psychology and behavior

More specifically:

• 1. You should be able to describe key psychological concepts across multiple theoretical perspectives within the field of psychology.
• 2. By the end of this course, you should be able to explain how psychology as a field connects with and complements other disciplines.
• 3. You will be asked to recognize cultural and individual differences that underlie the complexities of your own, and others’, behavioral and mental processes.
• 4. You will be asked to apply psychological concepts to develop yourself and improve society in a professional and constructive manner.
• 5. You will use scientific reasoning and critical thinking to interpret psychological phenomena and identify credible sources of psychological research.
• 6. Digital Literacy: Students strategically and responsibly employ appropriate technologies to explore, create, collaborate, and organize in a digital context.
• 7. Information Literacy: Students identify, locate, evaluate, attribute and share information effectively and ethically.
• 8. Integrative learning: Students make connections among ideas and experiences and can synthesize and transfer their learning to new, complex situations within and beyond the campus.

Your grade in this course will be based on your performance on 3 exams, 2 in-class participation evaluations, 13 quizzes, and 1 compare and contrast essay.

1. In-class Participation

As an expectation of this course, your participation will be about 15% of your grade. You will be asked to participate in in-class discussions and experiential activities. Participation will not be graded on frequency of participation alone, but also the quality of engagement, questions, and insight on the topics discussed in class. Thus, active participation in small and large group settings is expected.

a. For example, a student who actively and regularly participates in large and small group discussions in a way that shows you are critically thinking about the topics will receive an A for participation. Participation solely in small group discussions usually does not yield an A for participation, but is somewhere between a B and B+. I will circulate and participate in small group activities to assess participation. Late in the semester I will have you give me feedback on your own participation including how you have participated and an assessment of how it fits with your participation style. To grade this participation, once at mid-term and once at the end of the semester, you will rate yourself a score out of 50. Following these scores, you will discuss settings where you engage well and areas you can improve on. With your self-assessment and my assessment of your participation, your participation score for each part of the semester will be determined. Disputes are welcome, but an official dispute will need to be written, and evidence provided, in order to review the dispute effectively (See Grade Disputes for more information).

a. Participation behaviors that count include:

• i. Asking questions
• ii. Answering questions
• iii. Making comments (particularly in sharing material about your textbook and sharing relevant experiences)

b. High-value participation behaviors include:

• i. Responding to something another student said, including answering a question a student asks
• ii. Constructively disagreeing with a fellow student or myself, and fostering dialogue to explore the disagreement.

c. Behaviors that will penalize points:

• i. Not listening (e.g., talking to peers excessively, texting or scrolling on phone, etc.)
• ii. Speaking over someone else
• iii. Making fun or otherwise berating something said by another person

2. Media Compare and Contrast Paper

There are many representations of abnormal psychology in our day-to-day living. You will choose a film from a list of movies (you can contact me about other movies not on the list for approval) and analyze the similarities and differences that you see between the scholarly research and media representation. Additional information will be provided on Canvas for this assignment.

3. Exams

Throughout the course, you will be required to complete four 50 question exams (worth 100 points each) to evaluate your knowledge of the material being covered. Each exam will consist of multiple-choice, matching, and short-answer questions based on the course readings, lectures, and assignments. Every exam for this class will be in-person, in our classroom. These will be closed book/closed notes exams; however, I’ll allow one, 3in x 5in, index card of information to assist you in your exam. Makeup exams will only be granted to students who have requested them 2 weeks in advance or contact me within 24 hours of the exam with a documented emergency that clearly prevented them from making it to the exam each day it was available. Makeup exams are not a right and are not guaranteed. It is up to my discretion to approve all makeup exams and I reserve the right to deny a makeup exam request for any reason. Therefore, it is strongly recommended you do not miss any exams. However, if you do miss an exam, I drop the lowest exam score and only take your 3 highest scores out of the 4 exams taken.

4. Quizzes

Throughout the course, you will be required to complete 13 quizzes to assess your learning progressively. All quizzes will be posted to canvas at least one week before the due date. All quizzes can be completed with a friend, open note, and open book. Late quizzes will not be accepted. To mitigate the loss of points from any incomplete quizzes, I will drop the 3 lowest quiz scores.

Grade Disputes

If you disagree with your grade on an exam or assignment, you may submit a written dispute by email to the instructor within one week of receiving your grade. Grade disputes will not be considered after this one-week window or if submitted to anyone other than the instructor via Canvas message or email. If applicable, include in your written dispute a reference to a page in the textbook that pertains to your rationale.

Grading

The following shows percentages and their corresponding letter grades:

• A: 94% and above
• A-: 90-93.9%
• B+: 87-99.9%
• B: 84-86.9
• B-:80-83.9%
• C+: 77%-79.9%
• C: 74-76.9%
• C-: -70-73.9%
• D+: 67-69.9%
• D: 64-66.9%
• D- 60-63.9%
• F: Below 60

Makeup exams will only be granted to students who have requested them 2 weeks in advance or contact me within 24 hours of the exam with a documented emergency that clearly prevented them from making it to the exam each day it was available. Makeup exams are not a right and are not guaranteed. It is up to my discretion to approve all makeup exams and I reserve the right to deny a makeup exam request for any reason. Therefore, it is strongly recommended you do not miss any exams. However, if you do miss an exam, I drop the lowest exam score and only take your 3 highest scores out of the 4 exams taken.

Late quizzes will not be accepted.

No late work will be accepted.

This is an in-person course. Classes will not be recorded and there will not be a zoom link for you to access. Attendance is required as you will be graded on in-class participation. There will be material covered in class that isn’t in your textbook. Additionally, there is information in your textbook that we will not be going over in class. Therefore, it is strongly recommended that you attend class and keep up with the readings if you want to do well in this class.

Communication Policy

I respond to both emails and Canvas messages, however I prefer that you email me. Please include PSY 2300 in the subject line if you email me. I respond to all messages and emails within 72 hours (excluding weekends and holidays). I don’t check my email on the weekends or holidays as I protect any free time I have with great zeal and vigor. I also ask that you refer to the syllabus, class announcements, and assignment details for questions that may already contain the answers you seek, such as the due dates for assignments, late submission policies, and what to do if you miss an exam. Thank you for doing your part in navigating the materials I’ve prepared for your success!

Class Expectations

I just wanted to congratulate you on attending SUU. This university is incredible and, truthfully, provides many opportunities for you to grow and succeed throughout your academic career! If this is one of your first ever college courses, it’s going to be a great one! I’m stoked to have you in my class. During the trajectory of this course, I intend to get to know you as you’ll get to know me. Being your instructor is an honor and I take pride in the privilege of teaching you about a subject I love and am passionate about. We will be discussing many interesting topics and some of those topics will include heavy and mature themes. While we are in this course I have a few expectations:

• Be respectful in the way you present insight and opinion, and respond to classmates with the same level of respect you expect to receive.
• Participate in class – (further expectation and criteria for participation points is in the section Course Assignments and Grading)
• This class will be safe–freedom from being physically or emotionally accosted. This includes safety from threat and any form of discrimination.
• What this doesn’t include is coddling. There might be times where a theory or discussion could lead to discomfort. Growth comes from discomfort. I encourage you to engage critically with material we discuss in a respectful manner. If we retreat from differences in the classroom, we are failing to grow and seek understanding. Do not be afraid to discuss ideas!

Use of AI

I recognize that there are a variety of AI programs available to assist with writing, idea generation, content generation, etc. AI programs are not a replacement for human creativity, originality, and critical thinking. Critical thinking is a craft that you must develop over time to develop your own individual ideas and ability to articulate ideas. However, within limited circumstances, if you consult with me FIRST, AI programs may be used as an idea generation tool in this class.