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Last updated October 27, 2000

Psy 420
Abnormal Psychology
Course Pack
(Dr. Lane)

Table of Contents

Syllabus

Study Schedule

Bonus Points

Internet

Units Study Guide

Unit 1
Unit 2
Unit 3
Unit 4

Video Guide
Mood Disorders
Nature of Stress
Schizophrenia

Case Forms

Abnormal Psychology 420G
Prerequisites: 6 credits in psychology
Dr. Lane, Phelps 231, 457-5454; or
Main office - Phelps 231, 457-5435 (you may leave a message: name, course, message)
E-mail: Klane@winona.edu

* Anyone registered for graduate credit must see the instructor during the first week of class for the additional assignment.

Prerequisites: All prerequisites must be met for admittance to this course including: Psy 210 and 4 additional credits in Psychology, and advanced class standing. If the prerequisites are not met, the student must drop the class.

Disabled Students:
Any student with a disability will be accommodated within ADA guidelines. Students should see the instructor the first week of class.

Course Goals:
1. Students need to learn a number of facts about psychopathology. They should be able to describe the major diagnostic categories of DSM-IV that are emphasized in this course: mood, anxiety, schizophrenic disorders.

2. Students should increase their thinking skills in that they should be able to critically evaluate evidence supporting various theories or therapeutic interventions.

3. Students should examine their attitudes about abnormality; such as increasing understanding, tolerance, and concern.

4. The class period will utilize lecture, video, printed cases, and overheads. Lectures will facilitate the organization, synthesis and critical points of the text. The lectures are meant to provide a conceptual base of understanding. They cannot cover everything! Case illustrations, based on research and experience, may be utilized with lectures. Video cases may be used to illustrate the human side of the diagnostic categories. "Clients" cannot be utilized due to issues of confidentiality.

Course Description:
Abnormal behavior is studied according to its origins, development, and treatment. Topics include mood, anxiety and schizophrenic disorders, as well as selected topics, which may include somatoform and dissociative disorders, lifespan related disorders, substance use disorders, organic disorders, psychological aspects of illness, and prevention.

Textbook and Required Course Materials:
1. Holmes, D. S. (2000) Abnormal Psychology (4th edition), N.Y.: Harper Collins.
* Study guide is strongly recommended. Test questions will be included from the study guide.

2. Scantrons must be provided by the student per Psychology Department policy. The *large green* scantrons only are used in this class. Failure to bring the appropriate scantron in condition that can be machine scores will result in your test remaining "un-scored."

Psychology 420

TENTATIVE STUDY SCHEDULE *
Abnormal Psychology
* This is tentative and may be changed as the course progresses. The student is responsible for all changes announced in class. The instructor will make every effort to provide advance notice for changes.
_______________________________________________________________________________________
Unit Chapters Topic Test Date **
_______________________________________________________________________________________
I

8, 9 Mood Disorders
15 Alcohol Abuse
Test 1/Case 1

_______________________________________________________________________________________
II

5, 6, 7 Anxiety Disorders
Test 2/ Case 2
_______________________________________________________________________________________
_______________________________________________________________________________________
III

10,11 Schizophrenic Disorders

14 Eating Disorder

Test 3/Case3
_______________________________________________________________________________________
IV

12 Personality Disorders

13 Child Psychopathology

16 Sexual Deviance

Test 4/Case4
_______________________________________________________________________________________

_______________________________________________________________________________________
_
___________________________________________________________________________
* Tentative: within two class periods

Individual Responsibility
It is the responsibility of each student to take his/her notes. In the event the student chooses to/or must miss class, then the student must make arrangements with another student to obtain the class material. The instructor will not provide tutorials.

Classroom Conduct. The WSU catalog specifies that disruptive conduct will not be tolerated. In the classroom setting disruptive conduct is any behavior that disrupts the learning environment. This means the behavior is disruptive to either other students or to the instructor. Some examples include, but are not limited to: reading the paper, talking, passing notes, blowing bubbles, etc. Anyone disruptive of the learning environment will be asked to leave. Second, the WSU catalog specifies that the penalty for cheating is an "E" in the course.

TESTS
1. There will be one test after each of the study units which will include factual and applied test items. Tests will likely include multiple-choice, true-false, and matching.
2. There are make-ups for valid reasons. If the student must miss a large number of classes due to illness, then the student must present, in advance, a medical note. (See Bonus Points item 1)
3. If you miss a test in Units 1-4 you will see the instructor for a Make-Up Day Schedule. (see item 6). *WRITTEN REQUESTS ONLY*
4. The student is expected to be responsible for his/her choices. That is, when (or if) a student chooses to miss class, then the consequences are logical and rational and based upon the student choice. So, do not ask the instructor for her notes or if you missed "something important." Likewise, do not ask to make up participation points or in-class assignments.
5. Disability statement: Any student with a disability that interferes with any of the course procedures should see the instructor so that accommodation can be made.
6. All make-up requests MUST be made in writing.
7. Use your course pack Study Terms/Concepts. It is very important that you understand those terms/concepts.

Grades:
1. Grades are based, in part, on points accumulated on the exams. The instructor reserves the discretion to include performance, participation, and attendance in determining grades.
2. Grades are posted as soon as they are completed. The scores will be posted on the "Grades" bulletin board on second floor Phelps (near the elevator).
3. Scores are posted by the Warrior ID number UNLESS the student provides an alternative 6-digit number prior to the first test.
4. Test points, case study points and participation will form the final grade. Tentative group dates will be announced in the first several weeks of class: Bonus points total 10 or about 2% of the total points.

5. Tests can be viewed in the main office of the Psychology Department during office hours (7:30-4:00). See the Department Secretary to view your test.
6. Participation will be assessed as attendance which will be recorded on a random basis. It cannot be made-up. Participation includes work assigned as in-class work as group projects.

POINT SUMMARY
Tests Total
1, 2, 3, 4, up to 100 points each
____________________________________________________________________________________
Case Review (Questions are contained in the Course Pack and cases will be used with either in-class printed or viewed cases. One will be given mid-term (see Study Schedule) and two given the last day of class.
A "practice case will be done prior to the first case study.)
I 25
II 25
III 25

IV 25
__________
SUB 100
_____________________________________________________________________________________
SUB TOTAL 500 ( + 50)

Bonus Points (added after curve)
No make-up bonus = 4
Out of class = 6 (or 2 "out of class" assignments)
SUB 10 (or 2% to 3% of point total)
_____________________________________________________________________________________
BONUS POINTS: OUT-OF-CLASS: NO MAKE-UP

Extra points can be earned by:
1. No make up bonus: If all exams are taken on the designated day, the student earns 4 points. When one exam is completed late, for whatever reason, the student loses 2 of the 4 points. The second late exam the student loses all of the 4 points. The third late exam the student must take the exam the last day of semester.
2. Out of class bonus: You will be given information about various presentations held out of class. To receive a maximum of 3 bonus points, you will:
a. attend the presentation,
b. type a 100-to 150-word summary of the presentation,
c. type a 100-to 150-word reaction to the activity.
All bonus point work is collected only at the test date nearest to when the student completes the bonus point assignment. Other possible ways that bonus points can be earned include:

a. an article review,
b. utilizing optim to view a relevant video during a class period that I am attending a professional
meeting.
Curve:
Each unit test will be curved either alone or as a subtotal score when the unit test is administered. Grade breakdowns are established after the curve is set.

Dates to remember:
Midterm day:
Last day to drop:
Final Exam period

I recommend that you find one or two students, in the event you miss class, who agree to share class
information with you. Phone numbers or e-mail addresses will facilitate the process.

1. ____________________ phone _____________ 2. ___________________ phone _____________

INTERNET SECTION

Psychological Disorders and Treatment

Mood Disorders FAQ
http://www.psych.helsinki.fi/~janne/asdfaq/

Schizophrenia
http://www.mentalhealth.com/disp20-ps01.html

Attention Deficit Disorder
http://www.seas.upenn.edu/~mengwong/add/

Phobia List
http://www.sonic.net/~fredd/phobia1.html
DSM Criteria
http://www.apa.org/science/lib.html

Psychiatry Information for the General Public
http://www.med.nyu.edu/Psych/public.html

Depression Central
http://www.psycom.net/depression.central

Schizophrenia
http://www.mentalhealth.com/book/p40-sc02.html

Group-psychotherapy: A Guide for the Layman
http://freud.tau.ac.il/~haimw/group1.html#group1

BPD Central
http://members.aol.com/BPDCentral/index.html

Finding Help: How to Choose a Psychologist
http://www.apa.org/pubinfo/howto.html

Dissociation Page
http://www.tezcat.com/~tina/dissoc.shtml

Eating Disorders
http://www.stud.unit.no/studorg/ikstrh/ed/

Alzheimer's Disease
http://www.biostat.wustl.edu/alzheimer/

MentalHealth.Com
http://www.mentalhealth.com/p.html

Very large and diverse listing on many aspects of mental health

Social Psychology
http://cac.psu.edu/~arm3/social.html

Social Psychology Network
http://www-osf.wesleyan.edu/psyc/psyc260/

Jumping Off Place for Social Psychologists
http://swix.ch/clan/ks/CPSP1.htm#b_b

Applied Psychology

CUErgo
http://ergo.human.cornell.edu/

Cornell Theory Center
http://www.tc.cornell.edu:80/~hedge/

What is I/O Psychology?
http://www.cs.ius.indiana.edu/FACULTY/PMCCARTH/
web_docs/homepage.htm

Human Factors Home Page
http://www.aviation.uiuc.edu/institute/acadProg/epjp/
humFacsites/hotlist.html

Sports and Exercise Psychology
http://spot.colorado.edu/~collinsj/

Sport and Sport Psychology On the Information Super Highway
http://www.enhanced-performance.com/nideffer/article7.html

The Forensic Science Society
http://www.demon.co.uk/forensic/fortop.html

GROUP QUESTIONS

Psy 420: Abnormal Psychology
Group 1: Depressive, Alcohol

A. Pass a sheet around for each group member to sign. You must have a minimum of 5 members.

B. These questions are open-ended. This means that there is not a single correct answer.

C. Questions

1. Develop arguments for
a. Suicide is an act of free will.
b. suicide is a final act of desperation.
c. Suicide should be an option for those in pain at the terminal phase of life.

2. In medicine it is argued that patients who have a label for their symptoms are more prone to receive
treatment. Why?

In psychology it is often said that a label hinders a client. Why?

Why are the 2 different? What does this say about societal bias?

3. Argue that St. John's Wort, an herbal, should be a first line of defense against depression
because (afterall) "natural is better." Now, find the flaws in your arguments.

D. Each group will turn in a one-to-two-page summary of issues discussed.

Abnormal Psychology
Group 2: Ch. 5, 6, 7 Anxiety

1. Propose a situation in which a combat veteran has a flashback to a battle situation and assaults an ordinary
citizen. Would you put the veteran on trial? If you were on the jury, would his experience affect your decision? If he were convicted, what sentence would you recommend?

2. You can use examples from actual recent cases, such as the teenage sons who killed their parents after repeated abuse or the battered and raped wife who severed her husband's penis. You can bring in news articles about the legal cases. How does the presence of a disorder change the interpretation of the act (or does it)?

3. When you discuss habits vs. compulsions. you might consider when cleaning becomes compulsive behavior. For example, find out how many students make their beds each day. Is this just a habit, or is it a compulsion? For fun, have them guess what percentage of Americans make their beds every day. According to a 1994 Roper poll published in the April 1994 issue of Good Housekeeping making one's bed is become less of a national pastime. Only 45 percent of women under the age of 45 say they make their beds every day; among women over 45, however, 71 percent make their beds every day. Surprisingly, not making the bed is not a major source of guilt. Only 15 percent of the women polled admitted too much guilt over an unmade bed. Only about 10 percent of men make their beds every day. In fact, 60 percent of husbands never make a bed. Children do slightly better: 19 percent of those from 10 to 17 years old make their bed daily. How do "disorders" reflect changing practices?

4. Have your group generate automatic thoughts that a student who is a perfectionist might engage in during a test, such as "You'll never finish," "Stupid jerk," "Everybody else can do this." Discuss the origin of the unhelpful automatic thoughts and how to reduce their power over us. How about a student with external locus?

5. Discuss the material on stress inoculation and have your group adapt this training for learning to cope better with midterm exams (or some other threatening aspect of the semester).

6. Are you a soap opera buff? Can you elicit examples of dissociative disorders from favored soap opera plots (if a current story line includes amnesia, fugue, or multiple personality, you may want to videotape a few pertinent scenes and show them to the class). On the Bold and the Beautiful, Stephanie lost her memory and went from riches to homelessness. Several years ago Dr. David Stewart on As the World Turns experienced a fugue state and went from being a medical researcher to a pharmacist. On the now-defunct The Doctors, Dr. Althea Davis experienced psychogenic amnesia on three separate occasions over the years. What examples can your students give? Any examples from prime-time television? Psychogenic fugues are rare--that is, except in daytime TV. If students (or you) can describe any programs that provide details of such disorders, discuss whether the details shown are accurate.

7. Superstitious behavior can develop from receiving reinforcement in a chance fashion. How can superstitious rituals develop into compulsions? Why are superstitious actions not extinguished quickly in a person's life? Professional athletes often exhibit such superstitious rituals. Students can contribute reasons for the development of personal compulsions or superstitions. How could they eliminate the superstition? How do "popular" superstitions spread to numerous persons? Use gambling as an example.

Psychology 420: Abnormal Psychology
Group 3: Schizophrenia

1. Who would like to work with schizophrenic patients? Of students who wish to be professional counselors, who has the goal of working with people who have this mental disorder? Few, if any, will volunteer. Why? Some people claim that counselors want YAVIS clients--young, attractive, verbal, intelligent, and social. Schizophrenic patients don't fit this category. What would be the rewards of working with schizophrenic patients?

2. Discuss your own occasional experiences with schizophrenia-like symptoms, such as inappropriate affect (e.g., giggling during a sermon). What's the difference between their experiences and those of persons with schizophrenia? Also, share experiences of supposedly schizophrenia-creating behaviors, such as double-bind communications.

3. Discuss comparing New Age beliefs and experiences with those of schizophrenia. Look at channeling, auras, and astral projections from both perspectives.

Psy 420: Abnormal Psychology
Group 4: Child Pathology

1. Discuss ways to help children deal with family adjustments. What kinds of problems will children have.

2. Ethics: Your child is a child. Do parents (a) need to know about their children's problems or, (b) have a right to know?

3. Discuss the age old dilemma "nature - nurture" with respect to APD, ADHD, CD.

4. A psychiatrist said "isn't it wonderful how much more quickly our patients recover than before, it must be due to our improved treatments." (circa 1850)

5. In medicine it is argued that patients who have a label for their symptoms are more prone to receive treatment. Why?

In psychology it is often said that a label hinders a client. Why?

Why are the 2 different? What does this say about societal bias?

STUDY GUIDES

Psy 420: Abnormal
Study Guide Unit 1
Ch: 8, 9 Mood Disorders: 15 Substance Disorder

Mood Disorder
Identify the types of depression
types
retarded
agitated
Masked
Dysthymic
Endogenous
Exogenous
SAD (?bipolar)--depression with seasonal pattern
Issues
gender differences (postpartum, PDD)
memory effects
selective attention of depressed persons
Therapy Issues
self-control
social support
aerobic conditioning
personal interaction effects
role of lack of rewards
cognitive issues: underestimation and overestimation
coping (passive vs active)
distraction
learned helplessness
passivity
lack of control
Physiology
brain structure
biological link
influence on neurotransmitters
Differentiate predisposing from
maintaining from triggering factors
Symptoms
cognitive
somatic
Types of therapy
learning
CBT
analytic
assertion
ECT
drugs (MAO, tricyclics, SSRIs)
Bipolar
phases
hypomanic vs manic
symptoms
physiological instability
neurotransmitters
changing postsynaptic sensitivity
genetics

Suicide (factors)
cognitive rigidity
media effect
gender differences
threats and follow-up
stress
risk periods
depression
problem solving deficits

Substance Disorder (focus on alcohol)
Substance Disorders (focus on alcohol)
Definitions
intoxication
dependence
tolerance
cross-tolerance
withdrawal
craving
Types
persistent
binge
primary
secondary
Personality/family
depression
antisocial
son of fathers who are alcoholic

Socio-cultural factors

Disulfirum

Psy 420: Abnormal Psychology
Unit 2: Anxiety Disorders
Holmes, 4th Ed: Ch. 5, 6, 7
Study Terms and Concepts

Disorders
Specify symptoms (and types of symptoms)
phobia
PTSD
Acute stress disorder
Panic
Agoraphobia, Social Phobia, Simple Phobia
OCD (obsessive: compulsion)
GAD
Anxiety: State, Trait, Primary, Secondary
Delusional disorder
Role of avoidance
Role of anxiety in therapy
Normal vs Abnormal Anxiety
Anxiety vs Fear
Prevalence of disorders
Gender differences
Age effects
Types of Anxiety
Free Floating
Somatic
Cognitive

Therapeutic Implications
Phobia
Cognitive: erroneous beliefs
Learning: paranoid associations: anxiety responses reduce anxiety
not voluntary control
Analytic: conflict over expression of sexual impulses: symbolic representation
GAD
Analytic: underlying conflict lacking in symbolic representation of the conflict
Learning: classical conditioning--multiple stimuli: broad based phobia
Physiologist: improper functioning of inhibitory neurons
Panic
Physiology: low levels of oxygen particularly in a relaxed state: overly sensitive respiratory control
"Lactate hypothesis"
CO2, hyperventilation
Relationship to menstrual cycle
Anxiety
Freud: chance of superego being ineffective: well-developed defense mechanisms prevent
against anxiety, i.e., sublimation: boiler analogy: displacement
Learning: distinguish between operant, classical, vicarious: PTSD explanation
Cognitive: excessive focus on and recall of threatening information: hypervigilance: misinterpretation
Problems with laboratory testing and human extrapolation
Role of distraction in test anxiety
What is a criticism of each theory?
"GABA" explanation: low levels = anxiety
Drugs
Benzodiazepine - increase likelihood that GABA will bind to post-synaptic receptors thereby
increasing GABA and decreasing anxiety
Antidepressants
PANIC, depression, OCD
Neurology
OCD - soft signs regarding motor activity and planning
Mitral valve prolapse
relationship to anxiety
problems in research

Role of
relaxation therapy
extinction
Analysis
find cause of conflict
therapist tends toward passivity
focus: past
Client - centered
growth becomes stifled by external factors
humanistic
empathy
unconditional positive regard
focus: present
Issues
verbal conditioning
group vs individual
time limited
effectiveness
social support
response prevention and OCD
Beta blockers and limits in heart rate increases
Learning
operant conditioning
flooding (exposure training)
in vivo vs in vitro
systematic desensitization
biofeedback vs relaxation
RET

Chapter. 7 (171-184)
Criteria for D.I.D.
Depersonalization
Repressed memory
research information
role play

Psy 420: Abnormal Psychology (Holmes, Fourth Edition)
Study Guide: Test 3
Ch. 10,11, 14
Holmes IV

Schizophrenia
Differentiate between the types of schizophrenia. Recognize symptoms
Cognitive
Mood
Somatic
Motor
Positive
Negative
Diagnostic Criteria
Phases
Prodromal
Active
Residual
Burned-out
Shared delusional disorder
Delusional disorder
Why disorders occur
Learning
Loss of reference points
High drive, response disruption, drive reducing behaviors
Attention to relevant cues
(selective attention)
Communication
Word association
Clang association
Semantic intrusion
Habit strength intrusion
Dopamine Hypothesis
Gender differences in decline in receptors
Serotonin/Dopamine connection
Analytic
Regression hypothesis
Criticism of regression
Interpersonal withdrawal
? Cause
? Early warning sign
Schizophrenic mother
Double-bind
Stress
Labels and expectations
Cognitive
Role of sensitivity
Attempts to explain sensory experience
Cognitive flooding: filter
mechanism breakdown
Brain structure and function
Abnormalities: ventricles, cells
Genetics

Treatment
Neuroleptics
Side effects: Akathisia tardive dyskinesia
Method of action
Dosing: Lower-limit
Token Economy
Problem solving
Social skills
Psychotherapy
Lack of improvement
Cost
Family therapy
Effect on relapse
Effect on understanding
Milieu Therapy
Characteristics
Comparison with token system
ECT
Ineffective

Psy 420: Abnormal Psychology
Study Guide: Test 4
Ch. 12, 13, 16

ADHD
Characteristics: major symptoms
secondary symptoms
Continuity issues
Causal: role of brain, lead, prenatal, natal
Treatments/Effectiveness
Drug: types, areas of improvement
Therapy
self-instruction
Autism
Characteristics
Language: importance
echolalia
pronoun reversed
Prevalence
Range/continuum
Lack of effective treatment
Compare/contrast
Asperger
Schizophrenia
Parental characteristics
Siblings/language development
Biological contributions
Pregnancy issues
GABA (high levels)
Behavior modification
Ethics
Punishment
Generalization

Conduct Disorder
Continuity to adult behavior
Who?
Differentiate from oppositional defiant disorder
Theory
Psychodynamic
Learning
Parental use of punishment
Physiological
Serotonin
Testosterone

Antisocial Personality Disorder
Symptoms (consider age and history)
Primary v. Secondary
Role of classical v operant conditioning
Underarousal theory (temporal)
Limbic system
Treatment/effectiveness
Prognosis

Sexual Deviance
Define and Differentiate
The Paraphilias
Terms
exhibitionism
voyeurism
frotteurism
fetishism
transvestic fetishism
masochism
sadism
autoerotic asphyxiation
Concepts
arousal transfer
aversion therapy
generalization
social skills training
physiological Issues
castration
hypothalamic surgery
medications
Depo-Provera
sexual Predator Laws
Gender Identity Disorders
transsexualism
surgical reassignment
John Hopkins study
physiological theories

VIDEO GUIDES

VIDEO: MOOD DISORDERS

A. Introduction
1. Extent: its Severity, Duration

B. What is Major Depression?
1. 15 million Americans will experience a major depression at some point in their lives.

2. Symtoms

3. Severity ranges from mild to severe:

Mildly depressed people:

Acutely or severely depressed:

Psychotic depression:

Depressive stupor:

C. What is Bipolar Disorder?
1. (Case Illustration: Rodney) The mood swings of bipolar disorder include both depressive and manic
episodes.

2. Severity

3. Prevalence: 1.5 million Americans

D. Major Depression: Causal Factors
1. Freud

2. The risk-factor model

3. Biological risks

4. Cognitive style and personality

5. Environmental factors

6. Women

E. Major Depressions and Manic-Depression: Biological Factors
1. Genetic component

2. The brain

3. Psychologists theorize that people with major depression may not have enough neurotransmitters at the
synapse, and those who are manic may have too many.

F. Major Depression: Treatment
1. Psychotherapy and medication often are used together.

2. Psychodynamic psychotherapy

3. Short-term therapies include cognitive, cognitive-behavioral, and interpersonal

4. Cognitive therapy

5. Electroconvulsive therapy (ECT)

G. Bipolar Disorder: Treatment
1. Lithium carbonate

2. Self-help groups

3. Standard medications prescribed for depression.

4. Medications are not effective for everyone.

H. Questions
1. Describe a variety of situations in which people exhibit normal moods.

2. Identify three ways in which Phyllis' and Rodney's mood disorders differ.

3. Using Jan as an example, discuss some ways in which depression affects those around the person with
the disorder.

4. Dr. Fawcett says that "a person who is hypomanic may look like the American dream." What does he mean?

5. What does Carol Gilligan's research suggest about why women experience depression more than men?
How is this exhibited in the cases of Phyllis and Margarita?

Psy 420: Abnormal Psychology
Video Guide
The Nature of Stress

What is stress?
1. 3-stage process

_________________________________________________________________________

2. as demand

Who is most susceptible?

_______________________________________________________________________________

What is the connection between stressors and bodily responses?

_______________________________________________________________________________

What is heightened stress? Cops?

What is an adjustment disorder?

Describe PTSD: 3 elements
1.

Dr. Baum's research: ______________________________________________________________

________________________________________________________________________________

Dr. Kilpatrick's research: ___________________________________________________________

________________________________________________________________________________

Describe stress inoculation therapy: ___________________________________________________

________________________________________________________________________________

VIDEO GUIDE: SCHIZOPHRENIA

A. Describe
1. Characteristics

2. Onset
Acute:
Chronic:

3. Prevalence

4. What they are NOT?

B. Causation
1. Brain
Structures

2. Genetics

3. Environment

4. Family Dynamics
Recovery

C. Treatment
1. Drug

2. Psychotherapies
1. Family

2. Group

3. Milieu

D. Review
1. What schizophrenic symptoms prompted Leslie to fall out the window?

2. In the video, you saw interviews with a number of patients both on and off medication. Describe
the differences in behavior that you observed between the two states.

FORM FOR CASE STUDY TESTS

Dr. Lane
Psy 420: Abnormal
25-points
Case __________________________________ Name __________________________________

1. What is the major diagnostic category represented by this case? (Circle one) 2-points
a. depression/affective disorders e. substance use disorders
b. anxiety disorders f. somatoform/dissociative disorders
c. schizophrenia g. eating disorder
d. personality disorders h. cognitive (organic) disorders

What is the complete diagnosis (subtype or kind)? 2 points

2. List 3-5 specific symptoms of the disorders that this person is showing and indicate how the symptoms suggest the diagnosis. (8 points)
___________________________________________________________________________________

___________________________________________________________________________________

3. Indicate the causal predisposing, or maintaining biopsychosocial factors contributing to the development of the disorder. (4-points)
____________________________________________________________________________________

____________________________________________________________________________________

4. What category of drug is used to treat this disorder? ___________________________________________
(2 points)
Give one example of a drug in this category _________________________________________________
(2 points)
What is the mechanism of drug action? (2 points) ____________________________________________

____________________________________________________________________________________

5. What type of therapy would be recommended? (3 points)
a. drug alone b. psychotherapy alone c. drug and psychotherapy

Give a specific example of therapy (name of therapy). Specify how this therapy would be used with this client.
____________________________________________________________________________________

____________________________________________________________________________________

SCALE FOR JUDGING PRESENTATIONS

Each student presentation is scored on a scale of "one" to "four," with "four" representing the highest score.

SCORE OF 1

This is an INADEQUATE presentation which is difficult to understand. The presentation has most of the
characteristics:

An effort made by the writer; devoid of content; development which is unclear or completely
lacking; incoherent no understandable organization: does not communicate because of serious
problems with grammar, spelling, punctuation, capitalization.

SCORE OF 2

This is an ADEQUATE presentation with all or most of the following characteristics:

An adequate response with several relevant but limited ideas; adequate development of topic but
limited ideas; adequate development of topic but marred by one or more irrelevant ideas: minimal
organization of a beginning, middle, and end; "flow" of language (transitions) attempted;
sentences, vocabulary, and thoughts are simplistic but adequate; communicates in spite of many
problems with grammar, spelling, punctuation, capitalization.

SCORE OF 3

This is a GOOD presentation with all or most of the following characteristics:

A good response to the topic but not completely clear throughout the presentation; full
development of the topic with few irrelevant ideas; good organization with a beginning,
middle, and end; good organization with a beginning, middle, and end; ideas "flow" (transitions);
appropriate word choice and detail; good structure in most sentences; some problems with grammar,
spelling, punctuation, capitalization; some evidence of maturity in style and insightful/imaginative
thinking.

SCORE OF 4

This is an EXCELLENT presentation with all or most of the following characteristics:

An excellent response to the topic, with clarity of thought throughout the presentation; full
development of the topic without irrelevant ideas; clear organization with a beginning, middle,
and end; smooth "flow" of language (transitions/coherence); evidence of appropriate, vivid
word choice; appropriate, specific details; evidence of maturity in phrasing and sentence structure;
very few problems with grammar, spelling, punctuation, capitalization; examples of maturity in
style and in insightful/imaginative thinking.