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Syllabus

Course Overview
Welcome to your Capella University online course, PSY6210 — Introduction to Psychopathology .

This course examines the assessment of various forms of psychopathology. In the course, you will review the etiology
of psychopathology, the diagnostic criteria, and common diagnostic processes for assessing the most common
psychological disorders. The political and cultural aspects of mental disorders, emerging diagnoses, and other
contemporary issues are also addressed.

The primary manual for psychodiagnostics in the United States, the Diagnostic and Statistical Manual of Mental
Disorders, 5th Edition: DSM-5 by American Psychiatric Association is the main text.

COURSE COMPETENCIES

To successfully complete this course, you will be expected to:

1. Apply diagnostic criteria in the major categories of DSM-5.


2. Evaluate the current diagnostic system.
3. Analyze the methodological, research, historical, and political aspects of diagnosis with sensitivity to cultural,
diversity, and ethical principles of the field.
4. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the
psychological professions.

Prerequisites
There are no prerequisites for this course.
Grading
Course requirements include the following major independent measures of learner competency.

Learning Activity Weights and Scoring Guides

Activity Weight Scoring Guide

Attributes and Evaluation of Discussion


1. Discussion Participation 20%
Contributions .

2. Unit Activities 80%

u04a1: Case Study of Bill, Part 1 10% Case Study of Bill, Part 1 Scoring Guide .

u06a1: Case Study of Ben, Part 1 10% Case Study of Ben, Part 1 Scoring Guide .

u07a1: Case Study of Ben, Parts 2 and 3 10% Case Study of Ben, Parts 2 and 3 Scoring Guide .

u08a1: Case Study of Kimberly, Part 1 10% Case Study of Kimberly, Part 1 Scoring Guide .

Case Study of Kimberly, Parts 2 and 3 Scoring


u09a1: Case Study of Kimberly, Parts 2 and 3 10%
Guide .

u10a1: Case Study of Danial Assessment Case Study of Danial Assessment Paper Scoring
30%
Paper Guide .

Total: 100%
Final Course Grade
A = 90-100%
B = 80-89%
C = 70-79%
F = 69% and below

Course Materials

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Required

The materials listed below are required to complete the learning activities and projects in this course. Unless noted
otherwise, the books are available for purchase from the Capella University Virtual Bookstore. To purchase these
texts, visit the bookstore and select your school and course ID.

Books

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington,
DC: Author. ISBN: 9780890425558.

Articles

Library

The following required readings are provided for you in the Capella University Library or linked directly in this course.
To find library resources, use the Journal and Book Locator tool found on the library home page.

Please note : Due to the recent publication date of the DSM-5 , some articles and internet resources refer to the
DSM-IV-TR . They are still appropriate for use with the discussions and assignments.

Belsky, J., & Pluess, M. (2009). Beyond diathesis stress: Differential susceptibility to environmental influences .
Psychological Bulletin , 135 (6), 885—908.

Driscoll, K. A., Lopez, C. M., & Kistner, J. A. (2009). A diathesis-stress test of response styles in children . Journal of
Social and Clinical Psychology , 28 (8), 1050—1070.

Follette, W. C. (1996). Introduction to the special section on the development of theoretically coherent alternatives to
the DSM system . Journal of Consulting and Clinical Psychology , 64 (6), 1117—1119.

Koerner, K., Kohlenberg, R. J., & Parker, C. R. (1996). Diagnosis of personality disorder: A radical behavioral
alternative . Journal of Consulting and Clinical Psychology , 64 (6), 1169—1176.

McKeever, V., & Huff, M. E. (2003). A diathesis-stress model of posttraumatic stress disorder: Ecological, biological,
and residual stress pathways . Review of General Psychology , 7 (3), 237—250.

Internet

These required articles are available on the Internet. Please note that URLs change frequently. While the URLs were
current when this course was designed, some may no longer be valid. If you cannot access a specific link, contact
your instructor for an alternative URL. Permissions for the following links have been either granted or deemed
appropriate for educational use at the time of course publication.

National Institute of Mental Health. (2009). Anxiety disorders . Retrieved from http://www.nimh.nih.gov/health/
publications/anxiety-disorders/index.shtml

National Institute of Mental Health. (2009). Schizophrenia . Retrieved from http://www.nimh.nih.gov/health/


publications/schizophrenia/schizophrenia-booket-2009.pdf

U.S. Department of Health and Human Services. (1999). Mental health: A report of the surgeon general . Retrieved
from http://profiles.nlm.nih.gov/ps/access/NNBBHS.pdf

Unwin, B. K., Davis, M. K., & De Leeuw, J. B. (2000). Pathologic gambling . American Family Physician, 61 (3), 741—
748.

Web Sites

Please note that URLs change frequently. While the URLs were current when this course was designed, some may no
longer be valid. If you cannot access a specific link, contact your instructor for an alternative URL. Permissions for the
following links have been either granted or deemed appropriate for educational use at the time of course publication.

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National Institute on Drug Abuse. (n.d.) NIDAMED: Medical and health professionals . Retrieved from http://
www.drugabuse.gov/nidamed-medical-health-professionals

Optional

The following optional materials are offered to provide you with a better understanding of the topics in this course.
These materials are not required to complete the course.

Optional Books

Use the Journal and Book Locator tool to see if the library has access to the book or the How Do I Find Books? library
guide for additional options.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington,
DC: Author.

Millon, T., & Davis, R. (2000). Personality disorders in modern life . Hoboken, NJ: Wiley.

Nussbaum, A.M. (2013). The pocket guide to the DSM-5(TM) diagnostic exam . Arlington, VA: American Psychiatric
Publishing.

Optional Articles

Use Journal and Book Locator to see if the library has access to the full text of an article. If the full text is not
available, try using Interlibrary Loan to obtain a copy.

Library

Langenbucher, J. W., Morgenstern, J., Labouvie, E., Miller, K. J., & Nathan, P. E. (1996). On criterion weighting in the
DSM-IV. Journal of Consulting and Clinical Psychology , 64 (2), 343—356.

Polanski, P., & Hinkle, J. (2000). The mental status examination: Its use by professional counselors. Journal of
Counseling & Development , 78 (3), 357—364.

Rogers, R. (2003). Standardizing DSM-IV diagnoses: The clinical applications of structured interviews. Journal of
Personality Assessment , 81 (3), 220—225.

Optional Web Sites

Please note that URLs change frequently. While the URLs were current when this course was designed, some may no
longer be valid. If you cannot access a specific link, contact your instructor for an alternative URL. Permissions for the
following links have been either granted or deemed appropriate for educational use at the time of course publication.

American Psychiatric Association. (2012). Online assessment measures .

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Objectives

To successfully complete this learning unit, you will be expected to:

1. Apply the DSM-5 diagnostic system for identifying clinical mental disorders and other conditions that may be a focus of

clinical attention.

2. Evaluate the pros and cons of using the Cultural Formulation Interview (CFI) to understand the cultural features of an

individual's mental health issues.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Describe limitations of the data sources on which diagnoses are built.

2. Apply the diathesis-stress model to the standard DSM-5 diagnostic schema.

3. Display sensitivity to ethnic and cultural diversity issues.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Evaluate the impact of medical conditions on anxiety disorders and vice versa.

2. Differentiate anxiety disorders, obsessive-compulsive and related disorders, and trauma and stressor-related disorders.

3. Evaluate the symptoms associated with anxiety disorders to solve diagnostic problems.

4. Make tentative differential diagnoses of at least two anxiety disorders.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Make differential diagnoses among mood disorders.

2. Detail the etiology of mood disorders utilizing diathesis-stress and medical model perspectives.

3. Uncover primary research and methodological considerations used to establish DSM-5 criteria for selected mood disorders.

4. Critique the structure and organization of the DSM-5 as it relates to selected mood disorders.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Demonstrate an understanding of the concepts of the clustering model of personality disorders used in the DSM-5 .

2. Demonstrate an understanding of the concept of the personality disorder in terms of the diathesis-stress and medical models.

3. Apply the diathesis-stress and medical models concepts of personality disorder and the clustering model of personality

disorders used in the DSM-5 to make a tentative diagnosis of a personality disorder.

4. Identify and critically discuss sociological and culture-specific controversies with regard to diagnosing personality disorders.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Describe the etiology and apply diagnostic criteria for mental disorders due to a general medical condition.

2. Describe the etiology and apply diagnostic criteria for eating disorders and other impulse control disorders from a medical

model.

3. Describe the etiology of substance abuse and dependence disorders from medical and diathesis-stress models.

4. Distinguish among behaviors that are considered substance use, intoxication, and withdrawal.

5. Demonstrate the ability to perform differential diagnoses among subclasses of these disorders.

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Objectives

To successfully complete this learning unit, you will be expected to:

1. Differentiate the symptoms of schizophrenia and other psychotic disorders.

2. Demonstrate an ability to make differential diagnosis along the spectrum of schizophrenia.

3. Create a handout for families on the treatment and prognosis of two psychotic disorders.

4. Analyze a current controversy related to cultural and ethnic issues in the diagnosis of schizophrenia.

5. Translate DSM-5 diagnoses into basic ICD-10 numerical codes.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Relate and compare DSM and ICD-10 diagnostic categories.

2. Analyze the impact of cultural and substance abuse issues on selected disorders.

3. Examine the impact of the diathesis-stress model.

4. Demonstrate the ability to make differential diagnoses among disorders.

5. Assess the need for further medical and psychological diagnostic evaluations.

6. Critique issues involved in current diagnostic controversies.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Identify the symptoms that constitute neurodevelopmental disorders of childhood and adolescence.

2. Evaluate both sides of a diagnostic controversy in child or adolescent diagnostics.

3. Describe the etiology of childhood and adolescent disorders from a medical model.

4. Propose an effective assessment process for a specific child or adolescent diagnosis.

Objectives

To successfully complete this learning unit, you will be expected to:

1. Analyze critiques of diagnosis and mental health understandings of psychopathology.

2. Justify the role of diagnosis in a larger social and political context.

3. Assess the deficits and benefits of the current diagnostic system.

4. Apply diagnostic criteria in the major categories of the DSM-5 .

5. Identify and critically discuss sociological and diathesis-stress factors impacting diagnoses.

6. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological

professions.

7. Analyze the methodological, research, historical, and political aspects of diagnosis that drive culturally sensitive interventions.

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