Manuel Ramirez III

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

This course provides an overview of different theories of personality as well as of personality assessment, treatment and research. The course is designed for students who are considering a career in mental health. The focus of the course is on diversity and on societal problems that impact quality of life. The first part of the course focuses on personality assessment, the second concentrates on treatment and the third on research methods. Students are expected to apply information they learn to case studies and to societal problems that impact psychological adjustment and community dynamics. The Psychology Department will drop all students who do not meet the prerequisite: PSY 301 with a C or better.

Course Description:

This course provides comprehensive coverage of the diagnostic categories of the mental disorders. Students are expected to apply their knowledge to case studies and to the solution of societal problems that impact mental health. The first part of the course describes the role of psychologists in doing psychological assessment and diagnosis. The second part of the course focuses on the major mental disorders. The last section concentrates on approaches to treatment and prevention. The overriding theme of the course is the central role played by individual and cultural differences in assessment, diagnosis, prevention and treatment.

The course will be a psychotherapy seminar (not a lecture course) with a primary writing component. This seminar is an introduction to multicultural approaches to personality assessment and counseling- psychotherapy. Issues and processes related to multicultural development in American society will be reviewed. Different theories and intervention approaches will be critically examined vis-a?-vis degree of match or mismatch to the value systems and worldviews of peoples who perceive themselves as “different” and/or as disenfranchised. A cognitive and cultural styles model of assessment and psychotherapy will be presented.

Students will develop a "treatment" plan focusing on goals to be addressed in five or six sessions(one assessment and four or five intervention) with a fictitious client from a movie, TV series, novel, biography or autobiography. Students must meet with the professor before selecting a “client”. Strategies of therapy will be selected from the Cultural and Cognitive Flex Model. The proposed "treatment" plan will first be presented to the class and will be based on the assessment findings of the initial contact session with the fictitious client. Class members, the TA and the professor will give suggestions for improvement of the plan, and the suggested improvements will be submitted as the first draft of a paper written in APA style. This draft will be graded by the TA and the professor and suggestions will be made for improvements in content and writing style. The paper will be due one week after the first class presentation. The second class presentation will be made after the five sessions have been completed. The TA, professor and class members will again offer suggestions for improvements and the final draft of the therapy plan, progress of the sessions and goals accomplished will be included in the final draft due one week before grades for the course are due. Students will be encouraged to role play (or present simulated interactions with the “client”) about what transpired in their assessment and treatment sessions as part of their class presentation to help them clarify some of the issues of multicultural therapy.

This course carries The Writing Flag. Writing Flag courses are designed to give students experience with writing in an academic discipline. In this class you can expect to write regularly during the semester, complete substantial writing projects, and receive feedback from your instructor and TA to help you improve your writing. You will also have the opportunity to revise your assignments, and to read and discuss the work of your peers. You should therefore expect a substantial portion of your grade to come from your written work. The TA and the instructor will be available throughout the semester to consult with you individually on the flag component of your course. Please do not hesitate to ask for help.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

The final grade will be the approximate average of scores obtained on two exams, with a slight edge given to the final exam score (52%). You must take two exams, one of which must be the final, in order to pass the course. If you take all three exams, the lower of the two midterm grades will be dropped automatically.

Exams are comprehensive; old material will comprise approximately 25-40% of the test, and new material will be 60-75%. Tests will include both multiple choice and short answer essay questions. Fifty percent of the questions in the exams will be based on material from the text and fifty percent will be drawn from lecture material.

No make-up exams will be given and exams will only be given at the day and time on which they are scheduled. NO EXCEPTIONS. You must arrive on time for exams; if you arrive late and someone has already left the room, you cannot take the exam. Incompletes are only allowed for students with valid psychological or medical excuses (documentation must be provided at or prior to the time of the scheduled exam).

Course Description:

This course provides comprehensive coverage of the diagnostic categories of the mental disorders.

Students are expected to apply their knowledge to case studies and to the solution of societal

problems that impact mental health. The first part of the course describes the role of psychologists in

doing psychological assessment and diagnosis. The second part of the course focuses on the major

mental disorders. The last section concentrates on approaches to treatment and prevention. The

overriding theme of the course is the central role played by individual and cultural differences in

assessment, diagnosis, prevention and treatment.

The course will be a seminar (not a lecture course) with a primary writing component. This seminar is an introduction to multicultural approaches to personality assessment and counseling-psychotherapy. Issues and processes related to multicultural development in American society will be reviewed. Different theories and intervention approaches will be critically examined vis-à-vis degree of match or mismatch to the value systems and worldviews of peoples who perceive themselves as different and/or disenfranchised. A cognitive styles-cross-cultural model of assessment and psychotherapy will be presented. Students will develop a 'treatment' plan focusing on goals to be addressed in five 'intervention' sessions with a fictitious client from a novel, biography or autobiography.

Grading

Class Participation: 10%

2 Class Presentations: 20%

Term Paper Rough Draft 15%

Final Draft 35%

Degree of Improvement 20%

Texts

Ramirez, M., Multicultural Psychotherapy. (2nd ed.)

Course Description:

This course provides comprehensive coverage of the diagnostic categories of the mental disorders.

Students are expected to apply their knowledge to case studies and to the solution of societal

problems that impact mental health. The first part of the course describes the role of psychologists in

doing psychological assessment and diagnosis. The second part of the course focuses on the major

mental disorders. The last section concentrates on approaches to treatment and prevention. The

overriding theme of the course is the central role played by individual and cultural differences in

assessment, diagnosis, prevention and treatment.

Topics

INTRODUCTION TO PART I OF THE COURSE

I. An Introduction to Personality Psychology

A. Levels of Personality and film on personality assessment

B. Origins of Personality Psychology and what Personality Psychologists do

C. Personality study and the applied and academic areas of psychology

D. Seven critical questions that help to define personality

E. Readings – Engler (Ch. 1 and Conclusion chapter)

II. Personality Assessment

A. Levels of personality and the assessment/diagnostic battery of instruments

B. The dynamic model

C. Applying the dynamic model to Marty

D. Readings – Engler (Ch. 1 and Conclusion chapter)

III. Freud’s Classical Psychoanalytic Theory

A. Readings – Engler (Ch. 2, pages 28-54)

B. The Case of Little Hans

IV. Erik Erikson’s Psychoanalytic Ego Psychology

A. Reading – Engler (Ch. 6, material relevant to Erikson)

B. The Case of Ms. K.A.

V. Karen Horney's Social Psychoanalytic Theory

A. Reading – Engler (Ch. 5, material relevant to Horney)

B. The Case of Hilda J.

VI. Franz Fanon and W.E.B. Du Bois' Sociogenic-equality Theory

A. Reading – selected reading on Blackboard

B. The Case of Troy C.

Exam I (Sections I, II, III, IV, V, VI) Date: Mon., October 18th

INTRODUCTION TO PART II OF THE COURSE

VII. Summary of Ethnopsychology, Feminist, and Gay-Lesbian Schools of Personality

A. Readings – Engler (Chs. 5, material relevant to Horney, 6, and 17)

B. Film on three psychotherapies

VIII. Rogers’ Self Theory

A. Readings – Engler (Ch. 13, material relevant to Rogers to end of chapter)

B. The Case of Betty P.

IX. Ellis’ Rational-Emotive Theory

A. Readings – Engler (Ch. 16, material relevant to Ellis)

B. The Case of Gloria

X. Maslow’s Humanistic Theory of Self-Actualization

A. Readings – Engler (Ch. 13)

B. The Case of Hal W.

XI. Beck’s Cognitive Theory

A. Readings – Engler (Ch. 16, material relevant to Beck)

B. The Case of the Engineer

XII. The Cultural and Cognitive Flex Theory of Ramirez and Castañeda

A. Reading – Ch. 3 from Ramirez, M. (1999) Multicultural Psychotherapy. Needham

Heights, MA: Allyn & Bacon. (Required chapter is on blackboard).

B. The Case of Rose C.

Exam II (Sections VII, VIII, IX, X, XI, XII + Exam I material) Date: Mon., November 15th

Prerequisites

Upper-division standing required. PSY 301 and PSY 418 or an equivalent with a grade a grade of at least C in both.

Course Description

The study of the classification, development, expression, and treatment of the psychological disorders. Cultural and individual differences important to mental health will be addressed.

Grading Policy

Three exams (2 midterms and a final) will be given during the semester.

The Midterms: the lowest of the two grades is automatically dropped or students can choose not to take one midterm. The midterm is worth 48% and will include 25 multiple-choice questions and 1-2 short answer essays.

The Final Exam: comprised of approximately 25-40% of old material and 60-75% new material. The Final will include 50 multiple-choice questions and 2-3 short answer essays. It will be comprehensive and contribute to about 52% of your final grade.

Texts

Durand, V.M and Barlow, D.H. (2006) Essentials of Abnormal Psychology (4th Edition).

Psychology 341K (#43920)
Multicultural Psychotherapy
Spring 2010, SEA 3.250, T 4:00-7:00PM

Professor: Manuel Ramirez, III, Ph.D.            TA: Anushka Pai
Office Hours: Tues 2:30-4:00pm                Office Hours: Wed 1:00-4:00pm 
Office Phone: (512) 475-7012                 Office Location: SEA 3.112E
E-mail: ramirez@psy.utexas.edu                 Office Phone: 471-3722
                                 E-mail: apai@mail.utexas.edu
                             
Texts: Ramirez, M. (1999) Multicultural Psychotherapy: An Approach to Individual and Cultural  
                 Differences, 2nd ed. Needham Heights, MA: Allyn and Bacon.
           Course Supplement (Available at Speedway Copies, located in the Dobie Mall)

Prerequisites:
The Psychology Department will drop all students who do not meet the following prerequisites:
(a) PSY 301 with a C or better
(b) PSY 418 (or an equivalent listed in the course schedule) with a C or better
(c) Upper-Division standing (60 hours completed)

General Description:
The course will be a psychotherapy seminar (not a lecture course) with a primary writing component. This seminar is an introduction to multicultural approaches to personality assessment and counseling-psychotherapy. Issues and processes related to multicultural development in American society will be reviewed. Different theories and intervention approaches will be critically examined vis-à-vis degree of match or mismatch to the value systems and worldviews of peoples who perceive themselves as “different” and/or as disenfranchised. A cognitive and cultural styles model of assessment and psychotherapy will be presented.

Students will develop an assessment and diagnostic report focusing on goals to be addressed in five "intervention" sessions with a fictitious client from a movie, TV series, novel, biography or autobiography. Students must meet with the professor before selecting a “client”. Strategies of therapy will be selected from the Cultural and Cognitive Flex Model. The assessment/diagnostic report will first be presented to the class and will be based on the assessment findings of the initial contact session with the fictitious client. Class members, the TA and the professor will give suggestions for improvement of the assessment report, and the suggested improvements will be submitted as the first draft of a paper written in APA style. This draft will be graded by the TA and the professor and suggestions will be made for improvements in content and writing style. The paper will be due one week after the first class presentation. The second class presentation will be on the results of the treatment plan after five sessions of multicultural therapy have been completed with the “client”. The TA, professor and class members will again offer suggestions for improvements and the final draft of the therapy plan, progress of the sessions and goals accomplished will be included in the final draft due on the final class day. During their class presentations students will use PowerPoint to enhance their class presentations.




Grading Policy:

Grades will be based on class participation (10%), quality of class presentations (10% each), grades of the two drafts of the paper (15% for first draft; 35% for final draft), degree of improvement in writing skills (10%), and grade on the take-home exam (10%), which will consist of essay questions and/or definitions of terms.

All assignments are to be turned in on time. Papers must be turned in during class time on the day they are due or they will be considered late. This policy will apply to first and final drafts of required papers, class presentations, and the take-home exam. Late presentations, papers, and the take-home exam will be penalized a letter grade for each class period following the assigned presentation date. The final papers will be due one week before grades for the course are due (there is no final exam for this course).

Students with Disabilities:

The TA and professor will make themselves available to discuss appropriate accommodations that may be required for students with disabilities. Before accommodations are made, the student is required to provide documentation to the Dean of Students. The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the office of the Dean of Students at 471-6259 or 471-1661 TTY.



 
General Outline of Multicultural Psychotherapy Course Requirements

1.    Client Justification Paper: Due February 9th, 2010.

2.    First presentation:
a. Outline of assessment findings based on the initial contact session and must be handed to class  
    members on day and time of presentation
b. PowerPoint will be used to clarify assessment findings.
c. Class members, professor, or TA will make suggestions based on presentation
d. Professor and TA must approve of choice of client and proposed outline of the presentation

3.    First draft of paper (due one week after the class presentation)
a. Suggestions made by the professor, TA, and class members should be incorporated into the final  
          assessment plan which will be approved by the TA and the professor before the other five 
          treatment sessions are carried out.

4.   Final presentation:
a. Proposed outline of final presentation must be handed to class members on day and time of 
    presentation.
b. A report will be made on the goals identified as well as progress of treatment including goals that  
    were achieved and those that were not.
c. The presentation will also include recommendations for future "interventions" and referral of the client (if necessary).
d. Role playing (audio or video) will be used to provide evidence for goals achieved. Suggestions for modifications will be made by class members, TA, and professor.

5.    Final Paper
a. Must include changes suggested by classmates, professor, and TA
b. Final paper will be submitted to the TA and professor for grading on the last class day.



















TENTATIVE CLASS SCHEDULE


Date    Description                                  Assigned Readings

Part I of Course – Assessment

1/19    Introduction to course and introduction to         N/A       
    Multicultural Psychology

1/26     Cultural and Cognitive Flex Theory and         Ramirez, Valdez, and Perez article in
Assessment Procedures                course supplement and Chapters 1-4 of
*Take home Paper on Justification for             book
Appropriateness of Client*           
     
2/2    Interpreting Assessment Findings in the
Context of the Multicultural and Dynamic Models
and Identifying Treatment Goals

2/9    The Initial Contact Session and the Life History
Interview followed by Discussion of Findings
*Midterm Due*

2/16    Identification of Cultural and Cognitive Style Goals:
Case Histories in Text and Role Play of Assessment
During the Initial Contact Session

2/23    Begin Student Presentations of Client Assessment

3/2     Student Presentations

3/9    Student Presentations

3/16    No Class – Spring Break

Part II of Course – Treatment

    3/23     Introduction to part II of Course and             Lee and Ramirez chapter in course
Developing and Outlining a Treatment Plan:         supplement and Chapters 5 and 6 of
Identifying Goals of Treatment                book

3/30     Developing and Outlining a Treatment Plan (cont):     Chapters 7-8 of book
        Focusing on Strategies for Specific Goals
       
4/6     Developing a Treatment Plan for a Specific Client:   
A Class Exercise   
     

   
TENTATIVE CLASS SCHEDULE (continued)


Date    Description                                  Assigned Readings

4/13     Begin Student Presentations of Client
Treatment Sessions

    4/20    Student Presentations

    4/27    Student Presentations

    4/4    Student Presentations (if Necessary)
        *Final Paper Due*

PSY f352 (#43965) – ABNORMAL PSYCHOLOGY
Spring 2010 TTh 12:30-2:00pm NOA 1.126

Professor: Manuel Ramirez III, Ph. D.            TA: Seth Disner, BA
Office Hours: T 2:30-4:00        Office Hours: M 11:30-1, Th 2-3:30
Office Location: Seay 5.206                Office Location: Seay 2.122
Office Phone: (512) 475-7012        E-mail: Seth.Disner@yahoo.com
E-mail: ramirez@psy.utexas.edu         
                       
Text: Durand, V.M. & Barlow, D.H. (2006). Essentials of Abnormal Psychology (4th Edition). Belmont, CA: Thompson Wadsworth.
•    Text is SUPPLEMENTARY to the lectures!
•    Older editions of text are acceptable, but note that page numbers below may differ

Prerequisites:
The Psychology Department will drop students automatically who do not meet the following prerequisites: (1) PSY 301 with a C or better, (b) PSY 418 (or an equivalent listed in the course schedule) with a C or better, and (3) Upper-Division standing (60 hours completed).

Students enrolled in this course who do not meet these prerequisites will be notified by email that they will be dropped. If you feel that you have been dropped without cause contact the advisors at the Undergraduate Psychology Office (SEAY 2.218). Do not consult with the professor or the TA.

Class Materials:
The text will be supplementary. Slides will be posted on Blackboard. Lecture notes will not be provided by the Professor or TA.

Grading Policy:
•    Two midterm exams will be given. If you take both midterms, the lowest of the two grades will be dropped automatically.
•    The final grade will be the approximate average of scores obtained on the highest midterm grade and the final, with an edge (52%) given to final exam score.
•    You must take one midterm and the final exam in order to pass the course.
•    Incompletes are only allowed for students with valid psychological or medical excuses (documentation with signature and contact information from a physician or mental health professional must be provided at or prior to the time of the scheduled exam).

Exams:
•    Tests will include 25 multiple choice questions on the midterm (50 on the final) and 1-2 short answer essay questions on the midterm (2-3 on the final).
•    The second midterm and final exam are comprehensive; old material will comprise approximately 25-40% of the test, and new material will be 60-75%.
•    No make-up exams will be given and exams will only be given on the day and time on which they are scheduled, NO EXCEPTIONS.  You must arrive on time for exams; if someone has already left the room, you cannot take the exam. 

Students with disabilities:
For students with disabilities, the TA is available to discuss any academic accommodations that might be necessary for this course. Before accommodations are made, a student is required to provide documentation to the Office of the Dean of Students. All arrangements are to be made with the TA.



TENTATIVE CLASS SCHEDULE

Topic    Description                                  Recommended Text Readings*

Part 1 of Course – Introduction

I    Overview of the Helping Professions            Chapters 1 and 3 (pp. 74-89)
    Definitions of normal and abnormal behaviors
    Levels of personality & personality assessment
    Overview of Multiaxial diagnostic system
    The dynamic model and the Ms. KA case

II    Identity/Acculturation Problems and other V Codes

**Midterm 1: February 18th, 2010**

Part 2 of Course – Axis I: The minor and major emotional and thought disorders

III    Anxiety Disorders, Dissociative Disorders,         Chapters 4 and 5
and Somatoform Disorders

IV    Mood Disorders                    Chapter 6 (pp. 209-238)

V    Psychotic Disorders                    Chapter 12

**Midterm 2: April 1st, 2010**

Part 3 of Course – Biological Disorders/Approaches to Treatment – overview of schools of therapy and to treatment plans (goals and strategies)
   
VI    Approaches to Treatment

VII.     Eating, Sleep Disorders and                 Chapters 8 (pp. 299-314; 325-333) and
Disorders of Impulse Control/Addictive Disorders    Chapter 10 (pp. 387-408; 422-424)  

VIII    Paraphilias and Gender Identity Disorders         Chapter 9 (pp. 344-362; 372-376)

IX    Disorders of Childhood and Adolescence         Chapters 13 (pp. 507-524)
Including ADHD and LDs  

X    Dementias                          Chapter 13 (pp. 525-556)
Introduction to Axes II and III

XI    Intellectual Disorders (Axis II)                Chapter 13 (pp. 525-535)
Mental Retardation and
Borderline Intellectual Functioning (Axis II)

XII    Personality Disorders (Axis II)                Chapter 11

XIII    Introduction to Axes III, IV, and V            Chapter 2
Biological, Psychological, and Combined Treatments         

Date of Final Exam:  Wednesday, May 12th, 2010 2:00-5:00PM (Place: TBD)

*Textbook page numbers noted are for the 4th edition, though you do not have to use that edition.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Government 350K, Mathematics 316, Psychology 317, Sociology 317L, Social Work 318, Statistics 309.

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Government 350K, Mathematics 316, Psychology 317, Sociology 317L, Social Work 318, Statistics 309.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-divison standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineerin 311S, Economics 329, Educational Psychology 371, Government 350, Mathematics 316, Psychology 317, Sociology 317L, Social Work 318, Statistics 309.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Biological and social factors in the development and treatment of psychopathology. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.

Research and theory concerning personality structure, dynamics, development, and assessment. Three lecture hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C.

This lecture course is designed to provide students with an understanding of the process of braindevelopment from embryogenesis through adulthood with emphasis on the role of the environment in directing this process. Initial lectures will focus on the origins of the central nervous system, including topics such as the organization of the brain, neurogenesis, cellular differentiation, migration and targeting of neurons, synapse formation and refinement of the nervous system. In the second half of the course, lectures will focus on the infant brain and the role of experiences during infancy in modifying brain function. Topics will also include recent advances in our understanding of the role of gene-environment interactions and epigenetic programming and shaping brain development. Finally, the adaptive vs. maladaptive outcomes of environmental modifications to the nervous system will be discussed. Throughout the course, students will be guided through examples of how changes in the developing nervous system lead to behavioral patterns both in infancy and adulthood.