PSYD 104 Psychopathology – Quick Reference Notes

PSYD 104 Psychopathology: introductory course for understanding psychopathology through the DSM-5-TR framework.
Emphasis on using DSM-5-TR, clinical reasoning, and case application.
Course format includes lectures, case work, and problem-based learning; final exam assesses diagnostic differentiation and formulation.

Alignment with APA multicultural guidelines; cultural humility as an ongoing, lifelong process.
Openness, curiosity, lack of arrogance, and genuine understanding of clients’ identities.
Safe learning environment; respect for race, gender, language, ethnicity, sexual orientation, age, SES, religion, disability, etc.
Address micro- and macroaggressions constructively; use feedback to grow.
Resources: advisor or program director for support; professionalism rubric for feedback.

Absence procedures: submit form, make-up assignment, contact instructor.
Ethics and psychopathology content switch and scheduling notes (e.g., Labor Day).
Professionalism expectations: job-like approach, punctuality, preparedness, integrity, and appropriate use of technology.

Classroom: note-taking, summarizing, sustained attention, question-asking, minimal distractions.
Therapy room: verbal summary of key points, focus on patient context, session prep, no unnecessary multitasking.
Self-regulation: be healthy, self-monitor for biases; recognize diagnosis can influence clinician interpretation.

Prepare for class; work through a clinical case to apply information.
Gather facts, generate hypotheses, distinguish hunches, plan next steps, identify what else to learn.

Understand theories of psychopathology development.
Recognize symptoms and presentations.
Diagnose and conceptually formulate psychopathology; integrate etiology, prevalence, culture, and treatment considerations.

DSM-5-TR: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision.
The Oxford Handbook of Clinical Psychology; Clinical cases and related texts.
Supplemental readings via CANVAS and syllabus; some material may appear on exams.

Readings are required and may appear on exams; some readings are optional but beneficial.
CANVAS hosts DSM criteria, reading schedules, and exam resources.
Assignment: Diagnostic Guides for DSM-5-TR with documentation of diagnostic criteria, cultural/gender considerations, prevalence, differential diagnoses, and how to ask about symptoms.
Final rubric emphasizes professionalism, clarity, and interdisciplinary collaboration.

Create DSM-5-TR diagnostic guides for primary diagnoses (one page per category).
Include symptom lists, diagnostic considerations, prevalence, lifespan, culture, gender considerations, differential diagnoses, and symptom inquiry prompts.
Part 1 due in Week Five; Part 2 due in Week Ten; 20 points each. Integrity and learning value emphasized.

Mental disorder: syndrome with clinically significant disturbance in cognition, emotion regulation, or behavior, reflecting dysfunction in psychological, biological, or developmental processes; distress or disability; not simply a culturally sanctioned response or a benign stress reaction.
Distinction between dysfunction and impairment is central; culture and context matter.

DSM-5-TR organizes diagnoses by developmental groupings and within categories; increasing alignment with ICD-11.
ICD is used for recording, costing, resources, and public health surveillance; supports interoperability across systems.

Categorical: yes/no criteria; simple, traditional, utility-driven; works best for homogeneous categories.
Dimensional: captures subthreshold symptoms and co-occurrence; complements DSM framework.
DSM-5-TR remains primarily categorical with dimensional descriptors.

Empirically derived dimensional approach organizing symptoms and traits into spectra.
Aims to replace strict categorical labels with a hierarchical model of psychopathology.
Recognizes symptom components, maladaptive traits, and broad spectra (e.g., internalizing, externalizing).

Consider all potential explanations; avoid confirmation bias.
Rule-in symptoms; rule-out alternatives; timeline and severity; culture and development context.
Biological factors, medical considerations, and typical vs atypical responses to stress.
Determine specifiers, prevalence, and functional impairment.

Multiple explanations for symptoms; consider co-occurring vs competing explanations.
Examples include irritability, anxiety, depression, trauma, medical conditions.

Diagnostic features, prevalence, development and course, culture-related issues, sex and gender considerations.
Diagnostic markers, associated features, functional consequences, and differential diagnosis.

Developmental trajectories influence diagnosis across the lifespan.
Neurodevelopmental and neurocognitive considerations; some disorders show different presentations across ages.

Genes and environment interact; early experiences matter.
Multifinality: same start, different outcomes.
Equifinality: different starts, same outcome.
Change is possible at any point, but earlier interventions may yield better outcomes.

Onset can be in preschool years; prevalence varies by age and country.
Symptoms include distress with separation, worry about losing attachment figures, and impairment in function.
Cultural and developmental considerations are essential; avoid overpathologizing normative separation.
Risk factors include life stressors, parental overprotection, and family history.

Present symptoms clearly and use psychoeducation to explain potential development and impact.
Engage in collaborative discussion about whether the diagnosis fits the client’s experience.
Contextualize within theoretical orientation and discuss treatment implications.

SCID-5: Structured Clinical Interview for DSM-5; semi-structured guide for major DSM-5 diagnoses; used in clinical and research settings.
KSADS: Kiddie Schedule for Affective Disorders and Schizophrenia; versions for child and adolescent assessment; comprehensive coverage across developmental disorders.

Medical necessity criteria require symptom presence and functional impairment across life domains.
Z Codes cover psychosocial and environmental factors affecting diagnosis and treatment (e.g., housing, education, relationships, legal issues).

Case application emphasizes diagnosis, and treatment planning, and integration of culturally informed practice.
Final exam covers DSM-5-TR criteria, differential diagnosis, etiologies, cultural considerations, and interprofessional collaboration.

Do not self-diagnose or diagnose family members; clinical judgment must be informed by evidence and culture.
Avoid relying on non-scientific sources; maintain curiosity, humility, and openness to learning.
Recognize the impact of biases and maintain a healthy self-monitoring to prevent harming clients.