Psych 270 Intro to Psychopathology Review

Psych 270: Intro to Psychopathology

Course Introduction

  • Focus on the science of studying psychopathology, also known as "abnormal psychology."

  • Aims to understand:

    • Definition and understanding of mental illness.

    • Causes of mental illness.

    • Treatment of mental illness.

    • Empathy and compassion towards individuals experiencing mental illness.

    • Reduction of stigma associated with mental illness.

Instructors and Course Structure

Course Instructors

  • Craig Rodriguez-Seijas, PhD

    • Origin: Trinidad and Tobago

    • Education: Undergrad at University of the West Indies; PhD from Stony Brook University

    • Research Focus: Classification, LGBTQ+ Mental Health, Borderline Personality Disorder, Psychiatric Disparities.

    • Clinical Experience: Emphasizes evidence-based intervention for LGBTQ+ individuals.

    • More Info: SPLAT Lab

Graduate Student Instructors (GSIs)

  • Janan Mostajabi

    • Sections: 002 (Tue 2-3pm), 003 (Tue 3-4pm), 010 (Tue 5-6pm)

    • Background: Undergrad at University of California, Berkeley; Masters at University of Michigan.

    • Research Focus: Emotion regulation, impulsivity, ambulatory assessment methods, structure of psychopathology.

    • Clinical Experience: Behavioral Sleep Clinic with a focus on insomnia.

  • Noor Khalaf

    • Sections: 008 (Thurs 3-4pm), 009 (Thurs 4-5pm), 011 (Thurs 5-6pm)

    • Background: Undergrad at University of Michigan.

    • Research Focus: Impact of marginalization on mental health outcomes.

  • Natasha Jones

    • Sections: 004 (Tue 4-5pm)

    • Background: Undergrad at Wesleyan University.

    • Research Focus: Adversity exposure in adolescent neurocognitive development.

  • Lauren Young-gi Kim

    • Sections: 005 (Fri 10-11am)

    • Background: Undergrad at UCLA.

    • Research Focus: Psychoneuroimmunology and stress impact on health.

  • Isabel Aks

    • Sections: 006 (Fri 11am-12pm)

    • Background: Undergrad at UCLA.

    • Research Focus: Parenting and adversity’s effects on youth neurodevelopment.

  • Matthew Flics

    • Sections: 007 (Fri 1-2pm)

    • Background: Undergrad at Cornell University.

    • Research Focus: Context and personality related to emotion regulation.

Course Requirements

  • Textbooks:

    • Kring et al. Abnormal Psychology (16th Edition) - essential to acquire.

    • An Unquiet Mind by Kay Jamison.

    • Smashed: Story of a Drunken Girlhood by Koren Zailckas.

    • Additional readings to be uploaded to Canvas.

  • Course Updates:

    • Schedule on syllabus and Canvas will be updated as necessary.

Course Expectations

  • Attendance and Participation:

    • Read the assigned textbook material before lectures.

    • Attend all lectures and discussion sections; participation will impact grades.

    • Active engagement rather than passive learning is encouraged (e.g. teaching material to others).

  • Grading Breakdown:

    • Exam 1: 20%

    • Exam 2: 20%

    • Final Exam: 20% (split into 10% for the last portion and 10% for integration of the course material).

    • Quizzes: 10% (with lowest grades dropped).

    • Clinical Case Formulations: 15%.

    • Section Participation: 15%.

  • No make-up exams unless documented legitimate reasons.

Study Tips & Strategies for Success

  • Active learning techniques are emphasized over passive consumption of material. Recommended practices include:

    • Prepare and create personal study guides based on lecture content.

    • Invest approximately 2-3 hours in study preparation for each hour of lecture.

    • Visit office hours early in the semester to discuss study strategies.

Class Discussion Environment

  • Encouragement of Respectful Dialogue:

    • Encourage using person-first language (e.g., “a person with schizophrenia”).

    • All discussion points should be supported by data; prioritize respectful dialogue that considers everyone's experiences.

Addressing Ethical Considerations

  • The instructors and GSIs are mandated reporters for issues of discrimination, harassment, or abuse. Concerns must be reported to the appropriate channels.

Content Warnings

  • Course content may include graphic descriptions; students with concerns should communicate with instructors in advance to explore accommodations.

Distinctive Focus: Science vs. Pseudoscience

  • Importance of Distinguishing Claims:

    • Focus on recognizing well-supported scientific claims versus pseudoscientific claims amid ongoing media misinformation.

    • Pseudoscience characteristics include extraordinary claims, reliance on testimonials, lack of peer review, and unreasonably fixed conclusions.

  • Caveats of Pseudoscience in Clinical Practice:

    • Misleading practices (e.g. false memory implantation in therapeutic settings).

Future Directions in the Course

  • Next Session: Discuss the historical context of