Course Syllabus
HR 5663-911 - Psychopathology
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course provides an in-depth review of a broad spectrum of psychopathological conditions. The focus of the review will include the etiology, prevalence and incidence, signs and symptoms, and criteria for differential diagnoses. The emphasis of this review will be on comparing and contrasting different theoretical perspectives of each disorder.
Course Prerequisites
Satisfactory completion of:
- HR 5003 - Theoretical Foundations in Human Relations Counseling / HR 5533 - Counseling Theories in CMHC
- HR 5402 - Psycho-Social Development / HR 5923 - Human Growth & Development
- HR 5883 - Introduction to the Counseling Profession
- HR 5483 - Diagnosis in Human Relations Counseling
- HR 5453 - Ethics in Human Relations Counseling
- HR 5643 - Crisis Intervention / Crisis Intervention and Trauma Counseling
Course Materials
Barlow, D.H., & Durand, V.M. (2018). Abnormal psychology: An integrative approach (8th ed.). Belmont CA: Wadsworth.
Additional Materials
The resources below can be accessed through the OU Library by using your OU 4 x 4 and password:
- ICD-10
- DSM-5 (5th edition)
- Click on "online access," "view full text," then "expand all," and choose one of the 3 sections of the DSM you want to read.
- DSM-5 TR (5th edition, text revision)
- Click on the hyperlink beside "full text available"
- Then, click on "expand all," then choose one of the 3 sections of the DSM you want to read.
- NY Times Full Access
- Register for complimentary full access to the NY Times. OU students, staff, and faculty are all eligible.
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Videos
- Online content (Canvas)
- Asynchronous discussion
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Learning Outcomes & CACREP Standards
Psychopathology
| Learning Outcome | CACREP Standard |
|---|---|
| The effects of historical events, multigenerational trauma, and current issues on diverse cultural groups in the U.S. and globally | 3.B.4 |
| The effects of various socio-cultural influences, including public policies, social movements, and cultural values, on mental and physical health and wellness | 3.B.6 |
| The influence of mental and physical health conditions on coping, resilience, and overall wellness for individuals and families across the lifespan | 3.C.12 |
| Critical thinking and reasoning strategies for clinical judgment in the counseling process | 3.E.2 |
| Case conceptualization skills using a variety of models and approaches | 3.E.3 |
| Developmentally relevant and culturally sustaining counseling treatment or intervention plans | 3.E.13 |
| Development of measurable outcomes for clients | 3.E.14 |
| Evidence-based counseling strategies and techniques for prevention and intervention | 3.E.15 |
| Procedures to identify substance use, addictions, and co-occurring conditions | 3.G.12 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
|
Etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders |
5.C.1 |
|
Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management |
5.C.4 |
|
Techniques and interventions for prevention and treatment of a broad range of mental health issues |
5.C.5 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Live Sessions | 3.B.4, 3.C.12, 3.E.2, 3.E.3, 3.E.13, 3.E.15, 3.G.12, 5.C.1, 5.C.4, 5.C.5 | Biweekly Synchronous meetings online via Zoom | 20% |
| Discussions | 3.B.4, 3.B.6, 3.C.12, 3.E.2, 3.E.3, 3.E.13, 3.E.14, 3.E.15, 3.E.18, 3.G.12, 5.C.1, 5.C.4, 5.C.5 | Weekly discussion board activity | 20% |
| *Case Conceptualization Paper | 3.E.2, 3.E.3, 3.E.13, 3.E.14, 3.E.15, 5.C.1, 5.C.4, 5.C.5 | Written assignment | 30% |
| Exams | 3.B.4, 3.B.6, 3.C.12, 3.E.2, 3.E.3, 3.E.13, 3.E.14, 3.E.15, 3.E.18, 3.G.12, 5.C.1, 5.C.4, 5.C.5 | Final and Midterm Exam | 30% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Live Sessions
Participation points will be given each week for attending the Live Sessions. Attendance/participation in the Live Session is part of the grade mix. If you are unable to attend in real-time, be sure to watch the recording, summarize it, and turn that summary in on the Live Session page.
There are two ways in which you can earn points for the Live Session. Remember, these Live Sessions will count toward your final grade.
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top of this page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom. You should be prepared to attend on time, with your camera on for the duration of the session unless your instructor has approved other options. Please reach out to your instructor to discuss further.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session from the beginning to the end. Next, submit:
- 300 or more words summarizing what you learned from the entire (start, middle, and end) live session. This should not be a summary of "what happened" in the session (aka play-by-play), but rather what you learned in the session from areas in the start, middle, and end.
- To support the above, identify at least 3 specific concepts, ideas, or practices that you learned and include at least 1 short exact quotes from the individual in which you heard the information shared. The quote only needs to be a sentence or two, but should support the specific content, ideas, or practices.
- Next in a new paragraph, discuss how this content will be useful to you in your future field experiences as well as present and future career.
- Click on the "Start Assignment" button to type (or copy/paste) your content in the field for submission.
Discussions
Every week, you will have a discussion board assignment to complete. You will respond to the prompt by 11:59 p.m. Central on Friday and respond to two of your classmates' posts by 11:59 p.m. Central on Sunday of that Module week.
Case Conceptualization Paper
In this written assignment, you will be reading a case study and developing a case conceptualization. You will have the option to work with a partner on this assignment if you prefer.
Exams
This course will contain a Midterm and a Final exam. The midterm will be multiple choice and based upon chapters 1-3 and 5-8 in the course text. The Final Exam will be multiple choice and based upon chapters 9 and 11-15.
Course Policies
Communication
Please contact me using your OU email account at Katey.E.Baruth-1@ou.edu with any questions. I try to reply to all emails within 24 hours of receipt though this may be extended to 48 hours on weekends and holidays. I prefer to be addressed by Dr. Baruth by all students to keep the appropriate professional boundaries between our roles as instructor and learners.
Please begin all emails with a professional greeting (I.E. Hello Dr. Baruth) and end with an appropriate salutation (I.E. Thank you) and include your full name as listed in the course. Please also state in your email which course you are taking specifically and provide detailed information about any questions so I can assist you quickly.
In all class discussion posts and Live Sessions, I expect everyone to treat each other with respect and dignity, providing time for others to share thoughts, insights, and questions. This includes refraining from disparaging and disrespectful comments. Please come to our Live Sessions prepared to interact and discuss course concepts with your cameras on. It is important we interact face to face to develop comfort and understanding with one another and the course content.
Feedback
My goal is to grade your work within one week of the due date.
Late Policy
No late work will be accepted without verification of your medical emergency or extenuating circumstances. Please contact me via email as soon as safe and possible after the emergency occurs to discuss. In the event that the emergency is not deemed applicable for accommodations, late submissions will be accepted for up to 3 calendar days and reduced one letter grade per day late. Extenuating circumstances should truly be exceptional. You are expected to manage your own health and minor illnesses or disruptions alongside completing all course requirements. Examples include an acute significant illness, bereavements, being a victim of crime, or another acute trauma.
Issues with your technology do not qualify as an emergency. It is your responsibility to secure reliable technology to complete all course assignments on time. If there is an issue with Canvas that is prolonged and directly impacts student submission (i.e.more than several hours on a Sunday night), a new due date will be provided if necessary, upon my discretion.
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
Artificial Intelligence
Using AI (artificial intelligence) programs such as Chat GPT is not permitted unless consulting with me first.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|