RIZAL TECHNOLOGICAL UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

Cities of Mandaluyong and Pasig

COURSE GUIDE

PSYCH313: ABNORMAL PSYCHOLOGY

Introduction

Abnormal Psychology (Psych 313) provides students an introduction to

psychological concepts and theoretical perspectives about the field of
abnormal psychology. Hence, they are introduced to frameworks and
classification systems that serve as the bases for the scientific study of
abnormal behavior. The subject serves as a foundation providing the
students important knowledge relevant to the aspects of effective and
ethical professional practice as a Psychometrician and a Psychologist.

Course Description

This course is designed to provide students a comprehensive view of

psychopathology, its nature and scope in the field of human behavior.
Basically, it gives an emphasis on the typical signs and symptoms of
abnormal behavior and its causative factors and determinants. Focus will be
on diagnosis, epidemiology, course of the disorder, etiology, and treatment
issues. Also, this course provides students the ability to discuss and critique
mental disorders from different theoretical perspectives. Its major goal is to
promote greater awareness and knowledge of psychopathology and reduce
the stigma associated with mental disorders.

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

Study Schedule

To guide you and keep you on-track with the activities, requirements and
the timeline of this course, this study guide presents the calendar of
activities for this entire semester.

Please be guided accordingly.

DATE TOPIC ACTIVITY

1. Participate in the online orientations

2. Review the course guide and

Class introductions, course familiarize oneself with the course flow
WEEK 1 overview, and class and class guidelines
guidelines

3. Enroll oneself in the platforms to be

utilized for the semester.

Abnormal Psychology: An 1. Study the learning materials provided.

Overview, Historical and, 2. Attend online sessions (mandatory).
WEEK 2
Contemporary Views of
Abnormal Behavior

1. Study the learning materials provided.

Causal Factors and
WEEK 3
Viewpoints 2. Attend online sessions (mandatory).

1. Study the learning materials provided.

Clinical Assessment and
WEEK 4
Diagnosis
2. Attend online sessions (mandatory).

WEEK 5 Reading Break

1. Study the learning materials provided.

Panic, Anxiety,
WEEK 6 Obsessions, and Their 2. Attend online sessions (mandatory).
Disorders
3. Facilitate Discussions
4. Submit Requirements
Mood Disorders and
WEEK 7 1. Study the learning materials provided.
Suicide

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

2. Attend online sessions (mandatory).

3. Facilitate Discussions
4. Submit Requirements
1. Study the learning materials provided.

Somatic Symptom and

WEEK 8 2. Attend online sessions (mandatory).
Dissociative Disorders
3. Facilitate Discussions
Submit Requirements
1. Study the learning materials provided.

Eating Disorders and

WEEK 9 2. Attend online sessions (mandatory).
Obesity
3. Facilitate Discussions
Submit Requirements
MID TERM
WEEK 10 PASS MID TERM ASSESSMENTS
ASSESSMENTS

1. Study the learning materials provided.

WEEK 11 Personality Disorders 2. Attend online sessions (mandatory).

3. Facilitate Discussions
Submit Requirements
1. Study the learning materials provided.

Substance-Related
WEEK 12 2. Attend online sessions (mandatory).
Disorders
3. Facilitate Discussions
Submit Requirements
1. Study the learning materials provided.

Sexual Variants, Abuse,

WEEK 13 2. Attend online sessions (mandatory).
and Dysfunctions
3. Facilitate Discussions
Submit Requirements
1. Study the learning materials provided.

Schizophrenia and Other

WEEK 14 2. Attend online sessions (mandatory).
Psychotic Disorders
3. Facilitate Discussions
Submit Requirements

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

1. Study the learning materials provided.

WEEK 15 Neurocognitive Disorders 2. Attend online sessions (mandatory).

3. Facilitate Discussions
Submit Requirements
COMPLETE COURSE
WEEK 16 COMPLETION
REQUIREMENTS
COMPLETE COURSE
WEEK 17 COMPLETION
REQUIREMENTS

WEEK 18 FINAL ASSESSMENTS PASS THE FINAL ASSESSMENTS

COMPLETE COURSE
WEEK 19 COMPLETION
REQUIREMENTS

Requirements

1. Major Examination
The major examinations (Midterm and Finals) will test the
knowledge you have learned. The exam shall be comprehensive and
shall be taken synchronously as scheduled. Hence, it is timed and
only one attempt will be allowed per student. Please take note
of the following schedule:
Midterm Exam: October 31, 2020
Final Exam: December 5, 2020

Hence, a different type of test will be provided for those students

who cannot take the quiz synchronously due to internet
inaccessibility/ power interruptions. With this, kindly notify your
instructor ahead of time for necessary adjustments/
accommodations that may be arranged. Adjustments be s quiz
administration via phone call.

2. Case Analysis
You shall be given a description of actual Mental Health cases and
your task is to diagnose the specific Mental Health Problem
according to the diagnostic criteria in the DSM V. Accuracy of
diagnosis, case presentation, and justification of diagnosis are
primary keys for grading. Your instructor will provide the Case
vignettes on October 26. (See Annex A and B for the format and
rubrics for grading.)

You are also required to read at least two case study on Abnormal
Psychology and write a thought paper on the study. The thought
paper shall include your overall impression of the case and the

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

insights you gained from the study. The thoughts you write must be
original and not a simply a reiteration of the information written on
the case study.

A Final Case Analysis shall also be submitted with a particular

fictional character in any movie English or Filipino language movie.

3. Quizzes
As scheduled, you will be tasked to complete 6 quizzes for the entire
semester. This will consist of short answer and/ or multiple-choice
questions (online) which covers the topics that were discussed.
Coverage of quizzes are as plotted. Quizzes shall be taken
synchronously as scheduled. It is timed and only one attempt will
be allowed per student.

Hence, a different type of test will be provided for those students

who cannot take the quiz synchronously due to internet
inaccessibility/ power interruptions. With this, kindly notify your
instructor ahead of time for necessary adjustments/
accommodations that may be arranged. Adjustments be s quiz
administration via phone call.

4. Social Media Content

Students are tasked to create social media contents in the form of

videos that should not exceed 90 seconds pertaining to any topic
in abnormal psychology. Videos must be engaging and
entertaining, apart from being informative. Five video contents
should be submitted by the student within the semester. Videos
should not be posted on any social media platform during the
semester without the consent of the class instructor.

5. Facilitation of Discussion
Students will be grouped and shall work together to facilitate
discussion in class. The group is free to determine the format and
flow of the discussion. It is mandatory for the discussion to include
the instructor of the class in the discussion.

Ideal setup shall be a forum type of discussion where some

members of the group shall be resource persons together with the
instructor, and one or two members shall be hosts.

Things to consider in this format:

1. The group must coordinate with their classmates prior to the
facilitation and gather information as to the ideas that the class
would like to know during facilitation.
2. The group shall analyze the information gathered and shall plan
how the ideas can be presented in class with the help of the
hosts and resource speakers.

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

3. Consultation with the instructor at least a week prior to the

presentation is mandatory.
4. Free flowing conversations are highly encouraged.

A member of the group shall also serve as a secretary, who shall

note the participation of the members of the class in the discussion.

References

Barlow, D. H., Mark, V., & Hofmann, S. G. (2018). Abnormal Psychology:

An Integrative Approach (8th ed.). Cengage Learning.

Butcher, J. N., Hooley, J. M., & Mineka, S. (2014). Abnormal psychology

(16th ed.). Pearson.

Class Policies

GRADING POLICY
The grading system shall be as follows:
A. Summative Assessments (Product Performance) 30%
a. Major Examinations
b. Quizzes

B. Class Participations (Process Performance) 70%

a. Case Analysis
b. Social Media Content
c. Facilitation/Discussion
d. Participation in Discussions
Each student is responsible for:
● Completing weekly reading assignments
● Creation of an informative and Engaging content
● Participating in the discussions
● Submitting the case analysis
● Completing quizzes and major examinations

ACADEMIC HONESTY

Each student has the primary responsibility for being academically honest.
Academic dishonesty includes committing or the attempt to commit cheating,
plagiarism, falsifying academic records, and other acts intentionally designed to
provide unfair advantage to the students.
• Cheating includes but is not limited to intentionally giving or receiving
unauthorized aid or notes on examinations, papers, exercises, or projects or
class assignments which are intended to be individually completed.
Cheating also includes the unauthorized copying of tests or any other deceit

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

or fraud related to the students’ academic conduct.

• Plagiarism involves the use of quotation without quotation marks, the use of
quotations without indication of the source, the submission of a paper, lab
report, project, or class assignments (any portion of such) prepared by
another person, or incorrect paraphrasing. Falsifying academic records
includes, but is not limited to, altering grades or other academic records.

Other acts that constitute academic dishonesty include:

• Stealing, manipulating, or interfering with an academic work or another
student or faculty member.
• Collusion with other students on work to be completed by one student.
• Lying or deceiving a faculty member.

Students who engaged in academic dishonesty will be subjected to a range of

possible disciplinary actions, from a failing grade to an activity in question to
expulsion from the University.

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

ANNEX A
FORMAT FOR CASE ANALYSIS
Case Vignettes and Final Analysis
(Copy and paste the actual MH cases provided by your instructor)

I. CASE HISTORY – this section includes the following structure and content:
I.1 Identifying and Background Information - the first section of your paperwill
present your client's personal background. Include factors such as age, gender,
work, health status, family mental health history, family and social relationships,
drug and alcohol history, life difficulties, goals, and coping skills and weaknesses
(information should be based on what is narrated in the casevignettes)
I.2 Presenting Problem – in this section you will describe the problem or
symptoms that the client presented with. Describe any physical, emotional, or
sensory symptoms reported by the client. Thoughts, feelings, and perceptions
related to the symptoms should also be noted.
II. DIAGNOSIS – this section should provide your own diagnosis. Give the appropriate
Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, howthe
client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties
in reaching a diagnosis.
II.1 Diagnostic Impression – this pertains to the possible disorder the client has
based on your own analysis.
II.2 Signs & Symptoms - any physical, emotional, mental, or sensory signs and
symptoms narrated in the case vignettes. Also includes the thoughts, feelings,
and perceptual disturbances related to the classification of a particulardisorder.
II.3 Diagnostic Reference – this pertains on the provided diagnostic criteria for
the disorder (ref.DSM5). The identified signs & symptoms should qualify onthe
diagnostic criteria provided by DSM5. This should validate your diagnostic
impression.
III. RECOMMENDATION – this includes your own recommendation for any possible
intervention.
● NOTE: Never refer to the subject of your case study as "the client." Instead, use
a pseudonym.
=============================================================
FORMAT FOR THE CASE VIGNETTE AND THE FINAL ANALYSIS
(in paragraph form)
I. CASE HISTORY
I.1 Identifying and Background Information (in paragraph form)
I.2 Presenting Problem (in paragraph form)
II. DIAGNOSIS
II.1 Diagnostic Impression (ex. POST TRAUMATIC STRESSDISORDER)
II.2 Signs and Symptoms (in bullet form; should be based on what is
narrated in the case vignette)
II.3 Diagnostic Reference (follow the format of DSM5)
III. RECOMMENDATION (in paragraph form)

Font: Arial, 12 | Spacing: 1.5 | Margin 1.0

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

ANNEX B
Case Analysis Rubrics

DESCRIPTIVE NEEDS
GOOD EXCELLENT
SCORE IMPROVEMENT
11-20pts 21-30pts
& CRITERIA 10-below
Misidentified and Identified, presented,
Fairly Identified,
poorly presented and discussed
presented, and
and discussed facts comprehensively the
discussed the facts and
CASE and information facts and information
information necessary
PRESENTATION relevant for necessary for
for diagnosis. Ideas are
diagnosis, Writing is diagnosis. Expresses
expressed reasonably
barely ideas in a clear and
clearly.
Coherent. concise manner.
Inaccurately
Sufficiently identified Accurately identified
identified the
relevant empirical sufficient and relevant
relevant empirical
information as basis for empirical information as
ACCURACY OF information as basis
diagnosis and draws on basis for diagnosis and
DIAGNOSIS for diagnosis and
acceptable and draws on support from
poorly provided
considerable support or sufficient and valid
sufficient and valid
reasons/basis. reasons/basis.
reasons/basis
A comprehensible A clear and rigorously
Failed to develop a
justification is developed justification
clear and acceptable
developed and present, is
justification.
JUSTIFICATION justification somehow present; the justification
Justifications did not
addressed and directly addressed and
support the
supported the strongly supported the
diagnosis.
diagnosis diagnosis.

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

ANNEX C
Rubrics for Facilitation and Thought Paper

Criteria Score Description

Excellent to Very Good: There is one clear, well-focused notion. Evidence of
9 independent thought. Supporting arguments are accurate and show real life and
practical application.

Good to Adequate: Notion is clear but supporting information is general. A capacity

6 for independent thought, though not fully realized. Supporting arguments are
somewhat accurate and show real life and practical application.
Content (9
points)
Fair to Poor: Notion is somewhat clear but more supporting details are needed.
3 Relative absence of independent thought. Supporting arguments are very slightly
accurate and show real life and practical application.

Failing: Vague or unclear notion. Inadequate knowledge of the subject matter.

0 Unexamined, cliched thinking. Supporting arguments does not relate and does not
show real life and practical application.

Excellent to Very Good: Clear Organization. Details are in logical order. Discussion
6
is strong and states what is asked.

Good to Adequate: Clear organization. Introduction clearly states notion and

4 preview structure, but is not particularly inviting to the reader. Details are in logical
order, but may be presented in less interesting ways.
Thought
Organization
Fair to Poor: Significant lapses in organization. Introduction states the notion but
(6 points)
2 does not adequately preview the structure, nor is it particularly inviting. Some
details are not in logical or expected order and this is distracting.

Failing: Poor, hard-to-follow organization. There is no clear flow of the main topic or
0
structure of the discussion. There is no evidence of compliance of what are asked.

Excellent to Very Good: Extremely fluent and articulate relation of ideas; effective,
5 powerful tone and language use; quotes, paraphrases and summaries expertly
woven into a creative way.
Good to Adequate: Reasonably fluent relation of ideas; attempt at tone and
3 language use somewhat effective; quotes, paraphrases and summaries has a
structure but slightly lacks variety and creativity.
Creativity
(5points) Fair to Poor: Problematic written voice- ideas unclear; inappropriate and/or
1 mundane tone & language use; quotes, paraphrases and summaries few and not
employed properly lacks sentence variability and creativity.

Failing: incoherent relation of ideas; essentially no thought behind tone and

language use; few or no appropriate quotes, paraphrases or summaries; faulty
0
and/or inappropriate structural makeup and grammatical sense which also did not
allow the exhibition of creativity.

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 RIZAL TECHNOLOGICAL UNIVERSITY
COLLEGE OF ARTS AND SCIENCES
Cities of Mandaluyong and Pasig

ANNEX D
Rubrics for Social Media Content

Needs Improvement Good Excellent

CRITERIA
(1-5 points) (6-9 points) (10 points)

Consistently provided posts

Provides post(s) that that are analytical and that
lack analysis, insights, Provides some posts demonstrate the author’s
observations and that are insightful and insights, observations, and
Critical Thinking reflections; does not reflective but usually reflections; includes relevant
provide follow-up offers only a surface examples; offers substantive
questions for the group levels analysis. questions and ideas that
to consider. furthers the stimulation of
sensible ideas.
Provides minimal, if
Occasionally provided Occasionally provided posts
any, posts that exhibit
Communication posts that exhibited good that exhibited good grammar,
good grammar,
Skills grammar, punctuation punctuation usages and
punctuation usages and
usages and spelling. spelling.
spelling.
Provides minimal, if Occasionally provides Consistently provides
any, demonstration of significant posts that significant posts that
Demonstration of application of learning, demonstrates application demonstrate application of
knowledge contribution of facts, of learning, contribution learning, contribution of facts,
theories and principles of facts, theories and theories and principles in
in discussions. principles in discussions discussions.
Written interactions on Occasionally provided
Consistently provided written
the discussion board written interactions that
Etiquette in Dialogue interactions that show
show minimal show respect and
with Peers respect and interest in the
disrespect for the interest in the viewpoints
viewpoints of others. of others. viewpoints of others.

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