Psyc 534

-2729865-35560 CARLOS ALBIZU UNIVERSITYSAN JUAN CAMPUS MASTER SYLLABUS PSYC-534: PSYCHOPATHOLOGY I CREDITS: 3 CONTACT HOURS: 45 COURSE DESCRIPTION This course is designed to aid the student to become proficient in the understanding and application of psychopathology concepts in light of the Diagnostic and Statistical Manual of Mental Disorders Text Revision (DSM-IV-TR). The student will be exposed to the dysfunctional behavior classification using the multiaxial diagnostic system. Content includes the development of a critical integral view of the DSM-IV-TR utility and credibility in terms of clinical, research and educational purposes. Also, the student will be exposed to the analysis of conceptual issues related to cross-cultural differences in terms of psychopathology and psychiatric diagnosis. Finally, it is expected that the student will develop knowledge, understanding and applicability of the psychopathology theories relevant to the clinical psychology practice. PRE-REQUISITES NONE COURSE OBJECTIVES The course is directed at preparing the student in the understanding and use of DSM-IV-TR nomenclature, as well as the development of the necessary clinical skills to perform a Multiaxial diagnosis including coding and reporting procedures. It also pretend to develop awareness and understanding of the strengths and limitations of the DSM-IV-TR, specifically in issues related to its categorical approach, clinical judgment and cultural considerations in areas such as psychopathology, personality, attitudes and dysfunctional behavior. Finally, examines the importance of culture and individual differences in psychopathology and the main cultural variables at play in the diagnostic process. REQUIRED TEXT BOOKS American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. ISBN: 0-89042-025-4 ,[object Object],Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ISBN-13: 978-0-19-537421-6 ,[object Object],Additional recommended lectures by units (journal and article lectures). ITINERARY OF CLASS UNITS Unit 1: Introduction to historical background of dysfunctional behavior study. Unit 2: Discussion of general issues related to psychopatology: nosology, diagnosis, epidemiology, and genetics. Unit 3: General models related to dysfunctional behavior: psychobiological reflections and psychofisiological factors in child and adult psychopathology as well as the sociological and cultural perspective related to abnormal behavior and violence. Development and psychopathology Unit 4: The DSM-IV-TR organization, the multiaxial assessment system coding procedures and reporting procedures Unit 5:Mental Status Assessments Unit 6: Discussion of diagnostic criteria for disorders usually first diagnosed in infancy, childhood or adolescence Unit 7: Affective, anxiety and disruptive disorders in child and adolescents Unit 8: Etiology and conceptualization of anxiety disorders in adult Unit 9: Sign, symptoms and treatments of anxiety disorders in adult Unit 10: MID TERM Unit 11: Mood Disorders Unit 12: Sign, symptoms and treatments of mood disorders Unit 13: Somatoform Disorders Unit 14: Dissociative Disorders Unit 15: FINAL EXAM COURSE CONTACT HOURS Professors who teach the course must divide the contact hours the following way: Face-to-face time in the classroom must not be less than 40 hours (16 classes, 2.5 hours each class). For the remaining hours (≥ 5 hours), students will conduct research projects or homework outside the classroom. These projects or homework will include, but are not limited to, research paper, case analysis, and diagnosis. METHODOLOGY The professor who offers the course will select the specific methodology. The methodologies could include, but would not be limited to: conferences by the professor, group discussion of assigned clinical vignettes, class research projects, internet research projects, internet professional links, student presentations, individual meetings with students and sub-groups in the classrooms. EDUCATIONAL TECHNIQUES The professor who offers the course will select the specific educational techniques. These techniques could include, but are not limited to: debates, practical demonstrations, films, videos, simulations, slide shows and forms, and other technology techniques (internet link, blackboard). EVALUATION The professor who offers the course will select the specific evaluation criteria. These methodologies could include, but would not be limited to term papers, projects, literature reviews, case discussions, class presentations and exams. Mid tem………………………………………………………….. 50 % Final exam………………………………………………………. 50 % RESEARCH COMPETENCIES Although this course has been designed to develop mainly clinical skills, it also intends to develop the following research competencies for Ph.D. students: Critical analysis of potential research problems related to the DSM-IV-TR development and use in terms of its categorical approach, clinical judgment, ethnic and cultural variables. Apply ethical principles and norms relevant to psychiatric diagnosis. Interpretation of statistical data related to psychiatric disorders prevalence, course of the conditions as well as familiar patterns. Manage appropriately and correctly technical language related to clinical and epidemiological nomenclature. ATTENDANCE POLICY Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. AMERICANS WITH DISABILITIES ACT (ADA) Students that need special accommodations should request them directly to the professor during the first week of class. CAU’s MISSION Carlos Albizu University is an institution of higher education dedicated to academic excellence and research from a pluralistic and multidimensional perspective. We educate students able to serve a highly complex and diverse society, with sensitivity to those most in need. We contribute to the improvement of the quality of life in our communities by training professionals with multicultural competencies. We distinguish ourselves through an educational philosophy based on a commitment to social responsibility, characteristic of all our programs and services. CAU’s VISION Carlos Albizu University will be a leader in higher education seeking to transform our evolving society. We will be a model institution that will contribute to improve the decision-making process at local, national and international levels, in multicultural environments, thus contributing to the growth of human knowledge and the promotion of social justice and a culture of peace. COURSE UNITS UNIT 1: INTRODUCTION TO HISTORICAL BACKGROUND OF DYSFUNCTIONAL BEHAVIOR STUDY Upon completion of this unit, students should gain a general overview of the historical background of the concepts and study of normality, dysfunctional behavior and psychopathology. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Discuss and assess the historical background of deviant/dysfunctional behavior. Assess the practical value of the dysfunctional behavior study. Discuss and assess the history and development of psychopathology and dysfunctional behavior concepts. Establish the differences between normality, dysfunctional behavior and psychopathology. Assess the practical value of those concepts as well as evaluate its limitations in terms of cultural sensitivity. ASSIGNED READINGS: Draguns, J. G. & Tanaka-Matsumi, J. (2003). Assessment of psychopathology across and within cultures: Issues and findings. Behavior Research and Therapy, 41, 755-776. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press Chapter 1- A brief history of psychopathology UNIT 2: GENERAL ISSUES RELATED TO PSYCHOPATHOLOGY: NOSOLOGY AND DIAGNOSIS; EPIDEMIOLOGY AND GENETICS Upon completion of this unit, students should gain a broad view of the issues related to psychopathology such as: nosology, diagnosis, epidemiology and genetics. They also should gain knowledge of the approaches to classifying psychopathology. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Understand and discuss the science of nosology. Assess and discuss the issues related to modern diagnostic systems as a step toward the development of nosology of psychopathology. Understand and discuss the approaches to classifying psychopathology. Discuss the key concepts in epidemiological research and its role in understanding psychopathology. Discuss the role of the genetic science in understanding psychopathology and its research methods for the study of human behavior. ASSIGNED READING: Hartung, C. M. & Windiger, T. A. (1998). Gender differences in the diagnosis of mental disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123, 260- 278. McGue, M., Iacono, W. G., & Krueger, R. (2006). The association of early adolescent problem behavior and adult psychopathology: A multivariate behavioral genetic perspective. Behavior Genetic, 36 (4): 591–602. Recuperado 30 Abril 2008, en, http://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2242424 ELECTRONIC RESOURCES: www.apa.org/pi/ses http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-11223-009&site=ehost-live UNIT 3: GENERAL MODELS RELATED TO DYSFUNCTIONAL BEHAVIOR: PSYCHOBIOLOGICAL REFLECTIONS AND PSYCHOFISIOLOGICAL FACTORS IN CHILD AND ADULT PSYCHOPATHOLOGY AS WELL AS THE SOCIOLOGICAL AND CULTURAL PERSPECTIVE RELATED TO ABNORMAL BEHAVIOR AND VIOLENCE, DEVELOPMENT AND PSYCHOPATHOLOGY Upon completion of this unit, students should gain a broad view of the psychobiological and psychofisiological factors in psychopathology. Also, students should gain an understanding of the sociological and cultural model related to violence and abnormal behavior. In addition students should gain understanding of psychopathology defined from several different perspectives, specifically from the developmental perspective. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Understand and discuss critically the psychobiological perspective for explaining deviant or dysfunctional behavior. Discuss the most common modern techniques used in psychobiological research and its implications in the area of psychopathology. Understand and discuss critically the psychofisiological factors related to dysfunctional behavior. Understand and discuss the definition of psychopathology from a developmental perspective. Discuss common issues and concerns between developmental psychopathology and developmental psychology. Assess the role of development in psychopathology; discuss examples of microparadigms and theories subyacents to those microparadigms in relation to deviant behavior. ASSIGNED READING: Lillienfeld, S. O., & Landfield, K. (2008). Issues in diagnosis: Categorical vs. dimensional. In W.E. Craighead, D. J. Miklowitz, & L. W. Craighead. Psychopathology: History, diagnosis, and empirical foundations. New Jersey: John Wiley & Sons, Inc. ,[object Object],Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press Chapter 3- Developmental pathogenesis ELECTRONIC RESOURCES: www.apa.org/monitor/nov06/endophenotypes.html UNIT 4: THE DSM-IV-TR ORGANIZATION, THE MULTIAXIAL ASSESSMENT SYSTEM, CODING AND REPORTING PROCEDURES. Upon completion of this unit, students should gain understanding of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) organization and the clinical skills necessary to perform a Multiaxial diagnosis including the appropriate use of the coding and reporting procedures. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Discuss the organization of the DSM-IV-TR and its classification. Understand and apply the official codes and diagnostic categories, the severity and the recording procedures for recurrence, principal diagnosis/reason for visit and the use of “Not otherwise specified categories” of the manual. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp: xi-xxxvii; 1-38. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],López, S. R. & Guarnaccia, P. J. (2000). Cultural psychopathology: Uncovering the social world of mental illness. Annual Review of Psychology, 51, 571- 598. Segal, D. L., & Coolidge, F. L. (2007). Structured and semi structured interviews for differential diagnosis: Issues and applications. In M. Hersen, S. M. Turner, & D. C. Beidel. (2007). Adult Psychopathology and Diagnosis (5th ed.). New Jersey: John Wiley & Sons, Inc. ,[object Object],UNIT 5: MENTAL STATUS ASSESSMENT Upon completion of this unit, students should gain understanding of mental status and the reliability of assessments process. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Knowledge of mental status examinations Identify different models of mental status Acquire competencies and skills to apply the mental status interview ASSIGNED READING: Morrison, J. (1995). The first interview: Using DSM IV. New York: The Guilford Press. Cap. XI y XII. Tomb, D. A. (1995). Assessment: Mental Status. Psychiatry. Baltimore: Williams & Wilkins. Cap II Othmer, E. & Othmer S. C. (1994). Three methods to assess mental status. The clinical interview using DSM IV Vol I: Fundamentals. Washignton DC: American Psychiatric Press, Inc. UNIT 6: DISCUSSION OF DIAGNOSTIC CRITERIA FOR DISORDERS USUALLY FIRST DIAGNOSED IN INFANCY, CHILDHOOD OR ADOLESCENCE Upon completion of this unit, students should gain understanding of the DSM-IV-TR Disorders usually first diagnosed in infancy, childhood or adolescence and will develop knowledge of its diagnostic criteria. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Recognize, assess and discuss the clinical characteristics and symptoms associated with disorders usually first diagnosed in infancy, childhood or adolescence. Understand and explain the diagnostic and associated features of each of the Disorders usually first diagnosed in infancy, childhood or adolescence. Understand and apply the official codes, differential diagnosis and recording procedures related to disorders usually first diagnosed in infancy, childhood or adolescence. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 39-134. Eaket, S., Szalacha, L. A., Alarcón, O. & García, C. (1999). Stereotyped perceptions of adolescents’ health risk behaviors. Cultural Diversity and Ethnic Minority Psychology, 11 (3), 239-258. Stewart, S. M., Kennard, B. D., Lee, P. W. L., Hughes, C. W., Mayes, T. L., Emsline, G. J., & Lewinsohn, P. M. (2004). A cross-cultural investigation of cognitions and depressive symptoms in adolescents. Journal of Abnormal Psychology, 113 (2), 248-257. ELECTRONIC RESOURCES: www.apa.org/science/psa/youngstrom.html UNIT 7: AFFECTIVE, ANXIETY, AND DISRUPTIVE DISORDERS IN CHILD AND ADOLESCENT Upon completion of this unit, students should gain understanding of the DSM-IV-TR Disorders usually first diagnosed in infancy, childhood or adolescence and will develop knowledge of its diagnostic criteria. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Recognize, assess and discuss the clinical characteristics and symptoms associated with disorders usually first diagnosed in infancy, childhood or adolescence. Understand and explain the diagnostic and associated features of each of the Disorders usually first diagnosed in infancy, childhood or adolescence. Understand and apply the official codes, differential diagnosis and recording procedures related to disorders usually first diagnosed in infancy, childhood or adolescence. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 39-134. Canino, G., Shrout, P.E., Rubio-Stipec, M., Bird, H.R., Bravo, M., Ramirez, R., Chavez, L., Alegría, M., Bauermeister, J.J., Hohmann, A., Ribera, J., García, P., & Martínez-Taboas, A. (2004). The DSM-IV rates of child and adolescent disorders in Puerto Rico: Prevalence, correlates, service use, and effects of impairment. Arch General Psychiatry, 61, 85-93. Velázquez, M., Saéz, E. & Roselló, J. (1999). Coping strategies and depression in Puerto Rico adolescents: An exploratory study. Cultural Diversity and Ethnic Minority Psychology, 5 (1), 65-75. UNIT 8: ETIOLOGY AND CONCEPTUALIZATION OF ANXIETY DISORDERS Upon completion of this unit, students should gain understanding of the DSM-IV-TR Anxiety Disorders and will develop knowledge of the diagnostic criteria necessary to perform the diagnosis including the appropriate use of the coding and reporting procedures. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Recognize, assess and discuss the clinical characteristics and symptoms associated with Anxiety Disorders. Understand and explain the diagnostic and associated features of each of the anxiety disorders. Understand and apply the official codes, differential diagnosis and recording procedures related to anxiety disorders. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 429-484. Beidel, D. C., & Stipelman, B. (2007). Anxiety disorders. In M. Hersen, S. M. Turner, & D. C. Beidel. Adult Psychopathology and Diagnosis (5th ed.) (pp.349-409). New Jersey: John Wiley & Sons, Inc. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object]

Chapter 6: Generalized anxiety and obsessive-compulsive disordersELECTRONIC RESOURCES: www.apa.org/divisions/div12/rev_est/anxiety.html UNIT 9: SIGN, SYMPTOMS, AND TREATMENTS OF ANXIETY DISORDERS Upon completion of this unit, students should gain understanding of the DSM-IV-TR Anxiety Disorders and will develop knowledge of the diagnostic criteria necessary to perform the diagnosis including the appropriate use of the coding and reporting procedures. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Recognize, assess and discuss the clinical characteristics and symptoms associated with Anxiety Disorders. 2. Understand and explain the diagnostic and associated features of each of the anxiety disorders. 3. Understand and apply the official codes, differential diagnosis and recording procedures related to anxiety disorders. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 429-484. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],Pole, N., Best, S. R., Metzler, T. & Marmar, C. R. (2005). Why are Hispanic at greater risk for PTSD?. Cultural Diversity and Ethnic Minority Psychology, 11 (2), 144-161. UNIT 10: MID TERM UNIT 11: MOOD DISORDERS (PRIMARY AFFECTIVE DISORDERS, MAJOR DEPRESSION, BIPOLAR DISORDER AND DYSTHIMIA) Upon successful completion of this unit the student will have achieved knowledge of primary affective disorders, major depression, bipolar disorder and dysthimia. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to 1. Explain diagnostic criteria for affective disorders. 2. Discuss current research pertaining to affective disorders. ASSIGNED READINGS: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 345-428. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],Tsai, J. L., Pole, N., Levenson, R. W. & Muñoz, R. (2003). The effects of depression on the emotional responses of Spanish-speaking Latinas. Cultural Diversity and Ethnic Minority Psychology, 9 (1), 49-63. ELECTRONIC RESOURCES: www.apa.org/releases/depressionreport.html UNIT 12: SIGN, SYMPTOMS, AND TREATMENTS OF MOOD DISORDER Upon successful completion of this unit the student will have achieved knowledge of primary affective disorders, major depression, bipolar disorder and dysthimia. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to 1. Explain diagnostic criteria for affective disorders 2. Discuss current research pertaining to affective disorders ASSIGNED READINGS: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 345-428. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],Cutrona, C. E., Rusell, D. W., Brown, P. A., Clark, L. A., Hessling, R. M., & Gardner, K. A. (2005). Neighborhood context, personality, and stressful life events as predictors of depression among African American women. Journal of Abnormal Psychology, 114(1), 3-15. Myers, H. F., Lesser, I., Rodríguez, N., Mira, C. B., Hwang, W. C., Camp, C., Anderson, D., Erickson, L. & Wohl, M. (2002). Ethnic differences in clinical presentation of depression in adult women. Cultural Diversity and Ethnic Minority Psychology, 8 (2), 138-156. ELECTRONIC RESOURCES: www.apa.org/journals/releases/ort754676.pdf UNIT 13: SOMATOFORM DISORDERS Upon completion of this unit, students should gain understanding of the DSM-IV-TR somatoform disorders and will develop knowledge of the diagnostic criteria necessary to perform the diagnosis including the appropriate use of the coding and reporting procedures. Learning Objectives: Upon successful completion of this unit, students should be able to: Recognize, assess and discuss the clinical characteristics and symptoms associated with somatoform disorders. Understand and explain the diagnostic and associated features of each of the somatoform disorders. Understand and apply the official codes, differential diagnosis and recording procedures related to somatoform disorders. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 485-512. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],Kirmayer, L.J., & Looper, K.J. (2007). Somatoform disorders. In M. Hersen, S. M. Turner, & D. C. Beidel. Adult Psychopathology and Diagnosis (5th ed.) (pp.410-472). New Jersey: John Wiley & Sons, Inc. UNIT 14: DISSOCIATIVE DISORDERS Upon completion of this unit, students should gain understanding of the DSM-IV-TR dissociative disorders and will develop knowledge of the diagnostic criteria necessary to perform the diagnosis including the appropriate use of the coding and reporting procedures. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Recognize, assess and discuss the clinical characteristics and symptoms associated with dissociative disorders. Understand and explain the diagnostic and associated features of each of the dissociative disorders. Understand and apply the official codes, differential diagnosis and recording procedures related to dissociative disorders. ASSIGNED READING: American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Pp. 519-534. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press ,[object Object],Marshall, G. N., & Orlando, M. (2002). Acculturation and peritraumatic dissociation in young adult Latino survivors of community violence. Journal of Abnormal Psychology, 111(1), 166-174. Cardeña, E., & Gleaves, D.H. (2007). Dissociative disorders. In M. Hersen, S. M. Turner, & D. C. Beidel. Adult Psychopathology and Diagnosis (5th ed.) (pp.473-503). New Jersey: John Wiley & Sons, Inc. UNIT 15: FINAL EXAM REFERENCES American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington DC: Author. Blaney, P.H. & Millon, T. (Eds.) (2009). Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press Christophersen, E. R., & Mortweet, S. L. (2001). Treatments that work with children: Empirically supported strategies for managing childhood problems. Washington, DC: American Psychological Association. Cutrona, C. E., Rusell, D. W., Brown, P. A., Clark, L. A., Hessling, R. M., & Gardner, K. A. (2005). Neighborhood context, personality, and stressful life events as predictors of depression among African American women. Journal of Abnormal Psychology, 114 (1), 3-15. Draguns, J. G. & Tanaka-Matsumi, J. (2003). Assessment of psychopathology across and within cultures: Issues and findings. Behavior Research and Therapy, 41, 755-776. Eaket, S., Szalacha, L. A., Alarcón, O. & García, C. (1999). Stereotyped perceptions of adolescents’ health risk behaviors. Cultural Diversity and Ethnic Minority Psychology, 11 (3), 239-258. Fauman, M. A. (2002). Study guide to DSM-IV-TR. Washington, DC: American Psychiatric Publishing, Inc. Fawcett, J., Golden, B., & Rosenfeld, N. (2000). New hope for people with bipolar disorder. California: Prima Publishing. Hartung, C. M. & Windiger, T. A. (1998). Gender differences in the diagnosis of mental disorders: Conclusions and controversies of the DSM-IV. Psychological Bulletin, 123, 260-278. Hersen, M. & Bellack, A. S. (2000). Psychopathology in Adulthood (2nd ed.). Boston: Allyn Bacon. Kazdin, A. E., & Weisz, J. R. (Eds.). (2003). Evidence-based psychotherapies for children and adolescents. New York: The Guilford Press. López, S. R. & Guarnaccia, P. J. (2000). Cultural psychopathology: Uncovering the social World of mental illness. Annual Review of Psychology, 51, 571-598. Marshall, G. N., & Orlando, M. (2002). Acculturation and peritraumatic dissociation in young adult Latino survivors of community violence. Journal of Abnormal Psychology, 111 (1), 166-174. Millon, T., Blaney, P. H., & Davis, R. (Eds.). (1999). Oxford textbook of psychopathology. New York: Oxford University Press. Millon, T., & Davis, R. D. (1996). Disorders of personality DSM IV and beyond. (2nd ed.). New York: A Wiley-Interscience Publishing. Myers, H. F., Lesser, I., Rodríguez, N., Mira, C. B., Hwang, W. C., Camp, C., Anderson, D., Erickson, L. & Wohl, M. (2002). Ethnic differences in clinical presentation of depression in adult women. Cultural Diversity and Ethnic Minority Psychology, 8 (2), 138-156. Pole, N., Best, S. R., Metzler, T. & Marmar, C. R. (2005). Why are Hispanic at greater risk for PTSD? Cultural Diversity and Ethnic Minority Psychology, 11 (2), 144- 161. Smrtic, J. D. (1997). Abnormal psychology: The perspectives text/anthology. New York: The McGraw-Hill Companies, Inc. Sperry, L. (2003). Handbook of diagnosis and treatment of DSM-IV-TR personality disorders (2nd ed.). New York: Brunner-Routledge. Stewart, S. M., Kennard, B. D., Lee, P. W. L., Hughes, C. W., Mayes, T. L., Emsline, G. J., Lewinsohn, P. M. (2004). A cross-cultural investigation of cognitions and depressive symptoms in adolescents. Journal of Abnormal Psychology, 113(2), 248-257. Tsai, J. L., Pole, N., Levenson, R. W. & Muñoz, R. (2003). The effects of depression on the emotional responses of Spanish-speaking Latinas. Cultural Diversity and Ethnic Minority Psychology, 9 (1), 49-63. Torrey, E. F. (2006). Surviving schizophrenia: A manual for families, consumers and Providers (5th ed.). New York: Harper Collins. Velázquez, M., Saéz, E. & Roselló, J. (1999). Coping strategies and depression in Puerto Rico adolescents: An exploratory study. Cultural Diversity and Ethnic Minority Psychology, 5 (1), 65-75. Revised by: Dr. Juan A. Nazario Serrano (January, 2010)

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Psyc 534