Syl_1314_Personality Disorders in Research and Clinical Practice
Content
SYLLABUS Type of information Name of the lecturer (s) Academic degree Affiliation
Course title Course type (lecture, seminar, lab) Brief course description
Full course description
Content Aleksandra Jodko-Modlińska M.A. II Psychiatry Clinic, Warsaw Medical University Psychology Department, Warsaw School of Social Psychology Psychotherapy Center, Sexology Clinic, Nowowiejski Hospital Personality disorders in research and clinical practice Seminar This course is designed to provide an in-depth approach to the understanding of personality disorders. Topics to be addressed include historical and contemporary considerations of personality disorders, clinical presentations, diagnostic challenges, epidemiology, patterns of comorbidity, theoretical models, assessment strategies, and intervention models.
"Personalities are like impressionistic paintings. At a distance, each person is 'all of a piece'; up close, each is a bewildering complexity of moods, cognitions, and motives." Theodore Millon Personality disorders, historically referred to as "character disorders", have become central to the study of abnormal psychology. PDs are coded on Axis II of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) of the American Psychiatric Association and defined by the International Statistical Classification of Diseases and Related Health Problems (ICD-10) published by the World Health Organization. Personality disorders are typically associated with severe disturbances in the behavioral tendencies of an individual, usually involving several areas of the personality, and are nearly always associated with considerable personal and social disruption; additionally, personality disorders are inflexible and pervasive across many situations which leads to severe impairment of functioning. The onset of these patterns of behavior can typically be traced back to early adolescence and the beginning of adulthood and, in rarer instances, childhood. General diagnostic guidelines applying to all personality disorders and supplementary descriptions for each of the subtypes will be presented and discussed during the course. The main aim of the seminar is to explore the continuum from normal personality traits to severe cases of personality disorders. Historical and contemporary perspectives on personality disorders as well as the theories of their development will be addressed. The course will cover clinical aetiology, symptoms assessment and treatment methods of all the major personality disorders.
List of topics
Prerequisites for students* Learning outcomes
Assessment methods and criteria**
1. Classical foundations of personality disorders. 2. Contemporary perspectives on personality disorders (trait & factorial, cognitive, interpersonal, evolutionary and developmental). 3. Development of personality disorders – biological, psychological and socio cultural factors. 4. Personality disorders in ICD 10 and DSM-IV-TR classifications, clusters and diagnostic outlines. 5. The schizoid and schizotypal personality disorders. 6. The paranoid personality disorder. 7. The antisocial personality disorder. 8. The histrionic personality disorder. 9. The narcissistic personality disorder. 10. The borderline personality disorder. 11. The dependant and avoidant personality disorders. 12. The obsessive-compulsive personality disorder. 13. Personality disorders not listed in ICD 10 and DSM-IVTR: self-defeating, sadistic, depressive, passive-aggressive personality disorders. 14. Assessment and psychotherapy of personality disorders. Basic knowledge of psychopathology is required.
Please do not take this course if you cannot commit an average of two hours a week to the readings. A. Improved knowledge of personality disorders; the development, aetiology, diagnostic and assessment methods, treatment methods and evidence base. B. Capacity to diagnose personality disorders’ symptoms, differentiate them from Axis I disorders and pursue a basic intervention in a clinical situation. C. Improved attitude to patients with personality disorders. Regular attendance and participation are mandatory; attendance attendance will be recorded. Every student is allowed to miss 2 meeting, every next (3rd and 4th) absence will have to be mademade-up for by preparing additional tasks, more than 4 missed classes rules out the possibility to pass the course. The grading will depend on: • 40% of the grade: class attendance, participation and preparation and presentation of xeroxed comments on the readings. (I expect regular attendance, knowledge of assigned readings, active participation, intellectual engagement, and well-prepared presentations concerning the readings). Each week, 2 to 4 students will be assigned to lead the discussion of the readings for the following week. Those students will be expected to write one page of discussion-provoking ideas and issues, and to distribute copies to each student in the class. These one-page commentaries should not review the target article or commentaries. Instead, they should articulate the student’s own thoughts, reactions, and questions in response to the readings.
• 60% of grade: grade a written multiple-choice test on readings, materials Learning activities
and cases presented during class. Semi-lectures with computer presentations, students’ presentations on
and teaching methods Bibliography
Remarks
readings and Internet research, debates, case studies, movie fragments, mindmaps. The course readings will require about 2 hours per week outside class, and will include selections from the textbook, plus some recent journal papers. Textbook: Millon, T., Grossman, S., Millon, C., Meagher, S., Ramnath, R. (2004). Personality disorders in modern life. life New York: Wiley. Papers: Cale, E.M., & Lilienfeld, S.O. (2002). Histrionic personality disorder and antisocial personality disorder: Sex differentiated manifestations of psychopathy? Journal of Personality Disorders, 16(1), 52-72. (18 pp text) Carey, G., Gottesman, I. (2006). Genes and antisocial behavior: Perceived versus real threats to jurisprudence. Journal of Law, Medicine, and Ethics, 34(2), 342-352. (9 pp text) Cramer, V., Torgersen, S., Kringlen, E. (2006). Personality disorders and quality of life: A population study. Comprehensive Psychiatry, 47(3), 178-184. (6 pp text) Fossati, A. (2006). Confirmatory factor analyses of DSM-IV cluster C personality disorder criteria. J. of Personality Disorders, 20(2), 186203. (7 pp text) Krueger, R. F. (2005). Continuity of axes I and II: Toward a unified model of personality, personality disorders, and clinical disorders. J. of Personality Disorders, 19(3), 233-261. (24 pp text) Raine, A. (2002). Biosocial studies of antisocial and violent behavior in children and adults: A review. Journal of Abnormal Child Psychology, 30(4), 311-326. (13 pp text) Saulsman, L.M., Page, A.C. (2004). The five-factor model and personality disorder empirical literature: A meta-analytic review. Clinical Psychology Review, 23 (8), 1055-1085. (27 pp text) Skodol, A. (2002). The borderline diagnosis I: Psychopathology, comorbidity, and personality structure. Biological Psychiatry, 51(12), 936-950. (11 pp text) Skodol, A.E. (2005). Dimensional representations of DSM-IV personality disorders: Relationships to functional impairment. American Journal of Psychiatry, 162(10), 1919-1925. (6 pp text) Wakefield, J.C. (2006). Personality disorder as harmful dysfunction: DSMs cultural deviance criterion reconsidered. Journal of Personality Disorders, 20(2), 157-169. (12 pp text)
Course title Course type (lecture, seminar, lab) Brief course description
Full course description
Content Aleksandra Jodko-Modlińska M.A. II Psychiatry Clinic, Warsaw Medical University Psychology Department, Warsaw School of Social Psychology Psychotherapy Center, Sexology Clinic, Nowowiejski Hospital Personality disorders in research and clinical practice Seminar This course is designed to provide an in-depth approach to the understanding of personality disorders. Topics to be addressed include historical and contemporary considerations of personality disorders, clinical presentations, diagnostic challenges, epidemiology, patterns of comorbidity, theoretical models, assessment strategies, and intervention models.
"Personalities are like impressionistic paintings. At a distance, each person is 'all of a piece'; up close, each is a bewildering complexity of moods, cognitions, and motives." Theodore Millon Personality disorders, historically referred to as "character disorders", have become central to the study of abnormal psychology. PDs are coded on Axis II of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) of the American Psychiatric Association and defined by the International Statistical Classification of Diseases and Related Health Problems (ICD-10) published by the World Health Organization. Personality disorders are typically associated with severe disturbances in the behavioral tendencies of an individual, usually involving several areas of the personality, and are nearly always associated with considerable personal and social disruption; additionally, personality disorders are inflexible and pervasive across many situations which leads to severe impairment of functioning. The onset of these patterns of behavior can typically be traced back to early adolescence and the beginning of adulthood and, in rarer instances, childhood. General diagnostic guidelines applying to all personality disorders and supplementary descriptions for each of the subtypes will be presented and discussed during the course. The main aim of the seminar is to explore the continuum from normal personality traits to severe cases of personality disorders. Historical and contemporary perspectives on personality disorders as well as the theories of their development will be addressed. The course will cover clinical aetiology, symptoms assessment and treatment methods of all the major personality disorders.
List of topics
Prerequisites for students* Learning outcomes
Assessment methods and criteria**
1. Classical foundations of personality disorders. 2. Contemporary perspectives on personality disorders (trait & factorial, cognitive, interpersonal, evolutionary and developmental). 3. Development of personality disorders – biological, psychological and socio cultural factors. 4. Personality disorders in ICD 10 and DSM-IV-TR classifications, clusters and diagnostic outlines. 5. The schizoid and schizotypal personality disorders. 6. The paranoid personality disorder. 7. The antisocial personality disorder. 8. The histrionic personality disorder. 9. The narcissistic personality disorder. 10. The borderline personality disorder. 11. The dependant and avoidant personality disorders. 12. The obsessive-compulsive personality disorder. 13. Personality disorders not listed in ICD 10 and DSM-IVTR: self-defeating, sadistic, depressive, passive-aggressive personality disorders. 14. Assessment and psychotherapy of personality disorders. Basic knowledge of psychopathology is required.
Please do not take this course if you cannot commit an average of two hours a week to the readings. A. Improved knowledge of personality disorders; the development, aetiology, diagnostic and assessment methods, treatment methods and evidence base. B. Capacity to diagnose personality disorders’ symptoms, differentiate them from Axis I disorders and pursue a basic intervention in a clinical situation. C. Improved attitude to patients with personality disorders. Regular attendance and participation are mandatory; attendance attendance will be recorded. Every student is allowed to miss 2 meeting, every next (3rd and 4th) absence will have to be mademade-up for by preparing additional tasks, more than 4 missed classes rules out the possibility to pass the course. The grading will depend on: • 40% of the grade: class attendance, participation and preparation and presentation of xeroxed comments on the readings. (I expect regular attendance, knowledge of assigned readings, active participation, intellectual engagement, and well-prepared presentations concerning the readings). Each week, 2 to 4 students will be assigned to lead the discussion of the readings for the following week. Those students will be expected to write one page of discussion-provoking ideas and issues, and to distribute copies to each student in the class. These one-page commentaries should not review the target article or commentaries. Instead, they should articulate the student’s own thoughts, reactions, and questions in response to the readings.
• 60% of grade: grade a written multiple-choice test on readings, materials Learning activities
and cases presented during class. Semi-lectures with computer presentations, students’ presentations on
and teaching methods Bibliography
Remarks
readings and Internet research, debates, case studies, movie fragments, mindmaps. The course readings will require about 2 hours per week outside class, and will include selections from the textbook, plus some recent journal papers. Textbook: Millon, T., Grossman, S., Millon, C., Meagher, S., Ramnath, R. (2004). Personality disorders in modern life. life New York: Wiley. Papers: Cale, E.M., & Lilienfeld, S.O. (2002). Histrionic personality disorder and antisocial personality disorder: Sex differentiated manifestations of psychopathy? Journal of Personality Disorders, 16(1), 52-72. (18 pp text) Carey, G., Gottesman, I. (2006). Genes and antisocial behavior: Perceived versus real threats to jurisprudence. Journal of Law, Medicine, and Ethics, 34(2), 342-352. (9 pp text) Cramer, V., Torgersen, S., Kringlen, E. (2006). Personality disorders and quality of life: A population study. Comprehensive Psychiatry, 47(3), 178-184. (6 pp text) Fossati, A. (2006). Confirmatory factor analyses of DSM-IV cluster C personality disorder criteria. J. of Personality Disorders, 20(2), 186203. (7 pp text) Krueger, R. F. (2005). Continuity of axes I and II: Toward a unified model of personality, personality disorders, and clinical disorders. J. of Personality Disorders, 19(3), 233-261. (24 pp text) Raine, A. (2002). Biosocial studies of antisocial and violent behavior in children and adults: A review. Journal of Abnormal Child Psychology, 30(4), 311-326. (13 pp text) Saulsman, L.M., Page, A.C. (2004). The five-factor model and personality disorder empirical literature: A meta-analytic review. Clinical Psychology Review, 23 (8), 1055-1085. (27 pp text) Skodol, A. (2002). The borderline diagnosis I: Psychopathology, comorbidity, and personality structure. Biological Psychiatry, 51(12), 936-950. (11 pp text) Skodol, A.E. (2005). Dimensional representations of DSM-IV personality disorders: Relationships to functional impairment. American Journal of Psychiatry, 162(10), 1919-1925. (6 pp text) Wakefield, J.C. (2006). Personality disorder as harmful dysfunction: DSMs cultural deviance criterion reconsidered. Journal of Personality Disorders, 20(2), 157-169. (12 pp text)
