MAP- 203C Psychopathology
Internal Assessment: 30
End Term Examination (Theory) :70
Practical :20
Duration of Exam: 3 Hours (Theory)
COURSE OBJECTIVE
· To develop a general orientation towards psychopathology and related disorders.
· To understand Psychopathological relation to different neurotic and psychotic
disorders.
· To introduce different diagnostic criteria for psychological disorders
COURSE CONTENTS
UNIT 1 Introduction to Psychopathology- Explanation in psychopathology; Models
of psychopathology-Ethological model; Community disaster model; Psychodynamic
model, Biopsychosocial model, Information processing model, Biographical and
literate model, Psychopathology and Behaviour- Psychopathology of everyday
behaviour and general appearance, Classification of disorders.
UNIT 2 Causes and symptoms of Schizophrenic Spectrum disorders, Causes and
symptoms of Bipolar and Related Disorders, Causes and symptoms of Depressive
Disorder, Causes and symptoms of Obsessive-Compulsive and other anxiety-related
disorders, Causes and symptoms of Trauma- and Stressor-Related Disorders, Causes
and symptoms Personality Disorder
UNIT 3 Causes and Symptoms of Dissociative Disorder, Causes and symptoms of
Somatic Symptom and Related Disorder, Causes and symptoms of Feeding and eating
disorders, Causes and symptoms of Sleep-Wake Disorders, Causes and symptoms of
Sexual dysfunctions. Substance abuse and addictive related disorders, Causes and
symptoms, Neurocognitive Disorders.
UNIT 4 Diagnostic Criteria- History of DSMs; DSM-IV-TR; DSM5; ICD-10 other
criteria
Two practicums based on any of the above four units.
SUGGESTED READINGS
Davis, D. R. (1984). An Introduction to Psychopathology. Fourth Edition, Chapter 1
to 7,Pages 1-168.
Taylor, M. A., & Vaidya, N. A. (2008). Descriptive psychopathology: the signs
and symptoms of behavioral disorders. Cambridge University Press.Pp-133-351.
World Health Organization. (1992). The ICD-10 classification of mental and
behavioural disorders: clinical descriptions and diagnostic guidelines (Vol. 1). World
Health Organization.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (DSM-5). American Psychiatric Pub. Srivastava, S. K.
(2012).Psychopathological Disorders: Biopsychosocial Analysis
LIST OF PRACTICALS DONE:
PRACTICAL I: Understanding the Clinical Picture and Etiology of Schizophrenia
through the Movie 15 Park Avenue
Overview:
The movie revolves around the life of Meethi, a woman diagnosed with
schizophrenia, and explores her struggles through the lens of family dynamics, social
expectations, and her own inner world.
By analyzing the movie 15 Park Avenue, students will gain the following insights:
1. Recognition of Symptoms:
o Identification of positive symptoms (delusions, hallucinations) and negative
symptoms (social withdrawal, emotional flatness) of schizophrenia as
portrayed by the character Meethi.
o Understanding how these symptoms impact daily functioning and
relationships.
2. Understanding the Clinical Course:
o Observation of the chronic nature of schizophrenia and how symptoms may
persist or evolve over time.
o Appreciation of the challenges in achieving insight and treatment compliance
in affected individuals.
3. Exploration of Etiological Factors:
o Introduction to the diathesis-stress model, showing how genetic
predisposition, trauma, and environmental stressors may contribute to the
onset of schizophrenia.
o Insight into the role of psychosocial factors such as trauma, family
environment, and caregiving burden.
4. Empathy and Perspective-Taking:
o Development of empathy toward individuals with schizophrenia and their
caregivers.
o Reflection on the social stigma surrounding mental illness and the importance
of sensitivity in clinical practice.
5. Integration of Theory and Reality:
o Application of theoretical knowledge from textbooks to a realistic, culturally
relevant narrative, enhancing comprehension and retention.
o Encouragement to think critically about the representation of mental illness
in media.
Overall, this practical helps students bridge academic understanding and real-world
implications, making their learning more holistic and clinically meaningful.
PRACTICAL II: Assessing Negative Emotional States and Overeating Amongst
College Students Using the Emotional Eating Scale (EES)
Objective:
The aim of this study is to examine the relationship between negative emotional states (such
as anxiety, anger, and depression) and overeating behavior among college students using the
Emotional Eating Scale (EES).
Overview:
Emotional eating refers to the tendency to eat in response to emotional cues rather than
physical hunger. College students often experience high levels of academic stress, social
pressure, and emotional challenges, which may lead to unhealthy eating patterns.
The Emotional Eating Scale (EES) is a self-report tool that measures the urge to eat in
response to specific negative emotions. It assesses three primary domains:
1. Anger/Frustration
2. Anxiety
3. Depression/Sadness
Method:
College students are asked to complete the EES questionnaire, rating their desire to eat in
response to various emotional states. Scores in each subscale indicate the strength of
emotional eating tendencies linked to specific emotions.
Expected Outcome:
It is expected that students with higher levels of negative emotional states will report
greater tendencies to overeat, especially in response to emotions like anxiety or sadness.
This can indicate a potential coping mechanism for managing distress.
Conclusion:
This study aims to provide insight into how emotional regulation difficulties contribute to
unhealthy eating behaviors among young adults. Findings can be useful in designing
targeted interventions to promote healthy coping strategies and prevent emotional
overeating in college populations.
