Course Title
Clinical and Social Dimensions of Common Mental Health Disorders
Subject Area
Psychology
Course Code
PSYC 02021
Units
2.5 PEU
Academic Unit
Faculty of Arts and Sciences
American School of Science
Last Update
September 11, 2025
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Course Title
Clinical and Social Dimensions of Common Mental Health Disorders
Course Code
PSYC 02021
Units
2.5 PEU
Offering Period
Academic Year 2025–2026 (Fall, Spring, Summer)
Meeting Times
TBA (HST); final schedule will be posted on Nebula
Location (In-Person)
St. Thomas Aquinas Campus (STAC), Lecture Room (LR) 301
Location (Online)
Online (via Nebula)
Instructor
Cynthia Dumanig, M.Psy.
Office Location
St. Nicholas Campus (SNC), Annex Hall I (AHI), Faculty Office (FO) 710
Office Hours
Tuesday, 2:00–4:00 p.m. (HST); and by appointment
Contact
Course Platform
Nebula—official course website for readings, announcements, and assignment submissions
This syllabus constitutes the definitive academic charter of the course, articulating with precision its intellectual objectives, expected competencies, and guiding principles. It is not conceived merely as a schedule of instruction, but as a comprehensive framework that integrates law, science, philosophy, and art into a coherent architecture of knowledge and practice.
Each element has been designed with rigor, foresight, and institutional integrity, ensuring alignment with the highest standards of scholarly excellence, pedagogical innovation, and professional accountability. By uniting analytical acuity, ethical responsibility, academic comprehensiveness, and stylistic refinement, the syllabus establishes a lasting benchmark of intellectual achievement.
It functions simultaneously as a covenant between instructor and student, a reference for administrators and reviewers, and a living document for continuous academic development—ensuring that the course endures as both a disciplined pursuit of truth and a meaningful contribution to the advancement of human knowledge.
The study of common mental health disorders requires an integrative perspective that unites clinical knowledge with social insight. This course introduces students to the major theoretical foundations of psychopathology and personality, while equipping them with diagnostic reasoning, case formulation, and applied clinical skills. At the same time, it emphasizes the social and cultural contexts that shape the presentation, interpretation, and treatment of disorders. The intellectual rationale is threefold: first, to ground students in the scientific and theoretical principles that underlie mental health and illness; second, to cultivate practical competencies in clinical observation, analysis, and case formulation using the biopsychosocial model; and third, to develop awareness of cultural, social, and ethical dimensions that influence both the individual and collective experience of psychological disorders. By harmonizing theory, practice, and context, the course establishes a comprehensive framework that prepares students for advanced scholarship, responsible clinical engagement, and meaningful contributions to mental health science and practice.
By the conclusion of this course, students will be able to:
Explain with authority the major theoretical perspectives in psychology—including psychodynamic, behavioral, cognitive, humanistic, biological, and trait traditions—and their application to the study of psychopathology and personality.
Identify and describe with precision the clinical features, diagnostic criteria, and phenomenological presentations of common mental health disorders, including depression, anxiety, psychotic-related conditions, and substance use disorders.
Apply with rigor the biopsychosocial model to clinical case formulation, integrating biological, psychological, and social dimensions in the analysis of individual cases and cultural contexts.
Demonstrate with competence practical skills in clinical reasoning, symptom matching, and diagnostic observation through structured activities such as case discussions, peer learning, and formulation exercises.
Evaluate with discernment the social and cultural influences that shape the expression, interpretation, and treatment of mental health disorders, recognizing the ethical, interpersonal, and policy implications of clinical practice.
Communicate with clarity and professionalism clinical observations, diagnostic formulations, and theoretical analyses in both written and oral formats, adhering to scholarly and professional standards of psychology and mental health practice.
The instructional design of this course is founded on the conviction that mastery of common mental health disorders requires the integration of theoretical comprehension, applied practice, critical reflection, and professional communication. Accordingly, the pedagogy employs a multimodal framework that ensures alignment with the learning objectives and supports both formative development and summative evaluation.
Lectures and Assigned Readings provide the conceptual foundations of psychopathology and personality theory, presenting the scientific, cultural, and clinical frameworks that organize the discipline.
Case-Based Learning and Clinical Simulations enable students to apply diagnostic reasoning, practice symptom identification, and formulate biopsychosocial case analyses with rigor and cultural sensitivity.
Forum Discussions and Peer Interaction cultivate collaborative inquiry, respectful debate, and professional dialogue, reinforcing both conceptual mastery and applied competence.
Application Exercises and Symptom-Matching Activities strengthen practical skills by reinforcing the connection between theoretical knowledge and real-world diagnostic contexts.
Self-Paced Quizzes and Critical Thinking Exercises provide opportunities for continuous assessment, immediate feedback, and the cultivation of analytical precision.
Research Review Projects and Written Analyses develop scholarly independence, evidence-based reasoning, and original contributions to critical debates on the cultural and clinical dimensions of psychopathology.
Reflective Learning Activities foster self-awareness, ethical integration, and the ability to connect clinical knowledge with personal and cultural insight.
Together, these methods create a learner-centered environment that equips students to analyze, apply, evaluate, synthesize, and communicate with academic and professional clarity. Pedagogical alignment ensures that every teaching–learning activity reinforces the course objectives, while every assessment instrument is directly linked to demonstrable competencies in clinical reasoning, cultural understanding, and professional communication.
Teaching–Learning–Assessment (TLA) Matrix
Learning Objective
Teaching & Learning Methods
Assessment Instruments
Assessment Outcomes
LO1
Lectures; Assigned Readings; Forum Discussions; Reflective Activities
Weekly Quizzes; Participation in Discussions
Demonstrate comprehension and critical analysis of foundational theories and models.
LO2
Case-Based Learning; Clinical Simulations; Symptom-Matching Activities; Application Exercises
Case Analyses; Symptom-Matching Assessments; Quizzes
Accurately identify and describe clinical presentations using diagnostic frameworks.
LO3
Case Formulation Workshops; Problem-Based Tasks; Peer Discussions
Case Formulation Reports; Practical Activities
Integrate biological, psychological, and social dimensions into coherent case analyses.
LO4
Case Discussions; Clinical Simulations; Application Exercises; Critical Thinking Tasks
Diagnostic Reasoning Exercises; Structured Case Analyses
Produce valid and culturally sensitive diagnostic reasoning in applied contexts.
LO5
Lectures; Forum Debates; Cultural Case Studies; Reflective Journals
Analytical Research Review; Peer Feedback; Forum Discussions
Critically evaluate how cultural, social, and ethical factors shape diagnosis and treatment.
LO6
Forum Discussions; Oral Presentations; Peer Collaboration; Written Analyses
Research Review Paper; Presentations; Professional Participation
Present written and oral formulations with scholarly clarity, precision, and authority.
Engagement in this course is both an academic requirement and a professional obligation, embodying the intellectual discipline, collegial responsibility, and scholarly integrity expected at the University. Students are required to participate consistently, demonstrating preparation, respect, and analytical rigor in all learning activities.
Participation
Students must attend all sessions (in person or online) and prepare by completing assigned readings and exercises.
Participation grades reflect the quality and depth of contributions, not mere quantity.
Absence from three or more classes may require additional assignments to fulfill participation requirements.
Modes of Attendance
Online Classes (via Microsoft Teams): Students must log in punctually, use a functioning camera and microphone, and remain in a distraction-free environment. Cameras must remain on unless privacy concerns arise. Participation from vehicles is prohibited.
On-Campus Sessions: Students must attend according to the AUS Campus Schedule, arriving on time and remaining for the full session. Travel arrangements should ensure timely arrival.
Classroom Expectations
Classes begin and end promptly; late entry or reentry will be permitted only under exceptional circumstances.
Mobile phones and electronic devices must be turned off unless explicitly authorized for instructional purposes.
Professional demeanor, appropriate attire, and respectful conduct are required in all class settings.
Engagement will be assessed both qualitatively and quantitatively, contributing directly to professionalism and formative evaluation. Students should treat participation as an essential aspect of scholarly development and professional readiness.
Assessment in this course is designed to balance formative opportunities for growth with summative evaluations of mastery, while also recognizing professionalism as an essential academic competency. Each instrument is explicitly mapped to the learning objectives to ensure comprehensive, fair, and rigorous evaluation.
Formative Assessments (30%)
Formative assessments reinforce continuous engagement, provide timely feedback, and support the progressive development of competencies.
End-of-Course Quiz (10%)
Outcome: Demonstrate comprehension of core concepts, theories, and diagnostic frameworks.
Measures: LOs 1, 2, 3, 4.
Academic Engagement (20%)
Outcome: Participate actively and constructively in discussions, case activities, and peer exchanges, integrating theoretical, cultural, and ethical perspectives.
Measures: LOs 1, 4, 5, 6.
Summative Assessments (60%)
Summative assessments evaluate cumulative mastery, applied synthesis, and the ability to communicate knowledge at a professional level.
Case Report (60%)
Outcome: Apply the biopsychosocial model to analyze and formulate a complex case, demonstrating diagnostic reasoning, cultural sensitivity, and scholarly integration of research.
Measures: LOs 2, 3, 4, 5, 6.
Professionalism (10%)
Professionalism encompasses ethical conduct, academic integrity, punctuality in submissions, and respectful engagement in collaborative learning.
Outcome: Demonstrate professional accountability, respect for peers, and consistency with institutional standards of integrity.
Measures: LOs 5, 6.
Summary of Evaluation
Category
Component
Weight
Assessment Outcomes
Measures LOs
Formative (30%)
End-of-Course Quiz
10%
Demonstrate comprehension of concepts, theories, and frameworks.
1, 2, 3, 4
Academic Engagement
20%
Engage critically in discussions, activities, and collaborative inquiry.
1, 4, 5, 6
Summative (60%)
Case Report
60%
Produce a comprehensive, evidence-based case formulation using the biopsychosocial model.
2, 3, 4, 5, 6
Professionalism (10%)
10%
Exhibit accountability, collegiality, and integrity.
5, 6
Total
100%
—
Final grades are determined by a weighted evaluation of formative assessments (30%), summative assessments (60%), and professionalism (10%), as outlined in the Assessment Structure and Evaluation Criteria. The grading system conforms to institutional standards and ensures fairness, transparency, and alignment with the course learning objectives.
Grade Distribution
Grade Letter
Percentage Range
Grade Points
Quality
Description
A+
97.5 – 100
4.3
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
A
92.5 – 97.4
4.0
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
A-
90.0 – 92.4
3.7
Exemplary
Earned for work whose superior quality indicates a full mastery of the course.
B+
87.5 – 89.9
3.3
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
B
82.5 – 87.4
3.0
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
B-
80.0 – 82.4
2.7
Excellent
Strong comprehension, solid command of skills, and full engagement with requirements.
C+
77.5 – 79.9
2.3
Satisfactory
Adequate comprehension and participation; meets basic requirements.
C
72.5 – 77.4
2.0
Satisfactory
Adequate comprehension and participation; meets basic requirements.
C-
70.0 – 72.4
1.7
Satisfactory
Adequate comprehension and participation; meets basic requirements.
D+
67.5 – 69.9
1.3
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
D
62.5 – 67.4
1.0
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
D-
60.0 – 62.4
0.7
Minimal Pass
Minimal comprehension and participation; worthy of course credit.
F
0.0 – 59.9
0.0
Fail
Unsatisfactory work, no course credit. May also apply to missed submissions without withdrawal.
Administrative Grade Marks (Non-GPA)
Grade Letter
Quality
Description
AUD
Audit
Enrollment without academic credit; for self-enrichment and exploration.
I
Incomplete
Student did not complete required work before course end.
IP
In Progress
Course still underway within the study period.
R
Retake
Student is retaking the course within the study period.
W
Withdraw
Student withdrew after the drop/add period; credits not included in GPA.
Required Text
Barlow, D. H., Durand, V. M., & Hofmann, S. G. (2023). Psychopathology: An integrative approach to mental disorders (9th ed.). Cengage Learning.
Provides the comprehensive framework for understanding mental disorders, integrating biological, psychological, and sociocultural perspectives with clinical application.
Feist, J., Feist, G. J., & Roberts, T. A. (2020). Theories of personality (10th ed.). McGraw-Hill LLC.
Establishes the foundational understanding of personality theories, offering essential conceptual depth that complements the study of psychopathology and clinical case formulation.
Recommended Texts and Resources
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Publishing.
World Health Organization. (2016). International classification of diseases, 10th revision (ICD-10). World Health Organization.
Selected peer-reviewed journal articles (distributed via the institutional learning platform).
Curated case studies and applied materials to reinforce clinical reasoning and professional practice.
Supplementary multimedia resources, including recorded lectures, clinical demonstrations, and interactive modules.
Academic Expectation
Students are expected to engage required texts with precision and depth, while critically integrating insights from recommended resources and supplementary materials. Mastery of content will be demonstrated through active participation in discussions, analytical and applied assignments, case-based or project-based exercises, and research-informed assessments. Engagement with these materials and activities ensures direct alignment with course objectives, professional standards, and the ethical expectations of advanced scholarship and practice.
Session 1 – Perspectives of Psychological Practice
Activity A: Case Discussion
Required: Feist, Feist, & Roberts (2020), Ch. 1
Recommended: Selected peer-reviewed articles (distributed via learning platform)
Session 2 – Foundations of Psychopathology
Activity B: Case Analysis
Required: Barlow, Durand, & Hofmann (2023), Ch. 1–2
Recommended: APA (2022), DSM-5-TR, Historical Overview; WHO (2016), ICD-10, General Framework
Session 3 – Clinical Disorders in Mood, Anxiety, Psychosis, and Substance Use
Activity C: Case Critique
Required: Barlow et al. (2023), Ch. 5, 7, 11, 13
Recommended: APA (2022), DSM-5-TR, Anxiety, Mood, Schizophrenia Spectrum, and Substance-Related Disorders; WHO (2016), ICD-10, F10–F39
Session 4 – Clinical Skills in Psychological Practice
Required: Feist et al. (2020), Ch. 2–3; Barlow et al. (2023), Ch. 3
Recommended: Selected case studies and applied clinical materials (provided via learning platform)
Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Case Report – Due Sunday, 23:59 HST
Session 1 – Perspectives of Psychological Practice
Activity A: Case Discussion
Required: Feist, Feist, & Roberts (2020), Ch. 1
Recommended: Selected peer-reviewed articles (distributed via learning platform)
Session 2 – Foundations of Psychopathology
Activity B: Case Analysis
Required: Barlow, Durand, & Hofmann (2023), Ch. 1–2
Recommended: APA (2022), DSM-5-TR, Historical Overview; WHO (2016), ICD-10, General Framework
Session 3 – Clinical Disorders in Mood, Anxiety, Psychosis, and Substance Use
Activity C: Case Critique
Required: Barlow et al. (2023), Ch. 5, 7, 11, 13
Recommended: APA (2022), DSM-5-TR, Anxiety, Mood, Schizophrenia Spectrum, and Substance-Related Disorders; WHO (2016), ICD-10, F10–F39
Session 4 – Clinical Skills in Psychological Practice
Required: Feist et al. (2020), Ch. 2–3; Barlow et al. (2023), Ch. 3
Recommended: Selected case studies and applied clinical materials (provided via learning platform)
Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Case Report – Due Sunday, 23:59 HST
Accessibility and inclusion are essential conditions of academic excellence, ensuring that every student has the opportunity to contribute to, and benefit from, the advancement of human knowledge. This course is committed to fostering an inclusive, equitable, and supportive learning environment. The University ensures compliance with applicable laws and institutional policies regarding accessibility, nondiscrimination, and student welfare.
Accessibility: Students requiring accommodations for documented disabilities must contact Disability Services (DS) to arrange support. Instructors cannot grant accommodations without prior DS approval.
Inclusion: Respect for cultural, linguistic, religious, and personal diversity is expected in all course-related interactions.
Equity: Assessment and participation opportunities are designed to ensure equal access to academic achievement.
Student Welfare and Privacy: The University prioritizes confidentiality. Medical documentation must be submitted directly to DS; instructors will not request or accept such documentation. For short-term illnesses, students should notify instructors but are not required to provide a doctor’s note.
Requests for accommodations or support should be initiated early to avoid delays. For further assistance, contact DS at DS@TheAUS.us.
The pursuit of excellence in scholarship is inseparable from the resources that sustain it; these services form the infrastructure of academic success. The University provides a comprehensive network of academic and student support services to ensure achievement across all disciplines. Students are expected to engage actively with these resources as part of their professional and scholarly development.
Library and Digital Databases: Full access to scholarly journals, e-books, reference works, and specialized research databases across the sciences, humanities, and professional fields.
Writing and Research Center: Guidance in academic writing, citation practices, research methodology, and scholarly communication.
Tutoring and Academic Coaching: Individual and group support for strengthening comprehension, study strategies, and subject mastery.
Technology Support Services: Assistance with the learning management system, digital tools, and course-related technologies.
Counseling and Wellness Services: Confidential support for personal well-being and balance, which directly contributes to academic performance.
Active use of these resources is considered an essential component of scholarly responsibility.
The timely submission of academic work reflects both intellectual discipline and professional accountability, core principles of the University’s academic covenant. All assessments must be submitted via the designated course platform by the stated deadlines. Consistency in submission protocols upholds fairness and institutional rigor.
Deadlines: Unless otherwise specified, all assignments are due by 23:59 HST on the scheduled date.
Late Submission Policy: Work submitted one day late will be reduced by one full letter grade (e.g., A to B). Assignments submitted beyond one day will receive an automatic grade of F. Requests for extensions must be made in advance and require instructor approval.
Contingencies: Documented emergencies may warrant exceptions at the instructor’s discretion. Verification may be required.
Technical Issues: Students are responsible for ensuring that submissions are uploaded correctly. Technical difficulties must be reported immediately to support services.
This policy ensures academic rigor while allowing limited flexibility for genuine emergencies.
As a living document, the syllabus embodies both stability and adaptability, ensuring continuity of purpose while remaining responsive to the evolving demands of scholarship and pedagogy. While learning objectives and evaluation criteria remain constant, specific elements of the schedule, readings, or instructional strategies may be adapted to:
Integrate new research and developments in psychopathology and mental health sciences.
Respond to institutional or accreditation requirements.
Address unforeseen disruptions to instructional delivery.
Class Meetings and Syllabus Updates: Additional details, assignment updates, and supplemental materials will be posted on the course website. Students are responsible for monitoring these updates. The syllabus may be modified before or during the course, with all changes communicated transparently to maintain alignment with course objectives and institutional standards.
