Course Title
Psychopathology and Mental Health Disorders
Subject Area
Psychology
Course Code
PSYC 71021
Units
5.0 GSCH
Academic Unit
Faculty of Arts and Sciences
American School of Science
Last Update
September 11, 2025
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Course Code
PSYC 71021
Course Title
Psychopathology and Mental Health Disorders
Units
5.0 GSCH
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 psychopathology demands a multidimensional perspective that unites historical, cultural, biological, psychological, and social insights into a coherent framework. This course is grounded in the conviction that mental disorders cannot be understood through single-cause explanations, but instead require integrative models that recognize the interplay of genetic, neurobiological, cognitive, emotional, and environmental factors.
The intellectual rationale of the course is threefold. First, it introduces students to the historical development of abnormal psychology, tracing conceptual shifts from supernatural and moral explanations to contemporary scientific paradigms. Second, it equips students with the methodological and diagnostic tools necessary for evidence-based assessment, clinical formulation, and research literacy, with careful attention to ethical and legal standards. Third, it provides a comprehensive exploration of major categories of mental health disorders, emphasizing both their complexity and their broader implications for clinical practice, public policy, and global health.
By combining analytical rigor, academic breadth, and ethical clarity, this course establishes a durable framework for scholarly excellence and professional formation. It prepares students not merely to recognize and describe psychopathology, but to interpret it critically, address it responsibly, and contribute meaningfully to the advancement of psychological science and mental health practice.
By the conclusion of this course, students will be able to:
Analyze with depth the historical, cultural, biological, psychological, and social foundations of psychopathology, demonstrating mastery of the major traditions that have shaped the field and their relevance to contemporary practice.
Apply with accuracy evidence-based diagnostic frameworks, including DSM-5-TR and ICD-10/11, to conceptualize mental health conditions, evaluate diagnostic criteria, and produce clinically and ethically sound case formulations.
Synthesize with coherence genetic, neurobiological, cognitive, emotional, developmental, and sociocultural perspectives into multidimensional explanations of mental disorders across the lifespan.
Evaluate with rigor diverse categories of psychological disorders—such as anxiety, mood, psychotic, somatic, dissociative, eating, sleep–wake, sexual, substance-related, personality, neurodevelopmental, and neurocognitive disorders—integrating research evidence, clinical reasoning, and ethical–legal considerations.
Critically appraise with authority contemporary research in psychopathology and mental health, generating original insights that contribute to scholarly debates, evidence-based interventions, and global perspectives on mental health policy and practice.
Communicate with clarity and professionalism complex clinical and theoretical formulations in both written and oral contexts, demonstrating precision, authority, and adherence to academic and professional standards.
The instructional design of this course is founded on the principle that mastery of psychopathology requires the integration of theoretical comprehension, applied practice, critical reflection, and professional communication. Accordingly, the pedagogy employs a diverse range of methods that ensure alignment with the learning objectives and support both formative development and summative evaluation.
Lectures and Assigned Readings provide the conceptual foundations, theoretical frameworks, and integrative models that structure the discipline.
Case-Based Learning and Clinical Simulations enable the practical application of diagnostic frameworks, ethical reasoning, and professional judgment.
Forum Discussions and Peer Interaction foster scholarly dialogue, respectful debate, and collaborative inquiry across diverse perspectives.
Game-Based Learning, Application Exercises, and Problem-Based Tasks reinforce theory through interactive practice, innovation, and real-world problem solving.
Self-Paced Quizzes and Critical Thinking Exercises support continuous learning, provide immediate feedback, and cultivate analytical rigor.
Research Projects and Written Analyses develop scholarly independence, evidence-based reasoning, and original contributions to the field.
Reflective Journals promote metacognition, self-awareness, and ethical integration of theory with practice.
Debates and Structured Argumentation enhance the ability to defend positions with evidence, while engaging constructively with counter-arguments.
Peer Review and Collaborative Projects strengthen critical appraisal skills, collegial exchange, and academic communication.
Multimedia Analysis and Flipped Classroom Activities extend cultural, clinical, and global perspectives, maximizing engagement and applied insight.
Together, these methods create a multi-modal, learner-centered environment that equips students to analyze, apply, evaluate, synthesize, and communicate with professional clarity. Pedagogical alignment ensures that every activity directly reinforces the course objectives and prepares students for both academic success and professional competence.
Teaching–Learning–Assessment (TLA) Matrix
Learning Objective
Teaching & Learning Methods
Assessment Instruments
Assessment Outcomes
LO1
Lectures; Readings; Forum Discussions; Reflective Journals; Multimedia Analysis
Weekly Quizzes; Forum Discussions; End-of-Course Quiz
Demonstrate comprehension and critical analysis of foundational knowledge.
LO2
Case-Based Learning; Clinical Simulations; Application Exercises; Self-Paced Quizzes
Case Analyses; Weekly Quizzes; End-of-Course Quiz
Produce accurate case formulations using DSM-5-TR / ICD frameworks.
LO3
Lectures; Problem-Based Tasks; Research Projects; Written Analyses; Peer Review
Case Analyses; Final Paper; Weekly Quizzes
Integrate genetic, neurobiological, cognitive, emotional, and sociocultural perspectives.
LO4
Case Analyses; Debates; Critical Thinking Exercises; Flipped Classroom Activities
Case Analyses; Forum Discussions; Final Paper; End-of-Course Quiz
Critically evaluate categories of disorders with evidence and ethical judgment.
LO5
Research Projects; Written Analyses; Peer Review; Reflective Journals
Final Paper; Forum Discussions; Presentation of Paper
Critically appraise research and generate original scholarly insights.
LO6
Forum Discussions; Debates; Presentations; Collaborative Projects; Oral Defenses
Forum Discussions; Final Paper; Presentation of Paper; Professionalism
Communicate research and arguments with professional clarity 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 are structured to reinforce continuous engagement, provide feedback, and support the progressive development of competencies.
Weekly Quizzes (10%)
Outcome: Demonstrate comprehension of core concepts, theories, and integrative models.
Measures: LOs 1, 2, 3, 4.
Forum Discussions (10%)
Outcome: Engage critically and respectfully in academic dialogue, integrating theoretical, ethical, and cultural perspectives.
Measures: LOs 1, 4, 5, 6.
Case Analyses (10%)
Outcome: Apply diagnostic frameworks (DSM-5-TR, ICD-10/11) and the biopsychosocial model to evaluate complex case scenarios.
Measures: LOs 2, 3, 4.
Summative Assessments (60%)
Summative assessments are designed to measure cumulative mastery of course content and the ability to synthesize, evaluate, and communicate knowledge at a professional level.
Proctored End-of-Course Quiz (10%)
Outcome: Demonstrate comprehensive retention and accurate application of psychopathology foundations, models, and diagnostic systems.
Measures: LOs 1, 2, 3, 4.
Final Paper (40%)
Outcome: Critically appraise contemporary research, synthesize multidimensional perspectives, and produce an original, evidence-based analysis of a selected issue in psychopathology.
Measures: LOs 3, 4, 5, 6.
Presentation of Paper (10%)
Outcome: Communicate research findings with authority and professional clarity in oral format, defending arguments effectively.
Measures: LOs 5, 6.
Professionalism (10%)
Professionalism encompasses ethical conduct, adherence to academic integrity, punctuality in submissions, and constructive participation.
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%)
Weekly Quizzes
10%
Demonstrate comprehension of theories, models, and core concepts.
1, 2, 3, 4
Forum Discussions
10%
Engage critically in scholarly debate and apply ethical/cultural perspectives.
1, 4, 5, 6
Case Analyses
10%
Apply diagnostic frameworks and biopsychosocial models to clinical cases.
2, 3, 4
Summative (60%)
Proctored End-of-Course Quiz
10%
Demonstrate cumulative mastery of course knowledge and application of diagnostic systems.
1, 2, 3, 4
Final Paper
40%
Produce an original, evidence-based scholarly analysis integrating multidimensional perspectives.
3, 4, 5, 6
Presentation of Paper
10%
Communicate research findings with clarity, professionalism, and authority.
5, 6
Professionalism (10%)
Engagement & Conduct
10%
Demonstrate integrity, accountability, collegiality, and academic responsibility.
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.
Serves as the primary academic foundation of the course. It provides a comprehensive and integrative framework that unites biological, psychological, and sociocultural perspectives, linking theory, empirical research, and clinical application.
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 and professional competencies.
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.
All sessions are organized into weekly modules. Required readings provide the foundation for class discussions, case analyses, and applied assignments. Recommended readings extend depth and professional engagement with diagnostic frameworks and international standards. Unless otherwise indicated, all assignments are due by 23:59 Sunday (HST) of the corresponding week.
Week 1
Session 1 – Foundations of Psychopathology: Historical Trajectories and Cultural Frameworks
Required: Barlow, Durand, & Hofmann (2023), Ch. 1
Recommended: APA (2022), DSM-5-TR, Historical Overview; WHO (2016), ICD-10, Introduction
Session 2 – Integrative Models of Psychopathology: The Biopsychosocial Architecture of Disorder
Required: Barlow et al. (2023), Ch. 2
Recommended: APA (2022), DSM-5-TR, Foundations; WHO (2016), ICD-10, General Framework
Assignments: Quiz, Forum Discussion, Case Analysis
Week 2
Session 3 – Clinical Assessment and Diagnostic Systems: Criteria, Instruments, and Applications
Required: Barlow et al. (2023), Ch. 3
Recommended: APA (2022), DSM-5-TR, Assessment and Classification; WHO (2016), ICD-10, General Diagnostic Guidelines
Session 4 – Research Methodologies in Psychopathology: Ethics, Culture, and Scientific Inquiry
Required: Barlow et al. (2023), Ch. 4, 16
Recommended: Selected peer-reviewed journal articles (provided on learning platform)
Assignments: Quiz, Forum Discussion, Case Analysis
Week 3
Session 5 – Anxiety, Trauma, and Obsessive–Compulsive Disorders: Mechanisms and Interventions
Required: Barlow et al. (2023), Ch. 5
Recommended: APA (2022), DSM-5-TR, Anxiety, Trauma-Related, and Obsessive–Compulsive Disorders; WHO (2016), ICD-10, F40–F48
Session 6 – Mood and Psychotic Disorders: Affective Dysregulation and Cognitive Realities
Required: Barlow et al. (2023), Ch. 7, 13
Recommended: APA (2022), DSM-5-TR, Mood Disorders and Schizophrenia Spectrum; WHO (2016), ICD-10, F20–F39
Assignments: Quiz, Forum Discussion, Case Analysis
Week 4
Session 7 – Somatic Symptom and Dissociative Disorders: Mind–Body Constellations of Distress
Required: Barlow et al. (2023), Ch. 6
Recommended: APA (2022), DSM-5-TR, Somatic Symptom and Dissociative Disorders; WHO (2016), ICD-10, F44–F48
Session 8 – Personality and Substance-Related Disorders: Traits, Compulsions, and Impulse Pathways
Required: Barlow et al. (2023), Ch. 11, 12
Recommended: APA (2022), DSM-5-TR, Personality Disorders and Substance-Related Disorders; WHO (2016), ICD-10, F10–F19, F60–F69
Assignments: Quiz, Forum Discussion, Case Analysis
Week 5
Session 9 – Eating, Sleep–Wake, Sexual, and Gender-Related Disorders: Identity, Regulation, and Expression
Required: Barlow et al. (2023), Ch. 8, 10
Recommended: APA (2022), DSM-5-TR, Eating, Sleep–Wake, and Gender Dysphoria; WHO (2016), ICD-10, F50–F59
Session 10 – Neurodevelopmental and Neurocognitive Disorders: Lifespan Perspectives
Required: Barlow et al. (2023), Ch. 14, 15
Recommended: APA (2022), DSM-5-TR, Neurodevelopmental and Neurocognitive Disorders; WHO (2016), ICD-10, F70–F99, F00–F09
Assignments: Quiz, Forum Discussion, Case Analysis
Week 6 – Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Final Paper – Due Sunday, 23:59 HST
Presentation of Paper – Due Sunday, 23:59 HST
All sessions are organized into weekly modules. Required readings provide the foundation for class discussions, case analyses, and applied assignments. Recommended readings extend depth and professional engagement with diagnostic frameworks and international standards. Unless otherwise indicated, all assignments are due by 23:59 Sunday (HST) of the corresponding week.
Week 1
Session 1 – Foundations of Psychopathology: Historical Trajectories and Cultural Frameworks
Required: Barlow, Durand, & Hofmann (2023), Ch. 1
Recommended: APA (2022), DSM-5-TR, Historical Overview; WHO (2016), ICD-10, Introduction
Session 2 – Integrative Models of Psychopathology: The Biopsychosocial Architecture of Disorder
Required: Barlow et al. (2023), Ch. 2
Recommended: APA (2022), DSM-5-TR, Foundations; WHO (2016), ICD-10, General Framework
Assignments: Quiz, Forum Discussion, Case Analysis
Week 2
Session 3 – Clinical Assessment and Diagnostic Systems: Criteria, Instruments, and Applications
Required: Barlow et al. (2023), Ch. 3
Recommended: APA (2022), DSM-5-TR, Assessment and Classification; WHO (2016), ICD-10, General Diagnostic Guidelines
Session 4 – Research Methodologies in Psychopathology: Ethics, Culture, and Scientific Inquiry
Required: Barlow et al. (2023), Ch. 4, 16
Recommended: Selected peer-reviewed journal articles (provided on learning platform)
Assignments: Quiz, Forum Discussion, Case Analysis
Week 3
Session 5 – Anxiety, Trauma, and Obsessive–Compulsive Disorders: Mechanisms and Interventions
Required: Barlow et al. (2023), Ch. 5
Recommended: APA (2022), DSM-5-TR, Anxiety, Trauma-Related, and Obsessive–Compulsive Disorders; WHO (2016), ICD-10, F40–F48
Session 6 – Mood and Psychotic Disorders: Affective Dysregulation and Cognitive Realities
Required: Barlow et al. (2023), Ch. 7, 13
Recommended: APA (2022), DSM-5-TR, Mood Disorders and Schizophrenia Spectrum; WHO (2016), ICD-10, F20–F39
Assignments: Quiz, Forum Discussion, Case Analysis
Week 4
Session 7 – Somatic Symptom and Dissociative Disorders: Mind–Body Constellations of Distress
Required: Barlow et al. (2023), Ch. 6
Recommended: APA (2022), DSM-5-TR, Somatic Symptom and Dissociative Disorders; WHO (2016), ICD-10, F44–F48
Session 8 – Personality and Substance-Related Disorders: Traits, Compulsions, and Impulse Pathways
Required: Barlow et al. (2023), Ch. 11, 12
Recommended: APA (2022), DSM-5-TR, Personality Disorders and Substance-Related Disorders; WHO (2016), ICD-10, F10–F19, F60–F69
Assignments: Quiz, Forum Discussion, Case Analysis
Week 5
Session 9 – Eating, Sleep–Wake, Sexual, and Gender-Related Disorders: Identity, Regulation, and Expression
Required: Barlow et al. (2023), Ch. 8, 10
Recommended: APA (2022), DSM-5-TR, Eating, Sleep–Wake, and Gender Dysphoria; WHO (2016), ICD-10, F50–F59
Session 10 – Neurodevelopmental and Neurocognitive Disorders: Lifespan Perspectives
Required: Barlow et al. (2023), Ch. 14, 15
Recommended: APA (2022), DSM-5-TR, Neurodevelopmental and Neurocognitive Disorders; WHO (2016), ICD-10, F70–F99, F00–F09
Assignments: Quiz, Forum Discussion, Case Analysis
Week 6 – Final Assessments
End-of-Course Quiz – Due Sunday, 23:59 HST
Final Paper – Due Sunday, 23:59 HST
Presentation of Paper – 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.
