Faculty of Health

Department of Psychology
PSYC 3140 3.0M W(25)

Psychological Health, Impairment, and Distress

(asynchronous on-line delivery)

Instructor and T.A. Information

Instructor: Alexandra Rutherford, PhD CPsych (she/her)

Email: [email protected]

Physical Office: 215 BSB

Office Hour Information: I will hold an open “door”, drop-in office hour by zoom, on Mondays,
11am-12noon EST starting January 6th, unless otherwise announced on e-class; see the zoom
link on the e-class site. I am also available by appt. on zoom. I do not necessarily reply to email
on weekends.

Your TAs are also very knowledgeable about the course content, and are your first stop for
questions related to marking and grading. They can also answer questions and give guidance
about the assignments. Please feel free to reach out to them.

Desiree Salis (for students with last Amanda Nkeramihigo (for students
T.A. names starting with A-Ka) with last names starting with Ke-Z)
Email [email protected] [email protected]
Office hour By appointment By appointment
Location 072E BSB 072E BSB

Course Prerequisite(s): (strictly enforced)

• HH/PSYC 1010 6.00 (Introduction to Psychology)
• Completed at least 54 earned credits
Course Credit Exclusions
Please refer to York Courses Website for a listing of any course credit exclusions.
Course website: On e-class

Course Description
This course is designed to provide you with the skills to think critically about today’s dominant
definitions of and responses to psychological health, distress, and impairment, and to consider
alternatives grounded in anti-oppressive, social justice frameworks. We will consider the
historically, socially, and politically constructed nature of mental health and “illness”. We will
learn how people identified as “abnormal” or “disordered” have been understood and treated by

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the psychological and psychiatric establishments over time and across cultures. We will explore
how gender, race, class, and colonization have structured these understandings. We will also
consider how those labelled “mentally ill” have understood their own experiences, and will
reflect on how first-person and professional understandings relate to one another. This course
takes an explicitly social and structural approach to psychological health, distress, and
impairment. We will consider how this approach differs from the biomedical model now
prevalent in North America and increasingly around the world. We will take the current,
dominant, diagnostic system for defining and intervening in psychological distress (the DSM 5)
not as an ahistorical or factual given, but as the starting point for a critical interrogation of the
nature and functioning of such systems in psychiatry, psychology, society, and the lives of
individuals.
Program Learning Outcomes (formulated by the Psychology Department)
Upon completion of this course, students should be able to:
1. Demonstrate in-depth knowledge of abnormal psychology.
2. Articulate trends in abnormal psychology.
3. Express knowledge of abnormal psychology in written form.
4. Describe and explain limits to generalizability of research findings in abnormal
psychology.
5. Demonstrate ability to relate information in abnormal psychology to own and others’
life experiences.
Specific Learning Objectives (formulated for this course)
• Students will be able to:
1) define the medical model of mental health/illness and compare/contrast this
model with alternatives; explain how different models influence how we
conceptualize and respond to people with mental health issues.
2) critically evaluate the concepts of ‘abnormality’ and ‘disorder’and the practice
of psychiatric diagnosis.
3) demonstrate familiarity with the current classification system for psychological
disorders, be able to critically evaluate its use, contributions, and impact, and
describe alternatives.
4) articulate the influence of culture, class, gender, ‘race’/ethnicity, colonization,
politics, and power on how we conceptualize, understand, label, and respond to
psychological health and distress.
5) Compare and contrast “expert” understandings of mental distress with the
firsthand experiences of people who interact with mental health professionals.
Required Texts

The required readings for this course are a selection of readings and on-line resources available
via the York Library system or on the internet, as outlined in the Course Schedule below and at
the e-Class site.

Course Content Note

The material and topics covered in this course necessarily deal with the lived experience of
mental distress and the troubled story of its management. Many will find the material we cover

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challenging, vivid, evocative, and, at times, disturbing. Sometimes, you may disagree with the
perspectives presented. Importantly, you are encouraged to share (in a respectful manner), points
of disagreement or even discomfort, and in return we will endeavour to make these productive
moments for dialogue, for digging deeper, and for learning more from/with each other.

The emotional challanges and vividness of this course are part of its strength and power.
However, I appreciate these may pose a barrier to learning for those with vulnerabilities in
regards to a particular theme or phenomenon. An individual who has experienced, for example,
significant loss, abuse, or trauma may find certain topics deeply troubling or even retraumatizing.
It will be important for you to gauge whether certain material will be emotionally challenging for
you to the point of seriously disrupting your learning in the course. In such cases, I encourage
you to speak with me confidentially to discuss how, if necessary, accommodations may be made
to support your learning.

Course Requirements and Assessment

Your grade in this course is based on FOUR components. You are expected to draw on and
reference the course materials in completing all of these components, so make sure you keep up
with assigned readings and lectures.

Component: Date Due: Percentage of Grade:

Participation Mark 1 by January 31 10%

Academic Reflection by February 7th 25%
Reading Response by March 7th 25%
Participation Mark 2 by April 3rd 10%
Final Assignment by April 8th 30%

Policy on Assessment: I am not able to respond to requests to reweight, drop, customize, or

otherwise modify the assessment requirements (other than to accommodate documented
disabilities). These requirements are set out for you in advance, and have been put in place to
support your learning and help us administer the course in a manageable way, so please plan
your time and studying accordingly. There will be ample opportunities to discuss the
requirements with your TAs and your course instructor. If you know you will simply not be able
to complete these requriements by/on the dates indicated, you should consider at the outset
whether this is the best section/course for you. Note that having multiple tests or assignments
due around the same time is not considered a valid reason for missing a due date – please do
not request this, I will not be able to respond to these requests. If you foresee this happening,
please be proactive and plan accordingly. NOTE: Since this is an online course and you have
access to all of the course materials from the start of semester, you can easily be working on
assignments ahead of time if your due dates in other classes overlap!

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 Description of Course Requirements and Assignments

For information on how to earn Participation Marks 1 and 2 – see e-class site for Week 4
and below:

Participation Mark 1: Submit via Turnitin by 9pm on Friday, January 31st. Submit a short
response to the podcast you listened to for WEEK 4. In 150-200 words, describe one thing that
you learned from the research discussed in the podcast that MOST SURPRISED or
INTERESTED you and why. No in-text citations or reference list are required. This is a
PASS/FAIL assignment. If you do it with reasonable care, submit 150-200 words that makes
sense, without plagiarizing or using AI, you will get 10%. If not, you will get 0%. TAs will not
be giving feedback on this assignment.

Participation Mark 2: Submit via Turnitin by 9pm on Thursday, April 3rd. Submit a short
response to one of the required readings listed for WEEKS 10, 11, or 12. In 150-200 words,
describe something that you learned from the research discussed in the reading, that MOST
SURPRISED or INTERESTED you and why. Your first sentence should be: "In this reflection, I
am discussing the article by [then insert the author(s) name]. No reference list is required. This is
a PASS/FAIL assignment. If you do it with reasonable care, submit 150-200 words that makes
sense, without plagiarizing or using AI, you will get 10%. If not, you will get 0%. TAs will not
be giving feedback on this assignment.

ACADEMIC REFLECTION: Surfacing Assumptions

Consult general guideline document at top of e-class site
Minimum 600 words, maximum 800 words; worth 25%; due by 9pm Eastern time on
Friday, February 7th, via Turnitin.
In this academic reflection, reflect upon and then clearly articulate at least one assumption or
belief you have held about the nature (definition), cause, and/or most effective way to classify or
“treat” a particular psychiatric “disorder.” Then, explain/describe where that assumption or belief
came from (e.g., experience, formal education, first-hand observation, popular media, your
family, your culture, etc.). Finally, reflect on and write about how the material presented in this
course so far (be specific) has provided another, different perspective on this assumption or
belief. What makes the two perspectives different? How does this new perspective challenge
what you previously assumed? Does it work for you? What are its limits? Make sure to
incorporate at least three different specific references to course material (can include lecture
material, but each lecture counts as one source even if you draw on it repeatedly) from
weeks 1-4 in your reflection. See below for how to reference lecture material. Use APA format
for all referencing.

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*HOW TO REFERENCE MATERIAL PRESENTED IN LECTURES*

Here is an example of how to reference material covered in a lecture. Let’s assume you are
referencing material from Week 1. In your reference list you would put:

Rutherford, A. (2024). Week 1 Lecture. Psychological Health, Distressment, and Impairment,

3140 A F(24). York University, Toronto, ON, Canada.

The in-text citation would be Rutherford (2024, Week 1).

READING RESPONSE:
Consult general guidelines document at top of e-class site

Minimum 600 words, maximum 800 words; worth 25%; due by 9pm EST on Friday.
March 7th, via Turnitin.

Choose ONE of the following course readings (see below) and write a full reading response. In
this response, you must draw on and cross-reference at least THREE other readings and/or
lectures from across weeks 5-8 of the course. Be sure to draw on material that is not only from
the same week as the reading you choose. For how to do this effectively, see the document “How
to prepare a reading response” at the e-class site. “Making connections” means explaining how
the perspective or argument offered in the reading takes up, responds to, complements, extends,
or contradicts a perspective or argument from another reading. What do we learn when we put
the two texts in conversation, rather than considering them alone?

Williams, M. T., Khanna, R. A., MacIntyre, M. P., Faber, S. (2022). The traumatizing impact of
racism in Canadians of colour. Current Trauma Reports, 8(2), 17-34.

Klein, E.J., & Lopez, W.D. (2022). Trauma and police violence: Issues and Implications for
mental health professionals. Culture, Medicine, and Psychiatry, 46, 212–220. https://doi-
org.ezproxy.library.yorku.ca/10.1007/s11013-020-09707-0

Kirmayer, L. J. (2013). Rethinking cultural competence. Transcultural Psychiatry, 49, 149-164.

Metzl, J. & Hansen, H. (2014). Structural competency: Theorizing a new medical engagement
with stigma and inequality. Social Science and Medicine, 103, 126-133.

Ussher, J. (2013). Diagnosing difficult women and pathologising femininity: Gender bias in
psychiatric nosology. Feminism & Psychology, 23, 63-69.

FINAL ASSIGNMENT: Messaging Madness

Minimum 700 words, maximum 900 words; worth 30%; due by 9pm Eastern time on
Tuesday, April 8th, via Turnitin.

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For this assignment you are to source a visual depiction pertaining broadly to mental
health/distress that you have encountered, either in the popular press (newspaper, magazine,
blog, reputable website), or in real life (a subway sign, an artwork, a poster, a billboard) and
unpack the assumptions and information it conveys (its messaging!).

This visual depiction could be an illustration, a piece of art (painting, sculpture), a cartoon, a
meme, a photograph, an advertisement, a poster, etc. and can include accompanying text but
should rely on visuals to convey meaning. It can be “historical” (from the past) or it can be
contemporary. Your task in this assignment is to unpack the messaging that this visual depiction
conveys, specifically in terms of the assumptions about and influences on psychological health,
distress, and impairment that you have learned about in this course.

Thus, your selection of a visual depiction should not be random, and you should pick something
meaningful that allows you to do this assignment well. You should be looking critically at the
messaging about madness that appears all around us, and pick a source that you think is
interesting to unpack given the material and critical questions you have been exposed to in this
course.

For example, how might the visual depiction convey normative beliefs about gender, sexuality,
race, culture, and class and their relationship to distress? How might the visual depiction convey
medical model (including disease-based, biological model), social model, or structural model
assumptions about psychological distress? Is there messaging about power and expertise?
Stigma? Individual versus social responsibility for distress, and our response to it? How does it
do this?

Once you have chosen a depiction, include a copy within your assignment document (no
multiple documents please!) by copying and pasting the image or a screenshot of the image,
taking a photo and uploading it into the document, etc., and credit the source right below it (e.g.
Image source: Toronto Star, November, 13th, 2023, www.xxxxx). Then, in your essay, do the
following (but structure as an essay – do not reproduce the questions and simply respond to
them):

1) Give its context – tell us where it appeared, in what kind of publication, in what forum, to
accomplish what aim, for what possible or intended audience? (3 points for clear description of
context);
2) Tell us why you chose it, that is, what assumptions and normative judgements does it convey
and how does it convey them? (6 points for effectiveness of selection of visual and unpacking
of its messaging);
3) Tell us how these assumptions map onto your own understandings – do they converge or
diverge from your own understandings? How? (6 points for thoughtfulness of reflection on how
these assumptions map onto your own understandings – convergence or divergence);
4) Describe how/whether you would change the depiction in any way based on what you have
learned in this course? If you would not change the depiction, what do you like about the
messaging it conveys? If you would change it, how? What message would you like to convey? (6
points for insightfulness of analysis).

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•Give at least three different references to ANY of the course material (i.e.,from any weeks). For
example, in addressing point #3 above you can draw in material that you have learned in the
course. (6 points for effective and appropriate integration of course material)

•Use first-person, active voice and use appropriate APA format for references. E.g. “I chose this
meme because it conveys….”; “I would change the illustration to convey that depression is not
only a problem of individual biochemistry, but is also affected by structural factors. It is not “all
in your head”! as Ramos (2022) would say”; or “I like this cartoon because it challenges the
sanist belief that people with a psychiatric diagnosis should not make their own decisions. It does
this by….” And so on. (3 points for use of active voice and APA formatting)

NOTE: Assignments are to be submitted via the e-class site by the time and date specified, although
they can also be submitted earlier as the Turnitin links will be open. Late assignments will receive
an automatic 5% deduction for each day (any part of the 24-hour period after the due date) they
are late. The Turnitin link will remain open, and any late submissions will be automatically date-
stamped, so there is no need to email us if you submit the assignment late; it will simply be noted
and adjustments made.

Grading as per Senate Policy

The grading scheme for the course conforms to the 9-point grading system used in undergraduate
programs at York (e.g., A+ = 9, A = 8, B+ - 7, C+ = 5, etc.). Assignments will bear either a
letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 90, B+
= 75 to 79, etc.)
For a full description of York grading system see the York University Undergraduate Calendar.

Add/Drop Deadlines
For a list of all important dates please refer to Undergraduate Fall/Winter 2024-2025 Important
Dates
Fall (Term Year (Term Winter
F) Y) (Term W)
Last date to add a course without permission of Sepember September
January 20
instructor (also see Financial Deadlines) 18 18
Last date to add a course with permission of
October 2 October 16 January 31
instructor (also see Financial Deadlines)
Drop deadline: Last date to drop a course without November
February 7 March 14
receiving a grade (also see Financial Deadlines) 8
November
Course Withdrawal Period (withdraw from a course
9– February 8- March 15-
and receive a grade of “W” on transcript – see note
December April 4 April 4
below)
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Add and Drop Deadline Information

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There are deadlines for adding and dropping courses, both academic and financial. Since, for
the most part, the dates are different, be sure to read the information carefully so that you
understand the differences between the sessional dates below and the Refund Tables.
You are strongly advised to pay close attention to the "Last date to enrol without permission of
course instructor" deadlines. These deadlines represent the last date students have
unrestricted access to the registration and enrolment system.
After that date, you must contact the professor/department offering the course to arrange
permission.
You can drop courses using the registration and enrolment system up until the last date to drop
a course without receiving a grade (drop deadline).
You may withdraw from a course using the registration and enrolment system after the drop
deadline until the last day of class for the term associated with the course. When you withdraw
from a course, the course remains on your transcript without a grade and is notated as 'W'. The
withdrawal will not affect your grade point average or count towards the credits required for
your degree.

Information on Plagiarism Detection and Use of AI Generated Responses

Plagiarism is a serious breach of academic honesty and integrity (see below). Simply put,
plagiarism is presenting the words and ideas of someone else (including AI-generated words
and ideas) as your own and without attribution. We use Turnitin software for the writing
assignments in this course to help detect plagiarism. In addition, your TAs will be comparing
your responses to AI-generated responses and you will be penalized for using AI. If you have
concerns about your ability to do the work for this course without using AI, please speak to us.
The point here is for you to learn to use your own critical, reflective capacities to discern and
evaluate assumptions, perspectives, and arguments.

To be clear: The use of generative AI tools in the preparation or completion of assignments, or

any other form of assessment in this course is prohibited. Using such tools for any part of an
assessment may be treated as a breach of cheating as outlined in York University’s Senate-
approved Academic Conduct Policy and Procedures.

In this course, every element of each course assessment must be fully prepared by the student
themselves. The use of generative AI is not permitted, and its use may be treated as a breach of
academic honesty. For more information, please refer to York University’s Senate-approved
Academic Conduct Policy and Procedures.

Academic Integrity for Students

York University takes academic integrity very seriously; please familiarize yourself with
Information about the Senate Policy on Academic Honesty.
It is recommended that you review Academic Integrity by completing the Academic Integrity
Tutorial and Academic Honesty Quiz

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Test Banks
The offering for sale of, buying of, and attempting to sell or buy test banks (banks of test
questions and/or answers), or any course specific test questions/answers is not permitted in
the Faculty of Health. Any student found to be doing this may be considered to have breached
the Senate Policy on Academic Honesty. In particular, buying and attempting to sell banks of
test questions and/or answers may be considered as “Cheating in an attempt to gain an
improper advantage in an academic evaluation” (article 2.1.1 from the Senate Policy) and/or
“encouraging, enabling or causing others” (article 2.1.10 from the Senate Policy) to cheat.

Academic Accommodation for Students with Disabilities

While all individuals are expected to satisfy the requirements of their program of study and to
aspire to do so at a level of excellence, the university recognizes that persons with disabilities
may require reasonable accommodation to enable them to do so. The university encourages
students with disabilities to register with Student Accessibility Services (SAS) to discuss their
accommodation needs as early as possible in the term to establish the recommended academic
accommodations that will be communicated to Course Directors as necessary. Please let me
know as early as possible in the term if you anticipate requiring academic accommodation so
that we can discuss how to consider your accommodation needs within the context of this
course.
https://accessibility.students.yorku.ca/

Excerpt from Senate Policy on Academic Accommodation for Students with Disabilities
1. Pursuant to its commitment to sustaining an inclusive, equitable community in which all
members are treated with respect and dignity, and consistent with applicable
accessibility legislation, York University shall make reasonable and appropriate
accommodations in order to promote the ability of students with disabilities to fulfill the
academic requirements of their programs. This policy aims to eliminate systemic
barriers to participation in academic activities by students with disabilities.
All students are expected to satisfy the essential learning outcomes of courses.
Accommodations shall be consistent with, support and preserve the academic integrity of the
curriculum and the academic standards of courses and programs. For further information
please refer to: York University Academic Accommodation for Students with Disabilities Policy.

Course Materials Copyright Information

These course materials are designed for use as part of the 3140 course at York University and
are the property of the instructor unless otherwise stated. Third party copyrighted materials
(such as book chapters, journal articles, music, videos, etc.) have either been licensed for use in
this course or fall under an exception or limitation in Canadian Copyright law.
Copying this material for distribution (e.g. uploading material to a commercial third-party
website) may lead to a violation of Copyright law. Intellectual Property Rights Statement.

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Course Schedule:

Week: Topic: Materials:

1 – Jan. 6 Troubling “abnormal” psychology: -Marecek & Lafrance (2021)

Key concepts and frameworks -Schrader, Jones, & Shattell
(2013)
-Hogan (2019)

2 – Jan. 13 What can we learn from history? -Ramos (2022)

-Lane (2010)
-“A residential school
survivor…” (2016)

3 – Jan. 20 Diagnosis and its discontents -Lane (2013)

-Lafrance & McKenzie-Mohr
(2013)
-Read & Harper (2022)

4 – Jan. 27 COMMUNITY AND CONNECTION -PODCAST

Unscientific diagnoses medicalize normal human experiences

PARTICIPATION MARK 1 DUE BY 9pm ON FRIDAY, January 31st

5 – Feb. 3 What does culture have to do with it? -Watters (2010)

-Kleinman (2004)
-Schulz (2004)
ACADEMIC REFLECTION DUE BY 9pm ON FRIDAY, Febraury 7th

6 – Feb. 10 ‘Race,’ racism, class -Williams et al. (2022)

-Klein & Lopez (2021)

WINTER READING WEEK FEBRUARY 17-21

7 – Feb. 24 Culture and structure in practice -Kirmayer (2013)

-Metzl & Hansen (2014)

8 – March 3 Gendering, gender, and distress -Ussher (2013)

-Oliffe & Phillips (2008)
-Dickey (2020)

READING RESPONSE DUE BY 9pm ON FRIDAY March 7th

9 – March 10 COMMUNITY AND CONNECTION

Check e-class for information

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10 – March 17 (De)Medicalizing sex and sexuality -Hart & Wellings (2002)
-Hartley & Tiefer (2003)
-King (2019)

11 – March 24 Troubling trauma -Tseris (2015)

-Burrage et al. (2022)

12 – March 31 Beyond “treatment” -Beyond Possible video

-Gone (2022)
-Read & Harper (2022)
PARTICIPATION MARK 2 DUE BY 9pm ON Thursday, April 3rd

FINAL ASSIGNMENT DUE BY 9pm on Tuesday, April 8th

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MATERIALS BY WEEK (listed in the order in which they should be read/consulted):

1) Troubling “abnormal” psychology: Key concepts and frameworks

Marecek, J. & Lafrance, M. N. (2021). Editorial introduction: The politics of psychological

suffering. Feminism & Psychology, 31(1), 3-18.

Schrader, S., Jones, N. & Shattell, M. (2013). Mad pride: Reflections on sociopolitical identity
and mental diversity in the context of culturally competent psychiatric care. Issues in Mental
Health Nursing, 34, 62-64.

Hogan, A. J. (2019). Social and medical models of disability and mental health: Evolution and
renewal. CMAJ, 191(1), E16-E18.

2) What can we learn from history?

Ramos, M. (2022) “Mental Illness is Not in Your Head” Boston Review:

https://bostonreview.net/articles/mental-illness-is-not-in-your-head

Lane, C. (2010, May 5). How schizophrenia became a Black disease: An Interview with
Jonathan Metzl. Psychology Today: Side Effects.

A residential school survivor shares his story of trauma and healing, The Globe and Mail (2016)

3) Diagnosis and its discontents

Lafrance, M.N. & McKenzie-Mohr, S. (2013). The DSM and its lure of legitimacy. Feminism &
Psychology, 23, 119-140.

Lane, C. (2013, May 4). The NIMH withdraws support for DSM 5. Psychology Today: Side
Effects.

Read. J. & Harper, D. (2022). The Power-Threat-Meaning Framework: Addressing adversity,

challenging prejudice and stigma, and transforming services. Journal of Constructivist
Psychology, 35(1), 54-67. READ PAGES 54-61 (to end of Alternatives section)

4) COMMUNITY AND CONNECTION (see e-class site for details)

PODCAST: Unscientific medical diagnoses medicalize normal human experiences

5) What does culture have to do with it?

Watters, E. (2010, January 8). The Americanization of mental illness. New York Times
Magazine. Retrieved from: http://www.nytimes.com/2010/01/10/magazine/10psyche-
t.html?_r=0

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Kleinman, A. (2004). Culture and depression. New England Journal of Medicine, 351, 951-953.

Schulz, K. (2004), August 22). Did antidepressants depress Japan? New York Times Magazine,
retrieved from http://www.nytimes.com/2004/08/22/magazine/did-antidepressants-depress-
japan.html

6) ‘Race,’ racism, and class

Williams, M. T., Khanna, R. A., MacIntyre, M. P., Faber, S. (2022). The traumatizing impact of
racism in Canadians of colour. Current Trauma Reports, 8(2), 17-34.

Klein, E.J., & Lopez, W.D. (2022). Trauma and police violence: Issues and Implications for
mental health professionals. Culture, Medicine, and Psychiatry, 46, 212–220. https://doi-
org.ezproxy.library.yorku.ca/10.1007/s11013-020-09707-0

7) Structuring practice

Kirmayer, L. J. (2013). Rethinking cultural competence. Transcultural Psychiatry, 49, 149-164.

Metzl, J. & Hansen, H. (2014). Structural competency: Theorizing a new medical engagement
with stigma and inequality. Social Science and Medicine, 103, 126-133.

8) Gendering, gender, and distress

Ussher, J. (2013). Diagnosing difficult women and pathologising femininity: Gender bias in
psychiatric nosology. Feminism & Psychology, 23, 63-69.
Oliffe, J. L. & Phillips, M. J. (2008). Men, depression, and masculinities: A review and
recommendations. Journal of Men’s Health, 5, 194-202.
Dickey, L. M. (2020), 'History of Gender Identity and Mental Health', in Esther D. Rothblum
(ed.), The Oxford Handbook of Sexual and Gender Minority Mental Health (online
edn, Oxford Academic, 9 July 2020), https://doi.org/10.1093/oxfordhb/9780190067991.013.3

9) COMMUNITY AND CONNECTION (see e-class site for details)

10) (De)Medicalizing sex and sexuality

Hart, G. & Wellings, K. (2002). Sexual behaviour and its medicalisation: In sickness and in
health. BMJ, 324, 896-900.

Hartley, H. & Tiefer, L. (2003). Taking a biological turn: The push for a “female viagra” and the
medicalization of women’s sexual problems. Women’s Studies Quarterly, 31, 42-54.

King M. (2019). Stigma in psychiatry seen through the lens of sexuality and gender. BJPsych Int,
16(4), 77-80.

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11) Troubling trauma

Tseris, E. (2015). Trauma and women’s rights … According to whom? Decolonizing the
psychological trauma narrative. Feminism & Psychology, 25(1), 34–38.

Burrage, R. L., Mompers, S.L. & Gone, J.P. (2022). Beyond trauma: Decolonizing
understandings of loss and healing in the Indian Residential School system of Canada. Journal of
Social Issues, 78, 27-52. READ PAGES 27-32 and 42-49

12) Beyond “treatment”

Beyond Possible: How the Hearing Voices Approach Transforms Lives
Gone, J. P. (2022). Re-imagining mental health services for American Indian communities:
Centering indigenous perspectives. American Journal of Community Psychology, 69, 257-268.

Read. J. & Harper, D. (2022). The Power-Threat-Meaning Framework: Addressing adversity,

challenging prejudice and stigma, and transforming services. Journal of Constructivist
Psychology, 35(1), 54-67. READ PAGES 61-67

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