Download CHAPTER 1 ABNORMAL BEHAVIOUR IN HISTORICAL CONTEXT

CHAPTER1
ABNORMALBEHAVIOURINHISTORICALCONTEXT
STUDENTLEARNINGOUTCOMES*
Textbook
Pages
Bloom’s
Taxonomy
Characterizethenatureof
psychologyasadiscipline
Explainwhypsychologyis
ascience(APASLO1.1.a)
pp.6–9
Remember
Demonstrateknowledgeand
understandingrepresenting
appropriatebreadthand
depthinselectedcontent
areasofpsychology.
Thehistoryofpsychology,
includingtheevolutionof
methodsofpsychology,its
theoreticalconflicts,andits
socioculturalcontexts(APA
SLO1.2.b)
pp.9–29
HigherOrder
Learning
Usetheconcepts,language,
andmajortheoriesofthe
disciplinetoaccountfor
psychologicalphenomena.
Usetheoriestoexplainand
predictbehaviourand
mentalprocesses(APASLO
1.3.d)
pp.15–29
Remember
Explainmajorperspectives
ofpsychology(e.g.,
behavioural,biological,
cognitive,evolutionary,
humanistic,psychodynamic,
andsociocultural).
Integratetheoretical
perspectivestoproduce
comprehensiveand
multifacetedexplanations
(APASLO1.3.e)
p.27
Explainmajorperspectives
inpsychology(APASLO
1.4a)
pp.12–29
HigherOrder
Learning
Remember
*PortionsofthischaptercoverlearningoutcomessuggestedbytheAmericanPsychological
Association(2007)intheirguidelinesfortheundergraduatepsychologymajor.Chapter
coverageoftheseoutcomesisidentifiedabovebyAPAGoalandAPASuggestedLearning
Outcome(SLO).
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LECTUREOUTLINE
I.
WhatisAbnormalBehaviour?
A.
TheCaseofJody:TheBoywhoFaintedattheSightofBlood
1. UsethecaseofJodyorasimilarcasetoillustratethedefinitionof
abnormalbehaviourbelow.
B.
MythsandMisconceptionsAboutAbnormalBehaviour
1. Nosingledefinitionofpsychologicalabnormality
2. Nosingledefinitionofpsychologicalnormality
3. Manymythsareassociatedwithmentalillness
a. Lazy,crazy,dumb
b. Weakincharacter
c. Dangeroustoselforothers
d. Mentalillnessisahopelesssituation
C.
AbnormalBehaviour,orpsychologicaldisorder,isdefinedassome
psychologicaldysfunctionassociatedwithdistressorimpairmentin
functioningthatisnotatypicalorculturallyexpectedresponse.
1. Psychologicaldysfunctionisabreakdownincognitive,
emotional,orbehaviouralfunctioning.Provideexamplesofeach.
2. Distressoccurswhenapersonisextremelyupset.
3. Anatypicalorunexpectedculturalresponsereferstothose
behavioursorattitudeswhichdonotoccurinasocietyvery
frequently.
4. Illustratehoweachofthefeaturesofthedefinition(1‐3)is
inadequatewhenconsideredinisolation.
II.
TheScienceofPsychopathology:TheStudyofPsychologicalDisorders
A.
MentalHealthCareProfessionals(Background,Training,&Approach)
1. Clinicalandcounsellingpsychologists
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2. Psychiatrists
3. Psychiatricsocialworkers
4. Socialworkers
5. Psychiatricnurses
6. Laypublic(e.g.,clergy,supportgroups,shelterworkers,crisis
hotlines)
B.
EffortstoUnderstandAbnormalBehaviour
1. Thescientist‐practitionerframework
2. Clinicaldescriptionofabnormalbehaviour
a. Apresentingproblemtypicallyreferstoonefirstnotedas
thereasonforcomingtoaclinicalsetting.
b. Oneimportantfunctionofclinicaldescriptionistospecify
whatmakesadisorderdifferentfromnormalbehaviour
andotherdisorders.
c. Prevalencereferstothenumberofpeopleinthe
populationasawholewhohavethedisorder.
d. Incidencereferstothenumberofnewcasesofadisorder
occurringduringaspecificperiodoftime(e.g.,ayear)
e. Coursereferstothepatternofthedisorderintimecanbe
describedaschronic,episodic,ortime‐limited.Relatedto
prognosis.
f. Acuteonsetreferstodisordersthatbeginsuddenly,
whereasinsidiousonsetreferstodisordersthatdevelop
graduallyovertime.
g. Importantassociatedfeatures(e.g.,age,developmental
stage,ethnicity,race).
C.
Causation,Treatment,andOutcomeinPsychopathology
1. Etiologyreferstofactorsordimensionsthatcausepsychological
disorders.Suchfactorsincludebiological,psychological,and
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socialdimensions(coveredindetailinChapter2ofthetextbook).
2. Treatmentcanincludepsychological,psychopharmacological,or
somecombinationofthetwo.Successfuloutcomecanassistin
makinginferencesaboutthevariablesleadingtoandmaintaining
adisorder,butnotinthedeterminationoftheactualcausesofa
disorder(e.g.,aspirinalleviatesheadache,butheadacheisnot
causedbydeficitsofaspirininthebrain).
III.
ThePast:HistoricalConceptionsofAbnormalBehaviour
A. OverviewofSupernatural,Biological,andPsychologicalTraditions
B. TheSupernaturalTradition
1. Deviantbehaviourasbattlebetween“good”vs.“evil”
a. ApopularopinionduringtheMiddleAgespurportedthat
psychopathologywasduetothepresenceofevildemons.
Asaresult,treatmentincludedexorcism,ortortuous,
drasticactiontodispossessaspiritfromahumanbody.
b. 15thCenturywascharacterizedbytheviewthatthecauses
ofmadnessandotherevilswereduetosorcery,witches,
andevil.Thoughsomeincreasinglyviewedabnormalityas
purelynatural,physicalphenomenon(i.e.,anillness).
2.StressandMelancholy
a.Anequallystrongopinionviewedinsanityasanatural
phenomenoncausedbymentaloremotionalstress
b.Treatmentincludedbaths,ointmentsandpotionsas
insanitywasviewedasatreatableillness.
3.Paracelsus,aSwissphysicianwholivedduringthe16thcentury,
introducedtheideathatthemovementofthemoonandstars
affectedpeople'spsychologicalfunctioning;thistheoryinspired
theuseofthewordlunaticlatinwordformoon,luna)todescribe
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thosewhoexhibitedbehaviouraldisorders.Manyofhisviewsstill
persisttoday.
C.
TheBiologicalTradition
1. TheGreekphysicianHippocrates(460‐377B.C.),thefatherof
modernmedicine,presumedthatpsychologicaldisorderscouldbe
conceptualizedasabrainorhereditarydisease,whilerecognizing
theimportanceofpsychologicalandinterpersonalfactorsin
psychopathology.Hippocratesalsocoinedthetermhysteriaand
believedthecausetobeduetoawanderinguterus,andthecure
marriageandpregnancy.ARomanphysicianGalen(129‐198
A.D.)expandedupontheworkofHippocrates,andthe
Hippocratic‐Galenicapproachtopsychopathologyextendedtothe
19thcentury.Alegacyofthisapproachwasthehumoraltheory
ofmentaldisorder(i.e.,blood,blackbile,yellowbile,phlegm)–a
viewthatforeshadowedmodernviewslinkingpsychological
disorderswithchemicalimbalancesinthebrain.
2. Symptomsassociatedwithadvancedsyphilis,asexually
transmitteddiseasecausedbyabacterialmicroorganism,are
similartosymptomsassociatedwithschizophreniaandother
psychoticdisorders.Duringthe19thcentury,syphiliswas
discoveredtobeacauseofgeneralparesis(adisorder
characterizedbybothbehaviouralandcognitivesymptoms).
Eventuallyscientists(Pasteur)discoveredthatsyphiliscouldbe
curedbypenicillin,whichinturnledmanymentalhealth
professionalstobelievethatsimilarcurescouldbediscoveredfor
allpsychologicaldisorders.
3. JohnP.Grey,andAmericanPsychiatrist,believedthatinsanity
wasalwaysduetophysicalcausesandthatmentallyillpatients
shouldbetreatedlikethephysicallyill.Reformers,suchas
DorotheaDix,statedthatthetreatmentofthosewithmental
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illnessshouldparallelthetreatmentofthosewithphysicalillness.
Asaresult,mentalhospitalconditionsimprovedsignificantlyand
manyadvocatedthepracticeof"deinstitutionalization."
5. Biologicaltreatmentsformentaldisordersinthe1930’s(suchas
insulin,ECT,andbrainsurgery)wereperiodicallyadministeredto
personswithpsychosestocalmthem(leadingtoinsulinshock
therapyandlobotomy).Inaddition,JosephvonMedunathought
thatschizophreniawasrareinpersonswithepilepsy;hence,the
deliberateinductionofbrainseizureswassoonconsidereduseful.
6. Thefirsteffectivedrugsfortreatingseverepsychoticdisorders
emergedinthe1950's.Thediscoveryofrauwolfiaserpentina
(reserpine),neuroleptics,andmajortranquilizersproveduseful
fortreatinghallucinations,delusions,agitation,andaggression.
7. Theconsequencesoftheearlybiogenicapproachto
psychopathologyincludedanironictendencynottopursuenew
drugtreatments.Instead,moreeffortwasdevotedtodiagnosis,
legalissues,andthestudyofbrainpathologyitself.
8. EmilKraepelinbecameadominantfigureinthefieldofdiagnosis
andclassification;acentralthemeofhisapproachwasthat
separate,discriminatelyvalidsyndromescouldbeculled,with
eachcomprisingdifferentsymptoms,course,andonset.
9. Bytheendofthe1800’s,ascientificapproachtopsychological
disordersandtheirclassificationwascouchedasasearchfor
biologicalcausesandmedicalizedandhumanetreatments.
D.
PsychologicalTraditions
1. Psychosocialmodelsofmentaldisorderdidnotpredominateuntil
the18thcenturywiththeadventofmoraltherapy(originatedby
awell‐knownFrenchpsychiatristPhilippePinelandhisformer
patientJean‐BaptistePussin)‐‐thepracticeofallowingpatients
tobetreatedinsettingsasnormalaspossibletoencourageand
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reinforcesocialinteraction.
2.WilliamTukefollowedPinel’sleadinEngland,andBenjamin
Rush(founderofAmericanPsychiatry)introducedmoraltherapy
inhisearlyworkatPennsylvaniaHospital.Theriseofmoral
therapyinEnglandandtheUnitedStatesiswhatmadeinstitutions
habitableandeventherapeutic.
3.Sussmanprovidesahistoryofthedevelopmentoftheasylumsin
Canadainthenineteenthcentury.Duringthattimetheintentions
forcarewerehumanereplacingjailsorpoorhouseswithmental
hospitalsandasylums.
4.DorotheaDixcrusadedforreforminthetreatmentoftheinsane
throughoutCanadaandtheUnitedStatesincludinganappealto
theNovaScotiaLegislatureinJanuary,1850.
5. Thedeclineofmoraltherapyandhumanetreatmentwas
precipitatedbyfactorssuchasthebeliefthatpsychopathology
wascausedbyincurablebrainpathology;also,providing
individualattentiontoincreasingnumbersofpatientswithmental
illness(animportantpracticeofmoraltherapists)wasbecoming
impossiblewithlimitedhospitalstaffing.
6. Althoughthepsychodynamicmodelpartiallygrewoutofthework
ofAntonMesmer(fatherofhypnosis)andJeanCharcot,itis
largelytheresultoftheworkofSigmundFreudandJosef
Breuer.
7. PsychoanalyticTheory
a. Freuddevelopedacomprehensivetheoryonthe
developmentandstructureofpersonality,including
hypothesisabouthowbothcanleadtopsychopathology.
Freudbelievedthatmindwascomposedoftheid,ego,and
superego.Theidoperatesonthepleasureprinciple,or
themaximizationofpleasureandminimizationof
competingtension.Theidwasthoughttobethesourceof
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sexualandaggressivethoughtsandbehaviours.Theego
wasthoughttodevelopafewmonthsafterbirthto
realisticallyaddressone'senvironment;itoperatesonthe
realityprincipleviathesecondaryprocess,withan
emphasisonlogicalandreasonablethought.Thesuperego
(conscience)developslastandrepresentsthemoral
standardsinstilledbyparentsorotherimportant
influences.Theprimarypurposeofthesuperegoisto
suppressiddrives.
b. Whentheidorsuperegogatherenoughstrengthto
challengetheconsciousego,anxietyresults.Towardoff
anxiety,theegomayemploydefencemechanisms,or
unconsciousprotectiveprocessestokeepintrapsychic
conflictsincheck.ThoughFreudinitiallyintroducedthe
ideaofdefencemechanisms,itwashisdaughterAnna
Freudthatdevelopedthem.
c. Examplesofdefencemechanismsincludedisplacement
(i.e.,redirectingangeronalessthreateningobjector
person);denial(i.e.,refusaltoacknowledgesomeaspectof
objectiverealityorsubjectexperiencethatisapparentto
others);projection(i.e.,falselyattributingone’s
unacceptablefeelings,impulses,orthoughtsonanother
individualorobject);rationalization(i.e.,concealingtrue
motivationsforactions,thoughts,orfeelingsthrough
elaboratereassuringorself‐servingbutincorrect
explanations);reactionformation(i.e.,substituting
behaviour,thoughts,orfeelingsthataredirectoppositesof
unacceptableones);repression(i.e.,blockingdisturbing
wishes,thoughts,orexperiencesfromconscious
awareness);andsublimation(i.e.,directingpotentially
maladaptivefeelingsorimpulsesintosociallyaccepted
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behaviour).
d. Freudalsotheorizedthatpeopleprogressthrough
psychosexualdevelopmentalstages.Theoral,anal,
phallic,latencyandgenitalstagesrepresentdistinct
patternsofgratifyinglibidinalneeds.Themost
controversialdevelopmentalstageisthephallicstage.
6. LaterDevelopmentsinPsychoanalyticThought:Neo‐Freudians
a. TheNeo‐Freudiansadaptedtheclassicpsychoanalytic
approachandmodifiedanddevelopeditinanumberof
differentdirections.Forexample,AnnaFreuddeveloped
self‐psychologytoemphasizetheinfluenceoftheegoin
definingbehaviour,whileMelanieKleinandOtto
Kernbergdevelopedobjectrelations,(thestudyofhow
childrenincorporate(interject)theimages,memories,and
valuesofsignificantothers(objects).
b. Othertheoristsrejectedtheclassicpsychoanalytic
approachanddevelopedtheirownprinciples.For
example,CarlJung,rejectedmanyofthesexualaspectsof
Freud’stheory,andintroducedtheconceptofcollective
unconscious,orasourceofaccumulatedwisdomstoredin
humanmemoryandpassedfromonegenerationtothe
next.Inaddition,AlfredAdlerfocusedonfeelingsof
inferiority,superiority,andadrivetowardself‐
actualization.Finally,KarenHorney,ErichFromm,and
ErikEricksonconcentratedonlife‐spandevelopmentand
societalinfluencesonbehaviour.
c. Psychoanalytictheoryisintertwinedintopsychodynamic
therapy.Thegoalofthisapproachistohelpaperson
understandthetruenatureofhis/herintrapsychicconflicts
andpsychologicalproblems.Severaltechniques,suchas
freeassociationanddreamanalysis,areusedbythe
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psychoanalysttohelprevealsuchconflictstotheclient.The
relationshipbetweentherapistandclientinpsychoanalysis
isveryimportant,foritisherewheretransference(i.e.,
whenthepatientbeginstorelatetothetherapistasthey
didwithimportantpeopleintheirlives)and
countertransference(i.e.,wherethetherapistprojects
theirownpersonalissuesandfeelings,usuallypositive,
ontothepatient)playout.Therapyisoftenlongterm,
taking4‐5weeklysessionsoveraperiodof2to5years.
7. HumanisticTheory
a. PrimaryhumanistictheoristsincludeCarlRogers,
AbrahamMaslow,andFritzPerls.Amajortheme
runningthroughthisworkistheviewthatpeopleare
basicallygood.
b.ResearchbyW.H.CoonsandcolleaguesattheOntario
HospitalinHamiltonprovidedevidencefortheimportance
ofthehumanisticconceptofempathyinexplainingthe
successofpsychotherapy.
c. Acentralconceptofthisapproachisself‐actualization,or
theassumptionthatallpeoplestrivetoreachtheirhighest
potential.Withfreedomandsupport,one'sdrivetoward
self‐actualizationcanbehighlysuccessful.Ifthisdriveis
thwarted,however,psychologicalproblemsmaydevelop.
Unlikepsychoanalysis,thetherapisttakesapassiverole,
makesveryfewinterpretations,andattemptstoconveyto
theclientasenseofunconditionalpositiveregard.
8. TheBehaviouralModel
a. Thebehavioural,cognitive‐behavioural,orsociallearning
modelwasderivedfromascientificapproachtothestudy
ofpsychopathology
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b. IvanPavlovdiscoveredasimpleformoflearning,known
asclassicalconditioning,whereaneutralstimulusis
pairedwitharesponseuntilitelicitsthat(conditioned)
response(e.g.,phobias,nauseaassociatedwith
chemotherapy,foodaversions).
c. JohnWatsonstatedthatthefieldofpsychologyshouldbe
basedonscientificanalysesofobservableandmeasurable
behaviour.Suchanalysescouldbeusedintheprediction
andcontrolofbehaviour.Watsoniscreditedwithcreating
theschoolofBehaviourism,whereasoneofhisstudents,
MaryCoverJones,canbecreditedforprovidingoneofthe
firstdemonstrationsofsuccessfultreatment(via
extinction)offearoffurryobjectsina2yearoldboy
namedPeter.
d. Inthemid‐20thcentury,JosephWolpedeveloped
therapeuticproceduresbasedontheworkoftheseearly
behaviourists,particularlytheworkofPavlovandHull.In
systematicdesensitization,forexample,apersonmay
extinguishfearbypracticingrelaxationandpairingitwith
thephobicstimulus.Suchaprocesscouldbedonethrough
imaginingthestimulus(invivo).
e. B.F.SkinnerwasstronglyinfluencedbyWatson’s
convictionthatascienceofpsychologymusttakeasits
subjectmatterbehaviour,butunlikeWatsonbelievedthat
thetaskofpsychologywastoaccountforallbehaviour,
evenbehaviourthatcannotbeobserveddirectly(e.g.,
thoughts,feelings).Skinnerdevelopedthefieldof
behaviouranalysisandconceptsrelatedtooperant
conditioning(i.e.,learningwhichoccurswhenresponses
aremodifiedasafunctionoftheconsequenceofthe
response).Skinnerbelievedthatthisprinciplewas
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applicabletodailylearninginparticularbutalsotosociety
andcultureingeneral.ThoughSkinnerwasnotabehaviour
therapist,manyofhistechnologiesandconceptsformthe
coreofseveralcontemporarybehaviourtherapies.
IV.
ThePresent:TheScientificMethodandanIntegrativeApproach
A.
Theviewthatpsychopathologyisdeterminedbydifferentprocesses
doespossessahistoricalbasis,andrecentevidencesuggestsastrong
reciprocalinfluenceamongbiological,psychological,andsocial
factors.Noaccountaloneiscomplete.Therefore,thistextbookis
devotedtoanintegrativemultidimensionalapproachindescribing
varioustopics.
KEYCONCEPTS:WHYISTHISCHAPTERIMPORTANTTOPSYCHOLOGISTS?
Thischapterpresentsanoverviewofpastandfutureconceptionsofabnormal
behaviour.Specifically,thechapterintroducestheconceptofabnormalbehaviour
anditsdefinitionalcomponents,outlinessomeprimaryprofessionsinthefieldand
termsforunderstandingpsychologicaldisorders,describesbiological,
psychological,andsupernaturalmodelsofabnormalbehaviourinahistorical
context,andsummarizesamultidimensionalintegrativescientificapproachfor
understandingpsychopathology.
STUDENTMOTIVATION
Psychologyidentifiestwobasicformsofmotivation,intrinsicandextrinsic
motivation.
1. Theintrinsiclearnerdesireslearningnewconceptsandtheoriesforitsinherent
interests,forself‐fulfillmentandsatisfaction,enjoymentandtoachievea
masteryofthesubject.Studentswhotakeagenuineinterestinembracingtheir
learningareintrinsicallymotivated.
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2. Theextrinsicmotivationismotivationtoperformandsucceedforthesakeof
accomplishingaspecificresultoroutcome.Studentswhoareverygrade‐
orientedareextrinsicallymotivated.
MotivationalSuggestions

Provideopportunitiesforstudentsuccess

Offerpositivefeedback

Assiststudentsindiscoveringpersonalmeaningandvalueintheirlife

Createapositivelearningenvironment

Becaringtostudentsasmembersofacommunity

Developasupportiveteachingstyle
Teachingstrategies

Engagestudentswithcurrentnewsevents

Connectchapterobjectivesandcontentthecommunity,culture,activitiesand
topicsrelevanttostudents’educational,personalandprofessionallife.

CreateaVenndiagramofintrinsicandextrinsicmotivation.
DISCUSSIONQUESTIONS
Discussionquestionshighlightthewaysthatthetopicisengagingforstudents.The
followingquestionssupportchaptercontentandlearningoutcomes,generate
interest,andencouragestudentstopromptlyanswerquestions.Constructive
feedbackacknowledgesstudentsfortheirresponsestothesequestions.The
discussionquestioncanbeansweredindividually,asapairshare,smallgroupor
class.
1. Describethedistinctionbetweennormalandabnormalbehaviour.Listthree
similaritiesandthreedifferencesofnormalandabnormalbehaviour.
2. Compareandcontrastthepsychoanalytic,behaviouralandhumanisticmodels.
3. Instudyingpsychologicaldisorders,whichmentalhealthcareprofessionalhas
thegreatestpotentialinhelpingtheirclients?Why?
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4. Howdopasthistoricalconceptionsofabnormalbehaviourinfluencepresentday
perspectives?
5. Evidencesuggestsastrongreciprocalinfluenceamongbiological,psychological,
andsocialfactors.Doyouagreeordisagreewiththisstatement?Explainyour
answer.
BARRIERSTOLEARNING
1. Strategiesforstrugglingstudentsareteachingstudents“howtolearn”.This
includesidentifyingstrengthsandweaknesses,notetaking,mindmapping,
outliningmaterial,andread,reciteandreviewforexams.
2. Learningisasocialprocessandlearnerscandevelopgreaterknowledgeand
skillswhenworkinginpairsandgroups.Studentscanparticipateinpairshares
andgrouppresentations.
3. Howcantheteachingenvironmentaccommodateallofthestudent’slearning
needs?Difficulttopicsmayneedseveralactivitiesfordeeperunderstanding.
4. Identifydifficultcontenttopicsandapplythemtoreallifesituations,subjective
applications,outofclasswork,newspaperormagazinearticles,currenttopics,
newsevents,andworldandglobalissues.
Questions

Studentsreadaselectionofthecoursecontentandcomeupwiththeirown
questionsaboutthematerial.Thesequestionscanbeusedforaclassdiscussion.
Notes

Studentstakenotesfromalectureandunderlineandnumberthemost
importantpoints.Studentsoutlinethetextbookmaterialandunderlineand
numberthemostimportantpoints.
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Brainstorming

Studentsbrainstormaboutwhattheyknowaboutthetopic.

Afterreadingthetextbook,materialorlecturestudentscanbrainstormtheir
newknowledgeaboutthetopic.
FlashCards

Studentswritedowntheimportantpointsofeachchapteronindexcards.
Assessments

Assessingstudentknowledgeandlearningaboutthecoursecontentthrougha
quizorquestionnaire.
GraphicOrganizers
Agraphicorganizerislikeamapinaone‐pageformwithblankareasforthestudent
tofillinwithrelatedideasandinformation.Someorganizersarespecific;othersare
moregeneralandcanbeusedwithmanytopics.Theinformationonagraphic
organizercanbeinadditiontocompletinginformationonaformorwrittenasalist.
Examplesofgraphicorganizersincludecharts,maps,Venndiagramsandflowcharts.
LearningStyles
Presentdifferentlearningstylesandmodalitiesforthevisual,auditoryand
kinesthetic/tactilelearners.
1. VisualLearner
Presentvisualstimulation,withfilms,experiments,newspaperarticles,note
taking,magazines,YouTube,PowerPointpresentations,observingstudents,
classroomdemonstrations,creatingposters,classpresentations,graphic
organizers,charts,illustrations,performingaskit.
2. AuditoryLearner
Listenandheartheinformationwithlectures,readingaloud,conversationalpair
shares,andsmallgroupandclassdiscussions.Studentsreadthecoursematerial
anddiscussitwithapartner.Studentscreatetheirownquestionsaboutthe
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coursecontent.Studentssharethesequestionsasapair/shareorhaveaclass
discussion.
3. Kinesthetic/TactileLearners
Wholebodyinvolvementisneededtoprocessinformationthroughgroup
activities,notetaking,createaVenndiagrams,createtheirowntexts
representationsasadrawingortextofthecoursecontent,outlining,creating
posterboardsofchartsandgraphs.
Identifyingcommonmisconceptionsordifficulttopicshelpsinstructorstoaddress
themexplicitly,inlectures,throughout‐of‐classwork,andwithin‐classactivities.
(Wherethetextbooktakesonthesemisconceptionsorhelpstoparseoutdifficult
concepts,therewillbereferencetoparticularpagesorfeaturesinthebook).
CLASSROOMACTIVITIES,DEMONSTRATIONSANDLECTURETOPICS
1. Activity:DistinguishingNormalfromAbnormalBehaviour.Anexercisethat
helpsstudentsrecognizethedifficultyofdistinguishingnormalfromabnormal
behaviouristobeginbypresentingasmallamountofinformationaboutacase.
Ifyourclassislarge,breakyourstudentsintogroupsof4‐5.Instructeachgroup
tolistthetopfourquestionstheywouldwanttoknowaboutthecasetoevaluate
thebehaviour.Forexample,presentthefollowinginformation:
Case#1:Tomisuncomfortableridingescalators.Asaresult,Tomavoidsusing
anyescalator.
(Afteryourstudentshaveexploredthecase,encouragethemtoaskthefollowing
typesofquestions):
a. HowoldisTom?Isitmore"normal"forTomtofearescalatorsifheisachild
versusanadult?Discussdevelopmentalissues.
b. WhatculturedoesTomcomefrom?Hasheeverhadexposuretoan
escalator?Culturalcontextsmustalwaysbeconsideredwhenevaluating
abnormalbehaviour.
c. HowdoesTommanagehisfear?Whatsymptomsdoeshehave?
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d. TowhatextentdoesTomavoidusingescalators?Doeshisfearsignificantly
interferewithhislife?Alsoaskifyourstudentswouldconsiderthe
behaviourmoreabnormalifhehadafearofflyinginairplanesversus
escalators.Inotherwords,atonepointwouldthebehaviourbeconsidered
anabnormalfearversusanormalfear?
Case#2:Rachelhasbeencaughturinatinginthecornerofherbedroom.Isher
behaviourabnormal?
(Encouragestudentstoask):
a. HowoldisRachel?TheclinicalpictureisverydifferentifRachelisoneyear
oldthanifsheis13yearsold.Discusstheimportanceofunderstanding
developmentalpsychology.
b. Howmanytimeshassheengagedinthebehaviour?Apatternofbehaviour
maybevieweddifferentlythanifitisarareoccurrence.
c. DoesRachelhaveamedicalcondition?Issheonanymedications?Rachel
mayhaveamedicalororganicconditionthataccountsforherbehaviour.
Askyourstudentsifidentifyinganorganicconditionwouldchangetheir
perceptionofRachel.Discusstheimplicationofassigninglesssocialstigma
tomedicalversuspsychiatricpatients.
d. HasRachelexperiencedarecenttrauma,orissheexposedtounusual
stressors?
e. HowdoesRachelfeelaboutherbehaviour?Howdoessheexplainit?
Examplessuchasthesestimulatestudentstoexplorecasesmorefullybefore
makingsnapjudgmentsaboutpeople'sbehaviour,andillustratethecomplexity
inteasingoutnormalfromabnormalbehaviour.
2. Activity:WhatisNormalvs.Abnormal?Breakstudentsintotwogroupsand
havethemworkwithHANDOUT1.1.Studentsshouldcompletethehandouton
theirown,andthendiscusstheiropinions.
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3. Activity:ExamplesofConditioninginEverydayLife.Toillustratelearning
theory,askyourstudentstoapplywhattheyhavelearnedaboutconditioning
andbehaviourtherapytotheirownlives.Studentsmaychooseabehaviourthey
wouldliketochangeoreliminate,ormayidentifyanewbehaviourtheywould
liketoacquire.Askthemtokeepajournaloftheconditioningtechniquethey
areusingandtheexactproceduretheyareemploying.Forexample,astudent
maywanttostopbitinghernails.Shecouldkeepajournaltodescribeifsheis
usingaclassicaloroperantprocedureandmonitortheprogress(orsuccess!)of
theconditioning.
4. Activity:TheBlindMenandtheHumanElephant.Toillustratethe
importanceoftakinganintegrative,multidimensionalapproachandthedangers
ofscientifictunnelvision,readJohnG.Saxe’s(1963)poem“TheBlindMenand
theElephant.”Thepoemisavailablefromseveralsitesontheweb(usingthe
completesearchphrase“Saxe’sBlindMenandtheElephant”),butherearetwo:
http://www.wordfocus.com/word‐act‐blindmen.htmlor
http://www.kheper.auz.com/realities/blind_men_and_elephantSaxe.html.Then
havestudentsdiscusswhatbehavingasoneoftheblindmenwouldlooklike
fromasupernatural,biological,orpsychologicalperspective(include
psychoanalytic,behavioural,humanisticviews).Usehumanbehaviourinplace
oftheelephantillustratedinthepoem.TrywearingaTurban,arobe,orusing
otherpropswhilereadingthepoemasameanstoelicithumourandtomakethe
messagestick.
5. Activity:Myths,Magic,&Placebos:WhatDoTheyHavetoDoWithHaving
RocksinYourHead?Whenyoudiscussmaterialdealingwithtreatmentofthe
mentallyillduringtheMiddleAges,seewhetherstudentsknowwherethe
phrase“rocksinyourhead”originated.Thisphraseoriginatedduringthe
MiddleAges,wherecitystreetvendorswouldcommonlyperform
pseudosurgeryonstreetcorners.Troubledpersonswithsymptomsassociated
withmentalillnesswouldoftenfrequentthevendorsforrelief.Thevendors,in
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Copyright©2012byNelsonEducationLimited
turn,wouldmakeaminorincisionontheskull,whileanaccomplicewouldsneak
thesurgeonafewsmallstones.Thesurgeonwouldthenpretendtohavetaken
thestonesfromthepatient’shead.Thestoneswereclaimedtobethecauseof
theperson’sproblemsandthatthepersonwasnowcured.Asimilarvarianton
thisthemeisquitepopularwithmodernmagiciansandsomefaithhealerswho
purporttopainlesslyremovediseasedorgansfromthebodiesoftheirsubjects.
Theprocedureinvolvesanelaborateritual,accompaniedbychickenorbeef
bloodandassociatedmeatparts.Themagicrestsintheillusionofthe
magician’sarmtwistingandturningintotheblood‐coveredexposedbellyofthe
subjectandtheslowremovalofwhatappearstolooklikeabodypart.Ask
studentstothinkaboutotherexamplesofmodern‐daycuresthattheyhave
heardinthemediaorthattheymayhaveexperiencedthemselves.Thisisagood
placetotieintheconceptofthePlaceboEffect,andperhapsopenupa
discussionabouttheroleofbeliefsandexpectanciesinproducingandalleviating
medicalandpsychologicalformsofdistressandsuffering.
6. Activity:CreateaNormalandAbnormalCharacter.Dividetheclassintotwo
groups.Eachwillcreatecharacter,onenormalandtheotherabnormal.Each
groupwilldrawthephysicalcharacteristicsofthispersonandanswerthe
followingquestions.Whatistheage,sex,education,occupation,familyhistory,
relationship,mentalandphysicalhealth,culture,religion,goalsanddreams.
Whatarethespecificbehavioursthatthisindividualdisplaysthatarenormal
and/orabnormal?Eachteamwillsharetheircharacterwiththeclass.
7. Activity:Psychology.Createaclass,individualorgroupexperimentusingthe
scientificmethod.
8. Debate.Dividetheclassintotwogroups.Haveeachgroupdebateon“Whatis
normalbehaviour?”vs.“Whatisabnormalbehaviour?”.
Copyright©2012byNelsonEducationLimited
19
HANDOUT1.1
WHATISABNORMAL?
Considerthefollowingsituations.Mostpeoplewouldconsideratleastsomeofthe
actionsofthepeopleinvolvedtobeabnormal.Whatdoyouthink?Thinkabout
eachoneasyoureadthroughthelist.Then,talkwithyourgroupaboutyour
judgments.Whenyouarethroughtalkingabouteach,electagroupspokesperson
whowilltakenotesonthereasonsthatthegroupmemberscomeupwithastowhy
youdidordidnotconsidereachsituationtobeabnormal.Youwillhaveto"dig"
mentallytoputsomeofthesereasonsintowords.
1. Youruncleconsumesaquartofwhiskeyperday;hehastroubleremembering
thenamesofthosearoundhim.
2. Yourgrandmotherbelievesthatpartofherbodyismissingandcriesoutabout
thismissingpartalldaylong.Youshowherthepartthatismissingbutshe
refusestoacknowledgethiscontradictoryinformation.
3. Yourneighbourhasvaguephysicalcomplaintsandsees2‐3doctorsweekly.
4. Yourneighboursweeps,washes,andscrubshisdrivewaydaily.
5. Yourcousinispregnant,andsheisdieting(800caloriesperday)sothatshewill
notget"toofat"withthepregnancy.Shehashadthistypeofbehavioural
responsesinceshewas13yearsold.
6. Awoman'shusbanddieswithinthepastyear.Thewidowappearstotalkto
herselfintheyard,doesn'twashherselfordressincleanclothes,andhas
evidentlylostalotofweight.
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7. A10yearoldwantstohavehisentirebodytattooed.
8. A23yearoldfemalesmokes4‐5marijuanajointsaday,isastraightAstudentin
college,hasasuccessfuljob,andasolidlong‐termrelationship.
9. Apersonexperiencesseveralunexpectedpanicattackseachweek,butit
otherwisehappilymarried,functionswellatwork,andleadsanactive
recreationallifestyle.
10. A35yearoldhappilymarriedmanwhoenjoyswearingwomen’sclothesand
underwearontheweekendswhenheandhiswifegooutonthetown.
Copyright©2012byNelsonEducationLimited
21
REFLECTIONSONTEACHING:HOWCANIASSESSMYOWNPERFORMANCE?
1. Didmyacademicperformancemeasurethequalityofstudentlearning?
2. Howdidmyinstructionalperformanceimproveinthisclass?Whatinstructional
strategiesweresuccessfulinthepresentationofobjectivesandchaptercontent,
studentparticipationandqualityfeedback?
3. Whatstrategicteachingmethodsandactivitiesenhancedstudentengagement?
4. Whichonesdidnotengagestudentlearningandparticipation?
5. Whatmethodsofconstructivefeedbacktomeasurestudentprogressand
evaluationweremostsuccessful?
6. Whathigherlevelsofthinkingactivitiesenhancedstudentlearning?Howdid
studentscriticallyanswerquestions?
7. Wasexpertiseandexperienceintegratedintothecourselecturesand
discussions?
8. Howdidconstructivefeedbacktoenhancestudentlearning?Whichhelped
studentperformancethemost?Least?
9. Whichgroup/classroomactivitiesworked?Whichonesdidnot?
10. Whichmethodsoffeedbackassistedthestudentslearningprocessandprogress?
22
Copyright©2012byNelsonEducationLimited
SUPPLEMENTARYREADINGMATERIALFORCHAPTER1
Beaudreau,SandFinger,S(2006).Medicalelectricityandmadnessinthe
18thcentury:thelegaciesofBenjaminFranklinandJanIngenhousz.Perspectivesin
BiologyandMedicine,Summer2006v49i3p330(16).
Bjork,D.W.(1993).B.F.Skinner:Alife.NewYork:Basic.
Blair,L.(2002).Thedoctorandthemadmen:untiltheearlynineteenth
centurytheywerekeptinbarredroomsandtreatedassinners.ButJamesDouglas
respondedtoanewviewofthementallyill:givethemlight,lifeandlearning.
DownriverfromQuebecCity,hecreatedCanada’sfirstasylum.TheBeaver:
ExploringCanada’sHistory,82(3)27‐33.
Bolles,R.C.(1993).Thestoryofpsychology:Athematichistory.Pacific
Grove,CA:Brooks/Cole.
Grob,G.(1994).Themadamongus:AhistoryofthecareofAmerica’s
mentallyill.NewYork:MacMillan.
Hatfield,A.B.,&Lefley,H.P.(1993).Survivingmentalillness.NewYork:
Guilford.
Hunt,M.M.(1993).Thestoryofpsychology.NewYork:Doubleday.
Packhem,Threasa(2008)."ATrueRoleModel":JonathanDupreuseshis
historyofmentalillnesstohelpothers.BehavioralHealthcare,March2008v28i3p
14(1). Shorter,E.(1997).Ahistoryofpsychiatry:Fromtheeraofasylumtotheage
ofprozac.NewYork:Wiley.
Copyright©2012byNelsonEducationLimited
23
Watson,R.I.(1991).Thegreatpsychologists:Ahistoryofpsychological
thought.(5thed.).Reading,MA:AddisonWesleyLongman.Tracesthehistoryof
psychologybyexaminingtheworkofits’pioneers.
Weitz,R.D.(1992).Ahalfcenturyofpsychologicalpractice.Professional
Psychology:ResearchandPractice,23,448‐452.
Windholz,G.(1998).Pavlov'sconceptualizationofvoluntarymovements
withintheframeworkofthetheoryofhighernervousactivity.AmericanJournalof
Psychology,111(3),435‐439.
SUPPLEMENTARYVIDEORESOURCESFORCHAPTER1
AbnormalBehavior:AMentalHospital.(CRM/McGraw‐HillFilms,11015th
Street,DelMar,CA92014).Portrayslifeinamodernmentalhospital,including
viewsofschizophrenicsandofapatientreceivingECT.(28min)
AdlerianTherapy.(InsightMedia:2162Broadway,NewYork,NY10024/
(800)‐233‐9910).Dr.JonCarlsonexaminesanddemonstratesAdleriantherapy
(alsoknownasindividualpsychology).(100min)
B.F.SkinnerandBehaviorChange:Research,Practice,andPromise.
(ResearchPress:Department95,P.O.Box9177,Champaign,IL61826/(800)‐519‐
2707).ThisvideofeaturesadiscussionwithB.F.Skinnerandaddressessome
controversialissuesrelatedtobehaviouralpsychology.(45min)
CarlRogers.(InsightMedia:2162Broadway,NewYork,NY10024/(800)‐
233‐9910).CarlRogersdiscussesthehumanisticmodelofpersonalityaswellashis
viewsonencountergroups,educationandotherissuesfacingpsychologists.(2
programs,each50min)
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Copyright©2012byNelsonEducationLimited
CNNToday:AbnormalPsychology2000,vol.1.(Availablethroughyour
NelsonEducationLtd.representative).Thesegmenttitled“Introduction:ThePast
MentalHealthHistory”providesabriefpresentationofthefirstmentalhealth
hospitals,theinhumaneconditionstheywerepresentinsuchhospitals,andthe
horriblerestrainingdevicesusedatthetime.(2min24sec)
Freud:TheHiddenNatureofMan.(InsightMedia:2162Broadway,New
York,NY10024/(800)‐233‐9910).ThroughinterviewswithSigmundFreud
himself,thisvideoexplorestheconceptsofpsychoanalysis.(29min)
IsMentalIllnessaMyth?(NMAC‐T2031).Debateswhethermentalillnessis
aphysicaldiseaseoracollectionofsociallylearnedbehaviours.Panelistsinclude
ThomasSzasz,NathanKline,andF.C.Redlich.(29min)
Keltie’sBeard:AWoman’sStory(1983,FL).Aboutawomanwithheavy
facialhairthatshechoosesnottocut.Usefulindiscussingthecriteriaforabnormal
behaviour(filmandvideo,9min).
ManFacingSoutheast.(Hollywood,Drama).FascinatingArgentinefilm
aboutamanwithnoidentitywhoshowsupatapsychiatrichospitalclaimingtobe
fromanotherplanet.Itseemsthatthisisnotjustanotherpatient,andneitherthe
hospitalstaffnorthefilm’saudienceeveryfigureoutexactlywhatishappening.
OutofSight.(FromthePBSMadnessseries;PBSVideoCatalogue,1‐800‐344‐
3337).Discussesthedevelopmentofinstitutionsforthementallyillandtraces
custodialcarepracticesofthementallydisturbed.(VHS,color,60min)
Pavlov:TheConditionedreflex.(FilmsfortheHumanitiesandSciences:P.O.
Box2053,Princeton,NJ08543‐2053/(800)‐257‐5126).Adocumentaryfocusingon
theclassicworkofIvanPavlov,thisvideoincludesrarefootageofhisinvestigations
ontheconditionedreflex.(25min)
Copyright©2012byNelsonEducationLimited
25
TheDarkSideoftheMoon.(FanlightProductions,1‐800‐937‐4113).
Chroniclesthelivesofthreemenwithmentaldisordersfromlivingonthestreetsto
becomingusefulmembersofsociety.Theynowworktohelpotherpeopleinsimilar
situations.(VHS,color,25min)
ToDefineTrueMadness.(FromthePBSMadnessseries;PBSVideo
Catalogue,1‐800‐344‐3337).Examinesmentalillnessthroughhistoryand
considerstheprogressmadetounderstandpsychologicaldisorders.(VHS,color,60
min)
INTERNETRESOURCESFORCHAPTER1
AbnormalPsychologyNews
http://library.smc.edu/research/topics/abnormal_psychology.htm
Thisisacollectionofarticles,primarilynewspaperarticles,relevanttoabnormal
psychology.Theyarehighlyvariableinquality,butnearlyallcomefromtopnews
sourcesandjournals.Thissiteisonethatyouwilllikelywanttorefertotimeagain
throughoutyourteaching!
AbrahamMaslow
http://www.ship.edu/~cgboeree/maslow.html
AshortbiographyofAbrahamMaslowaswellasanelaborateexplanationofhis
humanistictheorycanbefoundatthiswebsite.
AmericanPsychiatricAssociation
http://www.psych.org/
APA'swebsitecontainspsychology‐relatedlinks,informationonlegalcasesthat
haveaffectedpsychiatry,continuingeducationfortherapists,andmuchmore.
26
Copyright©2012byNelsonEducationLimited
CanadianCounsellingandPsychotherapyAssociation
http://www.ccacc.ca/
Nationalassociationofprofessionallytrainedcounsellors;itsmembersworkin
manydiversefieldsofeducation,employmentandcareerdevelopment,socialwork,
business,industry,mentalhealth,publicserviceagencies,governmentandprivate
practice.
CanadianPsychiatricAssociation
http://www.cpa‐apc.org/
NationalprofessionalassociationforCanadianpsychiatrists,whoemploythe
medicalapproachtothetreatmentofpsychologicaldisorders
CanadianPsychologicalAssociation
http://www.cpa.ca
CPA’swebsitecontainsinformationonpsychologyinCanadaaswellaspsychology
worksfactsheetsonpsychologicaldisorders.
CanadianMentalHealthAssociation
http://www.cmha.ca/
CMHA’swebsitecontainsinformationandlinksregardingtreatment,current
researchinitiativesandlocalorganizations.
ClarenceHincks
http://www.cmha.bc.ca/about/history
AbriefbiographyofClarenceHinckscreditedwithhelpingtofoundtheCanadian
MentalHealthAssociation.
InternetMentalHealth
http://www.mentalhealth.com/
Acomprehensivesitecontaininginformationrelatedtotheassessment,diagnosis,
andtreatmentofmentalillness.
Copyright©2012byNelsonEducationLimited
27
Psychlink;MentalHealthHistory
http://psychlink.mior.ca/directory/14.html
Thissitecontainsinterestinginformationofatimelinetracingthehistoryofmental
healthcareandasylums,asylumcare,andcommunitycare.
MentalHealthResourcesCanada
http://www.ementalhealth.ca/ottawa/en/_Mental_Health_Resource_Directory_a10
0_b1.html
ThisguidetoCanada’smentalhealthorganizationsandcommunitieshelpsmatch
therapyproviderswithpotentialclients;alsoexplainsthedifferencesbetween
psychiatrists,psychologists,andcounsellorsinCanada.
NationalAlliancefortheMentallyIll
http://www.nami.org/
Links,membershipinformation,andsearchableindexesofmentaldisorders.
PersonalityTheories
http://www.ship.edu/~cgboeree/perscontents.html
Thisisanelectronictextbook("e‐text")createdforundergraduateandgraduate
coursesinPersonalityTheory.
PsychologyintheProvincesandTerritories
http://www.cpa.ca/public/
TheCanadianPsychologicalAssociation’slinkstonational,provincial,andterritorial
associations,licensingrequirements,andprofessional(clinical)psychology
programs.
PublicHealthAgencyofCanada:MentalhealthWebsite
http://www.phac‐aspc.gc.ca/index‐eng.php
Informationonmentalhealthproblems,programsandservicesinCanada.
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Copyright©2012byNelsonEducationLimited
TheNationalInstituteofMentalHealth
http://www.nimh.nih.gov
TheNIMHwebsiteoffersinformationaboutdiagnosisandtreatmentofseveral
mentalhealthdisorders.
TodayintheHistoryofPsychology
http://www.cwu.edu/~warren/today.html
TheAmericanPsychologicalAssociationcreatedthiswebsitewhichallowstheuser
toaccessinformationonthehistoryofpsychologybyselectingadateonthe
calendar.
Copyright©2012byNelsonEducationLimited
29
WARNINGSIGNSFOR
PSYCHOLOGICALDISORDERSINADULTS
1.
Confusedthinking
2.
Prolongeddepression(sadnessorirritability)
3.
Feelingsofextremehighsandlows
4.
Excessivefears,worriesandanxieties
5.
Socialwithdrawal
6.
Dramaticchangesineatingorsleepinghabits
7.
Strongfeelingsofanger
8.
Delusionsorhallucinations
9.
Growinginabilitytocopewithdailyproblemsandactivities
10. Suicidalthoughts
11. Denialofobviousproblems
12. Numerousunexplainedphysicalailments
13. Substanceabuse
30
Copyright©2012byNelsonEducationLimited
WARNINGSIGNS
FORPSYCHOLOGICALDISORDERS
INYOUNGERCHILDREN
1. Changesinschoolperformance
2. Poorgradesdespitestrongefforts
3. Excessiveworryoranxiety(i.e.refusingtogotobedorschool)
4. Hyperactivity
5. Persistentnightmares
6. Persistentdisobedienceoraggression
7. Frequenttempertantrums
Copyright©2012byNelsonEducationLimited
31
WARNINGSIGNSFOR
PSYCHOLOGICALDISORDERS
INOLDERCHILDRENANDPRE‐ADOLESCENTS
1.
Substanceabuse
2.
Inabilitytocopewithproblemsanddailyactivities
3.
Changeinsleepingand/oreatinghabits
4.
Excessivecomplaintsofphysicalailments
5.
Defianceofauthority,truancy,theft,and/orvandalism
6.
Intensefearofweightgain
7.
Prolongednegativemood,oftenaccompaniedbypoorappetiteorthoughtsof
death
8.
Frequentoutburstsofanger
32
Copyright©2012byNelsonEducationLimited