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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). Copyright©2012byNelsonEducationLimited 1 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 2 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 3 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 4 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 5 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 6 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 7 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 8 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 9 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 10 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 11 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. 12 Copyright©2012byNelsonEducationLimited 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? Copyright©2012byNelsonEducationLimited 13 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. 14 Copyright©2012byNelsonEducationLimited 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 Copyright©2012byNelsonEducationLimited 15 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? 16 Copyright©2012byNelsonEducationLimited 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. Copyright©2012byNelsonEducationLimited 17 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 18 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. 20 Copyright©2012byNelsonEducationLimited 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) 24 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. 28 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