Diagnosis of somatic
symptom disorder may be
given to people who are overly
anxious about their medical
problems (page 257).
Clinicians no longer
need to distin-
guish hysteri-
cal symptoms
from medical
symptoms.
People
with a
serious medi-
cal disease,
such as cancer,
may receive a
psychiatric di-
agnosis.
Diagnosis of major
depressive disorder may
be given to recently bereaved
people (page 196).
Clinicians can more
quickly spot
and treat clini-
cal depression
among griev-
ing people.
People
experi-
encing normal
grief reactions
may receive a
psychiatric di-
agnosis.
Previous category of
Asperger’s disorder has
been eliminated (page 486).
Better alterna-
tive diagnoses
may now be
assigned to
people with
severe social
impairments.
Individu-
als may
no longer qual-
ify for special
educational
services if they
lose the As-
perger’s label.
The new category substance
use disorder combines
substance abuse and substance
dependence into one disorder
(page 314).
Patterns of sub-
stance abuse
and substance
dependence
were often
indistinguish-
able.
Sub-
stance
abuse and sub-
stance depen-
dence may re-
quire different
treatments.
Top DSM-5 DebaTeS
Many of the DSM-5 changes have provoked debate. Several have been particularly controversial in some clinical circles.
Who DevelopeD DSM-5?
* World Health Organization ** National Institute of Mental Health
Field Testing DSM-5
From 2010 to 2012, DSM-5
researchers conducted
field studies to see how
well clinicians could apply
the new criteria.
Disorders tested: 23
Clinical participants: 3,646
Clinicians: 879
(APA, 2013; Clarke et al., 2013; Regier et al., 2013)
Two-thirds of the DSM-5 work group members were
psychiatrists and one-third were psychologists.
(APA, 2013)
Work groups
(pathology groups)
13
160
persons
12 persons
per group
Task force
(oversight
committee)
30 persons
New Categories
Hoarding disorder (page 143)
Excoriation disorder (page 143)
Persistent depressive disorder (page 187)
Premenstrual dysphoric disorder (page 209)
Disruptive mood dysregulation disorder (page 472)
Somatic symptom disorder (page 255)
Binge eating disorder (page 288)
Mild neurocognitive disorder (page 511)
WhaT’S NeW iN DSM-5?
DSM-5 features a number of changes, new categories, and eliminations. Many of the changes have been controversial.
Name Changes
OLD NEW
Mental
Retardation
Intellectual Disability
(page 489)
Dementia Major Neurocognitive Disorder (page 511)
Hypochondriasis Illness Anxiety Disorder
(page 261)
Male Orgasmic
Disorder
Delayed Ejaculation
(page 355)
Gender Identity
Disorder
Gender Dysphoria
(page 376)
Dropped Categories
Dissociative fugue (page 168)
Asperger’s disorder (page 486)
Sexual aversion disorder
(page 348)
Substance abuse (page 314)
Substance dependence
(page 314)
CoMpeTiTorS
Both within North America and around the world,
the DSM faces competition from 2 other dia.
DR CONSTANT MOUTON - COULD DUAL DIAGNOSIS BE THE KEY TO PERSONALISED TREATMEN...iCAADEvents
As our knowledge about addiction is increasing the association between mental illness and addiction is better understood. The controversy about the appropriateness of the term Dual Diagnosis to describe such a heterogeneous group of patients has sparked a debate on treatment and assessment models. It highlighted the fact that as far as treatment modalities are concerned, one size might just not fit all. Dr Mouton reviews current knowledge on comorbidity in the addiction field. Focusing on more than psychiatric comorbidity, he also looks at physical, social, psychological, spiritual and cultural components affected by addiction. Describing the role of the psychiatrist in addiction care he poses the questions: What if dual diagnosis is actually the key to better understanding of our patients? What if this knowledge leads to more individualised treatments? And are we ready for personalised treatment in the addiction field?
Based on the authors’ own clinical experiences, these seventee.docxjasoninnes20
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
this page intentionally left blank
Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions
DIAGNOSTIC AND STATISTICAL MANUAL VERSION -IV TEXT VERSIONritikajaiswal31
discussion about their history , definition of mental disorder , four criticism , how many categories in the DIAGNOSTIC AND STATISTICAL MANUAL -IV-TR and also discuss about their axes, psychological disorders , describe why it is use as diagnostic and statistical manual.The purpose of this presentation was my assignment ACADEMIC WRITING.
DR CONSTANT MOUTON - COULD DUAL DIAGNOSIS BE THE KEY TO PERSONALISED TREATMEN...iCAADEvents
As our knowledge about addiction is increasing the association between mental illness and addiction is better understood. The controversy about the appropriateness of the term Dual Diagnosis to describe such a heterogeneous group of patients has sparked a debate on treatment and assessment models. It highlighted the fact that as far as treatment modalities are concerned, one size might just not fit all. Dr Mouton reviews current knowledge on comorbidity in the addiction field. Focusing on more than psychiatric comorbidity, he also looks at physical, social, psychological, spiritual and cultural components affected by addiction. Describing the role of the psychiatrist in addiction care he poses the questions: What if dual diagnosis is actually the key to better understanding of our patients? What if this knowledge leads to more individualised treatments? And are we ready for personalised treatment in the addiction field?
Based on the authors’ own clinical experiences, these seventee.docxjasoninnes20
Based on the authors’ own clinical experiences, these seventeen comprehensive
case histories reflect the most common psychological disorders. Rich in detail, inte-
grated in approach, and fully updated for the DSM-5, each case describes patient
symptoms and history, the formulation and implementation of a treatment plan,
and results. Each case also includes the perspective of a family member or friend.
This unique viewpoint emphasizes the impact of psychological disorders on those
closest to the patient as well as the importance of considering sociocultural factors
in diagnosis and treatment. Each case study concludes with assessment questions
that help students check their understanding of the symptoms, diagnosis, and
treatment of the disorder exhibited by the patient. Three additional cases provide
opportunities for students to identify disorders and suggest appropriate therapies.
Diagnostic information and treatment strategies for the patients in these “You
Decide” cases are provided in appendices for students to check their assessments.
About the Authors
Ethan E. Gorenstein is clinical director of the Behavioral Medicine Program at
Columbia-Presbyterian Medical Center and a professor of clinical psychology in
the department of psychiatry at Columbia University. He is also the author of The
Science of Mental Illness (Academic Press). He has an active clinical practice de-
voted to the use of evidence-based psychological treatment methods for problems
of both children and adults.
Ronald J. Comer is a professor in the psychology department at Princeton Univer-
sity and director of clinical psychology studies. He is also chair of the university’s
Institutional Review Board. A clinical psychologist, he is the author of the text-
books Abnormal Psychology and Fundamentals of Abnormal Psychology (Worth
Publishers), Psychology Around Us (John Wiley and Sons Publishers), and producer
of numerous educational videos on subjects ranging from abnormal psychology to
introductory psychology and neuroscience.
For complete information on our books, electronic materials, and faculty and
student resources, visit us at www.worthpublishers.com
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
CASE STUDIES IN ABNORMAL PSYCHOLOGY
S E C O N D
E D I T I O N
W O R T H
Gorenstein
■ Com
er
C A S E S T U D I E S I N
ABNORMAL PSYCHOLOGY
E t h a n E . G o r e n s t e i n a n d R o n a l d J . C o m e r
S E C O N D E D I T I O N
Cover image: Gary Waters/Illustration Source
7.5 × 9.125 SPINE: 0.688 FLAPS: 0
this page intentionally left blank
Case Studies in
Abnormal Psychology
SeCond edition
Ethan E. Gorenstein
Behavioral Medicine Program
Columbia-Presbyterian Medical Center
Ronald J. Comer
Princeton University
WoRtH PUBLiSHeRS
Macmillan education
Vice President, Editing, Design, and Media ...
This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions of each concept which is then followed by basic theories that try explain each concept.followed by basic theories that try explain each concept.This power point presentation provides basic concepts in motivation and emotions. It provides definitions
DIAGNOSTIC AND STATISTICAL MANUAL VERSION -IV TEXT VERSIONritikajaiswal31
discussion about their history , definition of mental disorder , four criticism , how many categories in the DIAGNOSTIC AND STATISTICAL MANUAL -IV-TR and also discuss about their axes, psychological disorders , describe why it is use as diagnostic and statistical manual.The purpose of this presentation was my assignment ACADEMIC WRITING.
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
MN660 Case Study MN 660 Neuroscience and PsychopharmIlonaThornburg83
MN660 Case Study
MN 660 Neuroscience and Psychopharmacology
March 22, 2022
Criteria
Clinical Notes
Subjective
Chief complaint: The 26-year-old patient is worried that recent legal issues regarding drunk-driving are fuelled by his psychiatric symptoms.
HPI- The legal issues happened several months ago. He reports that the symptoms started when he started taking SSRI for depression and generalized anxiety disorder symptoms. When he started on SSRIs, he lost anxiety, fear, and avoidance. However, he became unusually talkative, had racing thoughts, and was distractible, hyperactive, and impulsive. He also reported decreased need for sleep. The patient exhibited grandiosity, in which he felt invincible and that the law do not apply to him.
Past Medical History: Patient has experienced major depressive episodes as a teenager. His symptoms have included insomnia, despondent thoughts, depressed mood, and low interest in activities, poor energy, and impaired cognition. The depressive episodes have been incapacitating and affect his school and work.
The patient has symptoms of social anxiety characterized with anticipatory anxiety, and nervousness around people.
Social History: the patient reports excessive alcohol use. He has few friends, but his family is supportive.
ROS noncontributory
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History, Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”.
Objective
Vitals:
· 8
· 160/80
· 76
· 18
· 5'10ʺ
· 190 lbs
This is where the “facts” are located. Include relevant labs, test results, vitals, and physical exam if performed. Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Dx. Bipolar disorder I (ICD 10-F31.1)
According to DSM-IV, diagnosis of bipolar type I requires the presence of manic episode of at least 1 week’s duration that cuases significant impairment in social functioning or work or causes hospitalization.Maniac episodes are characterized by mood disturbance including irritability, grandiosity, reduced need for speech, excessive talking, and racing thoughts (Post, et al., 2019). A patient must experience 5 of the following symptoms of major depressive episodes; depressed mood, reduced pleasure or interest in almost all activities, hypersomnia or insomnia, loss of energy, or feeling of worthlessness.
While the recent the recent episode is associated with SSRIs, the patient history of incapacitating depressive episodes, social anxiety, and these symptoms are present regardless of the affective state.
Differential diagnoses include:
1. Anxiety disorder (ICD 10: F41.9) - the patient presents with social phobias, fear of public places, and panic disorder. Anxiety disorder often mimics or co-occurs with bipolar disorder.
2. ...
Directions for using SJSU Library sourcesGo to library.sj.docxmariona83
Directions for using SJSU Library sources
*****Go to library.sjsu.edu, then click “Articles & Databases”, then click “Academic Search Complete”. If you can’t log in, type in my information: Name “Joe Liu” SJSU ID “009034506” PIN “26320070”. Lastly, type in key terms such as “Tea Ceremony in Japan” “Tea Ceremony” something that related to the topic and so on, and the sources don’t have to be scholarly journals, but full text and make sure they are credible papers or websites, and so on.*****
This is just an example of how you are going to do it
Journals (Scholarly articles)
· Academic Search Complete
· Input your search terms
· On the left hand side you will these options:
Example (but follow the direction as the sources have to be scholarly sources and full text!):
· Use the source type option to select the format.
· Academic journals will be scholarly and more comprehensive, but the focus will be very narrow. Academic journals can be helpful for in-depth articles on one aspect of your celebration.
· Example: Dermatoses among Children from Celebration of “Holi,” the Spring Festival, in India
· This article reports on the skin afflictions that may result from the inhalation and application of the colors/dyes that are used during Holi.
· Magazines may be a little lengthier than newspaper articles
· Example: Strength Thru Joy: Holi in Fiji
· This article discusses how Holi is celebrated among Hindu Fijians.
· Newspapers are great for a current treatment on the topic (particularly how your celebration has changed with immigration and globalization)
· Example: A Traditional Hindu Spring Parade in Queens is Canceled as Organizers Feud
· The Phagwah or Holi parade is cancelled, due to organizer infighting, which some think is “a reflection of the increasing complexity within a growing population, with combustible differences being a natural outgrowth of the community's social and political evolution.”
Running head: TEA CEREMONY IN JAPAN 1
Tea Ceremony in Japan
Joe Liu
San Jose State University
TEA CEREMONY IN JAPAN 2
The Origin
Tea was brought to Japan from China (618-907 AD) by the Tang Dynasty. The first Tea
Ceremony is hinted in the 8th century by a Chinese Buddhist writer in the book dubbed “Cha
Ching”. Tea plants for medicinal consumption by Japanese priests and nobbles hallmarks (Japan
710-794). Religious consumption of tea was a practice developed by Myoan Eisai, the founder of
Zen Buddhism in the Rinzai sect temple. Tea processing began during this time. Pounding of tea
leaves prior to adding warm water, and tea whisking after hot water is poured over it form the
origins of tea ceremony (Abdennour & ebrary, 2007). Books titled “Ta Kuan Cha Lun” - General
View of Tea, and “Kissa Yojoki” - Tea drinking is good for health popularized the tea ceremony.
In the thirteenth century, tea spread from the Sung, Kamakura to Samurai class. It also saw land
size increase to .
Directions One paragraph for each questions (5 sentences or more).docxmariona83
Directions: One paragraph for each questions (5 sentences or more)
1. What did the word "frightened" mean, according to Jonas?
2. What were Jonas and the toehr children taught to be careful about?
3. How did Jonas decide he felt? What was causing this feeling?
.
Directions Fully answer both questions and cite all work1. Di.docxmariona83
Directions: Fully answer both questions and cite all work
1. Discuss the importance of identifying and acknowledging short-term wins during change. What types of short-term wins are most meaningful? Why?
2. During a change initiative, what can organizations use to identify or verify truly objective and measureable success? What does your organization utilize to measure its level of success?
.
Directions Have you ever wondered what your motor development might.docxmariona83
Directions: Have you ever wondered what your motor development might be like if you had grown up in a different region or country? One of the benefits of the Internet is that we have immediate access to information from around the world. After a little web browsing, it becomes clear that various societies and cultures promote varying activities for their members – sports, for example, or the age at which a certain activity is deemed appropriate, or the roles viewed as proper for males and females, and so on. In this learning activity, you will use the Internet to explore several countries and identify sociocultural constraints to those places.
1. Imagine in turn that you are a college-aged individual from each of six continents: Africa, Asia, Australia, Europe, North America, and South America. To get started, select a country from each continent and list below:
2. Next, visit at least two websites
from
each country as well as two websites
about
each country (e.g. from a travel guide), for a total of 24 websites (6 countries X 4 websites). Please insert the links below:
3. For each country, identify two (2) sociocultural constraints specific to that society or culture. (12 total)
4. For each country you choose, develop a biographical portrait of yourself as you might be if you had been born and raised there. Focus on sociocultural constraints. What would you be like? How would your life and motor development differ from country to country? How might your motor development there compare with your actual motor development in your real home country? Are there any similarities? Describe each portrait in a minimum of three (3) complete sentences per country. (18 sentences total
.
Directions for the post should include howwhy the candidates actio.docxmariona83
Directions for the post should include how/why the candidate's actions would be similar or different and an analysis and discussion of additional case law and statutes that might have been included.
Seventeen-year-old Tanya is popular with her peers and frequently at odds with school rules. Tanya has been suspended on numerous occasions for disrespecting faculty, fighting, and general mischievousness. Several teachers as well as Assistant Principal Donner were convinced that Tanya significantly contributed to an increase in student disorder.
During class passing time in late April social studies teacher Frank Elliot reported to Assistant Principal Donner that he had seen Tanya follow Senior Franklyn Smith into the men’s restroom. Mr. Elliot reported that Tanya was in the restroom about a minute. Surveillance cameras confirmed Mr. Elliot’s report.
AP Donner confronted Tanya with the surveillance recording and stated “Tanya, did you really follow Franklyn into the men’s restroom?” Tanya admitted to following Franklyn into the restroom, but claimed that he had taken her cell phone and had dared her to follow him into the restroom to reclaim her property. School rules forbid the possession of cell phones during school hours. Students who violate the rule are assigned Saturday detention. AP Donner decided to suspend Tanya for 10 days for possession of a cell phone in school, flagrant disregard for school rules and disregard for decorum. Tanya’s parents immediately hired an attorney. Argue for
or
against the suspension of Tanya.
Response from Classmate
In the case of Tanya and her ten-day suspension from school, there are a number of things that must be considered. These include circumstances, precipitating factors, and mitigating factors. After careful consideration of the facts fop the case and the circumstances, it is appropriate that Tanya was suspended. However, the suspension was not handled appropriately and there are other actions that would need to take place as well to justify the suspension of Tanya.
The most important thing to consider in this case, and the reason that the suspension of Taya is justified and valid, is that she broke two clear school rules. She had a cell phone in her possession during school hours, which is clearly a violation of school policy, and she also went into a male only restroom after the student named Franklyn Smith. The combination of these two factors, along with the prior history of her disruptive nature at school and her previous suspensions are the reasons why this suspension is justified.
It needs to be noted that the school rules forbidding the possession of a cell phone during school hours contains in it a specification that the punishment for a violation of that rule is a Saturday detention. Taken at face value, that would seem to suggest that the ten-day suspension of Tanya is excessive and out of order and therefore not justified. However, when the violation of that rule is taken in.
Directions for the Ethnography of CommunicationThis paper is a .docxmariona83
Directions for the Ethnography of Communication:
This paper is a combination of academic research and ethnographic research. Select a Subculture/Community of Practice/Linguistic Community to research throughout the semester and gather your finds and discuss them in relation to the concepts from our text and class. Many aspects of the paper follow Hyme’s SPEAKING.
The paper should be 8-10 pages in length (not including the Works Cited page ) with standard margins and 12pt. Font. Please proof read your paper to avoid losing points based on typos or spelling errors. You will also submit a brief presentation about your community.
You should have at least four additional academic sources (not including the text book) referenced in your paper regarding the group you selected or linguistic and anthropological theory. Be sure to cite your sources (APA) and include a works cited page. (Suggested groups: different ethnic groups, sports groups, subcultures like gamers or magicians, online forums, communities of practice. etc.)
Content should include:
Introduction- explain the subgroup you selected and the reasons for selecting this group. Give a brief history to provide background to the group.
Context includes: Discern Cultural Models/Culture of groups studied. Include information on all the following aspects of context. Where is the group you are studying, location (i.e. classroom, in-laws house, friend’s house, etc.)
Participants- who are the people in your study group, relation to you and relation amongst your study group (i.e. friends, employer, employee, stranger, family)
Goal of interaction- friendly exchange, acquiring information, etc.
Speech Acts- explain the various speech acts that took place and the relevance to the information from the text and class.
Address how variation exists within the sub-culture/speech community
differences in situations
differences in social distinctions/statuses w/in communities
variation reflected in speech performance
gender, age, class, region, ethnicity, occupation- all factor in–
Conclusion- what did you learn from this experience? How did you incorporate the emic and the etic perspectives throughout your research? What ethnolinguistic methodologies did you use
.
Directions for Reflection PaperObjectiveThis assignment .docxmariona83
Directions for Reflection Paper
Objective
This assignment will promote student introspection and development as a graduate nurse by delving into the role and responsibilities of the nurse and the legal/ethical issues in professional nursing practice.
Instructions
Compose a one to one and a half page APA formatted paper describing the role of the nurse; integrating the legal and ethical responsibilities of the professional nurse. The paper must also integrate nursing values and accountability.
.
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Directions for 500Level Research Paper School of Securi.docxmariona83
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
At this level, you are learning the core concepts of the discipline and you will produce a
graduate level paper that presents a research “puzzle” relevant to the subject matter of this
class. The paper will be 10-15 pages in length.
The requirements for this project will mirror the requirements for all graduate papers. The
paper will be typed in 12 pt. Times New Roman, Calibri, or other standard font, with margins of
1” all around. It will be double-spaced except where the format calls for single spacing, for
example, block quotations and the list of complete citations. Citations will conform to the
Turabian format whether you choose to use the Parenthetical/References style or the more
traditional Foot- or end-notes/Bibliography style. To recap the Format of the Paper:
• Title Page of the Paper. The title of your paper should be brief but should adequately
inform the reader of your general topic and the specific focus of your research. Keywords
relating to parameters, population, and other specifics are useful. ALWAYS use a Title Page for
graduate work! Your title page will include the title, name, course name and number, and
Professor’s Name.
I. Introduction, Research Question, and Hypothesis (1-2 pages): This section shall
provide an overview of the topic that you are writing about, a concise synopsis of the issues,
and why the topic presents a “puzzle” that prompts your research questions, which you will
include. This section can be preceded by an epigraph that creates interest in the topic. We
encourage the use of epigraphs, but please follow the proper format for epigraphs!!
II. Review of the Literature (3-5 pages): All research projects include a literature review to
set out for the reader what knowledge exists on the subject under study and helps the
researcher develop the research strategy to use in the study. A good literature review is a
thoughtful study of what has been written, a summary of the arguments that exist (whether
you agree with them or not), and are arranged thematically. The literature review is not an
annotated bibliography and should be written in coherent narrative style. At the end of the
summary, there should still be gaps in the literature that you intend to fill with your research.
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
III. Methodology and Research Strategy (1-2 pages): This section provides the reader with
a description of your strategy to conduct research for this paper. It identifies your variables and
how you operationalized your research approach. It describes the data you found and how you
analyzed it for .
Directions Follow the directions in each Part below to complete the.docxmariona83
Directions: Follow the directions in each Part below to complete the assignment.
Reminder:
All answers must paraphrased (in your own words) and not copy/pasted from the internet. Cite any sources or websites that you used in researching your work. Be sure your paragraph is written in Academic English. If needed, refer to the section on Academic English in Orientation.
Part A: Death of the Hired Man by Robert Frost
Read the poem
Death of The Hired Man
by Robert Frost.
The Death of The Hired Man
consists of a dialogue between Warren, a farmer, and his wife Mary. Silas, their old hired man, has returned, sick, after a long absence. He stays with them during the hard winters but leaves for other farms with better wages in haying time. They feel sympathy but do not know what to do. They want to send him to his wealthy brother but know that Silas doesn't want to go there. Social attitudes emerge as the couple remember how Silas fought with a college boy about book learning and life experience. Warren is antagonistic to Silas whom he regards as an economic liability. Mary is more emotional and begs Warren to give him a home one more time. Meanwhile, Silas dies in the next room.
Respond to the following questions:
1. What is the story of the poem?
2. What are the feelings portrayed in the poem by each character? Silas, warren, Mary.
3. What are the social issues discussed in the poem? Are they still relevant today? e.g. Homelessness, education, who has the obligation family or society?
Part B: Sonnets
Directions: Read the following sonnets and follow the directions to write your own sonnet.
Sonnet 29: When in Disgrace with Fortune and Men's Eyes
When, in disgrace with Fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
By William Shakespeare
Sonnet 130 by William Shakespeare
My mistress' eyes are nothing like the sun
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false .
Directions for a complete postWhat is your take-away fro.docxmariona83
*Directions for a complete post:
What is your "take-away" from reading and studying the book of Job?
Consider the issues we covered and then write about
one
insight or "take-away" from Job. Your response should have a thesis statement that is developed using sources from Job, and any of the secondary literature: Harris, Newsom, Perdue, Wiesel, and Davison ("Not the Last Word on Job" presentation). Length 200-400 words. Comment substantively on two posts of classmates.
Issues in Job (You are not limited to these topics.)
What are the translation difficulties of Job's response in 42:6 and how do they result in contradictory understandings of Job's final words? How do you think Job has spoken rightly, or what is right (42:7)
Theodicy—Is God just? If God is all good, why do the innocent suffer? If God is all powerful, why doesn’t God prevent the suffering of the innocent” Are these issues resolved in the book of Job? Explain.
“There was once a man in the land of Uz whose name was Job. That man was blameless and upright, one who feared God and turned away from evil” (Job 1:1). According to the book of Job, what does it mean to be blameless, upright, to fear God and turn away from evil? Your answer should be based on the entire book of Job, not the first three chapters. Take into consideration all of the important elements in Job 42 (see presentation, "Not the Last Word on Job")
The question of “disinterested piety”— What is disinterested piety? Is Job faithful only because God has richly blessed him? How did Job change between his first set of losses and the second set (loss of his children, health, and honor)?
Mixed genres. What is the relationship of the middle poetic dialogue to the didactic prose story that begins and ends the book?
.
Directions Flexible Budget Performance Report Project You a.docxmariona83
Directions
Flexible Budget Performance Report Project
You and your partner will each work on this project on your own laptops, using each other for resources while completing the assignment. In the end, you will Turn in ONE project per team. If you or your partner feels you did not share equally in the work, email me for a possible grade adjustment. Otherwise, you will both receive the same grade. Upload your completed project to Canvas using “Flex Budget_Last Name ID#_Last name ID# “ as the file name.
Kelsey’s Frozen Confectionaries buys and distributes single-serve ice cream treats to convenience stores, ballparks, and amusement parks. In this project, you will create 1) a master budget performance report, and 2) a flexible budget performance report for Kelsey's Frozen Confectionaries. Your performance reports should be developed in such a way that any changes to the original assumptions will correctly ripple through the entire spreadsheet. After developing the performance reports, you will answer questions about the variances and determine whether the variances are consistent with management's explanation about operational changes that took place during the period.
Part 1) DIRECTIONS for Master Budget Performance Report:
1) Use the budget assumptions, along with Excel formulas, to populate the Master Budget column. Note: Your formulas must work such that if ANY of the budget assumptions change, the new assumptions ripple through the entire budget. Part of your grade will be based on whether you correctly formulate the cells. Do NOT TYPE A NUMBER IN ANY CELL!!!
2) Use a formula to calculate the “variance” in cell H7: (Actual – Budget). Copy and paste (or use the fill handle to drag) the formula to the rest of the cells in the column. Leave as positive or negative, rather than absolute values.
3) Use a formula to calculate the “Variance percentage”. NOTE: The percentage is the variance as a percent of the Master Budget. Copy and paste (or drag) the formula to the rest of the cells in the column
4) Format cells appropriately. Attention to detail makes a report look more professional. (For example, percentages shown as %, dollar signs using the accounting or currency format, underlines and double underlines where appropriate, zero decimal places for dollar amounts, etc.,).
5) Use the “If” statement function to show the variances as U or F. The “If” statement can be found under “Formulas, Logical”. Example: =IF(H7>=0,"F","U"). This formula means: If cell H7>0 or H7=0, then mark as “F”; If not greater than or equal to 0, mark as “U”. Be careful with revenues and expense variances since they should be opposite of one another. ALSO- The formula you use should mark any variance of “0” as an “F” since a zero variance means that budget expectations have been met. After using the function, check each line to make sure it is going in the direction you believe it should go.
6) Check your answers us.
Directions End of Life • An 80, year old woman was admitted.docxmariona83
Directions: End of Life
• An 80, year old woman was admitted to the hospital with pneumonia and weakness. She lives alone. Her children are supportive and help her around the house but do not live with her. Her husband of 51 years died within the last 6 months. She is grieving the loss, but she is relieved and feels guilty as he was an abusive spouse.
Question:
• How do you assist her in coping with her loss?
.
More Related Content
Similar to Diagnosis of somatic symptom disorder may be given to .docx
This program is part of a comprehensive School Mental Health and High School Curriculum Guide.
Find out more about the guide by visiting:
teenmentalhealth.org
MN660 Case Study MN 660 Neuroscience and PsychopharmIlonaThornburg83
MN660 Case Study
MN 660 Neuroscience and Psychopharmacology
March 22, 2022
Criteria
Clinical Notes
Subjective
Chief complaint: The 26-year-old patient is worried that recent legal issues regarding drunk-driving are fuelled by his psychiatric symptoms.
HPI- The legal issues happened several months ago. He reports that the symptoms started when he started taking SSRI for depression and generalized anxiety disorder symptoms. When he started on SSRIs, he lost anxiety, fear, and avoidance. However, he became unusually talkative, had racing thoughts, and was distractible, hyperactive, and impulsive. He also reported decreased need for sleep. The patient exhibited grandiosity, in which he felt invincible and that the law do not apply to him.
Past Medical History: Patient has experienced major depressive episodes as a teenager. His symptoms have included insomnia, despondent thoughts, depressed mood, and low interest in activities, poor energy, and impaired cognition. The depressive episodes have been incapacitating and affect his school and work.
The patient has symptoms of social anxiety characterized with anticipatory anxiety, and nervousness around people.
Social History: the patient reports excessive alcohol use. He has few friends, but his family is supportive.
ROS noncontributory
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History, Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…”.
Objective
Vitals:
· 8
· 160/80
· 76
· 18
· 5'10ʺ
· 190 lbs
This is where the “facts” are located. Include relevant labs, test results, vitals, and physical exam if performed. Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Dx. Bipolar disorder I (ICD 10-F31.1)
According to DSM-IV, diagnosis of bipolar type I requires the presence of manic episode of at least 1 week’s duration that cuases significant impairment in social functioning or work or causes hospitalization.Maniac episodes are characterized by mood disturbance including irritability, grandiosity, reduced need for speech, excessive talking, and racing thoughts (Post, et al., 2019). A patient must experience 5 of the following symptoms of major depressive episodes; depressed mood, reduced pleasure or interest in almost all activities, hypersomnia or insomnia, loss of energy, or feeling of worthlessness.
While the recent the recent episode is associated with SSRIs, the patient history of incapacitating depressive episodes, social anxiety, and these symptoms are present regardless of the affective state.
Differential diagnoses include:
1. Anxiety disorder (ICD 10: F41.9) - the patient presents with social phobias, fear of public places, and panic disorder. Anxiety disorder often mimics or co-occurs with bipolar disorder.
2. ...
Directions for using SJSU Library sourcesGo to library.sj.docxmariona83
Directions for using SJSU Library sources
*****Go to library.sjsu.edu, then click “Articles & Databases”, then click “Academic Search Complete”. If you can’t log in, type in my information: Name “Joe Liu” SJSU ID “009034506” PIN “26320070”. Lastly, type in key terms such as “Tea Ceremony in Japan” “Tea Ceremony” something that related to the topic and so on, and the sources don’t have to be scholarly journals, but full text and make sure they are credible papers or websites, and so on.*****
This is just an example of how you are going to do it
Journals (Scholarly articles)
· Academic Search Complete
· Input your search terms
· On the left hand side you will these options:
Example (but follow the direction as the sources have to be scholarly sources and full text!):
· Use the source type option to select the format.
· Academic journals will be scholarly and more comprehensive, but the focus will be very narrow. Academic journals can be helpful for in-depth articles on one aspect of your celebration.
· Example: Dermatoses among Children from Celebration of “Holi,” the Spring Festival, in India
· This article reports on the skin afflictions that may result from the inhalation and application of the colors/dyes that are used during Holi.
· Magazines may be a little lengthier than newspaper articles
· Example: Strength Thru Joy: Holi in Fiji
· This article discusses how Holi is celebrated among Hindu Fijians.
· Newspapers are great for a current treatment on the topic (particularly how your celebration has changed with immigration and globalization)
· Example: A Traditional Hindu Spring Parade in Queens is Canceled as Organizers Feud
· The Phagwah or Holi parade is cancelled, due to organizer infighting, which some think is “a reflection of the increasing complexity within a growing population, with combustible differences being a natural outgrowth of the community's social and political evolution.”
Running head: TEA CEREMONY IN JAPAN 1
Tea Ceremony in Japan
Joe Liu
San Jose State University
TEA CEREMONY IN JAPAN 2
The Origin
Tea was brought to Japan from China (618-907 AD) by the Tang Dynasty. The first Tea
Ceremony is hinted in the 8th century by a Chinese Buddhist writer in the book dubbed “Cha
Ching”. Tea plants for medicinal consumption by Japanese priests and nobbles hallmarks (Japan
710-794). Religious consumption of tea was a practice developed by Myoan Eisai, the founder of
Zen Buddhism in the Rinzai sect temple. Tea processing began during this time. Pounding of tea
leaves prior to adding warm water, and tea whisking after hot water is poured over it form the
origins of tea ceremony (Abdennour & ebrary, 2007). Books titled “Ta Kuan Cha Lun” - General
View of Tea, and “Kissa Yojoki” - Tea drinking is good for health popularized the tea ceremony.
In the thirteenth century, tea spread from the Sung, Kamakura to Samurai class. It also saw land
size increase to .
Directions One paragraph for each questions (5 sentences or more).docxmariona83
Directions: One paragraph for each questions (5 sentences or more)
1. What did the word "frightened" mean, according to Jonas?
2. What were Jonas and the toehr children taught to be careful about?
3. How did Jonas decide he felt? What was causing this feeling?
.
Directions Fully answer both questions and cite all work1. Di.docxmariona83
Directions: Fully answer both questions and cite all work
1. Discuss the importance of identifying and acknowledging short-term wins during change. What types of short-term wins are most meaningful? Why?
2. During a change initiative, what can organizations use to identify or verify truly objective and measureable success? What does your organization utilize to measure its level of success?
.
Directions Have you ever wondered what your motor development might.docxmariona83
Directions: Have you ever wondered what your motor development might be like if you had grown up in a different region or country? One of the benefits of the Internet is that we have immediate access to information from around the world. After a little web browsing, it becomes clear that various societies and cultures promote varying activities for their members – sports, for example, or the age at which a certain activity is deemed appropriate, or the roles viewed as proper for males and females, and so on. In this learning activity, you will use the Internet to explore several countries and identify sociocultural constraints to those places.
1. Imagine in turn that you are a college-aged individual from each of six continents: Africa, Asia, Australia, Europe, North America, and South America. To get started, select a country from each continent and list below:
2. Next, visit at least two websites
from
each country as well as two websites
about
each country (e.g. from a travel guide), for a total of 24 websites (6 countries X 4 websites). Please insert the links below:
3. For each country, identify two (2) sociocultural constraints specific to that society or culture. (12 total)
4. For each country you choose, develop a biographical portrait of yourself as you might be if you had been born and raised there. Focus on sociocultural constraints. What would you be like? How would your life and motor development differ from country to country? How might your motor development there compare with your actual motor development in your real home country? Are there any similarities? Describe each portrait in a minimum of three (3) complete sentences per country. (18 sentences total
.
Directions for the post should include howwhy the candidates actio.docxmariona83
Directions for the post should include how/why the candidate's actions would be similar or different and an analysis and discussion of additional case law and statutes that might have been included.
Seventeen-year-old Tanya is popular with her peers and frequently at odds with school rules. Tanya has been suspended on numerous occasions for disrespecting faculty, fighting, and general mischievousness. Several teachers as well as Assistant Principal Donner were convinced that Tanya significantly contributed to an increase in student disorder.
During class passing time in late April social studies teacher Frank Elliot reported to Assistant Principal Donner that he had seen Tanya follow Senior Franklyn Smith into the men’s restroom. Mr. Elliot reported that Tanya was in the restroom about a minute. Surveillance cameras confirmed Mr. Elliot’s report.
AP Donner confronted Tanya with the surveillance recording and stated “Tanya, did you really follow Franklyn into the men’s restroom?” Tanya admitted to following Franklyn into the restroom, but claimed that he had taken her cell phone and had dared her to follow him into the restroom to reclaim her property. School rules forbid the possession of cell phones during school hours. Students who violate the rule are assigned Saturday detention. AP Donner decided to suspend Tanya for 10 days for possession of a cell phone in school, flagrant disregard for school rules and disregard for decorum. Tanya’s parents immediately hired an attorney. Argue for
or
against the suspension of Tanya.
Response from Classmate
In the case of Tanya and her ten-day suspension from school, there are a number of things that must be considered. These include circumstances, precipitating factors, and mitigating factors. After careful consideration of the facts fop the case and the circumstances, it is appropriate that Tanya was suspended. However, the suspension was not handled appropriately and there are other actions that would need to take place as well to justify the suspension of Tanya.
The most important thing to consider in this case, and the reason that the suspension of Taya is justified and valid, is that she broke two clear school rules. She had a cell phone in her possession during school hours, which is clearly a violation of school policy, and she also went into a male only restroom after the student named Franklyn Smith. The combination of these two factors, along with the prior history of her disruptive nature at school and her previous suspensions are the reasons why this suspension is justified.
It needs to be noted that the school rules forbidding the possession of a cell phone during school hours contains in it a specification that the punishment for a violation of that rule is a Saturday detention. Taken at face value, that would seem to suggest that the ten-day suspension of Tanya is excessive and out of order and therefore not justified. However, when the violation of that rule is taken in.
Directions for the Ethnography of CommunicationThis paper is a .docxmariona83
Directions for the Ethnography of Communication:
This paper is a combination of academic research and ethnographic research. Select a Subculture/Community of Practice/Linguistic Community to research throughout the semester and gather your finds and discuss them in relation to the concepts from our text and class. Many aspects of the paper follow Hyme’s SPEAKING.
The paper should be 8-10 pages in length (not including the Works Cited page ) with standard margins and 12pt. Font. Please proof read your paper to avoid losing points based on typos or spelling errors. You will also submit a brief presentation about your community.
You should have at least four additional academic sources (not including the text book) referenced in your paper regarding the group you selected or linguistic and anthropological theory. Be sure to cite your sources (APA) and include a works cited page. (Suggested groups: different ethnic groups, sports groups, subcultures like gamers or magicians, online forums, communities of practice. etc.)
Content should include:
Introduction- explain the subgroup you selected and the reasons for selecting this group. Give a brief history to provide background to the group.
Context includes: Discern Cultural Models/Culture of groups studied. Include information on all the following aspects of context. Where is the group you are studying, location (i.e. classroom, in-laws house, friend’s house, etc.)
Participants- who are the people in your study group, relation to you and relation amongst your study group (i.e. friends, employer, employee, stranger, family)
Goal of interaction- friendly exchange, acquiring information, etc.
Speech Acts- explain the various speech acts that took place and the relevance to the information from the text and class.
Address how variation exists within the sub-culture/speech community
differences in situations
differences in social distinctions/statuses w/in communities
variation reflected in speech performance
gender, age, class, region, ethnicity, occupation- all factor in–
Conclusion- what did you learn from this experience? How did you incorporate the emic and the etic perspectives throughout your research? What ethnolinguistic methodologies did you use
.
Directions for Reflection PaperObjectiveThis assignment .docxmariona83
Directions for Reflection Paper
Objective
This assignment will promote student introspection and development as a graduate nurse by delving into the role and responsibilities of the nurse and the legal/ethical issues in professional nursing practice.
Instructions
Compose a one to one and a half page APA formatted paper describing the role of the nurse; integrating the legal and ethical responsibilities of the professional nurse. The paper must also integrate nursing values and accountability.
.
Directions For each classmate post below reply with 200 words, de.docxmariona83
Directions: For each classmate post below reply with 200 words, demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA format to support assertions.
Post 1: Specific learning disability (SLD) is a disability category included in the federal definition of educational disabilities. A learning disability is a disorder that generally includes the inability to use or understand language sufficiently enough to learn core academic subjects like reading, writing, or mathematics. The best practices for the identification, classification, and support of students in need of SLD services have been the focus of considerable research over the past century. The evidence-based practices schools have chosen to assess students who are at risk and identify SLD have ranged from the evaluation and comparison of test scores to more subject interventions and psychological assessments. As research uncovers more data regarding learning, each generation tries to improve how students are identified and classified (Fletcher, Stuebing, Morris, & Lyon, 2013). Currently, Multitiered system of supports (MTSS) is widely used in K-12 schools in the United States to identify and support students receiving SLD services. MTSS was intended to help all students by using a multifaceted approach to identifying students at risk or simply in need of additional support to be successful in a specific subject. MTSS includes evidence-based response to intervention (RTI) procedures (Barrett & Newman, 2018).
Barrett & Newman (2018) evaluated the effectiveness of MTSS for the identification and classification of students in special education departments serviced under the SLD label as well as the level of achievement attained over a period of ten years. Examining MTSS Implementation Across Systems for SLD Identification: A Case Study describes the effect of MTSS implementation on the identification and achievement of students in a midwestern regional educational service agency (RESA). The authors found that a significant body of research conducted in local schools showed improvement in academic achievement and student behavior when MTSS or RTI frameworks were implemented. Decreases in special education placements and less misclassification of learning disabilities were also significant (Barrett & Newman, 2018). However, these positive findings were shown to be incomplete or inaccurate by a recent nationwide study conducted across 13 states by the Department of Education (2015). This study revealed either a negative or neutral effect of MTSS on students. Referencing this seemingly contradictory data, Barrett and Newman (2018) recognize that one evidence-based approach is insufficient to meet the multifaceted and individual needs of students. The authors suggest that the reliance on IQ test and achievement test discrepancies, or an attempt to identify an SLD through a series of interventions are inadequate. There are a multitude of factors .
Directions for 500Level Research Paper School of Securi.docxmariona83
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
At this level, you are learning the core concepts of the discipline and you will produce a
graduate level paper that presents a research “puzzle” relevant to the subject matter of this
class. The paper will be 10-15 pages in length.
The requirements for this project will mirror the requirements for all graduate papers. The
paper will be typed in 12 pt. Times New Roman, Calibri, or other standard font, with margins of
1” all around. It will be double-spaced except where the format calls for single spacing, for
example, block quotations and the list of complete citations. Citations will conform to the
Turabian format whether you choose to use the Parenthetical/References style or the more
traditional Foot- or end-notes/Bibliography style. To recap the Format of the Paper:
• Title Page of the Paper. The title of your paper should be brief but should adequately
inform the reader of your general topic and the specific focus of your research. Keywords
relating to parameters, population, and other specifics are useful. ALWAYS use a Title Page for
graduate work! Your title page will include the title, name, course name and number, and
Professor’s Name.
I. Introduction, Research Question, and Hypothesis (1-2 pages): This section shall
provide an overview of the topic that you are writing about, a concise synopsis of the issues,
and why the topic presents a “puzzle” that prompts your research questions, which you will
include. This section can be preceded by an epigraph that creates interest in the topic. We
encourage the use of epigraphs, but please follow the proper format for epigraphs!!
II. Review of the Literature (3-5 pages): All research projects include a literature review to
set out for the reader what knowledge exists on the subject under study and helps the
researcher develop the research strategy to use in the study. A good literature review is a
thoughtful study of what has been written, a summary of the arguments that exist (whether
you agree with them or not), and are arranged thematically. The literature review is not an
annotated bibliography and should be written in coherent narrative style. At the end of the
summary, there should still be gaps in the literature that you intend to fill with your research.
Directions for 500Level Research Paper
School of Security and Global Studies
Preparing the next generation of security professionals through curriculum and teaching excellence.
III. Methodology and Research Strategy (1-2 pages): This section provides the reader with
a description of your strategy to conduct research for this paper. It identifies your variables and
how you operationalized your research approach. It describes the data you found and how you
analyzed it for .
Directions Follow the directions in each Part below to complete the.docxmariona83
Directions: Follow the directions in each Part below to complete the assignment.
Reminder:
All answers must paraphrased (in your own words) and not copy/pasted from the internet. Cite any sources or websites that you used in researching your work. Be sure your paragraph is written in Academic English. If needed, refer to the section on Academic English in Orientation.
Part A: Death of the Hired Man by Robert Frost
Read the poem
Death of The Hired Man
by Robert Frost.
The Death of The Hired Man
consists of a dialogue between Warren, a farmer, and his wife Mary. Silas, their old hired man, has returned, sick, after a long absence. He stays with them during the hard winters but leaves for other farms with better wages in haying time. They feel sympathy but do not know what to do. They want to send him to his wealthy brother but know that Silas doesn't want to go there. Social attitudes emerge as the couple remember how Silas fought with a college boy about book learning and life experience. Warren is antagonistic to Silas whom he regards as an economic liability. Mary is more emotional and begs Warren to give him a home one more time. Meanwhile, Silas dies in the next room.
Respond to the following questions:
1. What is the story of the poem?
2. What are the feelings portrayed in the poem by each character? Silas, warren, Mary.
3. What are the social issues discussed in the poem? Are they still relevant today? e.g. Homelessness, education, who has the obligation family or society?
Part B: Sonnets
Directions: Read the following sonnets and follow the directions to write your own sonnet.
Sonnet 29: When in Disgrace with Fortune and Men's Eyes
When, in disgrace with Fortune and men's eyes,
I all alone beweep my outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself and curse my fate,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man's art, and that man's scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee, and then my state,
Like to the lark at break of day arising
From sullen earth, sings hymns at heaven's gate;
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
By William Shakespeare
Sonnet 130 by William Shakespeare
My mistress' eyes are nothing like the sun
Coral is far more red than her lips' red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow on her head.
I have seen roses damasked, red and white,
But no such roses see I in her cheeks;
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go;
My mistress, when she walks, treads on the ground.
And yet, by heaven, I think my love as rare
As any she belied with false .
Directions for a complete postWhat is your take-away fro.docxmariona83
*Directions for a complete post:
What is your "take-away" from reading and studying the book of Job?
Consider the issues we covered and then write about
one
insight or "take-away" from Job. Your response should have a thesis statement that is developed using sources from Job, and any of the secondary literature: Harris, Newsom, Perdue, Wiesel, and Davison ("Not the Last Word on Job" presentation). Length 200-400 words. Comment substantively on two posts of classmates.
Issues in Job (You are not limited to these topics.)
What are the translation difficulties of Job's response in 42:6 and how do they result in contradictory understandings of Job's final words? How do you think Job has spoken rightly, or what is right (42:7)
Theodicy—Is God just? If God is all good, why do the innocent suffer? If God is all powerful, why doesn’t God prevent the suffering of the innocent” Are these issues resolved in the book of Job? Explain.
“There was once a man in the land of Uz whose name was Job. That man was blameless and upright, one who feared God and turned away from evil” (Job 1:1). According to the book of Job, what does it mean to be blameless, upright, to fear God and turn away from evil? Your answer should be based on the entire book of Job, not the first three chapters. Take into consideration all of the important elements in Job 42 (see presentation, "Not the Last Word on Job")
The question of “disinterested piety”— What is disinterested piety? Is Job faithful only because God has richly blessed him? How did Job change between his first set of losses and the second set (loss of his children, health, and honor)?
Mixed genres. What is the relationship of the middle poetic dialogue to the didactic prose story that begins and ends the book?
.
Directions Flexible Budget Performance Report Project You a.docxmariona83
Directions
Flexible Budget Performance Report Project
You and your partner will each work on this project on your own laptops, using each other for resources while completing the assignment. In the end, you will Turn in ONE project per team. If you or your partner feels you did not share equally in the work, email me for a possible grade adjustment. Otherwise, you will both receive the same grade. Upload your completed project to Canvas using “Flex Budget_Last Name ID#_Last name ID# “ as the file name.
Kelsey’s Frozen Confectionaries buys and distributes single-serve ice cream treats to convenience stores, ballparks, and amusement parks. In this project, you will create 1) a master budget performance report, and 2) a flexible budget performance report for Kelsey's Frozen Confectionaries. Your performance reports should be developed in such a way that any changes to the original assumptions will correctly ripple through the entire spreadsheet. After developing the performance reports, you will answer questions about the variances and determine whether the variances are consistent with management's explanation about operational changes that took place during the period.
Part 1) DIRECTIONS for Master Budget Performance Report:
1) Use the budget assumptions, along with Excel formulas, to populate the Master Budget column. Note: Your formulas must work such that if ANY of the budget assumptions change, the new assumptions ripple through the entire budget. Part of your grade will be based on whether you correctly formulate the cells. Do NOT TYPE A NUMBER IN ANY CELL!!!
2) Use a formula to calculate the “variance” in cell H7: (Actual – Budget). Copy and paste (or use the fill handle to drag) the formula to the rest of the cells in the column. Leave as positive or negative, rather than absolute values.
3) Use a formula to calculate the “Variance percentage”. NOTE: The percentage is the variance as a percent of the Master Budget. Copy and paste (or drag) the formula to the rest of the cells in the column
4) Format cells appropriately. Attention to detail makes a report look more professional. (For example, percentages shown as %, dollar signs using the accounting or currency format, underlines and double underlines where appropriate, zero decimal places for dollar amounts, etc.,).
5) Use the “If” statement function to show the variances as U or F. The “If” statement can be found under “Formulas, Logical”. Example: =IF(H7>=0,"F","U"). This formula means: If cell H7>0 or H7=0, then mark as “F”; If not greater than or equal to 0, mark as “U”. Be careful with revenues and expense variances since they should be opposite of one another. ALSO- The formula you use should mark any variance of “0” as an “F” since a zero variance means that budget expectations have been met. After using the function, check each line to make sure it is going in the direction you believe it should go.
6) Check your answers us.
Directions End of Life • An 80, year old woman was admitted.docxmariona83
Directions: End of Life
• An 80, year old woman was admitted to the hospital with pneumonia and weakness. She lives alone. Her children are supportive and help her around the house but do not live with her. Her husband of 51 years died within the last 6 months. She is grieving the loss, but she is relieved and feels guilty as he was an abusive spouse.
Question:
• How do you assist her in coping with her loss?
.
Directions Complete the three tasks associated with project c.docxmariona83
Directions
: Complete the three tasks associated with project communications management. Put all your work on one word document. Separate your tasks by headings and/or page inserts.
Remember
… turn your work inon a word document as ONE attachment for grading.
NOTE
: This is a continuation of the running case started in week three and continues through the rest of the course. Tasks based on this case are explained following the case study. These tasks will build on work done in previous weeks.
Project Communications Management: Case Study
Several issues have arisen on the Recreation and Wellness Intranet Project. The person from the HR department who was supporting the project left the company, and now the team needs more support from that group. A member of the user group that supports the project is extremely vocal and hard to work with, and other users can hardly get a word in at meetings. The project manager, Tony, is getting weekly status reports from all of his team members, but many of them do not address obvious challenges that people are facing. The team is having difficulty deciding how to communicate various project reports and documents and where to store all of the information being generated. Recall that the team members include you, a programmer/analyst and aspiring project manager; Patrick, a network specialist; Nancy, a business analyst; and Bonnie, another programmer/analyst.
Assignment – Project Communications Management: 3 Tasks
Prepare a partial communications management plan to address some of the challenges mentioned in the previous paragraph.
Prepare a template and sample of a good weekly progress report that could be used for this project. Include a list of tips to help team members provide information on these reports.
Write a one-page paper describing two suggested approaches to communicating with the hard-to-work-with user.
.
Directions essay 3 Write a post-session summary based on the com.docxmariona83
Directions essay 3
Write a post-session summary based on the completed experience. Include the following:
1. Explain the two learning disciplines that you examined for this assessment: team learning and systems thinking.
2. Team exercise plan:
. Outline the schedule for your team development session. Include the job titles or roles of the team members participating in the session. List the scheduled meeting date and time.
. Describe the problem or issue you chose as the intended purpose for your team development session.
. Identify the learning discipline that you chose to focus on for your team exercise. Explain the process used to select that learning discipline, the rationale for its selection, and the team development exercise that you used with your team.
· Post-session summary:
. Describe your team development experience in a narrative format.
. Explain the successful and unsuccessful aspects of the team development exercise.
. Explain the lessons learned for team facilitation, including both planned and unplanned journeys that resulted.
. Explain the lessons learned for your chosen discipline, and its potential for helping a group examine itself, choose new direction, and commit to that direction.
DDDEEEHHH 111888000000 DDDeeennntttaaalll HHHyyygggiii eeennn eee 111
Informative Poster Research Paper Peer Evaluation Form
At the conclusion of each group project, please rate yourself and your team colleagues on regarding the relative
contributions that were made in preparing, submitting, and presenting your group project. Please be honest,
objective, constructive, and fair in your evaluation of yourself and your colleagues. Your ratings will not be
disclosed to other students. In rating yourself and your peers, using the following five-point scale, where:
5 = Always 4 = Most of the time 3 = Sometimes 2 = Seldom 1 = Never
Project or Paper Title: _________________________________________________________________
*Insert YOUR NAME IN THE FIRST COLUMN and those of your peers’ in the other spaces. (One name at the top of each column).
Names __________ __________ __________ __________ __________
Participated in discussions or
meetings
Contributed thoughtful research
germane to topic
Helped keep the group on the
task
Contributed useful ideas
Quantity of work done
Quality of work done
Shared equally in the work
Cooperated with colleagues
Made fair, considered decisions
re: direction of project and work
Deliverables on time, as promised
= = = = =
Total Score
Please take a moment to reflect, and answer the following questions.
1. Would you want to work with this group again? Why or why not?
2. In one sentence each; describe each team member’s contribution toward the project reaching completion?
Dental Hygiene 1 Informative Poster Research Paper Rubric for Evaluation (100 points poss.)
Qualities and C.
Directions End of Life• An 80, year old woman was admitted to t.docxmariona83
Directions: End of Life
• An 80, year old woman was admitted to the hospital with pneumonia and weakness. She lives alone. Her children are supportive and help her around the house but do not live with her. Her husband of 51 years died within the last 6 months. She is grieving the loss, but she is relieved and feels guilty as he was an abusive spouse.
Questions
• How do you assist her in coping with her loss?
.
Directions Click Discussion. Respond twice in the discussion form. .docxmariona83
Directions: Click Discussion. Respond twice in the discussion form. The first response should be your typed researched response with a citation in APA to the question. You must state your reference (where you discovered your answer from) after your statement in APA format)
1. What are some of the important Native American values? In what ways do you believe the value of spirituality is strength in the social identity development of the Native American?
.
Directions Choose twenty (20) of the following questions and prov.docxmariona83
Directions:
Choose twenty (20) of the following questions and provide a brief answer to each.
Your response to each prompt should be at least one paragraph in length.
1.
Describe the differences in the appropriate application of the get tough and go soft approaches to sentencing.
2.
What are the three main components of the juvenile justice system?
3.
Name the four basic correctional models in the juvenile justice system and briefly describe their philosophical bases.
4.
What are the three basic assumptions of positivism?
5.
What are the four social process theories?
6.
What is the Uniform Crime Report?
7.
Describe the difference between a status offender and a delinquent.
8.
What is the purpose of a self-report study?
9.
What are some limitations officers have when conducting searches involving juveniles?
10.
Why are the Miranda Rights important when prosecuting juvenile delinquents?
11.
Cite the three objections raised by constitutionalists regarding the juvenile court system.
12.
What are the 4 positions regarding the deinstitutionalization of status offenders?
13.
How did the juvenile justice and delinquency prevention act effect the institutionalization of status offenders?
14.
What are the three pretrial procedures of the juvenile court?
15.
What are the two types of disposition hearings and why are they separate hearings?
16.
What is it called when juveniles are transferred automatically to adult court when they commit a particular crime?
What types of crime cause this type of automatic transfer?
17.
Explain the purpose and procedure of blended sentencing.
18.
Why are waivers still an important part of juvenile justice?
19.
Summarize the three probation procedures.
20.
What are some of the specificities involved in intensive supervision?
21.
Why is restorative justice sometimes viewed as a victim-centered approach?
22.
Describe Anne Newton’s three levels of delinquency prevention.
Are they generally effective?
23.
Discuss the pros and cons of the four different types of restorative justice case-processing models.
24.
Why is there a debate as to who decides when the juvenile offender should be released?
25.
What are some of the defining characteristics of Intensive Aftercare Supervision?
26.
Discuss the differences in detention centers and attention homes.
27.
What are some of the goals of training schools?
What are the basic philosophies?
28.
Explain the differences for females who are living in a training school.
29.
Explain the evolution in correctional treatment from the mid-20th century to today.
30.
Discuss the ingredients of effective aftercare programs.
Which ones are the most important?
31.
Why were gangs in the 80s becoming increasingly adult oriented?
32.
Discuss the three different types of gang leadership and how it applies to modern-day gangs.
33.
List some of the drugs that high-risk juvenile use and explain the drugs’ effect on cognition.
34.
What.
Directions Choose one (1) prompt from each of the four (4) sect.docxmariona83
Directions: Choose one (1) prompt from each of the four (4) sections below and write a 175-350 word (1/2 page to 1 page) response. All responses should be typed, double-spaced and submitted electronically to Blackboard by the assigned due date. Please use this document to record your responses.
Genesis and The Enuma Elish (50 pts.)
1. Creation myths often make claims about the workings of the natural world. Discuss 3 of these claims as found in Enuma Elish and/or Genesis. What, if anything, do these claims suggest about the culture that produced them and their understanding of the natural world?
2. Secular scholars suggest that Genesis 1 (written around 600 BCE) is most likely a retelling of the older Enuma Elish (written around 2000 BCE). What commonalities between the two do you see? Are they enough to warrant this conclusion? Why? Why not?
3. Identify and discuss 3 differences between Genesis 1 and Genesis 2. Are these differences enough to justify the position that these stories come from different traditions and different authors? Why or why not?
4. Many ancient cultures imagined life as formed in the clay and then quickened by the gods through their blood, their breath, or other means. Discuss the motif of the golem and the fragmenting of the deity. How do they play into the idea of “the god within?” Reference at least 2 works in your response.
Objective
Points
Comments
Response directly addresses prompt.
/10
Response cites directly (uses quotations) from source material.
/10
Response indicates a thorough understanding of source material (student has strong grasp of details and demonstrates an understanding of the culture).
/10
Response indicates the student has thought critically about the source material (draws conclusions, makes inferences, evaluates, makes connections).
/10
Response is well written, free of grammatical error, and meets the length requirement.
/10
The Epic of Gilgamesh (50 points)
1. Discuss the conflict between the civilized man and the savage as revealed in the Epic of Gilgamesh. What are the characteristics of the civilized man? How does this compare to the savage?
2. Discuss Gilgamesh’s battle with Humbaba. In the battle, what does Gilgamesh represent? What does Humbaba represent? What does the conflict reveal about the Babylonian view of man’s relationship with nature?
3. Discuss the theme of immortality in Epic of Gilgamesh. Does King Gilgamesh eventually attain immortality? How? What is the significance of this?
4. The Epic of Gilgamesh offers its own commentary on what is valuable in life. What is this commentary? Consider the tavern keeper’s advice to King Gilgamesh, the flood narrative, and Gilgamesh’s revelations at the end of the epic.
5. One of the primary themes in The Epic of Gilgamesh is Cooperation vs. Competition. Explore this theme in the work. What is being taught about the nature of competition and cooperation?
6. Compare and/or contrast the conflict of city vs. c.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Diagnosis of somatic symptom disorder may be given to .docx
1. Diagnosis of somatic
symptom disorder may be
given to people who are overly
anxious about their medical
problems (page 257).
Clinicians no longer
need to distin-
guish hysteri-
cal symptoms
from medical
symptoms.
People
with a
serious medi-
cal disease,
such as cancer,
may receive a
psychiatric di-
agnosis.
Diagnosis of major
depressive disorder may
be given to recently bereaved
people (page 196).
Clinicians can more
quickly spot
2. and treat clini-
cal depression
among griev-
ing people.
People
experi-
encing normal
grief reactions
may receive a
psychiatric di-
agnosis.
Previous category of
Asperger’s disorder has
been eliminated (page 486).
Better alterna-
tive diagnoses
may now be
assigned to
people with
severe social
impairments.
Individu-
als may
no longer qual-
ify for special
educational
services if they
lose the As-
perger’s label.
3. The new category substance
use disorder combines
substance abuse and substance
dependence into one disorder
(page 314).
Patterns of sub-
stance abuse
and substance
dependence
were often
indistinguish-
able.
Sub-
stance
abuse and sub-
stance depen-
dence may re-
quire different
treatments.
Top DSM-5 DebaTeS
Many of the DSM-5 changes have provoked debate. Several
have been particularly controversial in some clinical circles.
Who DevelopeD DSM-5?
* World Health Organization ** National Institute of Mental
Health
Field Testing DSM-5
From 2010 to 2012, DSM-5
researchers conducted
4. field studies to see how
well clinicians could apply
the new criteria.
Disorders tested: 23
Clinical participants: 3,646
Clinicians: 879
(APA, 2013; Clarke et al., 2013; Regier et al., 2013)
Two-thirds of the DSM-5 work group members were
psychiatrists and one-third were psychologists.
(APA, 2013)
Work groups
(pathology groups)
13
160
persons
12 persons
per group
Task force
(oversight
committee)
30 persons
New Categories
Hoarding disorder (page 143)
Excoriation disorder (page 143)
5. Persistent depressive disorder (page 187)
Premenstrual dysphoric disorder (page 209)
Disruptive mood dysregulation disorder (page 472)
Somatic symptom disorder (page 255)
Binge eating disorder (page 288)
Mild neurocognitive disorder (page 511)
WhaT’S NeW iN DSM-5?
DSM-5 features a number of changes, new categories, and
eliminations. Many of the changes have been controversial.
Name Changes
OLD NEW
Mental
Retardation
Intellectual Disability
(page 489)
Dementia Major Neurocognitive Disorder (page 511)
Hypochondriasis Illness Anxiety Disorder
(page 261)
Male Orgasmic
Disorder
Delayed Ejaculation
(page 355)
6. Gender Identity
Disorder
Gender Dysphoria
(page 376)
Dropped Categories
Dissociative fugue (page 168)
Asperger’s disorder (page 486)
Sexual aversion disorder
(page 348)
Substance abuse (page 314)
Substance dependence
(page 314)
CoMpeTiTorS
Both within North America and around the world,
the DSM faces competition from 2 other diagnostic
systems—the International Classification of Disorders
(ICD) and Research Domain Criteria (RDoC).
DSM
ICD
RDoC
Producer Disorders Criteria
APA Psychological Detailed
7. WHO*
Psychological/
medical
Brief
NIMH** Psychological Neuro/scanning
Gambling disorder is
considered an addiction (page 342).
Excessive gambling
and substance
addictions often
share similar
brain dysfunc-
tioning.
Many
other be-
haviors pursued
excessively,
such as sex,
Internet use,
and shopping,
could eventually
be considered
behavioral ad-
dictions.
Mild neurocognitive
disorder is added as a category
8. (page 515).
This diag-nosis may
help clinicians
identify early
symptoms of
Alzheimer’s dis-
ease.
People
with nor-
mal age-related
forgetfulness
may receive a
psychiatric diag-
nosis.
1950
1970
1960
1990
2010
• 1980
book
price
$32.00
• 1994
10. DSM-I
DSM-III-R
DSM-II • 1968
book
price
$3.50
193 diagnoses
228 diagnoses
253 diagnoses
383 diagnoses
383 diagnoses
541 diagnoses
DSM-5 vS. ItS PreDeceSSorS
The new edition of DSM is bigger and more expensive than all
previous editions. It cost the APA $25 million to produce, an
amount
that was immediately recouped by presales of 150,000 copies
(Gorenstein, 2013).
Outside advisors
300 persons
(B
la
12. the most widely used
classification system in
North America. DSM-5 is a
947-page manual that lists
541 diagnoses (Blashfield et
al., 2014). The production of
DSM-5 was a monumental
12-year undertaking,
marked by long delays,
controversies, and protests
(page 95).
Inside DSM-5
Application Area of Use
Practice/research North America
Practice/research Worldwide
Research United States
this page left intentionally blank
Abnormal Psychology
Fundamentals of
this page left intentionally blank
13. Princeton University
Abnormal Psychology
Ronald J. Comer
EIGHTH EDITION
Fundamentals of
New York
Publisher: Rachel Losh
Executive Acquisitions Editor: Daniel McDonough
Editorial Assistant: Kimberly Morgan
Senior Marketing Manager: Lindsay Johnson
Marketing Assistant: Allison Greco
Executive Media Editor: Rachel Comerford
Associate Media Editor: Jessica Lauffer
Director, Content Management Enhancement: Tracey Kuehn
Managing Editor: Lisa Kinne
Senior Project Editor: Jane O’Neill
Media Producer: Eve Conte
Photo Editor: Jennifer Atkins
Permissions Editors: Felicia Ruocco, Melissa Pellerano
Permissions Associate: Chelsea Roden
Director of Design, Content Management: Diana Blume
Cover and Interior Designer: Babs Reingold
Layout Designer: Paul Lacy
Infographics Artist: Charles Yuen
Senior Production Supervisor: Sarah Segal
Composition: codeMantra
Printing and Binding: RR Donnelley
15. About the Author
Ron ComeR has taught in Princeton University’s Department of
Psychology for the
past 41 years, serving also as Director of Clinical Psychology
Studies and as chair of the
university’s Institutional Review Board. His courses—Abnormal
Psychology, Theories
of Psychotherapy, Childhood Psychopathology, Experimental
Psychopathology, and
Controversies in Clinical Psychology—have been among the
university’s most popular
offerings.
Professor Comer has received the President’s Award for
Distinguished Teaching at
the university. He is also a practicing clinical psychologist and
a consultant to Eden
Autism Services and to hospitals and family practice residency
programs throughout
New Jersey.
In addition to writing Fundamentals of Abnormal Psychology,
Eighth Edition, Professor
Comer is the author of the textbook Abnormal Psychology, now
in its ninth edition;
coauthor of the introductory psychology textbook Psychology
Around Us, Second Edition;
and coauthor of Case Studies in Abnormal Psychology, Second
Edition. He is the producer
of numerous videos for courses
in psychology and other fields of
education, including The Higher
Education Video Library Series,
Video Anthology for Abnormal
Psychology, Video Segments in
16. Neuroscience, Introduction to
Psychology Video Clipboard, and
Developmental Psychology Video
Clipboard. He also has published
journal articles in clinical psychol-
ogy, social psychology, and family
medicine.
Professor Comer completed
his undergraduate studies at the
University of Pennsylvania and his
graduate work at Clark University.
He lives in Lawrenceville, New
Jersey, with his wife, Marlene. From
there he can keep a close eye on
the Philadelphia sports teams with
which he grew up. Pa
ul
L
. B
re
e
ix
Contents in brief
Abnormal Psychology in Science and Clinical Practice
1 Abnormal Psychology: Past and Present 1
2 Models of Abnormality 37
17. 3 Clinical Assessment, Diagnosis, and Treatment 77
Problems of Anxiety and Mood
4 Anxiety, Obsessive-Compulsive, and Related Disorders 105
5 Disorders of Trauma and Stress 149
6 Depressive and Bipolar Disorders 183
7 Suicide 221
Problems of the Mind and Body
8 Disorders Featuring Somatic Symptoms 249
9 Eating Disorders 279
10 Substance Use and Addictive Disorders 309
11 Disorders of Sex and Gender 347
Problems of Psychosis
12 Schizophrenia 385
Life-Span Problems
13 Personality Disorders 421
14 Disorders Common Among Children and Adolescents 463
15 Disorders of Aging and Cognition 501
Conclusion
16 Law, Society, and the Mental Health Profession 527
x
18. Contents
Preface xvii
chapter : 1
Abnormal Psychology:
Past and Present 1
What Is Psychological Abnormality? 2
Deviance 3
Distress 3
Dysfunction 4
Danger 4
The elusive nature of Abnormality 4
What Is Treatment? 5
How Was Abnormality Viewed and Treated
in the Past? 7
Ancient Views and Treatments 7
Greek and Roman Views and Treatments 8
europe in the middle Ages: Demonology Returns 8
The Renaissance and the Rise of Asylums 9
The nineteenth Century: Reform and
moral Treatment 10
The early Twentieth Century: The Somatogenic
and Psychogenic Perspectives 11
Current Trends 14
How Are People with Severe Disturbances
Cared for? 15
19. How Are People with Less Severe
Disturbances Treated? 15
A Growing emphasis on Preventing Disorders
and Promoting mental Health 16
multicultural Psychology 17
The Increasing Influence of Insurance Coverage 17
What Are Today’s Leading Theories and Professions? 18
Technology and mental Health 20
What Do Clinical Researchers Do? 22
The Case Study 22
The Correlational method 23
The experimental method 27
What Are the Limits of Clinical Investigation? 31
Protecting Human Participants 32
Putting it together: A Work in Progress 34
Key terms 34
QuicK Quiz 35
LaunchPad 35
PsychWatch Verbal Debuts 2
PsychWatch Marching to a Different Drummer:
Eccentrics 6
InfoCentral Happiness 19
MindTech Mental Health Apps Explode in
the Marketplace 21
20. MindTech A Researcher’s Paradise? 24
MediaSpeak Flawed Study, Gigantic Impact 28
chapter : 2
Models of Abnormality 37
The Biological Model 39
How Do Biological Theorists explain
Abnormal Behavior? 39
Biological Treatments 42
Assessing the Biological model 44
The Psychodynamic Model 44
How Did Freud explain normal and Abnormal
Functioning? 45
How Do other Psychodynamic explanations Differ
from Freud’s? 47
Psychodynamic Therapies 47
Assessing the Psychodynamic model 49
The Behavioral Model 50
How Do Behaviorists explain Abnormal Functioning? 51
Behavioral Therapies 52
Assessing the Behavioral model 53
The Cognitive Model 54
How Do Cognitive Theorists explain Abnormal
Functioning? 54
Cognitive Therapies 55
Assessing the Cognitive model 56
21. The Humanistic-Existential Model 58
CONTENTS : xi
Rogers’ Humanistic Theory and Therapy 59
Gestalt Theory and Therapy 60
Spiritual Views and Interventions 61
existential Theories and Therapy 61
Assessing the Humanistic-existential model 63
The Sociocultural Model: Family-Social
and Multicultural Perspectives 64
How Do Family-Social Theorists explain Abnormal
Functioning? 65
Family-Social Treatments 67
How Do multicultural Theorists explain Abnormal
Functioning? 71
multicultural Treatments 72
Assessing the Sociocultural model 72
Putting it together: integrAtion of the Models 73
Key terms 75
QuicK Quiz 75
LaunchPad 75
InfoCentral Dietary Supplements: An Alternative
Treatment 43
22. PsychWatch Cybertherapy: Surfing for Help 57
MediaSpeak Saving Minds Along with Souls 62
MindTech Have Your Avatar Call My Avatar 67
chapter : 3
Clinical Assessment,
Diagnosis, and Treatment 77
Clinical Assessment: How and Why Does
the Client Behave Abnormally? 77
Characteristics of Assessment Tools 78
Clinical Interviews 79
Clinical Tests 81
Clinical observations 89
Diagnosis: Does the Client’s Syndrome Match
a Known Disorder? 92
Classification Systems 92
DSm-5 93
Is DSm-5 an effective Classification System? 94
Call for Change 95
Can Diagnosis and Labeling Cause Harm? 96
Treatment: How Might the Client Be Helped? 97
Treatment Decisions 98
The effectiveness of Treatment 98
Putting it together: AssessMent And
diAgnosis At A CrossroAds 102
Key terms 103
23. QuicK Quiz 103
LaunchPad 103
MindTech Psychology’s Wiki Leaks? 83
PsychWatch The Truth, the Whole Truth,
and Nothing but the Truth 87
MediaSpeak Intelligence Tests Too?
eBay and the Public Good 90
InfoCentral Common Factors in Therapy 101
chapter : 4
Anxiety, Obsessive-Compulsive,
and Related Disorders 105
Generalized Anxiety Disorder 106
The Sociocultural Perspective: Societal
and multicultural Factors 107
The Psychodynamic Perspective 108
The Humanistic Perspective 110
The Cognitive Perspective 111
The Biological Perspective 116
Phobias 119
Specific Phobias 120
Agoraphobia 120
What Causes Phobias? 122
How Are Phobias Treated? 124
Social Anxiety Disorder 127
What Causes Social Anxiety Disorder? 128
Treatments for Social Anxiety
24. Disorder 130
Panic Disorder 132
The Biological Perspective 133
The Cognitive Perspective 135
Obsessive-Compulsive Disorder 137
What Are the Features of obsessions
and Compulsions? 137
The Psychodynamic Perspective 138
The Behavioral Perspective 139
The Cognitive Perspective 140
The Biological Perspective 141
: CONTENTSxii
obsessive-Compulsive-Related Disorders 143
Putting it together:
diAthesis-stress in ACtion 146
cLinicaL choices 146
Key terms 147
QuicK Quiz 147
LaunchPad 147
PsychWatch Fears, Shmears: The Odds Are
Usually on Our Side 113
25. InfoCentral Mindfulness 115
MediaSpeak The Fear Business 121
MindTech Social Media Jitters 129
chapter : 5
Disorders of Trauma
and Stress 149
Stress and Arousal: The Fight-or-Flight
Response 151
Acute and Posttraumatic Stress Disorders 152
What Triggers Acute and Posttraumatic
Stress Disorders? 154
Why Do People Develop Acute and Posttraumatic
Stress Disorders? 158
How Do Clinicians Treat Acute and Posttraumatic
Stress Disorders? 161
Dissociative Disorders 166
Dissociative Amnesia 167
Dissociative Identity Disorder 170
How Do Theorists explain Dissociative Amnesia
and Dissociative Identity Disorder? 172
How Are Dissociative Amnesia and Dissociative
Identity Disorder Treated? 176
Depersonalization-Derealization Disorder 177
Putting it together: getting A hAndle on
trAuMA And stress 179
26. cLinicaL choices 180
Key terms 181
QuicK Quiz 181
LaunchPad 181
InfoCentral Sexual Assault 156
PsychWatch Adjustment Disorders:
A Category of Compromise? 159
MindTech Virtual Reality Therapy: Better Than
the Real Thing? 163
PsychWatch Repressed Childhood Memories
or False Memory Syndrome? 169
PsychWatch Peculiarities of Memory 175
chapter : 6
Depressive and
Bipolar Disorders 183
Unipolar Depression: The Depressive Disorders 184
How Common Is Unipolar Depression? 184
What Are the Symptoms of Depression? 184
Diagnosing Unipolar Depression 187
Stress and Unipolar Depression 187
The Biological model of Unipolar Depression 188
Psychological models of Unipolar Depression 196
The Sociocultural model of Unipolar Depression 205
Bipolar Disorders 211
27. What Are the Symptoms of mania? 212
Diagnosing Bipolar Disorders 212
What Causes Bipolar Disorders? 214
What Are the Treatments for Bipolar Disorders? 215
Putting it together: MAking sense of All
thAt is knoWn 218
cLinicaL choices 218
Key terms 219
QuicK Quiz 219
LaunchPad 219
InfoCentral Sadness 185
PsychWatch Sadness at the Happiest of Times 190
MediaSpeak Immigration and Depression in the
21st Century 199
MindTech Texting: A Relationship Buster? 207
PsychWatch Premenstrual Dysphoric Disorder:
Déjá Vu All Over Again 209
PsychWatch Abnormality and Creativity:
A Delicate Balance 214
chapter : 7
Suicide 221
What Is Suicide? 222
How Is Suicide Studied? 226
28. Patterns and Statistics 226
What Triggers a Suicide? 227
Stressful events and Situations 228
CONTENTS : xiii
mood and Thought Changes 228
Alcohol and other Drug Use 229
mental Disorders 229
modeling: The Contagion of Suicide 230
What Are the Underlying Causes of Suicide? 232
The Psychodynamic View 232
Durkheim’s Sociocultural View 233
The Biological View 234
Is Suicide Linked to Age? 235
Children 235
Adolescents 236
The elderly 239
Treatment and Suicide 242
What Treatments Are Used After Suicide
Attempts? 242
What Is Suicide Prevention? 242
Do Suicide Prevention Programs Work? 245
Putting it together: PsyChologiCAl And
BiologiCAl insights lAg Behind 246
Key terms 247
29. QuicK Quiz 247
LaunchPad 247
MediaSpeak Videos of Self-Injury Find
an Audience 225
PsychWatch The Black Box Controversy:
Do Antidepressants Cause Suicide? 238
InfoCentral The Right to Commit Suicide 240
MindTech Crisis Texting 243
chapter : 8
Disorders Featuring
Somatic Symptoms 249
Factitious Disorder 250
Conversion Disorder and Somatic Symptom
Disorder 253
Conversion Disorder 253
Somatic Symptom Disorder 255
What Causes Conversion and Somatic
Symptom Disorders? 257
How Are Conversion and Somatic Symptom
Disorders Treated? 260
Illness Anxiety Disorder 261
Psychophysiological Disorders: Psychological
Factors Affecting Other Medical Conditions 262
30. Traditional Psychophysiological Disorders 262
new Psychophysiological Disorders 267
Psychological Treatments for Physical Disorders 273
Relaxation Training 273
Biofeedback 273
meditation 273
Hypnosis 274
Cognitive Interventions 275
Support Groups and emotion expression 275
Combination Approaches 275
Putting it together: exPAnding the
BoundAries of ABnorMAl PsyChology 276
cLinicaL choices 276
Key terms 276
QuicK Quiz 277
LaunchPad 277
PsychWatch Munchausen Syndrome by Proxy 252
MindTech Can Social Media Spread
“Mass Hysteria”? 255
InfoCentral Sleep and Sleep Disorders 264
MediaSpeak When Doctors Discriminate 270
chapter : 9
Eating Disorders 279
Anorexia Nervosa 280
31. The Clinical Picture 281
medical Problems 282
Bulimia Nervosa 282
Binges 284
Compensatory Behaviors 284
Bulimia nervosa Versus Anorexia nervosa 286
Binge-Eating Disorder 288
What Causes Eating Disorders? 289
Psychodynamic Factors: ego Deficiencies 289
Cognitive Factors 290
Depression 290
Biological Factors 291
Societal Pressures 292
Family environment 293
multicultural Factors: Racial and ethnic Differences 295
multicultural Factors: Gender Differences 296
How Are Eating Disorders Treated? 298
Treatments for Anorexia nervosa 298
Treatments for Bulimia nervosa 302
: CONTENTSxiv
Treatments for Binge-eating Disorder 305
Putting it together: A stAndArd for
integrAting PersPeCtives 306
cLinicaL choices 306
Key terms 306
32. QuicK Quiz 307
LaunchPad 307
InfoCentral Body Dissatisfaction 287
MindTech Dark Sites of the Internet 294
PsychWatch The Sugar Plum Fairy 304
chapter : 10
Substance Use and
Addictive Disorders 309
Depressants 311
Alcohol 311
Sedative-Hypnotic Drugs 316
opioids 316
Stimulants 319
Cocaine 319
Amphetamines 322
Stimulant Use Disorder 323
Hallucinogens, Cannabis, and Combinations
of Substances 323
Hallucinogens 323
Cannabis 326
Combinations of Substances 328
What Causes Substance Use Disorders? 330
Sociocultural Views 330
Psychodynamic Views 330
Cognitive-Behavioral Views 331
33. Biological Views 332
How Are Substance Use Disorders Treated? 334
Psychodynamic Therapies 335
Behavioral Therapies 335
Cognitive-Behavioral Therapies 337
Biological Treatments 337
Sociocultural Therapies 339
Other Addictive Disorders 342
Gambling Disorder 342
Internet Gaming Disorder: Awaiting official Status 343
Putting it together: neW Wrinkles to A
fAMiliAr story 343
cLinicaL choices 344
Key terms 344
QuicK Quiz 345
LaunchPad 345
PsychWatch College Binge Drinking:
An Extracurricular Crisis 313
MindTech Neknomination Goes Viral 315
InfoCentral Smoking, Tobacco, and Nicotine 320
PsychWatch Club Drugs: X Marks the
(Wrong) Spot 325
MediaSpeak Enrolling at Sober High 336
34. chapter : 11
Disorders of Sex and Gender 347
Sexual Dysfunctions 348
Disorders of Desire 348
Disorders of excitement 351
Disorders of orgasm 354
Disorders of Sexual Pain 358
Treatments for Sexual Dysfunctions 360
What Are the General Features of Sex Therapy? 360
What Techniques Are Used to Treat Particular
Dysfunctions? 363
What Are the Current Trends in Sex Therapy? 366
Paraphilic Disorders 367
Fetishistic Disorder 369
Transvestic Disorder 370
exhibitionistic Disorder 371
Voyeuristic Disorder 372
Frotteuristic Disorder 372
Pedophilic Disorder 372
Sexual masochism Disorder 374
Sexual Sadism Disorder 375
Gender Dysphoria 376
explanations of Gender Dysphoria 378
Treatments for Gender Dysphoria 378
Putting it together: A PrivAte toPiC drAWs
PuBliC Attention 382
cLinicaL choices 382
Key terms 382
35. QuicK Quiz 383
LaunchPad 383
InfoCentral Sex Throughout the Life Cycle 350
PsychWatch Sexism, Viagra, and the Pill 365
CONTENTS : xv
MindTech “Sexting”: Healthy or Pathological? 368
MediaSpeak A Different Kind of Judgment 380
chapter : 12
Schizophrenia 385
The Clinical Picture of Schizophrenia 387
What Are the Symptoms of Schizophrenia? 387
What Is the Course of Schizophrenia? 391
How Do Theorists Explain Schizophrenia? 392
Biological Views 393
Psychological Views 398
Sociocultural Views 399
How Are Schizophrenia and Other Severe
Mental Disorders Treated? 401
Institutional Care in the Past 403
Institutional Care Takes a Turn for the Better 404
Antipsychotic Drugs 406
Psychotherapy 409
36. The Community Approach 411
Putting it together: An iMPortAnt lesson 418
cLinicaL choices 418
Key terms 419
QuicK Quiz 419
LaunchPad 419
InfoCentral Hallucinations 390
PsychWatch Postpartum Psychosis: The Case
of Andrea Yates 394
MindTech Can Computers Develop Schizophrenia? 396
PsychWatch Lobotomy: How Could It Happen? 405
MindTech Putting a Face on Auditory
Hallucinations 410
MediaSpeak “Alternative” Mental Health Care 416
chapter : 13
Personality Disorders 421
“Odd” Personality Disorders 424
Paranoid Personality Disorder 425
Schizoid Personality Disorder 427
Schizotypal Personality Disorder 428
“Dramatic” Personality Disorders 431
Antisocial Personality Disorder 431
37. Borderline Personality Disorder 436
Histrionic Personality Disorder 441
narcissistic Personality Disorder 444
“Anxious” Personality Disorders 447
Avoidant Personality Disorder 447
Dependent Personality Disorder 450
obsessive-Compulsive Personality Disorder 452
Multicultural Factors: Research Neglect 454
Are There Better Ways to Classify Personality
Disorders? 455
The “Big Five” Theory of Personality and
Personality Disorders 456
“Personality Disorder—Trait Specified”: Another
Dimensional Approach 458
Putting it together: disorders of
PersonAlity—redisCovered And reConsidered 460
cLinicaL choices 460
Key terms 460
QuicK Quiz 461
LaunchPad 461
PsychWatch Mass Murders: Where Does Such
Violence Come From? 434
MediaSpeak The Patient as Therapist 440
38. MindTech Selfies: Narcissistic or Not? 446
InfoCentral Lying 457
chapter : 14
Disorders Common Among
Children and Adolescents 463
Childhood and Adolescence 464
Childhood Anxiety Disorders 465
Separation Anxiety Disorder 467
Treatments for Childhood Anxiety Disorders 468
Childhood Depressive and Bipolar Disorders 469
major Depressive Disorder 469
Bipolar Disorder and Disruptive mood
Dysregulation Disorder 471
Oppositional Defiant Disorder and
Conduct Disorder 473
What Are the Causes of Conduct Disorder? 474
How Do Clinicians Treat Conduct Disorder? 474
Elimination Disorders 476
enuresis 476
encopresis 476
: CONTENTSxvi
Neurodevelopmental Disorders 479
Attention-Deficit/Hyperactivity Disorder 479
39. Autism Spectrum Disorder 483
Intellectual Disability 488
Putting it together: CliniCians DisCover
ChilDhooD anD aDolesCenCe 498
CliniCal ChoiCes 498
Key terms 499
QuiCK Quiz 499
launChPad 499
InfoCentral Child and Adolescent Bullying 466
MindTech Parent Worries on the Rise 470
PsychWatch Child Abuse 478
PsychWatch A Special Kind of Talent 485
PsychWatch Reading and ‘Riting and ‘Rithmetic 491
chapter : 15
Disorders of Aging
and Cognition 501
Old Age and Stress 502
Depression in Later Life 503
Anxiety Disorders in Later Life 505
Substance Misuse in Later Life 505
Psychotic Disorders in Later Life 508
40. Disorders of Cognition 509
Delirium 509
Alzheimer’s Disease and Other Neurocognitive
Disorders 511
Issues Affecting the Mental Health of the
Elderly 522
Putting it together: CliniCians DisCover
the elDerly 524
CliniCal ChoiCes 524
Key terms 525
QuiCK Quiz 525
launChPad 525
PsychWatch The Oldest Old 503
InfoCentral The Aging Population 506
MindTech Remember to Tweet; Tweet
to Remember 510
MediaSpeak Focusing on Emotions 521
chapter : 16
Law, Society, and the
Mental Health Profession 527
Law and Mental Health 528
How Do Clinicians Influence the Criminal
41. Justice System? 528
How Do the Legislative and Judicial Systems
Influence Mental Health Care? 536
In What Other Ways Do the Clinical and Legal
Fields Interact? 541
What Ethical Principles Guide Mental Health
Professionals? 544
Mental Health, Business, and Economics 546
Bringing Mental Health Services to the Workplace 546
The Economics of Mental Health 546
Technology and Mental Health 548
The Person Within the Profession 550
Putting it together: operating Within
a larger system 552
Key terms 553
QuiCK Quiz 553
launChPad 553
PsychWatch Famous Insanity Defense Cases 531
PsychWatch Serial Murderers: Madness
or Badness? 543
MindTech New Ethics for a Digital Age 549
InfoCentral Personal and Professional Issues 551
42. Glossary G-1
References R-1
Credits C-1
Name Index NI-1
Subject Index SI-1
xvii
It was the spring of 1981. Over the previous eight months, the
Philadelphia Phillies had won the World Series, and the Eagles,
Sixers, and Flyers had made it to the Super Bowl, NBA Finals,
and Stanley Cup Finals, respectively. I had two adorable
children ages 5 and 3. I had been granted tenure at Princeton.
My life
was full—or so I thought.
Then, Linda Chaput, at that time an editor at W. H. Freeman and
Company
and Worth Publishers, walked into my office. During a lively
discussion, she and
I discovered that we had similar ideas about how abnormal
psychology should be
presented in a textbook. By the time Linda departed two hours
later, we had out-
lined the principles that should underlie the “ideal” abnormal
psychology textbook.
We had, in effect, a deal. All that was left was for me to write
the book. A decade
later, the first edition of Abnormal Psychology (“the BOOK,” as
my family and I
had come to call it) was published, followed a few years later
by the first edition of
Fundamentals of Abnormal Psychology.
43. As I look back to that fateful day in 1981, I cannot help but
note that several
things have changed. With a few exceptions, my Philadelphia
sports teams have
returned to form and have struggled year in, year out. My sons
have become ac-
complished middle-aged men, and their previous “adorable” tag
is now worn by my
2-year-old and 4-year-old grandchildren, Emmett and Delia. I
am older, humbler,
and a bit more fatigued than the person who met with Linda
Chaput 35 years ago.
At the same time, several wonderful things remain the same. I
am still at
Princeton University. I am still married to the same near-
perfect person—Marlene
Comer. And I still have the privilege of writing abnormal
psychology textbooks—
Fundamentals of Abnormal Psychology and Abnormal
Psychology. The current version,
Fundamentals of Abnormal Psychology, Eighth Edition,
represents my eighteenth edi-
tion of one or the other of the textbooks.
My textbook journey has been a labor of love, but I also must
admit that each
edition requires enormous effort, ridiculous pressure, and too
many sleepless nights
to count. I mention these labors not only because I am a world-
class whiner but
also to emphasize that I approach each edition as a totally new
undertaking rather
than as a cut-and-paste update of past editions. I work
feverishly to make each edi-
tion fresh and to include innovative and enlightening
44. pedagogical techniques.
With this in mind, I have added an enormous amount of new
material and many
exciting new features for this edition of Fundamentals of
Abnormal Psychology—while
at the same time retaining the successful themes, material, and
techniques that have
been embraced enthusiastically by past readers. The result is, I
believe, a book that
will excite readers and speak to them and their times. I have
again tried to convey
my passion for the field of abnormal psychology, and I have
built on the generous
feedback of my colleagues in this undertaking—the students and
professors who
have used this textbook over the years.
New and expanded Features
In line with the many changes that have occurred over the past
several years in the
fields of abnormal psychology, education, and publishing, and
in the world, I have
brought the following new features and changes to the current
edition.
•NEW• DSM-5 With the publication of DSM-5, abnormal
psychology is clearly
a field in transition. To help students appreciate the field’s
current status and new
PrefACe
45. : PREFACExviii
directions, I present, integrate, and analyze DSM-5 material
throughout the text-
book. Controversy aside, this is now the field’s classification
and diagnostic system,
and it is important that readers understand and master its
categories and criteria,
appreciate its strengths and weaknesses, and recognize its
assumptions and implica-
tions, just as past readers learned about previous DSM editions.
DSM-5, as well as discussions of its implications and
controversial nature, is pre-
sented in various ways throughout my textbook. First, its new
categories, criteria,
and information are woven smoothly into the narrative of each
and every chapter.
Second, reader-friendly pedagogical tools throughout the
textbook, including a
two-page infographic on the inside front cover and regular short
features called
Dx Checklist and DSM-5 Controversy, help students fully grasp
the DSM-5 mate-
rial. Third, special topic boxes highlight DSM-5 issues and
controversies, such as
Premenstrual Dysphoric Disorder: Déjà Vu All Over Again
(page 209) and Mass Murders:
Where Does Such Violence Come From? (page 434).
•NEW• TECHNOLOGY AND THE “MindTech” FEATURE The
breathtaking rate
of technological change that characterizes today’s world has
had significant effects
on the mental health field. In this edition I cover this impact
extensively, including
46. many discussions in the book’s narrative, boxes, photographs,
and figures. The book
examines, for example, how the Internet, texting, and social
networks have become
convenient tools for those who wish to bully others or pursue
pedophilic desires
(pages 373, 465, 466); how social networking may provide a
new source for social
anxiety (page 129); and how today’s technology has helped
create new psychologi-
cal disorders such as Internet addiction (page 343). It also looks
at dangerous new
trends such as the posting of self-cutting videos on the Internet
(page 225), and
it informs the reader about cybertherapy in its ever-expanding
forms—from Skype
therapy and avatar therapy to virtual reality treatments (pages
57, 67, 163, 410).
In addition, I have added a new feature throughout the book
called MindTech—
sections in each chapter that give special attention to
particularly provocative tech-
nological trends in engaging and enlightening ways. The
MindTech features examine
the following cutting-edge topics:
• Mental Health AppsExplode in the Marketplace
(page 21)
• Social Networking Sites: A Researcher’s
Paradise? (page 24)
• Have Your Avatar Call My Avatar (page 67)
• Rorschach on Wikipedia: Psychology’s Wiki
47. Leaks? (page 83)
• Social Media Jitters (page 129)
• Virtual Reality Therapy: Better Than the Real
Thing? (page 163)
• Texting: A Relationship Buster? (page 207)
• Crisis Texting (page 243)
• Can Social Media Spread “Mass Hysteria”?
(page 255)
• Dark Sites of the Internet (page 294)
• Neknomination Goes Viral(page 315)
• “Sexting”: Healthy or Pathological? (page 368)
• Can Computers Develop Schizophrenia? (page 396)
• Putting a Face on Auditory Hallucinations (page
410)
• Selfies: Narcissistic or Not? (page 446)
• Children Online: Parent Worries on the Rise
(page 470)
PREFACE : xix
• Remember to Tweet: Tweet to Remember
(page 510)
48. • New Ethics for a Digital Age (page 549)
•NEW• “INFOCENTRALS” It is impossible to surf the Internet,
watch TV, or flip
through a magazine without coming across infographics, those
graphic representa-
tions that present complex data in quick, stimulating, and
visually appealing ways.
Infographics present information in a way that allows us to
easily recognize trends
and patterns and make connections between related concepts.
With the develop-
ment of new digital tools over the past decade, the popularity of
infographics has
exploded. Readers and viewers like them and learn from them.
Thus Fundamentals of Abnormal Psychology, Eighth Edition,
introduces a new fea-
ture called InfoCentral—numerous, lively infographics on
important topics in the
field. The infographics provide visual representations of data
related to key topics
and concepts in each chapter, repeatedly offering fascinating
snippets of informa-
tion to spur readers’ interest. I am certain that readers will
greatly enjoy these special
offerings, while also learning from them.
Every chapter features a full-page InfoCentral, including the
following ones:
• Happiness (page 19)
• Dietary Supplements: An Alternative Treatment
(page 43)
49. • Common Factors in Therapy (page 101)
• Mindfulness (page 115)
• Sexual Assault (page 156)
• Sadness (page 185)
• The Right to Commit Suicide (page 240)
• Sleep and Sleep Disorders (page 264)
• Body Dissatisfaction (page 287)
• Smoking and Tobacco Use (page 320)
• Sex Throughout the Life Cycle (page 350)
• Hallucinations (page 390)
• Lying (page 457)
• Bullying (page 466)
• The Aging Population (page 506)
• Personal and Professional Issues (page 551)
•NEW• ADDITIONAL CUTTING-EDGE BOXES I have
grouped the book’s other
boxes into two categories: PsychWatch boxes examine text
topics in more depth,
emphasize the effect of culture on mental disorders and
treatment, and explore ex-
amples of abnormal psychology in movies, the news, and the
50. real world. MediaSpeak
boxes offer provocative pieces by news, magazine, and Web
writers and bloggers on
current issues in abnormal psychology. In addition to updating
the PsychWatch and
MediaSpeak boxes that have been retained from the previous
edition, I have added
many new ones. For example, new MediaSpeak boxes include
the following:
• Flawed Study, Gigantic Impact (Chapter 1)
• Saving Minds Along with Souls (Chapter 2)
• The Fear Business (Chapter 4)
: PREFACExx
• Immigration and Depression in the 21st Century
(Chapter 6)
• When Doctors Discriminate (Chapter 8)
•NEW• “CLINICAL CHOICES” INTERACTIVE CASE
STUDIES This eighth edi-
tion of Fundamentals of Abnormal Psychology includes 11 new
interactive case studies
(one for each of the disorders chapters), available online
through LaunchPad, our
online course management system. Through an immersive mix
of video, audio, and
assessment, each interactive case allows the student to simulate
the thought process
of a clinician by identifying and evaluating a virtual “client’s”
51. symptoms, gather-
ing information about the client’s life situation and family
history, determining a
diagnosis, and formulating a treatment plan. The student will
also answer various
questions about each case to help reinforce the chapter material.
Each answer will
trigger feedback, guidance, and critical thinking in an active
learning environment.
•NEW• ADDITIONAL AND EXPANDED TEXT SECTIONS
Over the past few years,
a number of topics in abnormal psychology have received
special attention. In this
edition, I have provided new sections on such topics, including
the psychology of mass
killings (pages 434), the impact of the Affordable Care Act
(pages 17, 547), the growing role
of IRBs (pages 32–33), dimensional diagnoses (pages 94, 456–
459), new treatments in the
field (pages 30, 57, 410), spirituality and mental health (pages
61, 62), overuse of certain
diagnoses (pages 471, 492), the psychological price of celebrity
(pages 200, 231), transgen-
der issues (pages 376, 381), alternative views of personality
disorders (pages 455–459),
self-injury (pages 224, 437), the pro-Ana movement (page 294),
poor medical treatment
for people with psychological disorders (page 270), ethics and
psychology (pages 544–546),
culture and abnormality (pages 71, 454), race and the clinical
field (pages 107–108), and
sexism in the clinical field (pages 209, 365).
•NEW• ADDITIONAL CASE MATERIAL One of the hallmarks
of my textbooks
52. is the inclusion of numerous and culturally diverse clinical
examples that bring
theoretical and clinical issues to life. In my continuing quest for
relevance to the
reader and to today’s world, I have replaced or revised more
than one-third of the
clinical material in this edition. The new clinical material
includes the cases of
Franco, major depressive disorder (pages 77, 79); Tonya,
Munchausen syndrome by
proxy (page 252); Meri, major depressive disorder (page 183);
Eduardo, paranoid
personality disorder (page 425); Luisa, dissociative personality
disorder (page 170);
Kay, bipolar disorder (page 216); Shani, anorexia nervosa (page
279); Ricky, ADHD
(page 463); Lucinda, histrionic personality disorder (pages 441–
442); Jonah, separa-
tion anxiety disorder (pages 467–468); and many others.
•NEW• CRITICAL THOUGHT QUESTIONS A very stimulating
and popular feature
of my previous edition of Fundamentals of Abnormal
Psychology was the “critical
thought questions”—questions that pop up within the text
narrative, asking stu-
dents to pause at precisely the right moment and think critically
about the material
they have just read. Given the enthusiastic response to this
feature by professors and
readers alike, I have added many new critical thought questions
throughout the
textbook, including ones in the MindTech and MediaSpeak
features.
•NEW• “BETWEEN THE LINES” The textbook not only retains
53. but also expands
a fun and thought-provoking feature from past editions that has
been very popu-
lar among students and professors—reader-friendly elements
called “Between the
Lines,” consisting of text-relevant tidbits, surprising facts,
current events, historical
notes, interesting trends, enjoyable lists, and stimulating quotes.
•NEW• THOROUGH UPDATE In this edition I present the most
current theories,
research, and events, including more than 2,000 new references
from the years
2013–2015, as well as hundreds of new photos, tables, and
figures.
PREFACE : xxi
•EXPANDED COVERAGE• PREVENTION AND MENTAL
HEALTH PROMOTION In
accord with the clinical field’s growing emphasis on prevention,
positive psychol-
ogy, and psychological wellness, I have increased the
textbook’s attention to these
important approaches (for example, pages 16–17, 19, 524).
•EXPANDED COVERAGE• MULTICULTURAL ISSUES Over
the past 30 years, clinical
theorists and researchers increasingly have become interested in
ethnic, racial, gen-
der, and other cultural factors, and my previous editions of
Fundamentals of Abnormal
Psychology certainly have included these important factors. The
study of such factors
54. has, appropriately, been elevated to a broad perspective in
recent years—the multicul-
tural perspective. Consistent with this clinical movement, the
current edition includes
yet additional multicultural material and research throughout
the text. Even a quick
look through the pages of this textbook will reveal that it truly
reflects the diversity
of our society and of the field of abnormal psychology.
•EXPANDED COVERAGE• “NEW-WAVE” COGNITIVE AND
COGNITIVE-
BEHAVIORAL THEORIES AND TREATMENTS The current
edition of Abnormal
Psychology has expanded its coverage of the “new-wave”
cognitive and cognitive-
behavioral theories and therapies, including mindfulness-based
cognitive therapy and
Acceptance and Commitment Therapy (ACT), presenting their
propositions, techniques,
and research in chapters throughout the text (for example, pages
56, 114, 115, 410).
•EXPANDED COVERAGE• NEUROSCIENCE The clinical
field continues to witness
the growth and impact of remarkable brain-imaging techniques,
genetic map-
ping strategies, and other neuroscience approaches, all of which
are expanding our
understanding of the brain. Correspondingly, the new edition of
Fundamentals of
Abnormal Psychology has further expanded its coverage of how
biochemical factors,
brain structure, brain function, and genetic factors contribute to
abnormal behavior
(for example, pages 39, 116, 118, 393).
55. continuing Strengths
As I noted earlier, in this edition I have also retained the
themes, material, and
techniques that have worked successfully and have been
embraced enthusiastically
by past readers.
BREADTH AND BALANCE The field’s many theories, studies,
disorders, and treat-
ments are presented completely and accurately. All major
models—psychological,
biological, and sociocultural—receive objective, balanced, up-
to-date coverage,
without bias toward any single approach.
INTEGRATION OF MODELS Discussions throughout the text,
particularly those
headed “Putting It Together,” help students better understand
where and how the
various models work together and how they differ.
EMPATHY The subject of abnormal psychology is people—
very often people in
great pain. I have tried therefore to write always with empathy
and to impart this
awareness to students.
INTEGRATED COVERAGE OF TREATMENT Discussions of
treatment are pre-
sented throughout the book. In addition to a complete overview
of treatment in
the opening chapters, each of the pathology chapters includes a
full discussion of
relevant treatment approaches.
56. RICH CASE MATERIAL As I mentioned earlier, the textbook
features hundreds of
culturally diverse clinical examples to bring theoretical and
clinical issues to life.
: PREFACExxii
More than 25 percent of the clinical material in this edition is
new or revised
significantly.
MARGIN GLOSSARY Hundreds of key words are defined in
the margins of pages
on which the words appear. In addition, a traditional glossary is
available at the back
of the book.
ROLLING SUMMARIES Instead of waiting until the end of a
chapter for a summary,
SUMMING UP sections appear throughout each chapter, at the
completion of each
major section, helping students to better retain the material
under discussion.
“PUTTING IT TOGETHER” A section toward the end of each
chapter, “Putting It
Together,” asks whether competing models can work together in
a more integrated
approach and also summarizes where the field now stands and
where it may be
going.
FOCUS ON CRITICAL THINKING The textbook provides tools
57. for thinking criti-
cally about abnormal psychology. As I mentioned earlier, in this
edition, “critical
thought” questions appear at carefully selected locations within
the text discussions.
The questions ask readers to stop and think critically about the
material they have
just read.
CHAPTER-ENDING KEY TERMS AND QUICK QUIZ
SECTIONS These sections,
keyed to appropriate pages in the chapter for easy reference,
allow students to re-
view and test their knowledge of chapter materials.
STRIKING PHOTOS AND STIMULATING ILLUSTRATIONS
Concepts, disorders,
treatments, and applications are brought to life for the reader
with stunning photo-
graphs, diagrams, graphs, and anatomical figures—all reflecting
the most up-to-date
data available. The photos range from historical to today’s
world to pop culture.
They do more than just illustrate topics: they touch and move
readers.
ADAPTABILITY Chapters are self-contained, so they can be
assigned in any order
that makes sense to the professor.
MeDIA and other Supplements
I have been delighted by the enthusiastic responses of both
professors and students
to the supplements that accompany my textbooks. This edition
offers those supple-
58. ments once again, revised and enhanced, and adds a number of
exciting new ones.
FOR PROFESSORS
WORTH VIDEO COLLECTION FOR ABNORMAL
PSYCHOLOGY Produced and
edited by Ronald J. Comer, Princeton University, and Gregory
Comer, Princeton Academic
Resources. Faculty Guide included. This incomparable video
series offers 128 clips that
depict disorders, show historical footage, and illustrate clinical
topics, pathologies,
treatments, experiments, and dilemmas. Videos are available in
LaunchPad and on
the Video Collection for Abnormal Psychology Flash Drive. I
also have written an ac-
companying guide that fully describes and discusses each video
clip, so that profes-
sors can make informed decisions about the use of the segments
in lectures.
INSTRUCTOR’S RESOURCE MANUAL by Charlie Harris,
Clayton State University
and Danielle Gunraj, SUNY Binghamton. This comprehensive
guide ties together the
ancillary package for professors and teaching assistants. The
manual includes de-
tailed chapter summaries, lists of principal learning objectives,
topic overviews, ideas
for lectures, lecture outlines, discussion launchers, classroom
activities, extra credit
PREFACE : xxiii
59. projects, and DSM criteria for each of the disorders discussed in
the text. It also
offers strategies for using the accompanying media, including
the video collection.
Finally, it includes a comprehensive set of valuable materials
that can be obtained
from outside sources—items such as relevant feature films,
documentaries, teaching
references, and Internet sites related to abnormal psychology.
• Lecture Slides available at
http://www.macmillanhighered.com/Catalog/product/
fundamentalsofabnormalpsychology-eighthedition-comer. These
slides focus on key
concepts and themes from the text and can be used as-is or
customized to fit a
professor’s needs.
• Illustration Slides available at
http://www.macmillanhighered.com/Catalog/product/
fundamentalsofabnormalpsychology-eighthedition-comer. These
slides featuring all chap-
ter photos and illustrations can be used as is or customized to fit
a professor’s needs.
• Chapter Figures, Photos, and Tables available at
http://www. macmillanhighered.
com/Catalog/product/fundamentalsofabnormalpsychology-
eighthedition-comer. This col-
lection gives professors access to all of the photographs,
illustrations, and tables
from Fundamentals of Abnormal Psychology, Eighth Edition.
ASSESSMENT TOOLS
60. TEST BANK by Chrysalis Wright, University of Central
Florida. A comprehensive test
bank offers more than 2,200 multiple-choice, fill-in-the-blank,
and essay questions.
Each question is graded according to difficulty, the Bloom’s
level is identified, and
keyed to the topic and page in the text where the source
information appears.
DIPLOMA ONLINE COMPUTERIZED TEST BANK Available
for both Windows
and Macintosh at
http://www.macmillanhighered.com/Catalog/product/fundament
alsofab-
normalpsychology-eighthedition-comer. This downloadable Test
Bank guides professors
step-by-step through the process of creating a test and allows
them to add an un-
limited number of questions, edit or scramble questions, format
a test, and include
pictures and multimedia links. The accompanying grade book
enables them to
record students’ grades throughout the course and includes the
capacity to sort
student records and view detailed analyses of test items, curve
tests, generate re-
ports, add weights to grades, and more. These Test Bank files
also provide tools for
converting the Test Bank into a variety of useful formats as well
as Blackboard- and
WebCT-formatted versions of the Test Bank for Fundamentals
of Abnormal Psychology,
Eighth Edition.
FOR STUDENTS
61. CASE STUDIES IN ABNORMAL PSYCHOLOGY, SECOND
EDITION, by Ethan E.
Gorenstein, Behavioral Medicine Program, New York–
Presbyterian Hospital, and Ronald J.
Comer, Princeton University. This new edition of our popular
case study book pro-
vides 20 case histories—all of them updated and several of them
brand new—each
going beyond DSM diagnoses to describe the individual’s
history and symptoms, a
theoretical discussion of treatment, a specific treatment plan,
and the actual treat-
ment conducted. The casebook also provides three cases without
diagnoses or
treatment, so that students can identify disorders and suggest
appropriate therapies.
Wonderful case material, particularly for somatic symptom
disorder, hoarding dis-
order, and gender dysphoria, has been added for this edition by
Danae Hudson and
Brooke Whisenhunt, professors at Missouri State University.
LAUNCHPAD with LearningCurve Quizzing—Multimedia to
Support
Teaching and Learning Available at www.launchpadworks.com.
A comprehensive Web resource for teaching and learning
psychology, Launch-
Pad combines Worth Publishers’ award-winning media with an
innovative platform
http://www.macmillanhighered.com/Catalog/product/fundament
alsofabnormalpsychology-eighthedition-comer
http://www.macmillanhighered.com/Catalog/product/fundament
alsofabnormalpsychology-eighthedition-comer
http://www.macmillanhighered.com/Catalog/product/fundament
63. ISBN-10: 1-319-06179-6
ISBN-13: 978-1-319-06179-1
LaunchPad for Fundamentals of Abnormal Psychology, Eighth
Edition, includes the fol-
lowing resources:
• The LearningCurve quizzing system was designed based
on the latest findings
from learning and memory research. It combines adaptive
question selection,
immediate and valuable feedback, and a gamelike interface to
engage students in
a learning experience that is unique to them. Each
LearningCurve quiz is fully
integrated with other resources in LaunchPad through the
Personalized Study
Plan, so students will be able to review with Worth’s extensive
library of videos
and activities. And state-of-the-art question analysis reports
allow instructors to
track the progress of individual students as well as their class as
a whole.
• An interactive e-Book allows students to highlight,
bookmark, and make
their own notes, just as they would with a printed textbook.
• Clinical Choices, authored by Taryn Myers, of Virginia
Wesleyan College. In these
11 interactive case studies in LaunchPad, students simulate the
role of clinical
psychologist, engaging with virtual clients to identify
psychological disorders
(based on DSM-5 criteria) and think critically about diagnosis
64. and treatment
options.
• Abnormal Psychology Video Activities, produced and
edited by Ronald J. Comer,
Princeton University, and Gregory Comer, Princeton Academic
Resources. These in-
triguing video cases run three to seven minutes each and focus
on persons
affected by disorders discussed in the text. Students first view a
video case and
then answer a series of thought-provoking questions about it.
• Deep integration is available between LaunchPad products
and Blackboard,
Brightspace by D2Learn, Canvas, and Moodle. These deep
integrations offer
educators single sign-on and gradebook sync, now with auto-
refresh. Also, these
best-in-class integrations offer deep linking to all Macmillan
digital content at
the chapter and asset level, giving professors ultimate
flexibility and customiza-
tion capability within their learning management system.
Acknowledgments
I am very grateful to the many people who have contributed to
writing and pro-
ducing this book. I particularly thank Marlene Comer for her
usual outstanding
work on the manuscript. In addition, I am indebted to Marlene
Glissmann for her
fast, furious, and fantastic work on the references. And I
sincerely appreciate the
superb work of the book’s assistants—actually collaborators—
65. Greg Comer and
Jon Comer.
http://www.launchpadworks.com
PREFACE : xxv
I am indebted greatly to those outstanding academicians and
clinicians who have
provided feedback on this new edition of Fundamentals of
Abnormal Psychology, along
with that of its partner, Abnormal Psychology, and have
commented with great insight
and wisdom on its clarity, accuracy, and completeness. Their
collective knowledge
has in large part shaped the current edition: David Alfano,
Community College
of Rhode Island; Jeffrey Armstrong, Northampton Community
College; Wendy
Bartkus, Albright College; Jennifer Bennett, University of New
Mexico; Christine
Browning, Victory University; Megan Davies, NOVA-
Woodbridge Campus;
Pernella Deams, Grambling State University; Frederick Ernst,
University of Texas
Pam America; Jessica Goodwin Jolly, Gloucester County
College; Abby Hill, Trinity
International University; Tony Hoffman, University of
California, Santa Cruz; Craig
Knapp, College of St. Joseph; Sally Kuhlenschmidt, Western
Kentucky University;
Paul Lewis, Bethel College; Gregory Mallis, University of
Indianapolis; Taryn Myers,
Virginia Wesleyan College; Edward O'Brien, Marywood
University; Mary Pelton-
66. Cooper, Northern Michigan University; Ginger Pope, South
Piedmont Community
College; Lisa Riley, Southwest Wisconsin Technical College;
Ty Schepis, Texas State
University; and Elizabeth Seebach, Saint Mary’s University of
Minnesota.
Earlier I also received valuable feedback from academicians and
clinicians who
reviewed portions of the previous editions of Fundamentals of
Abnormal Psychology
and Abnormal Psychology. Certainly their collective knowledge
has also helped shape
this new edition, and I gratefully acknowledge their important
contributions:
Christopher Adams, Fitchburg State University; Dave W.
Alfano, Community
College of Rhode Island; Alisa Aston, University of North
Florida; Kent G. Bailey,
Virginia Commonwealth University; Stephanie Baralecki,
Chestnut Hill College;
Sonja Barcus, Rochester College; Marna S. Barnett, Indiana
University of
Pennsylvania; Jillian Bennett, University of Massachusetts
Boston; Otto A. Berliner,
Alfred State College; Allan Berman, University of Rhode
Island; Douglas Bernstein,
University of Toronto, Mississauga; Sarah Bing, University of
Maryland Eastern
Shore; Greg Bolich, Cleveland Community College; Stephen
Brasel, Moody Bible
Institute; Conrad Brombach, Christian Brothers University;
Barbara Brown, Georgia
Perimeter College; Jeffrey A. Buchanan, Minnesota State
University, Mankato;
Gregory M. Buchanan, Beloit College; Laura Burlingame-Lee,
67. Colorado State
University; Loretta Butehorn, Boston College; Glenn M.
Callaghan, San Jose State
University; E. Allen Campbell, University of St. Francis; Julie
Carboni, San Jose
College and National University; David N. Carpenter,
Southwest Texas University;
Marc Celentana, The College of New Jersey; Edward Chang,
University of Michigan;
Daniel Chazin, Rutgers University; Sarah Cirese, College of
Marin; June Madsen
Clausen, University of San Francisco; Victor B. Cline,
University of Utah; E. M. Coles,
Simon Fraser University; Michael Connor, California State
University, Long Beach;
Frederick L. Coolidge, University of Colorado, Colorado
Springs; Patrick J. Courtney,
Central Ohio Technical College; Charles Cummings, Asheville
Buncombe Technical
Community College; Dennis Curtis, Metropolitan Community
College; Timothy K.
Daugherty, Missouri State University; Lauren Doninger,
Gateway Community
College; Mary Dosier, University of Delaware; S. Wayne
Duncan, University of
Washington, Seattle; Anne Duran, California State University
Bakersfield; Morris N.
Eagle, York University; Miriam Ehrenberg, John Jay College of
Criminal Justice; Jon
Elhai, University of Toledo; Daniella K. C. Errett, Pennsylvania
Highlands Community
College; Carlos A. Escoto, Eastern Connecticut State
University; William Everist,
Pima Community College; Jennifer Fiebig, Loyola University
Chicago; David M.
Fresco, Kent State University; Anne Fisher, University of
68. Southern Florida; William E.
Flack Jr., Bucknell University; John Forsyth, State University
of New York, Albany;
Alan Fridlund, University of California, Santa Barbara; Stan
Friedman, Southwest
Texas State University; Dale Fryxell, Chaminade University;
Lawrence L. Galant,
: PREFACExxvi
Gaston College; Kathryn E. Gallagher, Georgia State
University; Rosemarie B.
Gilbert, Brevard Community College; Karla Gingerich,
Colorado State University;
Nicholas Greco, College of Lake County; Jane Halonen,
University of West Florida;
James Hansell, University of Michigan; Neth Hansjoerg,
Rensselaer Polytechnic
Institute; David Harder, Tufts University; Morton G. Harmatz,
University of
Massachusetts; Jinni A. Harrigan: California State University,
Fullerton; Jumi Hayaki,
College of the Holy Cross; RaNae Healy, Gateway Community
College; Anthony
Hermann, Kalamazoo College; Paul Hewitt, University of
British Columbia; David A.
Hoffinan, University of California, Santa Cruz; Art Hohmuth,
The College of New
Jersey; Art Houser, Fort Scott Community College; Danae
Hudson, Missouri State
University; William G. Iacono, University of Minnesota;
Ashleigh E. Jones, University
of Illinois at Urbana-Champaign; Ricki E. Kantrowitz,
Westfield State University;
69. Barbara Kennedy, Brevard Community College; Lynn M.
Kernen, Hunter College;
Audrey Kim, University of California, Santa Cruz; Guadalupe
Vasquez King,
Milwaukee Area Technical College; Tricia Z. King, Georgia
State University; Bernard
Kleinman, University of Missouri, Kansas City; Futoshi
Kobayashi, Northern State
University; Alan G. Krasnoff, University of Missouri, St. Louis;
Robert D. Langston,
University of Texas, Austin; Kimberlyn Leary, University of
Michigan; Harvey R.
Lerner, Kaiser-Permanente Medical Group; Arnold D. LeUnes,
Texas A&M
University; Michael P. Levin, Kenyon College; Barbara Lewis,
University of West
Florida; Mary Margaret Livingston, Louisiana Technical
University; Karsten Look,
Columbus State Community College; Joseph LoPiccolo,
University of Missouri,
Columbia; L. E. Lowenstein, Southern England Psychological
Services; Jerald J.
Marshall, University of Central Florida; Toby Marx, Union
County College; Janet R.
Matthews, Loyola University; Robert J. McCaffrey, State
University of New York,
Albany; Rosemary McCullough, Ave Maria University; E.
Dudley McGlynn, Auburn
University; Tara McKee, Hamilton College; Lily D. McNair,
University of Georgia;
Mary W. Meagher, Texas A&M University; Dorothy Mercer,
Eastern Kentucky
University; Michele Metcalf, Coconino Community College;
Joni L. Mihura,
University of Toledo; Andrea Miller, Georgia Southwestern
State University;
70. Antoinette Miller, Clayton State University; Regina Miranda,
Hunter College; John
Mitchell, Lycoming College; Robin Mogul, Queens University;
Linda M.
Montgomery, University of Texas, Permian Basin; Jeri Morris,
Roosevelt University;
Karen Mottarella, University of Central Florida; Maria Moya,
College of Southern
Nevada; Karla Klein Murdock, University of Massachusetts,
Boston; Sandy Naumann,
Delaware Technical & Community College; David Nelson, Sam
Houston State
University; Paul Neunuebel, Sam Houston State University;
Ryan Newell, Oklahoma
Christian University; Katherine M. Nicolai, Rockhurst
University; Susan A. Nolan,
Seton Hall University; Fabian Novello, Purdue University; Ryan
O’Loughlin,
Nazareth College; Mary Ann M. Pagaduan, American
Osteopathic Association;
Crystal Park, University of Connecticut; Dominic J. Parrott,
Georgia State University;
Daniel Paulson, Carthage College; Paul A. Payne, University of
Cincinnati; David V.
Perkins, Ball State University; Julie C. Piercy, Central Virginia
Community College;
Lloyd R. Pilkington, Midlands Technical College; Harold A.
Pincus, chair, DSM-IV,
University of Pittsburgh, Western Psychiatric Institute and
Clinic; Chris Piotrowski,
University of West Florida; Debbie Podwika, Kankakee
Community College;
Norman Poppel, Middlesex County College; David E. Powley,
University of Mobile;
Laura A. Rabin, Brooklyn College; Max W. Rardin, University
of Wyoming, Laramie;
71. Lynn P. Rehm, University of Houston; Leslie A. Rescorla, Bryn
Mawr College;
R. W. Rieber, John Jay College, CUNY; George Esther
Rothblum, University of
Vermont; Vic Ryan, University of Colorado, Boulder; Randall
Salekin, Florida
International University; Edie Sample, Metropolitan Community
College; Jackie
Sample, Central Ohio Technical College; A. A. Sappington,
University of Alabama,
Birmingham; Martha Sauter, McLennan Community College;
Laura Scaletta,
Niagara County Community College; George W. Shardlow, City
College of San
PREFACE : xxvii
Francisco; Shalini Sharma, Manchester Community College;
Roberta S. Sherman,
Bloomington Center for Counseling and Human Development;
Wendy E. Shields,
University of Montana; Sandra T. Sigmon, University of Maine,
Orono; Susan J
Simonian, College of Charleston; Janet A. Simons, Central Iowa
Psychological
Services; Jay R. Skidmore, Utah State University; Rachel
Sligar, James Madison
University; Katrina Smith, Polk Community College; Robert
Sommer, University
of California, Davis; Jason S. Spiegelman, Community College
of Baltimore County;
John M. Spores, Purdue University, South Central; Caroline
Stanley, Wilmington
College; Wayne Stein, Brevard Community College; Arnit
72. Steinberg, Tel Aviv
University; David Steitz, Nazareth College; B. D. Stillion,
Clayton College and State
University; Deborah Stipp, Ivy Tech College; Joanne H. Stohs,
California State
University, Fullerton; Jaine Strauss, Macalester College;
Mitchell Sudolsky, University
of Texas at Austin; John Suler, Rider University; Sandra
Todaro, Bossier Parish
Community College; Terry Trepper, Purdue University Calumet;
Thomas A. Tutko,
San Jose State University; Arthur D. VanDeventer, Thomas
Nelson Community
College; Maggie VandeVelde, Grand Rapids Community
College; Jennifer Vaughn,
Metropolitan Community College; Norris D. Vestre, Arizona
State University; Jamie
Walter, Roosevelt University; Steve Wampler, Southwestern
Community College;
Eleanor M. Webber, Johnson State College; Lance L.
Weinmann, Canyon College;
Doug Wessel, Black Hills State University; Laura Westen,
Emory University; Brook
Whisenhunt, Missouri State University; Joseph L. White,
University of California,
Irvine; Justin Williams, Georgia State University; Amy C.
Willis, Veterans
Administration Medical Center, Washington, DC; James M.
Wood, University of
Texas, El Paso; Lisa Wood, University of Puget Sound; Lucinda
E. Woodward, Indiana
University Southeast; Kim Wright, Trine University; David
Yells, Utah Valley State
College; Jessica Yokely, University of Pittsburgh; Carlos
Zalaquett, University of
South Florida; and Anthony M. Zoccolillo, Rutgers University.
73. I would also like to thank a small group of talented professors
who provided valu-
able feedback that shaped the development of our new, exciting
interactive case
studies, Clinical Choices, in this new edition: David Berg,
Community College of
Philadelphia; Christopher J. Dyszelski, Madison Area Technical
College; Paul Deal,
Missouri State University; Urminda Firlan, Kalamazoo Valley
Community College;
Julie Hanauer, Suffolk County Community College; Sally
Kuhlenschmidt, Western
Kentucky University; Erica Musser, Florida International
University; Garth Neufeld,
Highline Community College; and Jeremy Pettit, Florida
International University.
A special thank you to the authors of the book’s supplements
package for doing splen-
did jobs with their respective supplements: Chrysalis Wright,
University of Central
Florida (Test Bank); Charlie Harris, Clayton State University,
and Danielle Gunraj,
SUNY Binghamton (Instructor’s Resource Manual); Taryn
Myers, Virginia Wesleyan
College (Clinical Choices); Mallory Malkin, Mississippi
University for Women (Research
Exercises); Jennifer Bennett, University of New Mexico
(Chapter Quizzes); Ann Brandt-
Williams, Glendale Community College; Elaine Cassel,
Marymount University and
Lord Fairfax Community College; Danae L. Hudson, Missouri
State University; John
Schulte, Cape Fear Community College and University of North
Carolina; and
74. Brooke L. Whisenhunt, Missouri State University (additional
Web site materials).
I also extend my deep appreciation to the core team of
professionals at Worth
Publishers and W. H. Freeman and Company who have worked
so closely with me to
produce this edition and many previous editions. The team
consists of truly extraor-
dinary people—each extremely talented, each committed to
excellence, each dedi-
cated to the education of readers, each bound by a remarkable
work ethic, and each
a wonderful person. It is accurate to say that these members of
the core team were
once again my co-authors and co-teachers in this enterprise, and
I am in their debt.
: PREFACExxviii
They are Rachel Losh, publisher; Daniel McDonough, executive
acquisitions editor;
Mimi Melek, senior development editor; Tracey Kuehn,
director, content manage-
ment enhancement; Jane O’Neill, senior project editor; Sarah
Segal, senior produc-
tion supervisor; Paul Lacy, layout designer; Jennifer Atkins,
photo editor; Rachel
Comerford, executive media editor; Jessica Lauffer, associate
media editor; Eve
Conte, media producer; Babs Reingold, cover and interior
designer; Blake Logan,
design manager; Diana Blume, director of design, content
management; and Chuck
75. Yuen, infographics designer.
I also am indebted to Kevin Feyen, vice president, digital
product development, and
Catherine Woods, vice president, content management, who
have been so closely
involved with my books for many years. In addition, still other
professionals at
Worth and at W. H. Freeman to whom I am indebted are Lisa
Kinne, managing
editor; Chuck Linsmeier, vice president editorial, sciences and
social sciences; Todd
Elder, director of advertising; Kimberly Morgan, editorial
assistant; Hilary Newman,
director of rights and permissions; Melissa Pellerano and
Felicia Ruocco, permissions
editors; Chelsea Roden, permissions associate; Michele
Kornegay, copy editor; Tina
Hastings, proofreader; Ellen Brennan and Marlene Glissmann,
indexers; and John
Philp, for his outstanding work on the video supplements for
professors and students.
Not to be overlooked are the superb professionals at Worth and
at Freeman who
continuously work with great passion, skill, and judgment to
bring my books to the
attention of professors across the world: Kate Nurre, executive
marketing manager;
Lindsay Johnson, senior marketing manager; Allison Greco,
marketing assistant; Craig
Bleyer, national sales manager; and the company’s wonderful
sales representatives.
Thank you so much.
One final note. As I mentioned in the prefaces of the past few
editions, with each
76. passing year I have become increasingly aware of just how
fortunate I am. So, once
again, at the risk of sounding like a walking cliché, let me say
with a clarity that
at my current age is sharper and better informed than at earlier
points in my life,
how appreciative I am that I have the opportunity each day to
work with so many
interesting and stimulating students during this important and
exciting stage of their
lives. Similarly, I am grateful beyond words for my
extraordinary family, particularly
my wonderful sons, Greg and Jon; my fantastic daughters-in-
law, Emily and Jami; my
perfect grandchildren, Delia and Emmett; and my truly
magnificent wife, Marlene.
Ron Comer
Princeton University
January 2016
Abnormal Psychology
Fundamentals of
Ed
F
ai
rb
ur
77. n
c h a p t e r
J
ohanne cries herself to sleep every night. She is certain that the
future holds
nothing but misery. Indeed, this is the only thing she does feel
certain about.
“I’m going to suffer and suffer and suffer, and my daughters
will suffer as well.
We’re doomed. The world is ugly. I hate every moment of my
life.” She has great
trouble sleeping. She is afraid to close her eyes. When she does,
the hopelessness
of her life—and the ugly future that awaits her daughters—
becomes all the clearer
to her. When she drifts off to sleep, her dreams are nightmares
filled with terrible
images—bodies, decay, death, destruction.
Some mornings Johanne even has trouble getting out of bed.
The thought of fac-
ing another day overwhelms her. She wishes that she and her
daughters were dead.
“Get it over with. We’d all be better off.” She feels paralyzed
by her depression
and anxiety, overwhelmed by her sense of hopelessness, and
filled with fears of
becoming ill, too tired to move, too negative to try anymore. On
such mornings, she
huddles her daughters close to her and sits away the day in the
cramped tent she
78. shares with them. She feels she has been deserted by the world
and left to rot. She
is both furious at life and afraid of it at the same time.
During the past year Alberto has been hearing mysterious voices
that tell him to
quit his job, leave his family, and prepare for the coming
invasion. These voices have
brought tremendous confusion and emotional turmoil to
Alberto’s life. He believes
that they come from beings in distant parts of the universe who
are somehow wired
to him. Although it gives him a sense of purpose and
specialness to be the cho-
sen target of their communications, the voices also make him
tense and anxious.
He does all he can to warn others of the coming apocalypse. In
accordance with
instructions from the voices, he identifies online articles that
seem to be filled with
foreboding signs, and he posts comments that plead with other
readers to recog-
nize the articles’ underlying messages. Similarly, he posts long,
rambling YouTube
videos that describe the invasion to come. The online comments
and feedback that
he receives typically ridicule and mock him. If he rejects the
voices’ instructions and
stops his online commentary and videos, then the voices insult
and threaten him and
turn his days into a waking nightmare.
Alberto has put himself on a sparse diet as protection against
the possibility that his
enemies may be contaminating his food. He has found a quiet
apartment far from
79. his old haunts, where he has laid in a good stock of arms and
ammunition. After
witnessing the abrupt and troubling changes in his behavior and
watching his rant-
ing and rambling videos, his family and friends have tried to
reach out to Alberto,
to understand his problems, and to dissuade him from the
disturbing course he is
taking. Every day, however, he retreats further into his world of
mysterious voices
and imagined dangers.
Most of us would probably consider Johanne’s and Alberto’s
emotions, thoughts,
and behaviors psychologically abnormal. They are the result of
a state some-
times called psychopathology, maladjustment, emotional
disturbance, or mental illness
(see PsychWatch on the next page). These terms have been
applied to the many
problems that seem closely tied to the human brain or mind.
Psychologi-
cal abnormality affects the famous and the unknown, the rich
and the poor.
Celebrities, writers, politicians, and other public figures of the
present and the
past have struggled with it. Psychological problems can bring
great suffering,
but they can also be the source of inspiration and energy.
1
T O P I C O V E R V I E W
What Is Psychological
Abnormality?
80. Deviance
Distress
Dysfunction
Danger
The Elusive Nature of Abnormality
What Is Treatment?
How Was Abnormality Viewed
and Treated in the Past?
Ancient Views and Treatments
Greek and Roman Views and
Treatments
Europe in the Middle Ages
The Renaissance and the Rise
of Asylums
The Nineteenth Century
The Early Twentieth Century
Current Trends
How Are People with Severe
Disturbances Cared For?
How Are People with Less Severe
Disturbances Treated?
A Growing Emphasis on Preventing
Disorders and Promoting Mental
Health
Multicultural Psychology
The Increasing Influence of
Insurance Coverage
What Are Today’s Leading Theories
and Professions?
Technology and Mental Health
What Do Clinical Researchers Do?
The Case Study
81. The Correlational Method
The Experimental Method
What Are the Limits of Clinical
Investigations?
Protecting Human Participants
Putting It Together:
A Work in Progress
Abnormal Psychology:
Past and Present
: chapter 12
Because they are so common and so personal, these problems
capture the interest
of us all. Hundreds of novels, plays, films, and television
programs have explored what
many people see as the dark side of human nature, and
self-help books flood the market. Mental health experts
are popular guests on both television and radio, and
some even have their own shows, Web sites, and blogs.
The field devoted to the scientific study of the
problems we find so fascinating is usually called abnor-
mal psychology. As in any science, workers in this
field, called clinical scientists, gather information system-
atically so that they can describe, predict, and explain
the phenomena they study. The knowledge that they acquire is
then used by clinical
practitioners, whose role is to detect, assess, and treat abnormal
patterns of functioning.
What Is Psychological Abnormality?
82. Although their general goals are similar to those of other
scientific professionals,
clinical scientists and practitioners face problems that make
their work especially
difficult. One of the most troubling is that psychological
abnormality is very hard
to define. Consider once again Johanne and Alberto. Why are
we so ready to call
their responses abnormal?
While many definitions of abnormality have been proposed over
the years, none
has won total acceptance (Bergner & Bunford, 2014). Still, most
of the definitions
have certain features in common, often called “the four Ds”:
deviance, distress,
dysfunction, and danger. That is, patterns of psychological
abnormality are typically
deviant (different, extreme, unusual, perhaps even bizarre),
distressing (unpleasant and
upsetting to the person), dysfunctional (interfering with the
person’s ability to con-
duct daily activities in a constructive way), and possibly
dangerous. This definition
offers a useful starting point from which to explore the
phenomena of psychological
abnormality. As you will see, however, it has limitations.
PsychWatch
debut in print as expressions of psycho-
logical dysfunctioning? The Oxford English
Dictionary offers the following dates.
Verbal Debuts
83. time not that long ago when these terms
did not exist. When did these and similar
words (including slang terms) make their We use words like
“abnormal” and “mental disorder” so often that it is easy to
forget that there was a
unstable
madness
1200 1300 1400 1500 1600 1700 1800 1900 2000
“crazy”
(slang)
“nuts”
(slang)
mentally
handicapped
deviant
mental
illness
psychological
dysfunctional
impaired
insanity
distressed
disturbed unbalanced
abnormal
psychopathology
84. psychiatric
maladjustment
Why do actors who
portray characters
with psychological dis-
orders tend to receive
more awards for their
performances?
B e t W e e n t h e L i n e s
In Their Words
“I became insane, with long intervals of
horrible sanity.”
edgar allen poe
Abnormal Psychology: Past and Present : 3
Deviance
Abnormal psychological functioning is deviant, but deviant
from
what? Johanne’s and Alberto’s behaviors, thoughts, and
emotions
are different from those that are considered normal in our place
and time. We do not expect people to cry themselves to sleep
each night, hate the world, wish themselves dead, or obey
voices
85. that no one else hears.
In short, abnormal behavior, thoughts, and emotions are those
that differ markedly from a society’s ideas about proper
function-
ing. Each society establishes norms—stated and unstated rules
for proper conduct. Behavior that breaks legal norms is consid-
ered to be criminal. Behavior, thoughts, and emotions that break
norms of psychological functioning are called abnormal.
Judgments of abnormality vary from society to society. A
society’s norms grow from its particular culture—its history,
values, institutions, habits, skills, technology, and arts. A
society
that values competition and assertiveness may accept aggressive
behavior, whereas
one that emphasizes cooperation and gentleness may consider
aggressive behavior
unacceptable and even abnormal. A society’s values may also
change over time,
causing its views of what is psychologically abnormal to change
as well. In Western
society, for example, a woman seeking the power of running a
major corporation or
indeed of leading the country would have been considered
inappropriate and even
delusional a hundred years ago. Today the same behavior is
valued.
Judgments of abnormality depend on specific circumstances as
well as on cultural
norms. What if, for example, we were to learn that Johanne is a
citizen of Haiti
and that her desperate unhappiness began in the days, weeks,
and months follow-
ing the massive earthquake that struck her country, already the
86. poorest country in
the Western hemisphere, on January 12, 2010? The quake, one
of the worst natural
disasters in history, killed 250,000 Haitians and left 1.5 million
homeless. Half of
Haiti’s homes and buildings were immediately turned into
rubble, and its electricity
and other forms of power disappeared. Tent cities replaced
homes for most people
(Granitz, 2014; Wilkinson, 2011).
In the weeks and months that followed the earthquake, Johanne
came to accept
that she wouldn’t get all of the help she needed and that she
might never again see
the friends and neighbors who had once given her life so much
meaning. As she and
her daughters moved from one temporary tent or hut to another
throughout the
country, always at risk of developing serious diseases, she
gradually gave up all hope
that her life would ever return to normal. In this light,
Johanne’s reactions do not
seem quite so inappropriate. If anything is abnormal here, it is
her situation. Many
human experiences produce intense reactions—financial ruin,
large-scale catastro-
phes and disasters, rape, child abuse, war, terminal illness,
chronic pain ( Janssen et al.,
2015). Is there an “appropriate” way to react to such things?
Should we ever call
reactions to such experiences abnormal?
Distress
Even functioning that is considered unusual does not
necessarily qualify as abnor-
87. mal. According to many clinical theorists, behavior, ideas, or
emotions usually have
to cause distress before they can be labeled abnormal. Consider
the Ice Breakers, a
group of people in Michigan who go swimming in lakes
throughout the state every
weekend from November through February. The colder the
weather, the better they
like it. One man, a member of the group for 17 years, says he
loves the challenge of
human against nature. A 37-year-old lawyer believes that the
weekly shock is good
for her health. “It cleanses me,” she says. “It perks me up and
gives me strength.”
C
ha
id
ee
r
M
ah
yu
d
d
in
/A
FP
/G
88. et
ty
Im
ag
es
Dealing with deviance
Each culture identifies and deals with deviant
behavior in its own way. For example, uncom-
fortable with the deviant appearance of young
punk rockers—mohawks, tattoos, nose pierc-
ings, tight jeans, and chains—shari‘a police in
Aceh province on Sumatra Island in Indonesia
arrested 60 such youth in 2011 and made them
undergo a 10-day “moral rehabilitation” camp.
There the rockers were forced to have their
heads shaved, bathe in a lake, wear traditional
clothes, remove their piercings, and pray.
▶▶ abnormal psychology The scientific
study of abnormal behavior undertaken
to describe, predict, explain, and change
abnormal patterns of functioning.
▶▶ norms A society’s stated and unstated
rules for proper conduct.
▶▶ culture A people’s common history,
values, institutions, habits, skills,
technology, and arts.
: chapter 14
89. Certainly these people are different from most of us, but
is their behavior abnormal? Far from experiencing distress,
they feel energized and challenged. Their positive feelings
must cause us to hesitate before we decide that they are
functioning abnormally.
Should we conclude, then, that feelings of distress must
always be present before a person’s functioning can be con-
sidered abnormal? Not necessarily. Some people who func-
tion abnormally maintain a positive frame of mind. Consider
once again Alberto, the young man who hears mysterious
voices. What if he enjoyed listening to the voices, felt hon-
ored to be chosen, loved sending out warnings on the Inter-
net, and looked forward to saving the world? Shouldn’t we
still regard his functioning as abnormal?
Dysfunction
Abnormal behavior tends to be dysfunctional; that is, it inter-
feres with daily functioning (Bergner & Bunford, 2014). It so
upsets, distracts, or confuses people that they cannot care for
themselves properly, participate in ordinary social interactions,
or work productively.
Alberto, for example, has quit his job, left his family, and
prepared to withdraw from
the productive life he once led. Because our society holds that it
is important to
carry out daily activities in an effective manner, Alberto’s
behavior is likely to be
regarded as abnormal and undesirable. In contrast, the Ice
Breakers, who continue
to perform well in their jobs and enjoy fulfilling relationships,
would probably be
considered simply unusual.
90. Danger
Perhaps the ultimate in psychological dysfunctioning is
behavior that becomes dan-
gerous to oneself or others. Individuals whose behavior is
consistently careless, hostile,
or confused may be placing themselves or those around them at
risk. Alberto, for
example, seems to be endangering both himself, with his diet,
and others, with his
buildup of arms and ammunition.
Although danger is often cited as a feature of abnormal
psychological function-
ing, research suggests that it is actually the exception rather
than the rule (Stuber
et al., 2014). Most people struggling with anxiety, depression,
and even bizarre
thinking pose no immediate danger to themselves or to anyone
else.
The Elusive Nature of Abnormality
Efforts to define psychological abnormality typi-
cally raise as many questions as they answer. Ulti-
mately, a society selects general criteria for defining
abnormality and then uses those criteria to judge
particular cases. One clinical theorist, Thomas Szasz
(1920–2012), placed such emphasis on society’s role
that he found the whole concept of mental illness to
be invalid, a myth of sorts (Szasz, 2011, 1963, 1960).
According to Szasz, the deviations that society calls abnormal
are simply “problems
in living,” not signs of something wrong within the person.
Even if we assume that psychological abnormality is a valid
concept and that it
can indeed be defined, we may be unable to apply our definition
91. consistently. If a
behavior—excessive use of alcohol among college students,
say—is familiar enough,
A
P
Ph
o
to
/D
av
id
G
ut
te
nf
el
d
er
Context is key On the morning after
Japan’s devastating earthquake and tsunami
in 2011, Reiko Kikuta (right) and her husband
Takeshi watch workers try to attach ropes to
their home and pull it ashore. Anxiety and
depression were common and seemingly nor-
mal reactions in the wake of this extraordinary
disaster, rather than being clear symptoms of
psychopathology.
92. ▶▶ treatment A systematic procedure
designed to change abnormal behavior
into more normal behavior. Also called
therapy.
What behaviors fit
the criteria of deviant,
distressful, dysfunc-
tional, or dangerous
but would not be
considered abnormal
by most people?
Abnormal Psychology: Past and Present : 5
the society may fail to recognize that it is deviant, distressful,
dysfunctional,
and dangerous. Thousands of college students throughout the
United
States are so dependent on alcohol that it interferes with their
personal and
academic lives, causes them great discomfort, jeopardizes their
health, and
often endangers them and the people around them (Merrill
et al., 2014).
Yet their problem often goes unnoticed and undiagnosed.
Alcohol is so
93. much a part of the college subculture that it is easy to overlook
drinking
behavior that has become abnormal.
Conversely, a society may have trouble separating an
abnormality that
requires intervention from an eccentricity, an unusual pattern
with which
others have no right to interfere. From time to time we see or
hear about
people who behave in ways we consider strange, such as a man
who lives
alone with two dozen cats and rarely talks to other people. The
behavior
of such people is deviant, and it may well be distressful and
dysfunctional,
yet many professionals think of it as eccentric rather than
abnormal (see
PsychWatch on the next page).
In short, while we may agree to define psychological
abnormalities
as patterns of functioning that are deviant, distressful,
dysfunctional, and
sometimes dangerous, we should be clear that these criteria are
often
vague and subjective. In turn, few of the current categories of
abnormal-
ity that you will meet in this book are as clear-cut as they may
seem, and
most continue to be debated by clinicians.
➤ Summing Up
WHAT IS PSYCHOLOGICAL ABNORMALITY? The field
devoted to the scientific
study of abnormal behavior is called abnormal psychology.
94. Abnormal func-
tioning is generally considered to be deviant, distressful,
dysfunctional, and
dangerous. Behavior must also be considered in the context in
which it occurs,
however, and the concept of abnormality depends on the norms
and values of
the society in question.
What Is Treatment?
Once clinicians decide that a person is indeed suffering from
some form of psycho-
logical abnormality, they seek to treat it. Treatment, or therapy,
is a procedure
designed to change abnormal behavior into more normal
behavior; it, too, requires
careful definition. For clinical scientists, the problem is closely
related to defining
abnormality. Consider the case of Bill:
February: He cannot leave the house; Bill knows that for a fact.
Home is the only
place where he feels safe—safe from humiliation, danger, even
ruin. If he were to
go to work, his coworkers would somehow reveal their contempt
for him. A pointed
remark, a quizzical look—that’s all it would take for him to get
the message. If he
were to go shopping at the store, before long everyone would be
staring at him.
Surely others would see his dark mood and thoughts; he
wouldn’t be able to hide
them. He dare not even go for a walk alone in the woods—his
heart would probably
start racing again, bringing him to his knees and leaving him
breathless, incoherent,
95. and unable to get home. No, he’s much better off staying in his
room, trying to get
Changing times Just decades ago, a
woman’s love for race car driving would have
been considered strange, perhaps even
abnormal. Today, Danica Patrick (right) is one
of America’s finest race car drivers. The size
difference between her first-place trophy
at the Indy Japan 300 auto race and that of
second-place male driver Hélio Castroneves
symbolizes just how far women have come in
this sport.
A
P
Ph
o
to
/K
at
su
m
i K
as
ah
ar
a
(continues on the next page)
96. : chapter 16
through another evening of this curse called life. Thank
goodness for the Internet.
Were it not for his reading of news sites and blog posts and
online forums, he would,
he knows, be cut off from the world altogether.
July: Bill’s life revolves around his circle of friends: Bob and
Jack, whom he knows
from the office, where he was recently promoted to director of
customer relations,
and Frank and Tim, his weekend tennis partners. The gang
meets for dinner every
week at someone’s house, and they chat about life, politics, and
their jobs. Particularly
special in Bill’s life is Janice. They go to movies, restaurants,
and shows together. She
thinks Bill’s just terrific, and Bill finds himself beaming
whenever she’s around. Bill
looks forward to work each day and to his one-on-one dealings
with customers. He is
taking part in many activities and relationships and more fully
enjoying life.
Bill’s thoughts, feelings, and behavior interfered with all
aspects of his life in
February. Yet most of his symptoms had disappeared by July.
All sorts of factors may
have contributed to Bill’s improvement—advice from friends
and family members, a
new job or vacation, perhaps a big change in his diet or exercise
regimen. Any or all
97. of these things may have been useful to Bill, but they could not
be considered treat-
ment or therapy. Those terms are usually reserved for special,
systematic procedures
PsychWatch
ness, unusual eating and living habits,
disinterest in others’ opinions or company,
mischievous sense of humor, nonmar-
riage, eldest or only child, and poor
spelling skills.
Weeks suggests that eccentrics do
not typically suffer from mental disorders.
Whereas the unusual behavior of per-
sons with mental disorders is thrust upon
them and usually causes them suffering,
eccentricity is chosen freely and provides
pleasure. In short, “Eccentrics know
they’re different and glory in it” (Weeks &
James, 1995, p. 14). Similarly, the thought
processes of eccentrics are not severely
disrupted and do not leave these persons
dysfunctional. In fact, Weeks found that
eccentrics in his study actually had fewer
emotional problems than individuals in
the general population. Perhaps being an
“original” is good for mental health.
Marching to a Different Drummer: Eccentrics
pinpointed 15 characteristics common
to the eccentrics in his study: nonconfor-
mity, creativity, strong curiosity, idealism,
extreme interests and hobbies, lifelong
awareness of being different, high intel-
98. ligence, outspokenness, noncompetitive-
➤ Writer James Joyce always carried a
tiny pair of lady’s bloomers, which he
waved in the air to show approval.
➤ Benjamin Franklin took “air baths” for
his health, sitting naked in front of an
open window.
➤ Alexander Graham Bell covered the
windows of his house to keep out the
rays of the full moon. He also tried to
teach his dog how to talk.
➤ Writer D. H. Lawrence enjoyed remov-
ing his clothes and climbing mulberry
trees.
These famous persons have been called
eccentrics. The dictionary defines an
eccentric as a person who deviates from
common behavior patterns or displays
odd or whimsical behavior. But how can
we separate a psychologically healthy
person who has unusual habits from a
person whose oddness is a symptom
of psychopathology? Little research
has been done on eccentrics, but a few
studies offer some insights (Stares, 2005;
Pickover, 1999; Weeks & James, 1995).
Researcher David Weeks studied
1,000 eccentrics and estimated that
as many as 1 in 5,000 persons may be
“classic, full-time eccentrics.” Weeks
99. Musical eccentric Pop superstar Lady Gaga
is known far and wide for her eccentric behav-
ior, outrageous sense of fashion, and unusual
performing style. Her millions of fans enjoy her
unusual persona every bit as much as the lyrics
and music that she writes and sings.La
nc
e
M
an
io
n/
R
et
na
L
td
./
C
o
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is
Abnormal Psychology: Past and Present : 7
100. for helping people overcome their psychological difficulties.
According to clinical
theorist Jerome Frank, all forms of therapy have three key
features:
1. A sufferer who seeks relief from the healer.
2. A trained, socially accepted healer, whose expertise is
accepted by the suf-
ferer and his or her social group.
3. A series of contacts between the healer and the sufferer,
through which the
healer . . . tries to produce certain changes in the sufferer’s
emotional
state, attitudes, and behavior.
(Frank, 1973, pp. 2–3)
Despite this straightforward definition, clinical treatment is
surrounded by con-
flict and confusion. Carl Rogers, a pioneer in the modern
clinical field (you will
meet him in Chapter 2), noted that “therapists are not in
agreement as to their goals
or aims. . . . They are not in agreement as to what constitutes a
successful outcome
of their work. They cannot agree as to what constitutes a
failure. It seems as though
the field is completely chaotic and divided.”
Some clinicians view abnormality as an illness and so consider
therapy a procedure
that helps cure the illness. Others see abnormality as a problem
in living and therapists
as teachers of more functional behavior and thought. Clinicians
101. even differ on what to
call the person who receives therapy: those who see abnormality
as an illness speak
of the “patient,” while those who view it as a problem in living
refer to the “client.”
Because both terms are so common, this book will use them
interchangeably.
Despite their differences, most clinicians do agree that large
numbers of people
need therapy of one kind or another. Later you will encounter
evidence that therapy
is indeed often helpful.
➤ Summing Up
WHAT IS TREATMENT? Therapy is a systematic process for
helping people
overcome their psychological difficulties. It typically requires a
patient, a thera-
pist, and a series of therapeutic contacts.
How Was Abnormality Viewed
and Treated in the Past?
In any given year, as many as 30 percent of the adults and 19
percent of the chil-
dren and adolescents in the United States display serious
psychological disturbances
and are in need of clinical treatment (Merikangas et al., 2013;
Kessler et al., 2012,
2009). The rates in other countries are similarly high. It is
tempting to conclude
that something about the modern world is responsible for these
many emotional
problems—perhaps rapid technological change, the growing
threat of terrorism,
or a decline in religious, family, or other support systems
102. (Paslakis et al., 2015;
Gelkopf et al., 2013). But every society, past and present, has
witnessed psychological
abnormality. Perhaps, then, the proper place to begin our
examination of abnormal
behavior and treatment is in the past.
Ancient Views and Treatments
Historians who have examined the unearthed bones, artwork,
and other remnants
of ancient societies have concluded that these societies probably
regarded abnor-
mal behavior as the work of evil spirits. People in prehistoric
societies apparently
Therapy . . . not Recently, a hotel in Spain
that was about to undergo major renovations
invited members of the public to relieve their
stress by destroying the rooms on one floor of
the hotel. This activity may indeed have been
therapeutic for some, but it was not therapy. It
lacked, among other things, a “trained healer”
and a series of systematic contacts between
healer and sufferer.
A
P
Ph
o
to
/P
au
l W
103. hi
te
: chapter 18
believed that all events around and within them resulted from
the actions of magical,
sometimes sinister, beings who controlled the world. In
particular, they viewed the
human body and mind as a battleground between external forces
of good and
evil. Abnormal behavior was typically interpreted as a victory
by evil spirits,
and the cure for such behavior was to force the demons from a
victim’s body.
This supernatural view of abnormality may have begun as far
back as the
Stone Age, a half-million years ago. Some skulls from that
period recovered in
Europe and South America show evidence of an operation called
trephina-
tion, in which a stone instrument, or trephine, was used to cut
away a circular
section of the skull (Heeramun-Aubeeluck & Lu, 2013). Some
historians have
concluded that this early operation was performed as a
treatment for severe
abnormal behavior—either hallucinations, in which people saw
or heard
things not actually present, or melancholia, characterized by
104. extreme sadness
and immobility. The purpose of opening the skull was to release
the evil
spirits that were supposedly causing the problem (Selling,
1940).
Later societies also explained abnormal behavior by pointing to
pos-
session by demons. Egyptian, Chinese, and Hebrew writings all
account for
psychological deviance this way, and the Bible describes how
an evil spirit from
the Lord affected King Saul and how David pre-
tended to be mad to convince his enemies that
he was visited by divine forces.
The treatment for abnormality in these early
societies was often exorcism. The idea was to coax
the evil spirits to leave or to make the person’s
body an uncomfortable place in which to live.
A shaman, or priest, might recite prayers, plead
with the evil spirits, insult the spirits, perform magic, make
loud noises, or have the
person drink bitter potions. If these techniques failed, the
shaman performed a more
extreme form of exorcism, such as whipping or starving the
person.
Greek and Roman Views and Treatments
In the years from roughly 500 b.c. to 500 a.d., when the Greek
and Roman civi-
lizations thrived, philosophers and physicians often offered
different explanations
and treatments for abnormal behaviors. Hippocrates (460–377
b.c.), often called the