Histogram v bar chart A histogram is very similar to a bar graph in which each bar represents some class or element (for example, a score on an IQ test). The primary difference between a bar graph and a histogram is that the bars in the histogram actually touch each other to show that there are no gaps in between the classes. The bars in a bar graph have space in between them. Histograms always express the frequency or how common something is. Bar charts can be used to express averages or variation. Why is a bar chart most appropriate for displaying our results for how people rated their anxiety for losing their phone?

What is the main problem with having this as our measure? Q3. Rate your anxiety when you lose your phone (circle one number) low anxiety high anxiety 1 2 3 4 5 6 7 8 9

How could we improve this practical? How could we improve the measures? Could we make it more controlled?

Individual differences Definitions of abnormality

Abnormal Psychology Deals with mental, emotional and behaviour problems Involves research into classification, causation, diagnosis and treatment of mental disorders

Abnormality Defining abnormal behaviour how can we tell that someone’s behaviour is abnormal(dysfunctional) and the person maybe suffering from a mental illness? Categorising Once someone’s behaviour is defined as abnormal it is then categorised i.e. the person is given a diagnosis Explanations of dysfunctional behaviour (linked to approaches) What has caused the behaviour? How did the person come to behave abnormally? Treatments How can we help the individual deal with their illness?

Definitions of abnormality Statistical deviation Deviation from social norms Failure to function adequately Deviation from ideal mental health  Define   Evaluate Page 188 1-2 sentences define & example

Due Wed = Homework: revision notes Revision cards/notes: describe and evaluate each bullet point Bowlby’s theory of maternal deprivation Institutionalisation Influence of early attachment on later relationships Observation: over/covert/participant/non-participant Self-report: questionnaire (open & closed) interview (structured, unstructured, semi-structured) Revise for test next Wed on attachment & self-report

Bowlby’s two theories: what is the difference!? Theory of attachment Theory of maternal deprivation

Origins of psychology Re-cap for some of the theories https://www.youtube.com/watch?v=vo4pMVb0R6M Kahoot quiz!

Re-cap definitions We did 4 Re-cap three of them https://www.youtube.com/watch?v=cwKJ0juPIrQ

Kahoot quiz! https://create.kahoot.it/?_ga=1.213333981.839814553.1448289557&deviceId=2793521c-f1dd-4e13-83e1-fc75185c2d93#quiz/bf7178fb-240d-4d0c-b4d0-d0fba6e0fed3

Definition 1: Statistical deviation Behaviour is considered abnormal if only a small number of people do it (statistically infrequent) e.g.

Definition 2: Deviation from social norms Behaviour that breaks implicit and explicit rules of a given society Implicit rules are not enforced by law but are generally agreed ways of behaving shared by society. Explicit rules are written in law. e.g.

Definition 3 - Failure to function adequately Rosenhan and Seligman (1989) = Behaviour that prevents a person from pursuing normal activities and goals Person no longer conforms to standard interpersonal rules– E.g. Suffering –presence of severe distress Irrationality and dangerous behaviour

Definition 4: Deviation from ideal mental health This definition starts by describing what normal behaviour is Normality = No distress: Perceive ourselves accurately Personal growth: self-actualise Cope with stress Accurate perception of the world Good self-esteem Autonomy: being independent Mastery of the environment: being able to have relationships, work, enjoy leisure and adjust to new situations etc. It defines abnormal behaviour as the absence of these criteria

Statistical deviation Deviation from social norms Failure to function adequately Deviation from ideal mental health  Define   Behaviour is considered abnormal if only a small number of people do it (statistically infrequent) Breaks implicit rules (norms/not law) and explicit rules (written/ in law). Prevents a person from pursuing normal activities and goals: distress, problems with interpersonal skills and irrational behaviour. Abnormal behaviour as the absence of normal crieria e.g. no distress, accurate perception of the self/reality, esteem, autonomy etc.

Activity Read the case studies Would the definitions see these people as abnormal? Why? Do you know what illness some of these people are suffering from?

Evaluation Can this definition be used across all time? (temporal validity) Can it be used across all cultures in the same way? Or would different cultures use it in different ways?(cultural relativism) Could it be misused by psychiatrists or doctors? Is it ethical to use this definition? Is it valid/ useful to patients? Or could it lead to identifying some people as abnormal who are not? Is it reliable? Would everyone judge abnormality the same way based on this definition?

Statistical deviation Deviation from social norms Failure to function adequately Deviation from ideal mental health  

The difficult question! “Abnormality is very difficult to define. It can be hard to decide where normal behaviour ends and abnormal behaviour begins.” Discuss two or more definitions of abnormality. (Total 12 marks)

Vids Intro to disorders/ diagnosis https://www.youtube.com/watch?v=wuhJ-GkRRQc 3 definitions https://www.youtube.com/watch?v=cwKJ0juPIrQ

Evaluation Everyone’s abnormal Most people break social rules e.g. speeding Cultural relativism What is abnormal in one culture may be normal in another e.g. wearing deceased relative’s jawbone on necklace normal in some cultures(Trobriand Islands) Era dependent Social norms change overtime e.g. homosexuality was considered abnormal in USA until 1973

Evaluation Weaknesses Exceptions to the rule some mental disorders not characterised by suffering e.g. psychopaths are abnormal but do not appear to be suffering The serial killer Harold Shipman appeared to be functioning adequately but was clearly abnormal Students doing exams may experience anxiety but they would not be classed as abnormal Cultural relativism Observer discomfort may be caused by cultural differences not mental illness E.g. seeing someone wearing human bones may be distressing to western cultures but not to those on the Trobriand Islands

Criteria for ideal mental health Self-attitudes – high self-esteem Personal growth and self-actualisation – develop to full potential Resistance to stress Autonomy-being independent Accurate perception of reality- holding rational beliefs Mastery of the environment – ability to love, function at work and have good interpersonal relations

Evaluation Everyone is abnormal Very few people achieve self-actualisation so by this criteria many people are considered abnormal Cultural relativism Self-actualisation is relevant to individualistic cultures but not collectivist

Revision Rank these revision strategies 1= most effective Practice testing (past papers) Thinking about why you have asked a question the way you have – reflecting (Elaborative Interrogation Writing summaries of topics Highlighting Imagery (e.g.method of loci) Rereading Following a timetable Mixing up different techniques for revision (inter-leaved practice) Keyword mnemonics/acronyms

Spaced Revision

Review Topic - 30 minutes Stage 1: Review a topic – for the first 20 minutes utilise any technique you are comfortable with to review the topic. This could be highlighting, making notes, creating flashcards or using post-its. Often, you might stop after this and think ‘my revision is done!’. But no, this is just the start of an effective learning technique. Take out your notes on Working Memory Model. Or open textbooks to page 36 Highlight/ underline as you read itRead them

Stage 2: Transformation task – 10mins – this is building on the elaborative learning tasks discussed above. Here you need to transform the notes or highlighting that you have from Stage 1 into something different. This could be a mindmap, a drawing, a song, a poem. By doing this you will have to be thinking ‘how’ am I going to show this content in a different form and ‘why’ does each piece belong. It can be fun too. Make a card of the WMM – use colour Write a song Make a mnemonic/narrative chaining etc

For next lesson Study cards on Cognitive completed (see sheet)