1. Copyright © 2010 Allyn & Bacon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission over any network; preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program. ISBN: 0-205-50294-6 PowerPoint for Abnormal Psychology Fourteenth Edition James N. Butcher Susan Mineka Jill M. Hooley Prepared by Andy Pomerantz Southern Illinois University Edwardsville

2. Copyright © 2010 Allyn & Bacon Chapter 1 Abnormal Psychology: An Overview

3. Copyright © 2010 Allyn & Bacon  There is no consensus definition  There are, however, some clear elements of abnormality  There is no consensus definition  There are, however, some clear elements of abnormality 3 What Do We Mean by Abnormality?

4. Copyright © 2010 Allyn & Bacon The Elements of Abnormality  Elements of abnormality include:  Suffering  Maladaptiveness  Deviancy  Violation of the Standards of Society  Social Discomfort  Irrationality and Unpredictability  Elements of abnormality include:  Suffering  Maladaptiveness  Deviancy  Violation of the Standards of Society  Social Discomfort  Irrationality and Unpredictability 4

5. Copyright © 2010 Allyn & Bacon 5 The Elements of Abnormality  However, no one element is sufficient to define or determine abnormality, and what is considered deviant changes as society changes

6. Copyright © 2010 Allyn & Bacon 6 The DSM-IV Definition of Mental Disorder  A clinically significant behavioral or psychological syndrome or pattern  Associated with distress or disability (i.e., impairment in one or more important areas of functioning)  Not simply a predictable and culturally sanctioned response to a particular event (e.g., the death of a loved one)  Considered to reflect behavioral, psychological, or biological dysfunction in the individual  A clinically significant behavioral or psychological syndrome or pattern  Associated with distress or disability (i.e., impairment in one or more important areas of functioning)  Not simply a predictable and culturally sanctioned response to a particular event (e.g., the death of a loved one)  Considered to reflect behavioral, psychological, or biological dysfunction in the individual

7. Copyright © 2010 Allyn & Bacon 7 Why Do We Need to Classify Mental Disorders?  Classification systems provide us with a nomenclature that allows us to structure information  Classification also has social and political implications  Diagnostic classification systems classify disorders, not people  Classification systems provide us with a nomenclature that allows us to structure information  Classification also has social and political implications  Diagnostic classification systems classify disorders, not people

8. Copyright © 2010 Allyn & Bacon 8 What Are the Disadvantages of Classification?  Loss of information regarding individual  Stigma associated with diagnosis  Stereotypes based on diagnosis  Labeling can impact self-concept  Loss of information regarding individual  Stigma associated with diagnosis  Stereotypes based on diagnosis  Labeling can impact self-concept

9. Copyright © 2010 Allyn & Bacon 9 How Does Culture Affect What Is Considered Abnormal?  Cultural factors influence the presentation of disorders found all over the globe  Certain forms of psychopathology are highly culture-specific  Some unconventional actions and behaviors are universally considered the product of mental disorder  Cultural factors influence the presentation of disorders found all over the globe  Certain forms of psychopathology are highly culture-specific  Some unconventional actions and behaviors are universally considered the product of mental disorder

10. Copyright © 2010 Allyn & Bacon Culture-Specific Disorders  Certain forms of psychopathology appear to be highly specific to certain cultures  Examples  Taijin kyofusho—in Japan  Anxiety about body or bodily functions offending others  Ataque de nervios—in Latinos and Latinas especially from the Caribbean  Loss of control including crying, trembling, screaming often after a stressful event  Certain forms of psychopathology appear to be highly specific to certain cultures  Examples  Taijin kyofusho—in Japan  Anxiety about body or bodily functions offending others  Ataque de nervios—in Latinos and Latinas especially from the Caribbean  Loss of control including crying, trembling, screaming often after a stressful event 10

11. Copyright © 2010 Allyn & Bacon How Common Are Mental Disorders?   Significant question for many reasons   Planning, establishing, and funding mental health services for specific disorders   Frequency can provide clues to causes of mental disorders   For example, schizophrenia is more common in some populations than others, so factors related to those populations may play a causal role   Significant question for many reasons   Planning, establishing, and funding mental health services for specific disorders   Frequency can provide clues to causes of mental disorders   For example, schizophrenia is more common in some populations than others, so factors related to those populations may play a causal role

12. Copyright © 2010 Allyn & Bacon 12 Prevalence and Incidence  Epidemiology – the study of the distribution of diseases, disorders, or health-related behaviors in a given population

13. Copyright © 2010 Allyn & Bacon 13 Prevalence and Incidence  Prevalence – the number of active cases in a population during any given period of time  Prevalence is typically expressed as percentages  Different types of prevalence estimates include point prevalence, one-year prevalence, and lifetime prevalence  Prevalence – the number of active cases in a population during any given period of time  Prevalence is typically expressed as percentages  Different types of prevalence estimates include point prevalence, one-year prevalence, and lifetime prevalence

14. Copyright © 2010 Allyn & Bacon 14 Prevalence and Incidence  Incidence – the number of new cases in a population over a given period of time  Incidence figures are typically lower than prevalence figures because they exclude already existing cases  Incidence – the number of new cases in a population over a given period of time  Incidence figures are typically lower than prevalence figures because they exclude already existing cases

15. Copyright © 2010 Allyn & Bacon Prevalence Estimates for Mental Disorders   Lifetime prevalence of having any DSM-IV disorder is 46.4%   Most prevalent category is anxiety disorders, followed by mood disorders   Most common individual disorders are major depressive disorder, alcohol abuse, phobias, and conduct disorder   Comorbidity—multiple disorders in the same person—is high, especially when a person has one serious disorder   Lifetime prevalence of having any DSM-IV disorder is 46.4%   Most prevalent category is anxiety disorders, followed by mood disorders   Most common individual disorders are major depressive disorder, alcohol abuse, phobias, and conduct disorder   Comorbidity—multiple disorders in the same person—is high, especially when a person has one serious disorder 15

16. Copyright © 2010 Allyn & Bacon 16 TreatmentTreatment  Not all people receive treatment  The vast majority of treatment is done on an outpatient basis  Patients who need inpatient hospitalization are now typically admitted to the psychiatric units of general hospitals or to private hospitals  Not all people receive treatment  The vast majority of treatment is done on an outpatient basis  Patients who need inpatient hospitalization are now typically admitted to the psychiatric units of general hospitals or to private hospitals

17. Copyright © 2010 Allyn & Bacon 17 Mental Health Professionals  Diagnosis and assessment may involve a number of participants who  Play differing roles in the process  Gather data germane to a comprehensive evaluation of the patient’s situation  Diagnosis and assessment may involve a number of participants who  Play differing roles in the process  Gather data germane to a comprehensive evaluation of the patient’s situation

18. Copyright © 2010 Allyn & Bacon 18 Types of Mental Health Professionals  Clinical Psychologist  Counseling Psychologist  School Psychologist  Psychiatrist  Psychoanalyst  Clinical Social Worker  Psychiatric Nurse  Occupational Therapist  Pastoral Counselor  Community Mental Health Worker  Alcohol- or Drug-Abuse Counselor  Clinical Psychologist  Counseling Psychologist  School Psychologist  Psychiatrist  Psychoanalyst  Clinical Social Worker  Psychiatric Nurse  Occupational Therapist  Pastoral Counselor  Community Mental Health Worker  Alcohol- or Drug-Abuse Counselor

19. Copyright © 2010 Allyn & Bacon  To avoid misconception and error we must adopt a scientific attitude and approach to the study of abnormal behavior 19 Research Approaches in Abnormal Psychology

20. Copyright © 2010 Allyn & Bacon  This requires a focus on research and research methods including an appreciation of the distinction between what is observable and what is hypothetical or inferred 20 Research Approaches in Abnormal Psychology

21. Copyright © 2010 Allyn & Bacon 21 Sources of Information  Case Studies  Self-Report Data  Observational Approaches  Case Studies  Self-Report Data  Observational Approaches

22. Copyright © 2010 Allyn & Bacon Case Studies  A specific individual observed and described in detail  Subject to bias of the author of the case study  Low generalizability  A specific individual observed and described in detail  Subject to bias of the author of the case study  Low generalizability 22

23. Copyright © 2010 Allyn & Bacon Self-Report Data  Asking participants to provide information about themselves  Interviews  Questionnaires  Asking participants to provide information about themselves  Interviews  Questionnaires 23

24. Copyright © 2010 Allyn & Bacon Observational Approaches  Collecting information without asking participants directly for it  Outward behavior can be observed directly  Biological variables (e.g., heart rate) can be observed via technologically advanced methods  Collecting information without asking participants directly for it  Outward behavior can be observed directly  Biological variables (e.g., heart rate) can be observed via technologically advanced methods 24

25. Copyright © 2010 Allyn & Bacon 25 Forming and Testing Hypotheses  Anecdotal accounts can help researchers develop hypotheses  These hypotheses must be tested in well- designed research studies  Anecdotal accounts can help researchers develop hypotheses  These hypotheses must be tested in well- designed research studies

26. Copyright © 2010 Allyn & Bacon 26 Sampling and Generalization  Who should researchers include in a study?  Individuals who are similar in their behavioral abnormalities  A study group should mirror the underlying population in all important ways  Large, randomly selected groups are ideal  Who should researchers include in a study?  Individuals who are similar in their behavioral abnormalities  A study group should mirror the underlying population in all important ways  Large, randomly selected groups are ideal

27. Copyright © 2010 Allyn & Bacon Internal and External Validity  Internal validity is the extent to which a study is methodologically sound  Internally valid studies are free of confounds and lead to valid conclusions  External validity is the extent to which a study’s findings can be generalized beyond the study itself  Externally valid studies typically use samples representative of the population  Internal validity is the extent to which a study is methodologically sound  Internally valid studies are free of confounds and lead to valid conclusions  External validity is the extent to which a study’s findings can be generalized beyond the study itself  Externally valid studies typically use samples representative of the population 27

28. Copyright © 2010 Allyn & Bacon 28 Criterion and Comparison Groups  To test hypotheses, researchers use a comparison group of people who  Do not exhibit the disorder  Are comparable in other major respects to the criterion group (people with the disorder)  To test hypotheses, researchers use a comparison group of people who  Do not exhibit the disorder  Are comparable in other major respects to the criterion group (people with the disorder)

29. Copyright © 2010 Allyn & Bacon Research Designs  Studying the World as It Is: Observational Research Designs  Measuring Correlation  Statistical Significance  Correlations and Causality  Retrospective versus Prospective Strategies  Manipulating Variables: The Experimental Method in Abnormal Psychology  Studying the Efficacy of Therapy  Single-Case Experimental Designs  Animal Research  Studying the World as It Is: Observational Research Designs  Measuring Correlation  Statistical Significance  Correlations and Causality  Retrospective versus Prospective Strategies  Manipulating Variables: The Experimental Method in Abnormal Psychology  Studying the Efficacy of Therapy  Single-Case Experimental Designs  Animal Research 29

30. Copyright © 2010 Allyn & Bacon 30 Studying the World as It Is: Observational Research Designs  Observational research studies things as they are  It is an excellent way to determine correlation  Observational research studies things as they are  It is an excellent way to determine correlation

31. Copyright © 2010 Allyn & Bacon Measuring Correlation  Correlation coefficient is a numerical representation of the strength of a correlation  Ranges from -1.0 to +1.0  Positive correlation indicates that two measures vary together in a direct, corresponding manner  Negative correlation indicates that two measures vary inversely  Correlation of zero indicates the measures do not predict each other at all  Correlation coefficient is a numerical representation of the strength of a correlation  Ranges from -1.0 to +1.0  Positive correlation indicates that two measures vary together in a direct, corresponding manner  Negative correlation indicates that two measures vary inversely  Correlation of zero indicates the measures do not predict each other at all 31

32. Copyright © 2010 Allyn & Bacon Figure 1.3: Measuring Correlation 32

33. Copyright © 2010 Allyn & Bacon Statistical Significance  Research articles often identify correlations as significant by noting p <.05  This means there is less than a 5 in 100 chance that the correlation would happen by chance  Both the strength of the correlation and the size of the sample influence statistical significance  Research articles often identify correlations as significant by noting p <.05  This means there is less than a 5 in 100 chance that the correlation would happen by chance  Both the strength of the correlation and the size of the sample influence statistical significance 33

34. Copyright © 2010 Allyn & Bacon 34 Correlations and Causality  One must be aware that if two variables are correlated, there are multiple possible reasons for this:  Variable A could cause variable B  Variable B could cause variable A  Variable A and variable B could both be caused by variable C  Variables A and B could both be involved in a complex pattern of variables influencing A and B in similar ways  Correlation does not mean causation  One must be aware that if two variables are correlated, there are multiple possible reasons for this:  Variable A could cause variable B  Variable B could cause variable A  Variable A and variable B could both be caused by variable C  Variables A and B could both be involved in a complex pattern of variables influencing A and B in similar ways  Correlation does not mean causation

35. Copyright © 2010 Allyn & Bacon Retrospective versus Prospective Strategies  Retrospective research strategies involve looking back in time, often to a point before the participant developed a disorder  Prospective research strategies involve looking ahead in time, usually with participants with a high likelihood of becoming disordered  Retrospective research strategies involve looking back in time, often to a point before the participant developed a disorder  Prospective research strategies involve looking ahead in time, usually with participants with a high likelihood of becoming disordered 35

36. Copyright © 2010 Allyn & Bacon 36 Manipulating Variables: The Experimental Method in Abnormal Psychology  Experimental research involves:  Manipulating one variable (the independent variable)  Seeing what effect this has on another variable (the dependent variable)  Experimental research can determine causation  Experimental research involves:  Manipulating one variable (the independent variable)  Seeing what effect this has on another variable (the dependent variable)  Experimental research can determine causation

37. Copyright © 2010 Allyn & Bacon Figure 1.4: Observational and Experimental Research Designs 37

38. Copyright © 2010 Allyn & Bacon Figure 1.4: Observational and Experimental Research Designs 38

39. Copyright © 2010 Allyn & Bacon 39 Studying the Efficacy of Therapy  Should a treated group show significantly more improvement than an untreated group, one can have confidence in the treatment’s efficacy  It is important to make the treated and untreated groups as equivalent as possible  As an alternative to no treatment, standard treatment can be used as a comparison group  Should a treated group show significantly more improvement than an untreated group, one can have confidence in the treatment’s efficacy  It is important to make the treated and untreated groups as equivalent as possible  As an alternative to no treatment, standard treatment can be used as a comparison group

40. Copyright © 2010 Allyn & Bacon 40 Single-Case Experimental Designs  Single-case experimental designs (e.g., ABAB designs) can also be used to make causal inferences in individual cases  ABAB designs involve alternating baseline condition (no treatment) with treatment condition  Single-case experimental designs (e.g., ABAB designs) can also be used to make causal inferences in individual cases  ABAB designs involve alternating baseline condition (no treatment) with treatment condition

41. Copyright © 2010 Allyn & Bacon Figure 1.5: An ABAB Experimental Design: Kris’s Treatment 41

42. Copyright © 2010 Allyn & Bacon  When deciding whether to conduct animal research, the researcher must weigh the following factors:  Ethical issues  Advantages  Generalizability  When deciding whether to conduct animal research, the researcher must weigh the following factors:  Ethical issues  Advantages  Generalizability 42 Animal Research

43. Copyright © 2010 Allyn & Bacon 43 The Focus of This Book  Three significant aspects of disorders  Clinical picture  Possible causal factors  Treatments  Study of abnormal behavior based on  Scientific approach  Openness to new ideas  Respect for dignity, integrity, and growth potential  Three significant aspects of disorders  Clinical picture  Possible causal factors  Treatments  Study of abnormal behavior based on  Scientific approach  Openness to new ideas  Respect for dignity, integrity, and growth potential

44. Copyright © 2010 Allyn & Bacon Unresolved Issues   The expanding horizons of mental disorder are categorizing increasing numbers of people as mentally ill   Financial interests of mental health professionals benefit from inclusive definitions   For example, “road rage” was considered as a potential new disorder   How broadly should abnormality be defined?   The expanding horizons of mental disorder are categorizing increasing numbers of people as mentally ill   Financial interests of mental health professionals benefit from inclusive definitions   For example, “road rage” was considered as a potential new disorder   How broadly should abnormality be defined?

45. Copyright © 2010 Allyn & Bacon End of Chapter 1