CHAPTER 1 INTRODUCTION WHAT IS ABNORMAL BEHAVIOR WHAT

CHAPTER 1 INTRODUCTION

WHAT IS ABNORMAL BEHAVIOR?

WHAT IS ABNORMAL BEHAVIOR? (continued)

WHAT IS MENTAL HEALTH? n THE CAPACITY TO n n n THINK RATIONALLY THINK LOGICALLY COPE EFFECTIVELY WITH STRESS COPE EFFECTIVELY WITH LIFE’S CHALLENGES DEMONSTRATE EMOTIONAL STABILITY ACHIEVE PERSONAL GROWTH

SIGNS OF DETERIORATING MENTAL HEALTH n n n n “I’m no good. ” (Low self-regard) “Everybody plots against me. ” (Distortion of reality) “I’m no good at anything. ” (Occupational and social incompetence) “I feel tense all the time. ” (Anxiety) “Life isn’t worth living. ” (Depression) “I feel mad most of the time. ” (Anger) “I feel like I am always ‘pumped’ physically—like my heart is racing. ”(Heightened physiological reactivity)

THE STIGMA OF ABNORMAL BEHAVIOR n n n PREJUDICE DISCRIMINATION STEREOTYPICAL RESPONSES SOCIAL OSTRICIZATION REJECTION BY FRIENDS AND FAMILY PUBLIC MISUNDERSTANDING OF THE CAUSES OF ABNORMAL BEHAVIOR

ADAPTIVE AND MALADAPTIVE BEHAVIOR n ADAPTATIVE BEHAVIOR n n BALANCING WHAT WE WANT TO DO WITH WHAT THE ENVIRONMENT AND SOCIETY DEMANDS MALADAPTIVE BEHAVIOR n PROBLEMS IN EVERYDAY LIFE CAUSED BY n n n BRAIN DAMAGE OR OTHER ORGANIC CAUSES PRESENT OR PAST SOCIAL RELATIONSHIPS STRSESFUL LIFE EVENTS

THE HISTORY ABNORMAL PSYCHOLOGY n ANCIENT WESTERN WORLD n n n HIPPOCRATES SOCRATES ARISTOTLE PLATO GALEN THE MIDDLE AGES n Saint Augustine

HISTORY OF ABNORMAL PSYCHOLOGY n THE RENAISSSANCE n n JOHANN WEYER THE AGE OF REASON AND ENLIGHTENMENT n n n WILLIAM HARVEY BARUCH SPINOZA ROBERT BURTON FRANZ JOSEPH GALL WILIAM CULLEN FRANZ ANTON MESMER

HISTORY OF ABNORMAL PSYCHOLOGY n THE REFORM MOVEMENT IN EUROPE n n PHILLIPE PINEL- FRANCE BETHLEHEM HOSPITAL – ENGLAND BELIEF IN MORAL TREATMENT LED TO GROWTH OF ASYLUMS THE REFORM MOVEMENT IN THE U. S. n n n BENJAMIN RUSH DOROTHEA DIX CLIFFORD BEERS

RECENT CONCEPTS OF ABNORMAL BEHAVIOR n THE PSYCHOLOGICAL APPROACH n n THE ORGANIC APPROACH n n FOCUS ON EMOTION AND IRRATIONAL FEELINGS ABNORMAL BRAIN STRUCTURE AND FUNCTION INTERACTIONAL/PSYCHOSOCIAL APPROACH n CONVERGENCE OF BIOLGOICAL, PSYCHOLOGICAL, AND SOCIAL FACTORS

THE INTERACTIONAL PERSPECTIVE n STRESS n n VULNERABILITY n n n OUR REACTION TO SITUATIONS THAT POSE DEMANDS, CONSTRAINTS, AND OPPORTUNITIES HOW LIKELY WE ARE TO RESPOND MALADAPTIVELY TO STRESSFUL SITUATIONS RISK FACTORS VS. PROTECTIVE FACTORS RESILIENCE n n OUR ABILITY TO “BOUNCE BACK” FOLLOWING SIGNIFICANT STRESS HOW GOOD ARE OUR COPING SKILLS?

THE EPIDEMIOLOGY OF MALADAPTIVE BEHAVIOR

THE EPIDEMIOLOGY OF ABNORMAL BEHAVIOR

EPIDEMIOILOGICAL CONCEPTS

FACTORS ASSOCIATED WITH RATES OF DIAGNOSED MENTAL DISORDER

SEEKING HELP FOR ABNORMAL BEHAVIOR n REASONS FOR CLINICAL CONTACTS n n PERSONAL UNHAPPINESS CONCERNS OF OTHERS LEGAL PROBLEMS COMMUNITY PROBLEMS

SEEKING HELP FOR ABNORMAL BEHAVIOR TREATMENT FACILITIES

SEEKING HELP FOR ABNORMAL BEHAVIOR TYPES OF MENTAL HEALTH SPECIALISTS § § § Clinical Psychologist (Ph. D. or Psy. D. ) Counseling Psychologist (Ph. D. or Ed. D. ) Psychiatrist (M. D. ) Psychiatric Social Worker Psychiatric Nurse

RESEARCH IN ABNORMAL PSYCHOLOGY n n n OBSERVING BEHAVIOR THE ROLE OF THEORY RESEARCH n n n CASE STUDIES CORRELATINAL STUDIES ASSESSMENT STUDIES n n LONGITUDINAL STUDIES FOLLOW-UP STUDIES CROSS-SECTIONAL STUDIES EXPERIMENTAL STUDIES

TYPES OF EXPERIMENTS n HYPOTHESIS-TESTING n BEHAVIOR CHANGE n ANIMAL EXPERIMENTS n HUMAN EXPERIMENTS

STEPS IN CLINICAL TRIALS

A TYPICAL EXPERIMENTAL DESIGN

RESEARCH DESIGN, STATISTICAL ANALYSES, AND INFERENCES n n A GOOD DESIGN HAS EXTERNAL AND INTERNAL VALIDITY. DESCRIPTIVE STATISTICS SUMMARIZE OBSERVATIONS. n n Mean, median, mode, range, standard deviation INFERENTIAL STATITSTCS ALLOW COMPARISONS BETWEEN GROUPS. n Level of significance, correlation coefficient.

THREE KINDS OF CORRELATION RESULTS

INTERPRETING RESEARCH RESULTS FACTORS THAT CAN BIAS RESULTS n CONFOUNDING n REACTIVITY n DEMAND CHARACTERISTICS n EXPECTANCY EFFECTS n SAMPLING ISSUES

ETHICAL ASPECTS OF RESEARCH n n RESEARCHERS SHOULD NOT PLACE SUBJECTS IN PHYSICAL OR PSYCHOLOGICAL JEOPARDY. SUBJECTS MUST BE INFORMED NATURE AND HAZARDS OF EXPERIMENT. SPECIAL PRECAUTIONS MUST BE TAKEN WITH CHILDREN, PEOPLE WITH MENTAL RETARDATION AND SERIOUS MENTAL ILLNESSES, AND PRISONERS. VIOLATING ETHICAL PRINCIPLES HAS SERIOUS LEGAL AND PROFESSIONAL CONSEQUENCES.