LEARNING OBJECTIVES Instructions: Complete a Chapter Summary for Chapters 1-3. There is a 3 page minimum requirement. The summary must be in APA format and must include at least 2 scholarly references. 1. Define abnormal behavior (psychological disorder) and describe psychological dysfunction, distress, and atypical or unexpected cultural responses. 2. Describe the scientist-practitioner model. 3. Place psychopathology in its historical context by identifying historical conceptions of abnormal behavior in terms of supernatural influences. 4. Trace the major historical developments and underlying assumptions of the biological approach to understanding abnormal behavior. 5. Describe the different approaches of the psychological tradition (i.e. psychoanalysis, humanism, and behaviorism) with regard to their explanations of abnormal behavior. 6. Explain the importance of science and the scientific method as applied to abnormal behavior. 7. Describe the multidimensional-integrative approach to diagnosing and evaluating abnormal behavior and explain why it is important. WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN ADULTS ● Confused thinking ● Prolonged depression (sadness or irritability) ● Feelings of extreme highs and lows ● Excessive fears, worries, and anxieties ● Social withdrawal or isolation ● Dramatic changes in eating or sleeping habits ● Strong feelings of anger ● Delusions or hallucinations ● Growing inability to cope with daily problems and activities ● Suicidal thoughts ● Denial of obvious problems ● Numerous unexplained physical ailments ● Substance abuse COPYRIGHT (c) 2016 Cengage Learning WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN YOUNGER CHILDREN ● Changes in school performance ● Poor grades despite strong efforts ● Excessive worry or anxiety (i.e., refusing to go to bed or school) ● Hyperactivity ● Persistent nightmares ● Persistent disobedience or aggression ● Frequent temper tantrums ● Unexplained physical injuries or wounds Chapter 2 This chapter outlines the primary components of a multidimensional model of psychopathology. The multidimensional model considers genetic contributions, the role of the nervous system, behavioral and cognitive processes, emotional influences, cultural, social and interpersonal influences, and developmental factors in explaining the causes of—and even the factors that maintain—psychological disorders. This chapter describes these areas of influence as well as their interaction in producing mental disorders. LEARNING OBJECTIVES 1. Distinguish between multidimensional vs. unidimensional models of causality. 2. Identify the main influences comprising the multidimensional model. 3. Define and describe how genes interact with environmental factors to influence behavior. 4. Identify the different models proposed to describe how genes interact with environmental factors to affect behavior. 5. Explain the role of neurotransmitters and their involvement in abnormal behavior. 6. Identify the functions of different brain regions and their role in psychopathology. 7. Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness. 8. Explain the nature and role of emotions in psychopathology. 9. Describe cultural, social, and developmental influences on abnormal behavior. 10. Explain the importance of considering psychological disorders from a life-span developmental perspective. Chapter 3 This chapter outlines the processes of clinical assessment, diagnosis, and research in psychopathology. Clinical assessment refers to a systematic evaluation and measurement of psychological, biological, and social factors in people with psychiatric disorders to provide idiographic information that may be helpful in treatment planning. Diagnosis is the process of determining whether a particular problem that distresses a person meets criteria for a psychological disorder. This chapter covers assessment techniques (clinical interview, behavioral assessment, physical examination, psychological and neuropsychological testing, neuroimaging procedures, and psychophysiological assessment), psychometric issues related to assessment and diagnosis (reliability, validity, and standardization), the nature and history of the DSM system, and issues surrounding diagnosis and classification (e.g., categorical, dimensional, and prototypic approaches). Throughout the chapter, the issues are illustrated with the case of Frank (young, serious, and anxious). In addition, this chapter outlines components of the research process in abnormal psychology. These components include the establishment of testable hypotheses, protection of internal validity, types of research design (i.e., case study, correlational, group and single-case experimental design, genetic linkage and analysis, cross-sectional, and longitudinal designs), the role of cultural factors that impinge upon research, and research ethics. This chapter also examines methods developed to discover what behaviors constitute problems, why people engage in behavioral disorders (etiology), and what constitutes effective treatments and beneficial treatment outcome. New material on clinical trials is discussed. Learning Objectives 1. Describe the nature and function of clinical assessment and the concepts that determine the value of assessment. 2. Describe the nature and purpose of each of the principal methods of clinical assessment. 3. Explain the nature and purposes of psychiatric diagnosis and how the DSM is used to help therapists and counselors make an accurate psychiatric diagnosis. 4. Describe the basic components of research in psychopathology. 5. Compare and contrast different research designs, including the types of questions that are appropriate for each. 6. Explain the advantages and disadvantages of family, adoption, twin, and genetic linkage analysis and association studies. 7. Explain how studying behavior over time and across cultures fits within the research design and the research process more generally. 8. Explain the importance of ethical principles in the research process.

LEARNING OBJECTIVES Instructions: Complete a Chapter Summary for Chapters 1-3. There is a 3 page minimum requirement. The summary must be in APA format and must include at least 2 scholarly references. 1. Define abnormal behavior (psychological disorder) and describe psychological dysfunction, distress, and atypical or unexpected cultural responses. 2. Describe the scientist-practitioner model. 3. Place psychopathology in its historical context by identifying historical conceptions of abnormal behavior in terms of supernatural influences. 4. Trace the major historical developments and underlying assumptions of the biological approach to understanding abnormal behavior. 5. Describe the different approaches of the psychological tradition (i.e. psychoanalysis, humanism, and behaviorism) with regard to their explanations of abnormal behavior. 6. Explain the importance of science and the scientific method as applied to abnormal behavior. 7. Describe the multidimensional-integrative approach to diagnosing and evaluating abnormal behavior and explain why it is important. WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN ADULTS ● Confused thinking ● Prolonged depression (sadness or irritability) ● Feelings of extreme highs and lows ● Excessive fears, worries, and anxieties ● Social withdrawal or isolation ● Dramatic changes in eating or sleeping habits ● Strong feelings of anger ● Delusions or hallucinations ● Growing inability to cope with daily problems and activities ● Suicidal thoughts ● Denial of obvious problems ● Numerous unexplained physical ailments ● Substance abuse COPYRIGHT (c) 2016 Cengage Learning WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN YOUNGER CHILDREN ● Changes in school performance ● Poor grades despite strong efforts ● Excessive worry or anxiety (i.e., refusing to go to bed or school) ● Hyperactivity ● Persistent nightmares ● Persistent disobedience or aggression ● Frequent temper tantrums ● Unexplained physical injuries or wounds Chapter 2 This chapter outlines the primary components of a multidimensional model of psychopathology. The multidimensional model considers genetic contributions, the role of the nervous system, behavioral and cognitive processes, emotional influences, cultural, social and interpersonal influences, and developmental factors in explaining the causes of—and even the factors that maintain—psychological disorders. This chapter describes these areas of influence as well as their interaction in producing mental disorders. LEARNING OBJECTIVES 1. Distinguish between multidimensional vs. unidimensional models of causality. 2. Identify the main influences comprising the multidimensional model. 3. Define and describe how genes interact with environmental factors to influence behavior. 4. Identify the different models proposed to describe how genes interact with environmental factors to affect behavior. 5. Explain the role of neurotransmitters and their involvement in abnormal behavior. 6. Identify the functions of different brain regions and their role in psychopathology. 7. Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness. 8. Explain the nature and role of emotions in psychopathology. 9. Describe cultural, social, and developmental influences on abnormal behavior. 10. Explain the importance of considering psychological disorders from a life-span developmental perspective. Chapter 3 This chapter outlines the processes of clinical assessment, diagnosis, and research in psychopathology. Clinical assessment refers to a systematic evaluation and measurement of psychological, biological, and social factors in people with psychiatric disorders to provide idiographic information that may be helpful in treatment planning. Diagnosis is the process of determining whether a particular problem that distresses a person meets criteria for a psychological disorder. This chapter covers assessment techniques (clinical interview, behavioral assessment, physical examination, psychological and neuropsychological testing, neuroimaging procedures, and psychophysiological assessment), psychometric issues related to assessment and diagnosis (reliability, validity, and standardization), the nature and history of the DSM system, and issues surrounding diagnosis and classification (e.g., categorical, dimensional, and prototypic approaches). Throughout the chapter, the issues are illustrated with the case of Frank (young, serious, and anxious). In addition, this chapter outlines components of the research process in abnormal psychology. These components include the establishment of testable hypotheses, protection of internal validity, types of research design (i.e., case study, correlational, group and single-case experimental design, genetic linkage and analysis, cross-sectional, and longitudinal designs), the role of cultural factors that impinge upon research, and research ethics. This chapter also examines methods developed to discover what behaviors constitute problems, why people engage in behavioral disorders (etiology), and what constitutes effective treatments and beneficial treatment outcome. New material on clinical trials is discussed. Learning Objectives 1. Describe the nature and function of clinical assessment and the concepts that determine the value of assessment. 2. Describe the nature and purpose of each of the principal methods of clinical assessment. 3. Explain the nature and purposes of psychiatric diagnosis and how the DSM is used to help therapists and counselors make an accurate psychiatric diagnosis. 4. Describe the basic components of research in psychopathology. 5. Compare and contrast different research designs, including the types of questions that are appropriate for each. 6. Explain the advantages and disadvantages of family, adoption, twin, and genetic linkage analysis and association studies. 7. Explain how studying behavior over time and across cultures fits within the research design and the research process more generally. 8. Explain the importance of ethical principles in the research process..

LEARNING OBJECTIVES

Instructions:
Complete a Chapter Summary for Chapters 1-3. There is a 3 page minimum requirement. The summary must be in APA format and must include at least 2 scholarly references.
 

1. Define abnormal behavior (psychological disorder) and describe psychological dysfunction, distress, and atypical or unexpected cultural responses.
2. Describe the scientist-practitioner model.
3. Place psychopathology in its historical context by identifying historical conceptions of abnormal behavior in terms of supernatural influences.
4. Trace the major historical developments and underlying assumptions of the biological approach to understanding abnormal behavior.
5. Describe the different approaches of the psychological tradition (i.e. psychoanalysis, humanism, and behaviorism) with regard to their explanations of abnormal behavior.
6. Explain the importance of science and the scientific method as applied to abnormal behavior.
7. Describe the multidimensional-integrative approach to diagnosing and evaluating abnormal behavior and explain why it is important.

WARNING SIGNS FOR

PSYCHOLOGICAL DISORDERS IN ADULTS

• Confused thinking
• Prolonged depression (sadness or irritability)
• Feelings of extreme highs and lows
• Excessive fears, worries, and anxieties
• Social withdrawal or isolation
• Dramatic changes in eating or sleeping habits
• Strong feelings of anger
• Delusions or hallucinations
• Growing inability to cope with daily problems and activities
• Suicidal thoughts
• Denial of obvious problems
• Numerous unexplained physical ailments
• Substance abuse

COPYRIGHT (c) 2016 Cengage Learning
 

WARNING SIGNS

FOR PSYCHOLOGICAL DISORDERS
IN YOUNGER CHILDREN
 

• Changes in school performance
• Poor grades despite strong efforts
• Excessive worry or anxiety (i.e., refusing to go to bed or school)
• Hyperactivity
• Persistent nightmares
• Persistent disobedience or aggression
• Frequent temper tantrums
• Unexplained physical injuries or wounds

Chapter 2

This chapter outlines the primary components of a multidimensional model of psychopathology. The multidimensional model considers genetic contributions, the role of the nervous system, behavioral and cognitive processes, emotional influences, cultural, social and interpersonal influences, and developmental factors in explaining the causes of—and even the factors that maintain—psychological disorders. This chapter describes these areas of influence as well as their interaction in producing mental disorders.
 

LEARNING OBJECTIVES

1. Distinguish between multidimensional vs. unidimensional models of causality.
2. Identify the main influences comprising the multidimensional model.
3. Define and describe how genes interact with environmental factors to influence behavior.
4. Identify the different models proposed to describe how genes interact with environmental factors to affect behavior.
5. Explain the role of neurotransmitters and their involvement in abnormal behavior.
6. Identify the functions of different brain regions and their role in psychopathology.
7. Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness.
8. Explain the nature and role of emotions in psychopathology.
9. Describe cultural, social, and developmental influences on abnormal behavior.
10. Explain the importance of considering psychological disorders from a life-span developmental perspective.

Chapter 3

This chapter outlines the processes of clinical assessment, diagnosis, and research in psychopathology. Clinical assessment refers to a systematic evaluation and measurement of psychological, biological, and social factors in people with psychiatric disorders to provide idiographic information that may be helpful in treatment planning. Diagnosis is the process of determining whether a particular problem that distresses a person meets criteria for a psychological disorder. This chapter covers assessment techniques (clinical interview, behavioral assessment, physical examination, psychological and neuropsychological testing, neuroimaging procedures, and psychophysiological assessment), psychometric issues related to assessment and diagnosis (reliability, validity, and standardization), the nature and history of the DSM system, and issues surrounding diagnosis and classification (e.g., categorical, dimensional, and prototypic approaches). Throughout the chapter, the issues are illustrated with the case of Frank (young, serious, and anxious). In addition, this chapter outlines components of the research process in abnormal psychology. These components include the establishment of testable hypotheses, protection of internal validity, types of research design (i.e., case study, correlational, group and single-case experimental design, genetic linkage and analysis, cross-sectional, and longitudinal designs), the role of cultural factors that impinge upon research, and research ethics. This chapter also examines methods developed to discover what behaviors constitute problems, why people engage in behavioral disorders (etiology), and what constitutes effective treatments and beneficial treatment outcome. New material on clinical trials is discussed.
 

Learning Objectives

1. Describe the nature and function of clinical assessment and the concepts that determine the value of assessment.
2. Describe the nature and purpose of each of the principal methods of clinical assessment.
3. Explain the nature and purposes of psychiatric diagnosis and how the DSM is used to help therapists and counselors make an accurate psychiatric diagnosis.
4. Describe the basic components of research in psychopathology.
5. Compare and contrast different research designs, including the types of questions that are appropriate for each.
6. Explain the advantages and disadvantages of family, adoption, twin, and genetic linkage analysis and association studies.
7. Explain how studying behavior over time and across cultures fits within the research design and the research process more generally.
8. Explain the importance of ethical principles in the research process.

LEARNING OBJECTIVES Instructions: Complete a Chapter Summary for Chapters 1-3. There is a 3 page minimum requirement. The summary must be in APA format and must include at least 2 scholarly references. 1. Define abnormal behavior (psychological disorder) and describe psychological dysfunction, distress, and atypical or unexpected cultural responses. 2. Describe the scientist-practitioner model. 3. Place psychopathology in its historical context by identifying historical conceptions of abnormal behavior in terms of supernatural influences. 4. Trace the major historical developments and underlying assumptions of the biological approach to understanding abnormal behavior. 5. Describe the different approaches of the psychological tradition (i.e. psychoanalysis, humanism, and behaviorism) with regard to their explanations of abnormal behavior. 6. Explain the importance of science and the scientific method as applied to abnormal behavior. 7. Describe the multidimensional-integrative approach to diagnosing and evaluating abnormal behavior and explain why it is important. WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN ADULTS ● Confused thinking ● Prolonged depression (sadness or irritability) ● Feelings of extreme highs and lows ● Excessive fears, worries, and anxieties ● Social withdrawal or isolation ● Dramatic changes in eating or sleeping habits ● Strong feelings of anger ● Delusions or hallucinations ● Growing inability to cope with daily problems and activities ● Suicidal thoughts ● Denial of obvious problems ● Numerous unexplained physical ailments ● Substance abuse COPYRIGHT (c) 2016 Cengage Learning WARNING SIGNS FOR PSYCHOLOGICAL DISORDERS IN YOUNGER CHILDREN ● Changes in school performance ● Poor grades despite strong efforts ● Excessive worry or anxiety (i.e., refusing to go to bed or school) ● Hyperactivity ● Persistent nightmares ● Persistent disobedience or aggression ● Frequent temper tantrums ● Unexplained physical injuries or wounds Chapter 2 This chapter outlines the primary components of a multidimensional model of psychopathology. The multidimensional model considers genetic contributions, the role of the nervous system, behavioral and cognitive processes, emotional influences, cultural, social and interpersonal influences, and developmental factors in explaining the causes of—and even the factors that maintain—psychological disorders. This chapter describes these areas of influence as well as their interaction in producing mental disorders. LEARNING OBJECTIVES 1. Distinguish between multidimensional vs. unidimensional models of causality. 2. Identify the main influences comprising the multidimensional model. 3. Define and describe how genes interact with environmental factors to influence behavior. 4. Identify the different models proposed to describe how genes interact with environmental factors to affect behavior. 5. Explain the role of neurotransmitters and their involvement in abnormal behavior. 6. Identify the functions of different brain regions and their role in psychopathology. 7. Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness. 8. Explain the nature and role of emotions in psychopathology. 9. Describe cultural, social, and developmental influences on abnormal behavior. 10. Explain the importance of considering psychological disorders from a life-span developmental perspective. Chapter 3 This chapter outlines the processes of clinical assessment, diagnosis, and research in psychopathology. Clinical assessment refers to a systematic evaluation and measurement of psychological, biological, and social factors in people with psychiatric disorders to provide idiographic information that may be helpful in treatment planning. Diagnosis is the process of determining whether a particular problem that distresses a person meets criteria for a psychological disorder. This chapter covers assessment techniques (clinical interview, behavioral assessment, physical examination, psychological and neuropsychological testing, neuroimaging procedures, and psychophysiological assessment), psychometric issues related to assessment and diagnosis (reliability, validity, and standardization), the nature and history of the DSM system, and issues surrounding diagnosis and classification (e.g., categorical, dimensional, and prototypic approaches). Throughout the chapter, the issues are illustrated with the case of Frank (young, serious, and anxious). In addition, this chapter outlines components of the research process in abnormal psychology. These components include the establishment of testable hypotheses, protection of internal validity, types of research design (i.e., case study, correlational, group and single-case experimental design, genetic linkage and analysis, cross-sectional, and longitudinal designs), the role of cultural factors that impinge upon research, and research ethics. This chapter also examines methods developed to discover what behaviors constitute problems, why people engage in behavioral disorders (etiology), and what constitutes effective treatments and beneficial treatment outcome. New material on clinical trials is discussed. Learning Objectives 1. Describe the nature and function of clinical assessment and the concepts that determine the value of assessment. 2. Describe the nature and purpose of each of the principal methods of clinical assessment. 3. Explain the nature and purposes of psychiatric diagnosis and how the DSM is used to help therapists and counselors make an accurate psychiatric diagnosis. 4. Describe the basic components of research in psychopathology. 5. Compare and contrast different research designs, including the types of questions that are appropriate for each. 6. Explain the advantages and disadvantages of family, adoption, twin, and genetic linkage analysis and association studies. 7. Explain how studying behavior over time and across cultures fits within the research design and the research process more generally. 8. Explain the importance of ethical principles in the research process.