Compare commits
No commits in common. "bf796c08bbe6d6e49c3dc7790a88bef04335a2e2" and "a080e084f432e6c1110b6181e1d3e4c88414577b" have entirely different histories.
bf796c08bb
...
a080e084f4
@ -1,201 +0,0 @@
|
|||||||
# Historical and Contemporary Views of Abnormal Behavior
|
|
||||||
|
|
||||||
## Historical Views of Abnormal Behavior
|
|
||||||
|
|
||||||
### Demonology, Gods, and Magic
|
|
||||||
|
|
||||||
1. Abnormal behavior attributed to demonic possession
|
|
||||||
1. Differentiated good vs. bad spirits based on the individual’s symptoms
|
|
||||||
2. Religious significance of possession
|
|
||||||
2. Primary treatment for demonic possession was exorcism
|
|
||||||
a. Various techniques including magic, prayer, incantation,
|
|
||||||
noisemaking, and use of horrible-tasting concoctions
|
|
||||||
|
|
||||||
### Hippocrates (460-377 B.C) Early Medical Concepts from Greek
|
|
||||||
|
|
||||||
- Proposing that mental disorders had natural
|
|
||||||
causes
|
|
||||||
- Categorizing disorders as mania, melancholia,
|
|
||||||
or phrenitis
|
|
||||||
- Associating dreams and personality
|
|
||||||
|
|
||||||
### Early Philosophical Conceptions of Consciousness
|
|
||||||
|
|
||||||
#### Plato (429-347 B.C.)
|
|
||||||
|
|
||||||
- Viewed psychological phenomena as responses of the
|
|
||||||
whole organism
|
|
||||||
- In The Republic, he emphasized individual differences and
|
|
||||||
sociocultural influences
|
|
||||||
- Discussed hospital care
|
|
||||||
- Believed that mental disorders were in part divinely
|
|
||||||
caused
|
|
||||||
|
|
||||||
#### Aristotle (384-322 B.C.)
|
|
||||||
|
|
||||||
- Wrote lasting description of consciousness
|
|
||||||
- “Thinking” as directed would eliminate pain,
|
|
||||||
attain pleasure
|
|
||||||
|
|
||||||
### Later Greek and Roman Thought
|
|
||||||
|
|
||||||
- **Egyptian:** proposed wide range of therapeutic measures like dieting, massage, hydrotherapy, gymnastics and education.
|
|
||||||
- **Greek:** proposed disease based on flow of atoms through the pores in the body.
|
|
||||||
Galen from Greek (130-200) provided anatomy of nervous system.
|
|
||||||
- **Roman:** medicine focused on comfort.
|
|
||||||
|
|
||||||
### Early Views of Mental Disorders in China
|
|
||||||
|
|
||||||
- One of earliest foci on mental disorders (2674 B.C.)
|
|
||||||
- Emphasis on natural causes
|
|
||||||
- Chung Ching: “Hippocrates of China”
|
|
||||||
- Experienced brief “Dark Ages” that blamed supernatural causes (late 200-900 A.D.)
|
|
||||||
- Incorporation of ideas from Western psychiatry in last 50 years
|
|
||||||
|
|
||||||
### Views of Abnormality During the Middle Ages
|
|
||||||
|
|
||||||
- **Middle East:** had scientific approach.
|
|
||||||
- **Europe:** was plagued with mass madness.
|
|
||||||
- Relating the mental illness with witchcraft, and treatment included exorcism
|
|
||||||
|
|
||||||
## Toward Humanitarian Approaches
|
|
||||||
|
|
||||||
### The Resurgence of Scientific Questioning in Europe
|
|
||||||
|
|
||||||
**Renaissance:**
|
|
||||||
|
|
||||||
- Led to resurgence of scientific questioning in
|
|
||||||
Europe
|
|
||||||
- Part of humanism movement
|
|
||||||
|
|
||||||
### The Establishment of Early Asylums
|
|
||||||
|
|
||||||
- First established in Sixteenth Century
|
|
||||||
- “Madhouses”“Bedlam” storage places for the insane
|
|
||||||
- Found throughout Europe; parts of U.S.
|
|
||||||
- Aggressive treatment to restore “physical balance in body and brain”
|
|
||||||
|
|
||||||
### Humanitarian Reform
|
|
||||||
|
|
||||||
- France:
|
|
||||||
- Philippe Pinel (1745-1826)
|
|
||||||
- unchained patients, placed them in sunny rooms and treated them with exercise and kindness
|
|
||||||
- England:
|
|
||||||
- William Tuke, Quakers (1732-1822)
|
|
||||||
- established the York Retreat, a country house for the mentally ill. He treated with kindness and acceptance
|
|
||||||
- America:
|
|
||||||
- Benjamin Rush (1745-1813): emphasized spiritual and moral development
|
|
||||||
- Benjamin Franklin (1706-1790): proposed using electricity to treat melancholia
|
|
||||||
- Dorothy Dix (1802-1887): suitable hospitals were built
|
|
||||||
|
|
||||||
|
|
||||||
#### The military’s role in mental health treatment:
|
|
||||||
|
|
||||||
- American Civil War (1861-1865)
|
|
||||||
- First mental health facility opened
|
|
||||||
- Germany (1870-1914)
|
|
||||||
- Developed program of military psychiatry following FrancoPrussian War
|
|
||||||
- Contributed to field of abnormal psychology
|
|
||||||
|
|
||||||
### Nineteenth-Century Views of the Causes and Treatment of Mental Disorders
|
|
||||||
|
|
||||||
**Alienists (psychiatrists):**
|
|
||||||
|
|
||||||
- Gained control of asylums
|
|
||||||
- Emotional problems (“shattered nerves”) were caused by the expenditure of energy or by the depletion of bodily energies as a result of excesses in living
|
|
||||||
|
|
||||||
### Changing Attitudes Toward Mental Health in the Early Twentieth Century
|
|
||||||
|
|
||||||
**Clifford Beers (1876-1943):**
|
|
||||||
|
|
||||||
- Described own mental collapse in A Mind That Found Itself in 1908
|
|
||||||
- Straitjacket was still widely used
|
|
||||||
- Began campaign for reform
|
|
||||||
|
|
||||||
### Mental Hospital Care in the Twentieth Century
|
|
||||||
|
|
||||||
- 1940
|
|
||||||
- Most mental hospitals inhumane and ineffective
|
|
||||||
- 1946
|
|
||||||
- Mary Jane Ward published The Snake Pit
|
|
||||||
- National Institutes of Mental Health
|
|
||||||
- Hill–Burton Act (funded community mental health hospitals)
|
|
||||||
- 1963
|
|
||||||
- Community Health Services Act (develop outpatient psychiatric clinics, community consultations, and rehab programs)
|
|
||||||
|
|
||||||
|
|
||||||
#### Deinstitutionalization Movement
|
|
||||||
|
|
||||||
- Large numbers of mental hospital closures and shift to community-based residences
|
|
||||||
- Global movement: Asia, Europe, U.S.
|
|
||||||
- Considered more humane and cost effective
|
|
||||||
- Created problems for both patients and society as a whole
|
|
||||||
|
|
||||||
|
|
||||||
## The Emergence of Contemporary Views of Abnormal Behavior
|
|
||||||
|
|
||||||
### The Emergence of Contemporary Views of Abnormal Behavior
|
|
||||||
|
|
||||||
**Recent changes:**
|
|
||||||
|
|
||||||
1. Biological discoveries
|
|
||||||
2. Development of mental disorders classification
|
|
||||||
system
|
|
||||||
3. Emergence of psychological causation views
|
|
||||||
4. Experimental psychological research developments
|
|
||||||
|
|
||||||
### Biological Discoveries
|
|
||||||
|
|
||||||
1. Biological and anatomical factors recognized as underlying both physical and mental disorders
|
|
||||||
2. Cure for general paresis (syphilis of the brain)
|
|
||||||
- Raised hopes that organic bases would be found for many other mental disorders
|
|
||||||
3. Mental disorders an illness based on brain pathology
|
|
||||||
- Downside: removal of body parts, lobotomies
|
|
||||||
|
|
||||||
### The Development of a Classification System
|
|
||||||
|
|
||||||
**Kraepelin:**
|
|
||||||
|
|
||||||
- Compendium der Psychiatrie (1883): forerunner to DSM
|
|
||||||
- Specific types of mental disorders identified
|
|
||||||
|
|
||||||
### Emergence of psychological causation views
|
|
||||||
|
|
||||||
#### Mesmerism:
|
|
||||||
|
|
||||||
- Diseases treated by “animal magnetism”
|
|
||||||
- Source of heated discussion in early nineteenth century
|
|
||||||
|
|
||||||
#### Nancy School
|
|
||||||
- Hypnotism and hysteria are related and due to suggestion
|
|
||||||
- Hysteria, a form of self-hypnosis, could be caused and removed by hypnosis
|
|
||||||
|
|
||||||
**Nancy School–Charcot debate**
|
|
||||||
|
|
||||||
- Are mental disorders caused by biological or psychological factors?
|
|
||||||
|
|
||||||
#### Sigmund Freud (1856–1939)
|
|
||||||
|
|
||||||
- First major steps toward understanding psychological factors in
|
|
||||||
mental disorders
|
|
||||||
- Psychoanalytic perspective:
|
|
||||||
- Catharsis (repressed emotions.)
|
|
||||||
- The unconscious
|
|
||||||
- Free association
|
|
||||||
- Dream analysis
|
|
||||||
- Emphasizes inner dynamics of unconscious motives
|
|
||||||
|
|
||||||
### Experimental psychological research developments
|
|
||||||
- **Wilhelm Wundt:** First experimental psychological laboratory
|
|
||||||
- **J. McKeen Cattell:** Wundt’s methods to U.S.
|
|
||||||
- **Lightner Witmer:** First American psychological clinic
|
|
||||||
|
|
||||||
#### Behavioral perspective:
|
|
||||||
|
|
||||||
Role of learning in humanbehavior.
|
|
||||||
|
|
||||||
- Classical Conditioning
|
|
||||||
- Neutral stimulus repeatedly paired with unconditioned stimulus; naturally elicits an unconditioned behavior
|
|
||||||
- Ivan Pavlov, John B. Watson
|
|
||||||
- Operant Conditioning
|
|
||||||
- E. L. Thorndike, B. F. Skinner
|
|
@ -1,143 +0,0 @@
|
|||||||
# Introduction to Abnormal Psychology
|
|
||||||
|
|
||||||
### Course Objectives:
|
|
||||||
|
|
||||||
This course aims at providing students with a survey of
|
|
||||||
behavioral disorders in terms of the biological,
|
|
||||||
psychological, and sociocultural constellation of the
|
|
||||||
person.
|
|
||||||
While several orientations to the study of psychological
|
|
||||||
disorders will be discussed, the primary emphasis will
|
|
||||||
be put on the scientific study of these disorders from an
|
|
||||||
empirical perspective
|
|
||||||
|
|
||||||
### Course Intended Learning Outcomes:
|
|
||||||
|
|
||||||
Describe and explain the symptomatology, etiology and
|
|
||||||
therapy of various disorders introduced in the course
|
|
||||||
using a biopsychosocial perspective;
|
|
||||||
Apply their understanding of symptomatology and
|
|
||||||
etiology and make a diagnosis based on presenting
|
|
||||||
symptoms and suggest evidence-based treatments; and
|
|
||||||
Explore and analyze the emotional, physical, and
|
|
||||||
medical, implications of psychopathologies.
|
|
||||||
Describe and explain the symptomatology, etiology and
|
|
||||||
therapy of various disorders introduced in the course
|
|
||||||
using a biopsychosocial perspective;
|
|
||||||
Apply their understanding of symptomatology and
|
|
||||||
etiology and make a diagnosis based on presenting
|
|
||||||
symptoms and suggest evidence-based treatments; and
|
|
||||||
Explore and analyze the emotional, physical, and
|
|
||||||
medical, implications of psychopathologies.
|
|
||||||
|
|
||||||
## What Do We Mean By Abnormality?
|
|
||||||
|
|
||||||
### Indicators of Abnormality
|
|
||||||
|
|
||||||
- Subjective Distress
|
|
||||||
- Maladaptiveness
|
|
||||||
- Statistical Deviancy
|
|
||||||
- Violation of the Standards of Society
|
|
||||||
- Social Discomfort
|
|
||||||
- Irrationality and Unpredictability
|
|
||||||
- Dangerousness
|
|
||||||
|
|
||||||
### Mental Disorder
|
|
||||||
|
|
||||||
- Associated with distress or disability.
|
|
||||||
- Biological, psychological, or developmental dysfunction in individual.
|
|
||||||
- Clinically significant disturbance in behavior, emotional regulation,
|
|
||||||
or cognitive function.
|
|
||||||
|
|
||||||
## Classification and Diagnosis
|
|
||||||
|
|
||||||
### Advantages of Classification Systems
|
|
||||||
|
|
||||||
- Provide nomenclature and common language
|
|
||||||
- Allow information structuring
|
|
||||||
- Facilitate research
|
|
||||||
- Establish the range of problems to address
|
|
||||||
|
|
||||||
### Disadvantages of Classification
|
|
||||||
|
|
||||||
- Loss of individual’s information
|
|
||||||
- Stigma and stereotyping associated with diagnosis
|
|
||||||
- Self-concept impacted by diagnostic labeling
|
|
||||||
|
|
||||||
### Is there Any Way for US To Reduce Prejudicial Attitudes Toward People Who Are
|
|
||||||
Mentally ill?
|
|
||||||
|
|
||||||
*Arthur and Colleagues (2010)*
|
|
||||||
|
|
||||||
- Negative reactions are widespread global phenomena
|
|
||||||
- Understanding of neurobiological basis does not lessen
|
|
||||||
stigma
|
|
||||||
- Actual contact with individuals does lessen stigma
|
|
||||||
|
|
||||||
## Culture and Abnormality
|
|
||||||
|
|
||||||
- Presentation of disorders found worldwide
|
|
||||||
- Certain forms of highly culture-specific psychopathology
|
|
||||||
|
|
||||||
## How Common Are Mental Disorders?
|
|
||||||
|
|
||||||
Significant question for many reasons:
|
|
||||||
Planning, establishing, and funding mental health services for specific disorders;
|
|
||||||
Providing clues to causes of mental disorders.
|
|
||||||
|
|
||||||
### Epidemiology
|
|
||||||
|
|
||||||
**Epidemiology:** Study of distribution of diseases, disorders, or health-related
|
|
||||||
behaviors in a given population.
|
|
||||||
|
|
||||||
**Prevalence:** Number of active cases in population during any given period of
|
|
||||||
time. Different types of prevalence estimates (point, 1-year, lifetime).
|
|
||||||
|
|
||||||
**Incidence:** Number of new cases in population over given period of time. Incidence figures are typically lower than prevalence figures
|
|
||||||
|
|
||||||
### Treatment
|
|
||||||
|
|
||||||
- Not all people receive treatment
|
|
||||||
- Vast majority of treatment is done on outpatient basis
|
|
||||||
- Inpatient hospitalization typically in psychiatric units
|
|
||||||
|
|
||||||
### Mental Health Professionals
|
|
||||||
|
|
||||||
#### Diagnosis and assessment involves participants who:
|
|
||||||
|
|
||||||
- Play differing roles in the process
|
|
||||||
- Gather comprehensive evaluation patient data
|
|
||||||
|
|
||||||
#### Related Jobs including:
|
|
||||||
|
|
||||||
- Clinical Psychologist
|
|
||||||
- Educational Psychologist
|
|
||||||
- Counseling Psychologist
|
|
||||||
- School Psychologist
|
|
||||||
- Psychiatrist
|
|
||||||
- Clinical Social Worker
|
|
||||||
- Psychiatric Nurse
|
|
||||||
- Occupational Therapist
|
|
||||||
- Pastoral Counselor
|
|
||||||
|
|
||||||
## Research Approaches in Abnormal Psychology
|
|
||||||
|
|
||||||
### Benefits of Research
|
|
||||||
• Learn about a disorder’s symptoms, prevalence,
|
|
||||||
duration (acute, chronic), and accompanying problems
|
|
||||||
• Understand etiology and nature of disorder
|
|
||||||
• Discover how to provide the best patient care
|
|
||||||
|
|
||||||
## Sources of Information
|
|
||||||
|
|
||||||
**Case studies: **
|
|
||||||
Specific individual observed and described in detail.
|
|
||||||
Subject to bias of author of case study.
|
|
||||||
|
|
||||||
**Self-report data:**
|
|
||||||
Participants asked to provide information about themselves.
|
|
||||||
Interviews.
|
|
||||||
|
|
||||||
**Observational approaches:**
|
|
||||||
Collecting information without asking participants directly for it.
|
|
||||||
Outward behavior can be observed directly.
|
|
Loading…
Reference in New Issue
Block a user