Abnormal Psychology 16e Butcher Mineka Hooley solutions manual and test bank

Abnormal Psychology Plus NEW MyPsychLab with eText -- Access Card Package, 16/E  Butcher Mineka Hooley solutions manual and test bank

James N. Butcher, Professor Emeritus, University of Minnesota

Jill M. Hooley, Harvard University

Susan M Mineka, Northwestern University

ISBN-10: 0205965091 • ISBN-13: 9780205965090

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CHAPTER 2: Historical and Contemporary Views of Abnormal Behavior

Teaching Objectives

1. Explain why in ancient times abnormal behavior was attributed to possession by a demon or god, and describe how shamans and priests administered exorcism as the primary treatment for demonic possession.

2. Describe the important contributions from 460 BC to 200 AD of Hippocrates, Plato, Asclepiades, Aristotle, and Galen to the conceptualization of the nature and causes of abnormal behavior.

3. Discuss how mental disorders were viewed during the Middle Ages.

4. Describe the work of Avicenna and the differences between conceptions of mental health in Europe and the Middle East during the Middle Ages.

5. Give examples of mass madness or mass hysteria and summarize the explanations offered for this unusual phenomenon.

6. Outline the contributions in the late Middle Ages and early Renaissance of Paracelsus, Johan Weyer, and St. Vincent de Paul, all of whom argued that those showing abnormal behavior should be seen as mentally ill and treated with humane care.

7. Describe the inhumane treatment that mental patients received in early “insane asylums” in Europe and the United States.

8. Describe the humanitarian reforms in the treatment of mental patients that were instigated by Philippe Pinel, William Tuke, Benjamin Rush, and Dorothea Dix.

9. Review how mental disorders were viewed during the 19th Century and the 21st Century.

10. Explain how both the discovery of a biological basis for general paresis and a handful of other disorders (such as the senile mental disorders, toxic mental disorders, and certain types of mental retardation) contributed in a major way to the development of a scientific approach to abnormal psychology as well as to the emergence of modern experimental science, which is largely biological.

11. Distinguish between biological and nonbiological versions of medical‑model thinking about psychopathology.

12. Trace the important events in the development of psychoanalysis and the psychodynamic perspective.

13. Contrast the biological and psychodynamic views of abnormal disorders.

14. Describe how the techniques of free association and dream analysis helped both analysts and their patients.

15. List the major features of the behavioral perspective.

16. Discriminate between classical and operant conditioning.

17. Explain the problems associated with interpreting historical events.

Chapter Overview/Summary

Progress in understanding abnormal behavior over the centuries has not been smooth or uniform. The steps have been uneven, with great gaps in between. Unusual, even bizarre, views or beliefs have often sidetracked researchers and theorists. The dominant social, economic, and religious views of the times have had a profound influence over how people view abnormal behavior.

In the ancient world, superstitions were followed by the emergence of medical concepts in places such as Egypt and Greece; many of these concepts were developed and refined by Roman physicians. With the fall of Rome near the end of the fifth century (AD), superstitious views dominated popular thinking about mental disorders in Europe for more than a thousand years. The more scientific aspects of Greek medicine survived only in the Islamic counties of the Middle East. As late as the 15th and 16th centuries it was still widely believed, even by scholars, that some mentally disturbed people were possessed by a devil, and the primary treatment for demonic possession was for an exorcism to be conducted.

Great strides have been made in our understanding of abnormal behavior. For example, during the latter stages of the Middle Ages and early Renaissance, a spirit of scientific questioning reappeared in Europe, and several noted physicians spoke out against inhumane treatments. There was a general movement away from superstitions and “magic” toward reasoned, scientific studies. During the times of the Greek and Romans, the Greek physician known as Hippocrates (460–377 B.C.) (now referred to as the father of modern medicine) was one of the first to state that the brain can also be diseased. He classified all mental disorders into three basic categories of mania, melancholia, and phrenitis. He further espoused that illness was also due to an imbalance of four essential fluids (blood, phlegm, bile, and black bile). During the Middle Ages, some of the ancient views and treatment methods were still present and scientific thinking was not as important.

With the recognition of a need for the special treatment of disturbed people came the founding of various “asylums” toward the end of the 16th century. However, with institutionalization came the isolation and maltreatment of mental patients. Although these asylums had good intentions initially, they later became warehouses for mental patients. Slowly this situation was recognized, and in the 18th century, further efforts were made to help afflicted individuals by providing them with better living conditions and humane treatments, though these were likely the exception rather than the rule. The development of the mental hospital movement continued into the 20th century. However, over the last four decades of the century, there was a strong movement to close mental hospitals and release people into the community. This movement remains controversial.

The 19th and early 20th centuries witnessed a number of scientific and humanitarian advances. The work of Philippe Pinel in France, William Tuke in England, and Benjamin Rush and Dorothea Dix in the United States prepared the way for several important developments in contemporary abnormal psychology. Among these were the gradual acceptance of mental patients as afflicted individuals who needed and deserved professional attention; the success of biomedical methods as applied to disorders; and the growth of scientific research into the biological, psychological, and sociocultural roots of abnormal behavior. In the 19th century, great technological discoveries and scientific advancements were made in the biological sciences that aided in the understanding and treatment of disturbed individuals. A major biomedical breakthrough, for example, came with the discovery of the organic factors underlying general paresis—syphilis of the brain—that had been one of the most serious illnesses of the day.

Our modern scientific views of abnormal behavior have several historical branches. Four main themes were highlighted in this chapter: (1) the biological, (2) the development of a classification system, (3) the psychodynamic, and (4) the psychological research viewpoints. These viewpoints will be addressed further in chapter three.

In the early part of the 18th century, knowledge of anatomy, physiology, neurology, chemistry, and general medicine increased rapidly. These advances led to the identification of the biological, or organic, pathology underlying many physical ailments. The development of a psychiatric classification system by Kraepelin played a dominant role in the early development of the biological viewpoint. Kraepelin’s work (a forerunner to the DSM system) helped to establish the importance of brain pathology in mental disorders and made several related contributions that helped establish this viewpoint.

The first major steps toward understanding psychological factors in mental disorders were taken by Sigmund Freud. During five decades of observation, treatment, and writing, he developed a theory of psychopathology, known as psychoanalysis, which emphasized the inner dynamics of unconscious motives. Over the last half-century, other clinicians have modified and revised Freud’s theory, evolving new psychodynamic perspectives. Scientific investigation into psychological factors and human behavior also began to make progress in the latter part of the 19th century. The end of the 19th and early 20th centuries saw experimental psychology evolve into clinical psychology with the development of clinics to study, as well as intervene in, abnormal behavior.

Two major schools of learning paralleled this development, and behaviorism emerged as an explanatory model in abnormal psychology. The behavioral perspective is organized around a central theme—that learning plays an important role in human behavior. Although this perspective was initially developed through research in the laboratory, unlike psychoanalysis, which emerged out of clinical practice with disturbed individuals, it has been shown to have important implications for explaining and treating maladaptive behavior. Understanding the history of viewpoints on psychopathology, with its forward steps and its reverses, helps us understand the emergence of modern concepts of abnormal behavior.

Detailed Lecture Outline

I. Historical Views of Abnormal Behavior

A. Demonology, Gods, and Magic

1. Abnormal behavior attributed to demonic possession

a. Differentiated good vs. bad spirits based on the individual’s symptoms

b. Religious significance of possession

2. Treatment for possession through exorcism

B. Hippocrates’ Early Medical Concepts

1. Hippocrates insisted mental disorders due to natural causes—believed brain was the central organ of intellectual activity and that mental disorders were due to brain pathology

2. Hippocrates also emphasized the importance of heredity and predisposition; pointed out that head injuries could lead to sensory and motor disorders

3. Classified all mental disorders into three categories based on detailed clinical observations:

a. Mania

b. Melancholia

c. Phrenitis (brain fever)

4. Doctrine of the four essential fluids (Hippocrates and, later, Galen)

a. Blood (sanguis)

b. Phlegm

c. Bile (choler)

d. Black bile (melancholer)

e. Treatments were designed for the specific classifications and recognized the importance of the environment

f. Some treatments during this time were regular and tranquil life, sobriety from all excesses, a vegetable diet, celibacy, exercise, and bleeding

5. Many misconceptions were perpetuated

a. Hysteria caused by a wandering uterus, pinning for a child where marriage was the cure

b. Four bodily fluids out of balance

c. Delirium was used to describe symptoms of mental disorders that result from fever or physical injury

Lecture Launcher 2.1: Are We Smarter than Hippocrates?

C. Early Philosophical Conceptions of Consciousness

1. Plato (429–347 B.C.)

2. Greek philosopher who studied individuals with mental illness who has committed criminal acts

a. Claimed diminished criminal responsibility for mentally ill

b. Emphasized in The Republic the role of sociocultural factors in etiology and treatment

c. Despite this, believed that mental disorders were partly divinely caused

3. Aristotle

a. Largely Hippocratic in views

b. Rejected importance of frustration and conflict in causing mental disorders

c. Described role of consciousness

d. Greek philosopher (384–322 B.C.)

e. Student of Plato

D. Later Greek and Roman Thought

1. Greek and Roman thought influenced medical thought in Alexandria, Egypt

a. Environmental factors considered important

b. Wide range of treatments provided

c. Ascleplades (c. 124–40 B.C.) was a Greek physician born in Asia Minor who practiced medicine and developed a theory of disease based on the flow of atoms through the pores in the body

2. The Greek physician Galen (A.D. 130–200)

a. Elaborated upon anatomy of the nervous system based on animal dissection

b. Divided causes of psychological disorders into physical and mental categories

3. Roman medicine

a. Pragmatic approaches

b. Treatment via contrariis contrarius (opposite by opposite)—for instance, giving chilled wine while patient was in warm tub

E. Early Views of Mental Disorders in China

1. Early Chinese medicine based on the belief that illness was naturally based; for example, yin and yang, a division of positive and negative forces—when balanced, overall health; when imbalanced, illness results

2. Treatments here focus on restoring balance

3. Chung Ching in AD 200 argued like Hippocrates that organ pathologies were the primary reason for illness but added that stressors could lead to organ pathologies

F. Views of Abnormality During the Middle Ages

1. Islamic countries preserved some scientific aspects of Greek medicine

a. First mental hospital established in Baghdad in AD 792

b. Avicenna, the “prince of physicians,” wrote the Canon of Medicine, which may be the most widely studied medical work ever written

2. European attitudes toward mental disorder were marked by superstition

a. Mental disorders were prevalent in this period

b. Supernatural explanations of abnormality grew in popularity

c. Sin was seen as a cause of only a minority of cases

3. Mass madness—widespread occurrence of group behaviors disorders that were cases of hysteria

a. Tarantism—uncontrollable impulse to dance often attributed to the bite of the southern European tarantula or wolf spider, related to episodes in Italy; Saint Vitus’s Dance elsewhere in Europe

b. Lycanthropy—belief in possession by wolves, affected many rural residents

c. Oppression, disease, and famine maintained the mass hysterias

d. Plague (Black Death) seen as engendering mysticism, killed 50 percent of the population in Europe

e. Occasionally mass madness is seen even today

(1) April 1983 West Bank Palestinian girls

(2) 1992 in Nigeria—Koro

4. Exorcism and witchcraft

a. Exorcisms were performed by the gentle laying on of hands

(1) Management of mentally disturbed left largely to clergy

(2) Treatment occurred mainly in monasteries and was relatively kind

(3) Although we used to think that a connection between witchcraft and mental illness was common during the Middle Ages, it now appears substantially overestimated

(4) Recently, there has been a resurgence of belief in supernatural forces as the cause of psychological problems and exorcism as the appropriate treatment

Lecture Launcher 2.2: How Could They Think That?

I. Toward Humanitarian Approaches (late Middle Ages and early Renaissance)

A. The Resurgence of Scientific Questioning in Europe

1. Paracelsus (1490–1541), Swiss physician, was an early critic of mental illness as possession

a. Formulated the idea of psychic causes for mental illness

b. Advocated treatment by “bodily magnetism,” later called hypnotism

c. Believed in astral influences on behavior

2. Johann Weyer (1515–1588), German physician, is considered a founder of modern psychopathology

a. Rebutted Malleus Maleficarum

b. First physician to specialize in mental disorders

c. Scorned by his peers and his works were banned by the church until the 20^th century

3. St. Vincent de Paul declared mental disease no different than physical

B. The Establishment of Early Asylums

1. Early asylums were simply places to warehouse troublesome people

2. First hospital in Europe was probably the Valencia mental hospital in Spain in 1409

3. 1547—monastery of St. Mary of Bethlehem in London was officially made into an asylum by Henry VIII

a. “Bedlam” and its deplorable conditions

b. More violent patients were exhibited to the public for one penny a look

c. More harmless inmates forced to seek charity on the streets

4. Proliferation of asylums across Europe and the Americas

5. Harsh tactics used to control unruly or excited patients

6. Asylums—sanctuaries or places of refuge meant solely for the care of individuals with mental illness

7. In the U.S., the Pennsylvania Hospital in Philadelphia completed under the guidance of Benjamin Franklin in 1756

C. Humanitarian Reform (late 18^th century)

1. Pinel’s experiment (1792 at La Bicetre in Paris)

a. Removed chains from mental patients as an experiment

b. Patients treated with kindness, as sick people would be

c. Fortunately, the experiment was a success with increased peace and order

d. Recent evidence suggests that Pinel’s predecessor at La Bicetre, Jean-Baptiste Pussin, may have begun the process of removing the chains and treating the patients with more kindness

e. Philippe Pinel (1745–1826)

2. Tuke’s work in England—the York Retreat

a. Based on Quaker principles

b. Sparked the growth of more humane mental health treatment

c. Hitch introduced trained nurses and trained supervisors

d. Not only improved care for patients but changed public attitudes

e. William Tuke (1732–1822)

3. Rush and moral management in America

a. Benjamin Rush founded American psychiatry

(1) Encouraged more humane treatment

(2) Wrote first systematic treatise on psychiatry in America

(3) First American to organize a course in psychiatry

(4) Despite these advances, he believed in astrology, bloodletting, and purgatives

(5) Rush invented the “tranquilizing chair”

(6) Benjamin Rush (1745–1813)

MyPsychLab Resource 2.1: Video on “Asylum: History of the Mental Institution in America”

Lecture Launcher 2.3: How Can Social Progress Be Accelerated?

b. Moral Management—wide-ranging method of treatment that focuses on social, individual, and occupational needs

(1) Achieved a high degree of effectiveness

(2) Nearly abandoned by the late nineteenth century

(a) Ethnic prejudice that came with rising immigrant population

(b) Failure to train replacements

(c) Overextension of hospital facilities

(d) Rise of Mental Hygiene movement condemned patients to dependency

(e) An emphasis on physical basis of mental illness countered moral treatment

4. Dix and the mental hygiene movement (1841–1881)

a. Aroused worldwide awareness of inhumane treatment for the mentally ill

b. Established 32 mental hospitals in the United States, Canada, Scotland, and other countries

c. Movement can be criticized as leading to the warehousing of the mentally ill in overcrowded facilities

d. Mental hygiene movement—advocated for a method of treatment that focused almost exclusively on the physical well-being of mental health patients

e. Benjamin Franklin’s early work with electricity accidently lead to the exploration to use electricity to treat mental illness

Activity 2:1: The History Channel

5. The military and the mentally ill—alcohol was viewed as a key cause of psychological problems among soldiers

D. Nineteenth-Century Views of the Causes and Treatment of Mental Disorders

1. In the early part of the 19^th century:

a. Mental hospitals essentially controlled by lay persons for the treatment of “lunatics”

b. Psychiatrists, known as “alienists,” played little to no role in caring for the mentally ill

c. Effective treatments not available

2. By latter part of 19^th century, alienists were in control of insane asylums and incorporated the traditional moral management therapy

3. Emotional problems came to be viewed as a result of expenditure of energy, depletion of bodily energies, or shattered nerves—this came to be known as neurasthenia”

Handout 2.1: Connecting Treatment to Etiology

E. Changing Attitudes Toward Mental Health in the Early 20th Century

1. Asylums viewed by public as eerie, strange, and frightening

2. Attitudes toward mental health began changing at the beginning of the 20th century with the publication of Clifford Beer’s book, A Mind That Found Itself

F. Mental Hospital Care in the 21st Century

1. Substantial growth in numbers of hospitals in first half of century

a. Lengthy hospital stays

b. Little effective treatment

2. 1946—Changing views of mental health services

a. Mary Jane Ward published The Snake Pit

b. The National Institute of Mental Health is organized

c. The Hill-Burton Act is passed funding community mental health agencies

3. 1961—Goffman published Asylums, which provided a detailed account of the neglect and maltreatment of patients in mental hospitals

4. Community Health Services Act of 1963 helped to create outpatient psychiatric clinics to treat individuals with mental illness

5. Development of effective medications, such as lithium and phenothiazines

6. Deinstitutionalization

a. Replacement of inpatient hospitals by community-based care, day treatment hospitals, and outreach programs

b. Impetus for this movement was that it was considered more humane, and cost effective, to treat mental disorders outside of hospitals, thereby preventing the learning of negative behaviors acquired as people adapted to institutionalization

c. International movement

d. Failure of deinstutionalization illustrated by homeless mentally ill may be due, in part, to the failure of society to develop ways to fill the gaps in mental health care

Teaching Tip 2.1: Deinstitutionalization

II. The Emergence of Contemporary Views of Abnormal Behavior

A. Biological Discoveries: Establishing the Link Between the Brain and Mental Disorder

1. General paresis and syphilis

a. General paresis produced paralysis and insanity; typically causing death within two to five years

b. 1917—von Wagner-Jauregg introduced the malarial fever treatment of syphilis; the high fever associated with the malaria killed off the bacteria

c. Early malarial treatment represented the first clear-cut conquest of a mental disorder by medical science

d. Raised hopes that medical science would uncover organic bases for all mental disorders

2. Brain pathology as a causal factor

a. Von Haller, Elements of Physiology (1757)

b. Griesinger, The Pathology and Therapy of Psychic Disorders (1845)

c. Alzheimer established the brain pathology in cerebral arteriosclerosis and in the senile mental disorders

d. Identified organic pathologies underlying the toxic mental disorders, certain types of mental retardation, and other mental illnesses

e. Important to note that although this has led us to understanding “how” these disorders are caused, we don’t always know “why” disorders afflict one person and not another

B. The Development of a Classification System

1. Emil Kraepelin

2. Textbook, Compendium der Psychiatrie, published in 1883

3. Recognizing symptom patterns was a forerunner of the modern DSM-5

C. Development of the Psychological Basis of Mental Disorder

1. Sigmund Freud (1856–1939)

2. Psychoanalytic perspective—emphasizes the inner dynamics of unconscious motives

3. Psychoanalysis—the methods used to study and treat patients from a psychodynamic point of view

4. Mesmerism

a. Mesmer believed that the planets affected a universal magnetic fluid in the body—the distribution of this fluid determined health or disease

b. Paris, 1778: Mesmer opened a clinic where he treated all kinds of diseases through “animal magnetism”

c. Branded a charlatan by medical colleagues and an appointed body of noted scholars including Benjamin Franklin

Lecture Launcher 2.4: Mesmer and Hypnotism

5. The Nancy School—viewed hysteria as self-hypnosis

a. Ambrose August Liebeault (1823–1904) used hypnosis successfully in his practice

b. Jean Charcot clashed with the Nancy School

(1) Believed that degenerative brain changes led to hysteria

(2) Eventually was proven wrong and the Nancy School triumphed

(3) First recognition of a psychologically cased mental disorder

6. The Beginnings of Psychoanalysis

a. Nancy School believed in hysteria and that those symptoms could be removed through hypnosis

Handout 2.2: The Impact of Early Relationships

b. Discovery of the unconscious

(1) Breuer—unlike others using hypnotism, Freud and Breuer allowed their patients to talk freely about their problems while under hypnosis

(2) Catharsis—this emotional release not only helped patients but revealed to the therapists the nature of the problems that had brought about the symptoms

(3) Unconscious—the portion of the mind that contains experiences of which a person is unaware

(4) Free association—involved having patients talk freely about themselves providing information about their feelings, motives, etc.

(5) Dream analysis—involved having patients record and describe their dreams

Activity 2.3: Catharsis and Writing about Trauma

(6) Patients, however, did not see any connection, upon awakening from the hypnosis, between their problems and their symptoms

(7) Led to formation of the notion of the unconscious

(8) Free association and dream analysis

D. The Evolution of the Psychological Research Tradition: Experimental Psychology

Lecture Launcher 2.5: Schizophrenia in Historical Perspective

1. The early psychology laboratories

a. 1879 Wilhelm Wundt at University of Leipzig

b. J. McKeen Cattell brought Wundt’s methods to the U.S.

c. 1896 Witmer’s psychological clinic at University of Pennsylvania

(1) Clinic focused on the problems of mentally deficient children

(2) Witmer seen as the founder of clinical psychology

d. Other clinics soon established

(1) Chicago Juvenile Psychopathic Institute in 1909 by William Healy

(2) Healy was the first to view juvenile deviancy as a symptom of urbanization; first to recognize environmental, or sociocultural, factors

e. Rapid and objective communication of scientific findings with the publication of journals

(1) 1906—Prince—Journal of Abnormal Psychology

(2) 1907—Witmer—The Psychological Clinic

Handout 2.3: Modern Non-Science and Pseudo-Science

2. The behavioral perspective—organized around a central theme role of learning in human behavior

a. Classical conditioning—antecedent stimulus conditions and their relation to behavioral responses

(1) Pavlov, conditioned reflex

(2) Watson, psychology should study overt behavior

Handout 2.4: Associative Learning–Classical Conditioning

b. Operant conditioning—consequences of behavior influence future behavior

(1) Thorndike

(2) Skinner

(3) Pavlov

(4) Watson

(5) Behaviorism-study of overt behavior

MyPsychLab Resource 2.2: Video on “Classic Footage of B.F. Skinner and the Skinner Box”

III. Unresolved Issues: Interpreting Historical Events

A. “Tenacity of Historical Information”

1. Case of Little Albert

2. Psychological theorizing can be advanced by greater use of historical data

3. Collective memory and negative reaction

4. There is an absence of direct observation, so we must rely on written accounts

5. Written accounts may be incomplete

a. Historical articles are from the context of the times

b. We do not know the author’s purpose in writing the document

c. A propaganda element may be present in them

B. Current Viewpoints Color Our Interpretation of Past Events

1. Conclusions are only working hypotheses

2. Need to search for “new” historical documents

Lecture Launcher 2.5: Why Do Bad Ideas Persist?

Teaching Tip 2.2: Science versus Intuition

C. Witchcraft and Mental Illness: Fact or Fiction?

1. Witch hunts during the 15th and 16th centuries

2. Controversies concerning extent of the witch hunts

3. Schoeneman’s contention that mental disorder was not viewed as witchcraft

4. Problems in the historical record confused the issue

Key Terms

asylums behavioral perspective behaviorism catharsis classical conditioning deinstitutionalization dream analysis exorcisms free association insanity lycanthropy

mass madness mental hygiene movement mesmerism moral management Nancy School operant conditioning psychoanalysis psychoanalytic perspective Saint Vitus’s dance tarantism unconscious

Lecture Launchers

Lecture Launcher 2.1: Are We Smarter than Hippocrates?

Hippocrates’ “Doctrine of the Four Humors” often strikes students as quaint, at best, or obviously wrong at worst. The general idea, though, that imbalances in bodily fluids cause mental illness, is commonly held to this day, though we discuss imbalances in brain neurotransmitters rather than imbalances in blood, phlegm, and yellow and black biles. It might be objected that today we know about these imbalances from direct observations of the relevant substances in contrast to Hippocrates and Galen, who made claims about them in the absence of direct empirical scrutiny. It must be pointed out, though, that we do not have such data available with respect to neurotransmitters either. Such data would require conducting neurotransmitter assays from samples taken from the brains of living people—a procedure simply impossible with presently available technology. Some students might mention that blood tests are often taken during the course of pharmacotherapy. These tests, however, do not pertain to brain neurotransmitters. Instead, they track plasma levels of the medication as well as monitoring for side effects by observing white blood cells and liver enzymes, among other things. If we really had a way to establish neurotransmitter imbalances, then surely there would be a diagnostic test for psychiatric disorders that used this procedure. Instead, we infer neurotransmitter problems from the therapeutic effects of neurotransmitter-altering medications. This might seem to be a reasonable inference to students until they ponder the fact that bloodletting, for example—particularly when done to extreme degrees—was also claimed to be therapeutic, notably for its “calming” effect on patients!

Lecture Launcher 2.2: How Could They Think That?

The appeal to supernatural causes of mental illness strikes many students as rather incomprehensible. This is an interesting opportunity to ask whether they think people today are smarter than they were 500, 1,000, or more years ago. It is probably not too much of a stretch to assert that smart people of every age make use of the best of contemporary thinking to inform their efforts in their own fields. Prevailing views about the causes of physical events like earthquakes and astrological events would then be good sources for ideas about the causes of psychological events. Viewed in this light, early speculations about the causes of mental disorders seem much more comprehensible.

Lecture Launcher 2.3: How Can Social Progress Be Accelerated?

In 1758, a physician, Tissat, proposed that the loss of seminal fluid during masturbation resulted in a number of disorders, including insanity. Tissat felt that a “life force” would be used up too soon if one masturbated frequently or engaged in excessive sexual intercourse. Once the life force was depleted, insanity would ensue. This theory produced an obvious treatment approach in which the goal was to stop excessive sexual activity. Benjamin Rush’s tranquilizing chair was a form of restraint used for those exhibiting excessive masturbation. Severe forms of treatment were also developed and used including severance of the dorsal nerve in the penis and removal of the clitoris. A discussion in class can center around how attitudes concerning masturbation have changed and not changed in our society. What other behaviors that have been previously labeled as abnormal are now gaining approval? What helps to maintain such beliefs? What can speed the change in societal approval of previously rejected behaviors in the area of sexuality?

Lecture Launcher2.4: Mesmer and Hypnotism

Today, many people falsely believe that Mesmer was the inventor of hypnotism. While Mesmer was responsible for laying some of the groundwork for Freud in terms of hysteria and neuroses, most argued his cures were nothing more than “snake oil.” That said, Mesmer’s influence was still felt well into the 19th century and gave rise to work on hypnotism, hence the myth that he is responsible for it. There is a movie made in 1994 starring Alan Rickman called Mesmer that is about his life if you would like to show a clip.

Lecture Launcher 2.5: Why Do Bad Ideas Persist?

One explanation for the enduring nature of erroneous accounts for mental illness throughout history is the irrefutable manner in which they were framed. This would be an opportune time to describe the desirability of refutability as a property of theory development. Other reasons erroneous accounts persist can also be introduced profitably at this point in the course. Among these are placebo effects, “Barnum”-type predictions, selective perception, the power of authority, and the lack of familiarity with relatively rare forms of psychopathology. The advantages of choosing science as the ultimate frame of reference for the acquisition of one’s beliefs about mental illness can also be debated in an effort to expose and challenge objections that could interfere with student appreciation for the text and course.

Classroom Activities, Demonstrations, and Assignments

Activity 2.1: The History Channel

Have students simulate a modern television talk show with volunteers playing “guests” drawn from the history of abnormal psychology. The class would choose the format of the show. Would someone play Oprah, or would the “Jerry Springer” format be more interesting? Perhaps a late-night talk show would be more suitable? Or maybe a PBS-type program or extended documentary-type interview format would work best. In any event, some of the more flamboyant members of the class could be asked to play the roles of various figures discussed in chapter 2. They might want to do some additional research to help flesh out their portrayals. The class might also discuss who would be interesting to see appearing together—say, Rush and Dix–for purposes of facilitating debate. The instructor might serve as moderator in order to ensure important points are drawn out of these celebrity appearances.

Activity 2.2: Hospital Field Trip

A field trip to a local mental health center with inpatient facilities is a classic means for students to gain first‑hand exposure to current treatment practices. Such a visit can provide a fertile ground for later classroom discussion. The students’ attention can be focused on the general living conditions of the patients and what privileges and/or opportunities exist for them. Students can be asked how they would feel living in an institution and what improvements they would like to see take place. Also, students should be sensitized to observe any present conditions that may still be influenced by attitudes and practices from the historical record. It is very important to prepare students for such a visit by discussing professional behavior, confidentiality, and any special requests offered by administrators of the facility. This can be an excellent way for facilities to secure volunteer assistance and for students to gain experiences that inform and bolster their applications for advanced study in the various mental health fields.

Activity 2.3: Catharsis and Writing about Trauma

Breuer, Freud, and others have been impressed with the cathartic effects of emotional self-disclosures in therapy. Recently, researchers have shown many positive effects of simply writing about emotional or traumatic events. Students could be asked to undertake such an exercise on their own, writing a detailed account of a personally traumatic or emotional event, especially one that they have not shared with others. Students can be asked to leave their names off of these essays to ensure their anonymity. If records of having completed the assignment are desired, students can be asked to write their name on someone else’s essay so that those completing the assignment can be credited without their disclosures being identified. Later, students can be asked to write about or discuss their experience following the essay assignment. It would be expected that students would feel slightly worse following the writing task but feel better in the longer term. Why this is such a fascinating topic for discussion, and how one gets from observing these effects to an elaborate theory about the dynamics of the unconscious, is also worth contemplating in anticipation of learning about Freud’s theories in the next chapter.




MyPsychLab Resources

MyPsychLab Resource 2.1: Video on “Asylum: A History of the Mental Institution in America” (3:30)

This brief video clip discusses the old asylums and includes video footage from the 1930s, 1940s, and 1950s of various experimental treatments. To access this video, log in to MyPsychLab, select the front cover of this textbook, then click on the “Multimedia Library” button on the next page in the left-hand column. A new page will appear with search criteria. In the pull-down menu next to “Chapter,” select Chapter 2, Historical and Contemporary Views of Abnormal Behavior. In the Media Type field, select “Watch,” then click the “Find Now” button at the bottom. “Asylum: History of the Mental Institution in America” will appear as one of your video offerings. You can either watch this video as an in-class demo—if your room has a computer set up—or assign as a suggested exercise.

MyPsychLab Resource 2.2: Video on “Classic Footage of B.F. Skinner and the Skinner Box” (2:56)

This video on behaviorist B.F. Skinner discusses his life and work, including the invention of his famous “Skinner Box.”. To access this video, log in to MyPsychLab, select the front cover of this textbook, then click on the “Multimedia Library” button on the next page in the left-hand column. A new page will appear with search criteria. In the pull-down menu next to “Chapter,” select Chapter 2, Historical and Contemporary Views of Abnormal Behavior. In the Media Type field, select “Watch,” then click the “Find Now” button at the bottom. “Classic Footage of B.F. Skinner and the Skinner Box” will appear as one of your video offerings. You can either watch this video as an in-class demo—if your room has a computer set up—or assign as a suggested exercise.

Teaching Tips

Teaching Tip 2.1: Deinstitutionalization

This is a great time to discuss with students the real effect of deinstitutionalizing—the increase in the homeless population. It’s an excellent discussion starter into ethical issues of forced treatment and free choice. Typically, at least one student will suggest that forcing medication on people who need it is OK. This can lead to larger discussions on whether we should forcibly prevent someone with high cholesterol from eating at McDonalds or force that person to take statins. Reminds students that having a mental health issue does not necessarily remove the basic human rights of a person.

Teaching Tip 2.2: Science versus Intuition

Although last chapter you stressed the importance of research, this is an ideal time to reiterate. As we can see based on the fields past, it is often very easy for both laypersons and experts to get it wrong. Remind students that a large focus of scientific thinking is reasoning and critical thinking. By asking questions about the validity of a theory or perspective, they are actually strengthening that perspective if it is valid. Sometimes, things that seem obvious are wrong, and everything should be viewed in the historical context in which the theory originated.

Handout Descriptions

Handout 2.1: Connecting Treatment to Etiology

Use Handout 2.1 as a small group exercise that enables students to review how attitudes affect the treatment of mental disturbance by designing treatment strategies for disorders “caused” by different things. Once students have been divided into small groups, present them with the task of contrasting treatment approaches for (a) a mental disorder blamed on weakness of character, (b) a mental disorder blamed on sinfulness, (c) a mental disturbance caused by poor heredity, (d) a mental disorder developed because of poor and faulty learning situations, (e) a mental disorder due to some physical illness, and (f) a mental disorder created by a poor social environment. Students are not expected to develop professional types of treatment but rather to be able to identify those attitudes that could affect how one person with mental disturbance would be treated considering the cause of the condition. Following the group activity, discussion can focus on relating past and present activities concerning mental disorder to the student ideas.




Handout 2.2: The Impact of Early Relationships

The psychoanalytic perspective suggests that our early relationships carry forward into our lives by influencing current friendships. Have students describe the characteristics of people influential in their early childhood, e.g., parents, grandparents, or elementary school teachers. Next, have the students provide descriptions of recent friends. Do students select friends or dating partners based upon similarities with past significant others? Are friendship choices the result of conscious choices or is there some unconscious directive? Students can be asked to rate the similarity of current friends to past relationships using a numerical scale for dominant traits.

Handout 2.3: Modern Non-Science and Pseudo-Science

We have already discussed science as the final arbiter of theoretical conflicts about the origins of mental illness. Many will accept this posture relatively uncritically and wonder why it needs to be advanced at all. In order to enliven the need to promote this idea, it is interesting to have students collect contemporary examples of unscientific ideas about behavior. The self-help section of the local bookstore or library is fertile ground for gathering such examples. Newspapers also are prone to report alternative approaches to health and emotional wellness. Unconventional religious practices, occult groups, astrology, and dietary recommendations are also frequently packaged along with obviously unscientific explanations. A bit more challenging, but pedagogically superior, is the collection of pseudo-science material. These would be things that are at pains to look scientific but actually are not. Bogus science detection is an invaluable skill in modern society and inculcation of the habits of thinking that support it are a terrific aspiration for teachers of abnormal psychology.

Handout 2.4: Associative Learning–Classical Conditioning

This is a great way to not only illustrate the practicality of classical conditioning but also to ensure that students understand the concepts. The behavioral perspective takes the stance that everything is learned. For example, look at the case of Little Albert. Albert was a young child who was conditioned to fear white rats. The association of fear to rat was learned via classical conditioning. That is, Albert was exposed to a rat (neutral stimuli) then a loud noise (UCS and an aversive stimuli). He showed a fear response to the aversive stimuli by jumping up and crying (UCR). After many trials, Albert showed the fear response (CR) to the stimuli of rat (CS). This is classical conditioning. For the following examples, fill in the unconditioned stimuli and response as well as the conditioned stimuli and response.

1. Bethany is sitting outside sunbathing when a spider crawls on her leg and bites her. She jumps up and yells in pain. Now when she sees a spider, she jumps and yells.

UCS: spider bite

UCR: jumps up and yells in pain

CS: spider

CR: jumps and yells

2. Ramon is in the mall parking garage when a man holding a gun to his head attacks him. He screams in fear. Now

Ramon shudders with fear whenever he sees a parking garage.

UCS: being attacked at gun point

UCR: scream and fear

CS: parking garage

CR: fear

3. Simone was only five when she was on a plane that almost crashed. She remembers the plan landing very hard and bouncing all over the runway and being very afraid. Now when Simone thinks about flying, she becomes very afraid.

UCS: bad landing for plane

UCR: being afraid

CS: thinking about flying

CR: being afraid

4. Tamika lives in an old dorm on campus that has a plumbing issue. One day, she was taking a shower when someone flushed the toilet and all the cold water went out and the hot water burned her. She yelled and jumped out of the way. Now when she is in the shower, if someone flushes, she jumps out of the way.

UCS: getting burned

UCR: yell and jump away

CS: toilet flushing

CR: jump away

5. Dave was out with his friends one day when they decided to go white water rafting. Unfortunately, the boat immediately overturned, and Dave wound up on the wrong side of the river, away from everyone else and with no access. It took hours for rescuers to cross to him and rescue him. While he waited he became anxious and fearful. Now when his friends suggest any activity on the river, Dave becomes anxious and fearful.

UCS: waiting to be rescued after rafting accident

UCR: anxious and fearful

CS: river related activities

CR: anxious and fearful

(You may also want to use this to discuss backward conditioning and systematic desensitization.)

Web Links

Web Link 2.1: www.trepan.com

Lest students conclude that trephining is merely a historical, if slightly humorous, artifact of prehistorical ignorance, it is worth pointing out that it survives to this day. At this website, students will learn that the International Trepanation Advocacy Group is dedicated to accumulating the largest base of information about trepanation ever before assembled. I‑TAG is interested in presenting all the information about trepanation.

Web Link 2.2: www.cwu.edu/~warren/today.html

This is the search engine for the Historical Database of the American Psychological Association. Keyword (e.g., “bedlam”), name (e.g., Dorothea Dix), and date (e.g., June 1) searches are permitted.

Web Link 2.3: http://psychclassics.yorku.ca

Here you will find full-text copies of a large number of historical documents from the history of psychology with over 200 articles and 25 books—with links to many more at other sites. Freud, Janet, Jung, Szasz, and Witmer are among the many authors represented. All documents are in the public domain.

Web Link 2.4: www.psych.yorku.ca/orgs/resource.htm

Web resources about the history and philosophy of psychology.




Handout 2.1

Treating the Cause of Mental Disorder



Group 1: Mental disorder due to weak character

Group 2: Mental disorder due to sinfulness

Group 3: Mental disorder due to genetics

Group 4: Mental disorder due to poor parenting

Group 5: Mental disorder due to physical illness

Group 6: Mental disorder due to social interactions with peers




Handout 2.2

Childhood Role Models

1. Select a person who was most influential in your early years of psychological development. Describe the characteristics and traits of that individual.

Role Model Traits and Characteristics

2. Select friends from high school and college and list them below. Describe their characteristics and traits.

Friend 1 Traits and Characteristics

Friend 2 Traits and Characteristics

Friend 3 Traits and Characteristics

Friend 4 Traits and Characteristics

3. Rate the level of similarity of each friend to the childhood role model. Use the scale 1–10, where “1” is not at all similar and “10” is extremely similar.

Ratings:

Friend 1: _____, Friend 2: _____, Friend 3: _____, Friend 4: _____.




Handout 2.3

Pseudoscience Detection

Michael Shermer gives a Carl Sagan-inspired “Baloney Detection Kit” in the journal Scientific American (2001, November and December). Use his ten questions to evaluate allegedly scientific claims.

1. How reliable is the source of the claim?

2. Does the source make similarly extreme or unusual claims about other matters?

3. Have the claims been verified by other sources?

4. How does the claim fit with what we already know?

5. Has anyone gone out of the way to disprove the claim, or has only supportive evidence been sought?

6. Does the preponderance of evidence point to the claimant’s conclusion or to a different one?

7. Is the claimant employing the accepted rules of reason and tools of research, or have these been abandoned in favor of others that lead to the desired conclusion?

8. Is the claimant providing an explanation for the observed phenomena or merely denying the existing explanation?

9. If the claimant proffers a new explanation, does it account for as many phenomena as the old explanation did?

10. Do the claimant’s personal beliefs and biases drive the conclusions, or vice versa?

Handout 2.4

Associative Learning–Classical Conditioning

The behavioral perspective takes the stance that everything is learned. For example, look at the case of Little Albert. Albert was a young child who was conditioned to fear white rats. The association of fear to rat was learned via classical conditioning. That is, Albert was exposed to a rat (neutral stimuli) then a loud noise (UCS and an aversive stimuli). He showed a fear response to the aversive stimuli by jumping up and crying (UCR). After many trials, Albert showed the fear response (CR) to the stimuli of rat (CS). This is classical conditioning. For the following examples, fill in the unconditioned stimuli and response as well as the conditioned stimuli and response.

1. Bethany is sitting outside sunbathing when a spider crawls on her leg and bites her. She jumps up and yells in pain. Now when she sees a spider, she jumps and yells.

UCS:

UCR:

CS:

CR:

2. Ramon is in the mall parking garage when a man holding a gun to his head attacks him. He screams in fear. Now Ramon shudders with fear whenever he sees a parking garage.

UCS:

UCR:

CS:

CR:

3. Simone was only 5 when she was on a plane that almost crashed. She remembers the plan landing very hard and bouncing all over the runway and being very afraid. Now when Simone thinks about flying, she becomes very afraid.

UCS:

UCR:

CS:

CR:

4. Tamika lives in an old dorm on campus that has a plumbing issue. One day, she was taking a shower when someone flushed the toilet and all the cold water went out and the hot water burned her. She yelled and jumped out of the way. Now when she is in the shower, if someone flushes, she jumps out of the way.

UCS:

UCR:

CS:

CR:

5. Dave was out with his friends one day when they decided to go white water rafting, unfortunately, the boat immediately overturned and Dave wound up on the wrong side of the river, away from everyone else and with no access. It took hours for rescuers to cross to him and rescue him. While he waited he became anxious and fearful. Now when his friends suggest any activity on the river, Dave becomes anxious and fearful.

UCS:

UCR:

CS:

CR:

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Chapter 1: Abnormal Psychology: An Overview

Multiple-Choice Questions

1.1-1. Which of the following is an example of family aggregation?

a. Both Jane and her husband are alcoholic.

b. Jim and John, 21-year-old friends, are both schizophrenic.

c. Karen, her mother, and her grandmother all have been diagnosed with generalized anxiety disorder.

d. Kim's suicide was apparently a reaction to her mother's abuse.

Difficulty: 1

Question ID: 1.1-1

Page Ref: 2

Topic: Abnormal Psychology:An Overview

Skill: Applied

Answer: c. Karen, her mother, and her grandmother all have been diagnosed with generalized anxiety disorder.

1.1-2. What does Monique’s case best illustrate?

a. Most individuals with mental disorders are violent.

b. Women are more likely to commit suicide than men.

c. Most individuals who experience a mental breakdown are clearly unwell long before treatment is sought.

d. Mental illness can have a significant impact on one's life.

Difficulty: 1

Question ID: 1.1- 2

Page Ref: 2

Topic: Abnormal Psychology:An Overview

Skill: Conceptual

Answer: d. Mental illness can have a significant impact on one's life.

1.1-3. What does Monique’s case best illustrate?

a. Abnormal behavior usually produces more distress in others than the person who engages in the abnormal behavior.

b. Abnormal behavior covers a wide range of behavioral disturbances.

c. Most people who suffer from abnormal behavior are quickly identified as deviant by other people.

d. When people suffer from mental disorders, they are unable to work or live independently.

Difficulty: 1

Question ID: 1.1-3

Page Ref: 2

Topic: Abnormal Psychology:An Overview

Skill: Conceptual

Answer: b. Abnormal behavior covers a wide range of behavioral disturbances.

1.1-4. What makes defining abnormality difficult?

a. There are so many types of abnormal behavior that they can't be accurately described.

b. There is no one behavior that serves to make someone abnormal.

c. Most of us are abnormal much of the time so that we cannot tell what is normal.

d. Criteria for abnormality have yet to be developed.

Difficulty: 2

Question ID: 1.1-4

Page Ref: 3

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: b. There is no one behavior that serves to make someone abnormal.

1.1-5. Which of the following is a sufficient element to determine abnormality?

a. Suffering

b. Maladaptiveness

c. Deviancy

d. There is no single sufficient element.

Difficulty: 2

Question ID: 1.1-5

Page Ref: 3

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: d. There is no single sufficient element.

1.1-6. The fact that body piercings are commonplace today while they would once have been viewed as abnormal illustrates that

a. modern society is unlikely to change.

b. what is acceptable for men and women is no longer different.

c. American culture values independence.

d. the values of a society may change over time.

Difficulty: 2

Question ID: 1.1-6

Page Ref: 5

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: d. the values of a society may change over time.

1.1-7. Brett persistently injects himself with pain killers. This has greatly increased his chance of overdosing and dying. His behavior harms no one else. According to the DSM-5, is Brett's behavior consistent with the definition of a mental disorder?

a. Yes, because many people in society engage in this behavior.

b. Yes, because he is persistently acting in a way that harms him.

c. No, because his behavior must also harm the well-being of others in the community.

d. No, because there is no evidence that his actions are out of his own control.

Difficulty: 2

Question ID: 1.1-7

Page Ref: 4

Topic: What Do We Mean by Abnormality?

Skill: Applied

Answer: b. Yes, because he is persistently acting in a way that harms him.

1.1-8. According to the DSM, when is deviant behavior viewed as indicative of a mental disorder?

a. Always

b. Only when the behavior is inconsistent with cultural norms

c. When it is a symptom of a dysfunction in the individual

d. Never

Difficulty: 1

Question ID: 1.1-8

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: c. When it is a symptom of a dysfunction in the individual

1.1-9. In the field of abnormal psychology, what does DSM stand for?

a. Disorders, Science, and the Mind

b. Diagnostic and Statistical Manual

c. Descriptors for the Science of the Mind

d. Diagnostic Science of the Mind

Difficulty: 1

Question ID: 1.1-9

Page Ref: 5

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: b. Diagnostic and Statistical Manual

1.1-10. Which of the following is included in the DSM-5?

a. A discussion of the various causes of mental disorders

b. A means of identifying different mental disorders

c. A description of all conditions for mental illness

d. A description of all of the possible treatments for each disorder

Difficulty: 1

Question ID: 1.1-10

Page Ref: 5

Topic: What Do We Mean by Abnormality?

Skill: Applied

Answer: b. A means of identifying different mental disorders

1.1-11. In the United States, the standard for defining types of mental disorders is

contained in the

a. American Psychological Association's bylaws.

b. American Psychiatric Association's bylaws.

c. World Health Organization's classification code.

d. Diagnostic and Statistical Manual of Mental Disorders.

Difficulty: 1

Question ID: 1.1-11

Page Ref: 5

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: d. Diagnostic and Statistical Manual of Mental Disorders.

1.1-12. Which of the following best describes the DSM?

a. A complete guide to the origin, diagnosis and treatment of mental disorders

b. A work in progress that classifies mental disorders based on what is currently known

c. A fundamentally flawed collection of unfounded assumptions about mental disorders

d. A collection of random opinions to diagnosing mental disorders

Difficulty: 2

Question ID: 1.1-12

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: b. A work in progress that classifies mental disorders based on what is currently known

1.1-13. According to the case study in the textbook, for Zell Kravinsky the burden of _______ was almost unbearable.

a. hoarding personal possessions

b. washing his hands compulsively

c. refusing to help others

d. writing and rewriting letters to his family

Difficulty: 1

Question ID: 1.1-13

Page Ref: 6

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: c. refusing to help others.

1.1-14. What is a reason for classifying mental disorders?

a. A classification system allows information to be organized.

b. Then professionals won't need to look at as much information about a person.

c. Then professionals can make assumptions about people based on their diagnosis.

d. The diagnosis then often has an effect on peoples' behaviors.

Difficulty: 1

Question ID: 1.1-14

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: a. A classification system allows information to be organized.

1.1-15. Which concept provides psychologists with a consistent naming system that can be used to organize and identify information in a helpful manner?

a. Epidemiology

b. Classification

c. Brain research

d. Labeling

Difficulty: 1

Question ID: 1.1-15

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: b. Classification

1.1-16. Which of the following is a disadvantage of having a classification system for

mental disorders?

a. A classification system establishes the types of problems that mental professionals can treat.

b. When a label is used to describe an individual's behavior, information about the person is lost.

c. A classification system allows for research to advance.

d. Identifying the disorder that an individual has guides treatment.

Difficulty: 1

Question ID: 1.1-16

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: b. When a label is used to describe an individual's behavior, information about

the person is lost.

1.1-17. Which of the following statements is true concerning classification systems for mental disorders?

a. It is far more important that they be reliable than it is for them to be valid.

b. Classification systems make it more difficult to gather statistics on the incidence and prevalence of disorders.

c. Classification systems meet the needs of medical insurance companies who need diagnoses in order to authorize payment of claims.

d. Although they assist scientists who are researching disorders, they always inhibit our ability to communicate about abnormal behavior in a consistent way.

Difficulty: 2

Question ID: 1.1-17

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: c. Classification systems meet the needs of medical insurance companies who need diagnoses in order to authorize payment of claims.

1.1-18. All of the following are disadvantages of classifying and diagnosing mental

disorders EXCEPT

a. stereotyping.

b. labeling.

c. stigma.

d. structure.

Difficulty: 1

Question ID: 1.1-18

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: d. structure.

1.1-19. Stereotyping is an example of the stigma of mental illness. It means

a. people are reluctant to discuss their psychological problems because they are afraid others won't like them.

b. people feel very sad and upset when they find out they have a mental illness.

c. the automatic and often incorrect beliefs people have about people with mental illness.

d. the problem of removing the diagnosis, even if people make a full recovery from mental illness.

Difficulty: 1

Question ID: 1.1-19

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: c. the automatic and often incorrect beliefs people have about people with

mental illness.

1.1-20. What is wrong with describing someone as being "schizophrenic"?

a. It implies someone is depressed.

b. Such a definitive diagnosis is rare.

c. The behavior of the schizophrenic changes so rapidly that this is only true a small percentage of the time.

d. Labels should be applied to disorders, not to people.

Difficulty: 2

Question ID: 1.1-20

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: d. Labels should be applied to disorders, not to people.

1.1-21. Which of the following has been shown to reduce stigma of the mentally ill?

a. Educating people that a mental illness is a “real” brain disorder

b. Referring to a mental illness as a “mental disease”

c. Increasing contact with individuals who have a mental illness

d. Applying labels to individuals, such as “schizophrenic” or “bipolar”

Difficulty: 2

Question ID: 1.1-21

Page Ref: 9

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: c. Increasing contact with individuals who have a mental illness.

1.1-22. What does the case of JGH, a Native American elder, illustrate?

a. Alcoholism has long lasting effects on mood and behavior, even when drinking has ceased.

b. A person may focus on somatic symptoms, rather than mood, when depressed.

c. Depression is not universal.

d. The symptoms of some illnesses are not apparent until after lengthy psychological evaluation.

Difficulty: 1

Question ID: 1.1-22

Page Ref: 10

Topic: What Do We Mean by Abnormality?

Skill: Applied

Answer: b. A person may focus on somatic symptoms, rather than mood, when depressed.

1.1-23. What is a culture-specific disorder?

a. A disorder seen in all cultures

b. A disorder that is seen universally, but presents itself differently depending on cultural factors

c. A disorder that is a product of cultural stressors

d. A disorder seen only in certain cultures

Difficulty: 1

Question ID: 1.1-23

Page Ref: 11

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: d. A disorder seen only in certain cultures

1.1-24. Practically speaking, “abnormal” behavior means

a. any behavior that is "away from the normal" and causes any distress.

b. any behavior that causes the person distress.

c. any behavior that causes us to consider our values.

d. any behavior that deviates from the norms of the society in which the person lives.

Difficulty: 1

Question ID: 1.1-24

Page Ref: 11

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: d. any behavior that deviates from the norms of the society in which the person lives.

1.1-25. Maria believes that her dead grandmother occasionally speaks to her. In deciding if Maria has a mental illness or not, which of the following should first be evaluated?

a. How old is Maria?

b. Is Maria's belief consistent with the beliefs of her culture?

c. Do people in general consider Maria's belief abnormal?

d. Does her belief match any of the symptoms in the disorders in the DSM?

Difficulty: 1

Question ID: 1.1-25

Page Ref: 11

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: b. Is Maria's belief consistent with the beliefs of her culture?

1.1-26. Members of which culture are likely to make the distinction between mental illness (a term used to denote less severe conditions) and madness (a term used to describe more severe problems)?

a. Iranians

b. Jamaicans

c. Americans

d. Japanese

Difficulty: 2

Question ID: 1.1-26

Page Ref: 9

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: b. Jamaicans

1.1-27. Why is it important to know how many people have diagnosable mental illnesses?

a. Such information is needed to plan for the provision of adequate services.

b. The number of people with mental illness and the level of crime are highly correlated.

c. If the incidence of mental illness is rising, there needs to be a corresponding increase in the level of funding for medical research.

d. Pharmaceutical companies need such information to ensure the appropriate level of drug production.

Difficulty: 1

Question ID: 1.1-27

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. Such information is needed to plan for the provision of adequate services.

1.1-28. ___________ refers to the estimated proportion of actual, active cases of the disorder in a given population at a given point of time.

a. Point prevalence

b. Absolute prevalence

c. 1-year prevalence

d. Lifetime prevalence

Difficulty: 2

Question ID: 1.1-28

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. Point prevalence.

1.1-29. What is epidemiology?

a. The exploration of what forms of treatment are most effective

b. A form of psychotherapy

c. The study of the role of genes in mental illness

d. The study of the distribution of a disorder in a population

Difficulty: 1

Question ID: 1.1-29

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: d. The study of the distribution of a disorder in a population

1.1-30. Mental health epidemiology is

a. the study of epidemics in mental disorders among the general population.

b. the study of organic brain diseases among different ethnic populations of a defined geographic region.

c. the study of the distribution of mental disorders in a given population.

d. a sociological study of psychological disorders.

Difficulty: 2

Question ID: 1.1-30

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: c. the study of the distribution of mental disorders in a given population.

1.1-31. What does it mean if a disorder is said to be highly prevalent?

a. It is common.

b. It is not curable.

c. It is treatable.

d. It is contagious.

Difficulty: 1

Question ID: 1.1-31

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. It is common.

1.1-32. What type of prevalence estimate tends to be lowest?

a. Point prevalence

b. One-year prevalence

c. Lifetime prevalence

d. Virtual prevalence

Difficulty: 1

Question ID: 1.1-32

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. Point prevalence

1.1-33. ________ rates may be reported in terms of the lifetime risk of contracting a particular disorder.

a. Prevalence

b. Point prevalence

c. Point incidence

d. Incidence

Difficulty: 1

Question ID: 1.1-33

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. Prevalence

1.1-34. Which of the following is an example of point prevalence?

a. Forty people had a panic attack in the last year.

b. Seventy people in her graduating class had been diagnosed with anorexia at some time during the past four years.

c. 1% of the population is currently experiencing depressive symptoms.

d. 15% of women will suffer from an anxiety disorder before the age of 30.

Difficulty: 2

Question ID: 1.1-34

Page Ref: 12

Topic: Prevalence and Incidence

Skill: Applied

Answer: c. 1% of the population is currently experiencing depressive symptoms.

1.1-35. What type of prevalence data only counts active cases of a disorder?

a. Point prevalence

b. One-year prevalence

c. Lifetime prevalence

d. All prevalence data count both those who have the disorder and those who have recovered.

Difficulty: 2

Question ID: 1.1-35

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Applied

Answer: a. Point prevalence

1.1-36. The mayor of a city wants to know the number of new cases of a disorder over the past year. The mayor should ask an epidemiologist for the ________ of the disorder.

a. prevalence rate

b. incidence rate

c. point prevalence

d. acute occurrence

Difficulty: 2

Question ID: 1.1-36

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Applied

Answer: b. incidence rate

1.1-37. What type of prevalence estimate tends to be highest?

a. Point prevalence

b. One-year prevalence

c. Lifetime prevalence

d. Virtual prevalence

Difficulty: 1

Question ID: 1.1-37

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: c. Lifetime prevalence

1.1-38. What term refers to the number of new cases of a disorder that occur over a given time period?

a. Point prevalence

b. One-year prevalence

c. Incidence

d. Valence

Difficulty: 1

Question ID: 1.1-38

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: c. Incidence

1.1-39. Why is it believed that the NCS survey used to estimate the prevalence of mental illness underestimated that prevalence?

a. Most problems are acute.

b. Few people report symptoms of mental illness when completing surveys.

c. The incidence of comorbidity is too high.

d. Measures of several types of disorders were not included.

Difficulty: 2

Question ID: 1.1-39

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: d. Measures of several types of disorders were not included.

1.1-40. What is the most prevalent grouping of psychological disorder?

a. Anxiety disorders

b. Depressive disorders

c. Substance abuse disorders

d. Dissociative disorders

Difficulty: 1

Question ID: 1.1-40

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. Anxiety disorders

1.1-41. What is important to remember about the apparent high lifetime rate of mental disorders?

a. Many people were probably misdiagnosed.

b. So many people have disorders that this has become a major health issue.

c. Many people with disorders are not seriously affected by them or may have them for only a short time.

d. A large majority of people with disorders seek treatment, so the problem is not as bad as it seems.

Difficulty: 2

Question ID: 1.1-41

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Conceptual

Answer: c. Many people with disorders are not seriously affected by them or may have them for only a short time.

1.1-42. What can be said about individuals who have a history of at least one serious psychological disorder?

a. Most are effectively treated and never experience mental illness again.

b. Over 50% have at least two or more other disorders.

c. Few have a comorbid disorder.

d. Individuals who have sought treatment for one illness are unlikely to ever experience another.

Difficulty: 2

Question ID: 1.1-42

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: b. Over 50% have at least two or more other disorders.

1.1-43. Comorbidity means

a. that a disorder is often fatal.

b. that a person has two or more disorders.

c. that a person has a more severe form of a disorder.

d. that a person is unlikely to recover from the disorder.

Difficulty: 2

Question ID: 1.1-43

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: b. that a person has two or more disorders.

1.1-44. A major finding from the National Comorbidity Survey (NCS) was that

a. those people who have three or more comorbid disorders have one or more mild and transitory disorders.

b. over half of the people with a history of one serious disorder had two or more comorbid disorders.

c. people who have one mental disorder are unlikely to have a second comorbid disorder.

d. as people grow older they are more likely to have multiple severe disorders.

Difficulty: 2

Question ID: 1.1-44

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: b. over half of the people with a history of one serious disorder had two or more comorbid disorders.

1.1-45 Most mental health treatment

a. occurs in an outpatient setting.

b. requires an overnight stay.

c. does not involve professionals.

d. occurs in psychiatric hospitals.

Difficulty: 2

Question ID: 1.1-45

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. occurs in an outpatient setting.

1.1-46. Most people with psychological disorders

a. seek treatment as soon as they realize there is a problem.

b. recover only if they seek treatment.

c. delay seeking treatment, sometimes for many years.

d. exaggerate their symptoms so it takes longer for them to recover.

Difficulty: 2

Question ID: 1.1-46

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: c. delay seeking treatment, sometimes for many years.

1.1-47. The trend toward deinstitutionalization in recent years means that

a. inpatient hospitalization in public institutions has increased.

b. people with psychological problems more often receive inpatient treatment than outpatient treatment.

c. people are hospitalized more briefly and then treated on an outpatient basis.

d. the number of community services has skyrocketed.

Difficulty: 2

Question ID: 1.1-47

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: c. people are hospitalized more briefly and then treated on an outpatient basis.

1.1-48. Which of the following mental health professionals has a doctoral degree in psychology and provides individual therapy to the patient?

a. clinical psychologist

b. occupational therapist

c. caseworker

d. psychiatrist

Difficulty: 1

Question ID: 1.1-48

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. clinical psychologist

1.1-49. Which of the following mental health professionals prescribes medications and monitors the patient for side effects?

a. clinical psychologist

b. psychiatrist

c. counseling psychologist

d. occupational therapist

Difficulty: 1

Question ID: 1.1-49

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: b. psychiatrist

1.1-50.

A clinical social worker would provide a patient with help in which of the following areas?

a. family therapy

b. occupational therapy

c. prescriptions

d. clinical research

Difficulty: 2

Question ID: 1-1.50

Page Ref: 14

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: a. family therapy

1.1-51. Describing a disorder as acute means that

a. it causes very severe distress and impairment.

b. it causes very mild distress and impairment.

c. it is a very long-lasting disorder.

d. it is a disorder that is short in duration.

Difficulty: 1

Question ID: 1.1-51

Page Ref: 14

Topic: Research Approaches In Abnormal Psychology

Skill: Factual

Answer: d. it is a disorder that is short in duration.

1.1-52. Why is it important to have some understanding of what causes a psychological disorder?

a. A disorder cannot be identified unless there is an understanding of where it came from.

b. All recognized disorders have known causes.

c. Biological treatments only work when a disorder has a biological cause.

d. The selection of a treatment approach is largely determined by assumptions about causality.

Difficulty: 2

Question ID: 1.1-52

Page Ref: 14

Topic: Research Approaches In Abnormal Psychology

Skill: Conceptual

Answer: d. The selection of a treatment approach is largely determined by assumptions about causality.

1.1-53. One strength of case studies is

a. they can help prove causal relationships between variables.

b. they can generate new ideas to explore.

c. they do not involve bias.

d. they are usually highly accurate.

Difficulty: 1

Question ID: 1.1-53

Page Ref: 15

Topic: Sources of Information

Skill: Factual

Answer: b. they can generate new ideas to explore.

1.1-54. Why is it dangerous to make conclusions based on case studies?

a. Case studies can provide little information about a disorder.

b. Few patients are willing to be used as case studies.

c. It is unethical.

d. Conclusions based on so little data are likely to be flawed.

Difficulty: 2

Question ID: 1.1-54

Page Ref: 15

Topic: Sources of Information

Skill: Conceptual

Answer: d. Conclusions based on so little data are likely to be flawed.

1.1-55. Which of the following typically involves having a patient or research participant fill out questionnaires?

a. Case study method

b. Direct observation

c. Self-report data collection

d. Psychophysiological data collection

Difficulty: 1

Question ID: 1.1-55

Page Ref: 15

Topic: Sources of Information

Skill: Factual

Answer: c. Self-report data collection

1.1-56. Which of the following typically involves the use of trained observers?

a. Case study method

b. Direct observation

c. Self-report data collection

d. Psychophysiological data collection

Difficulty: 1

Question ID: 1.1-56

Page Ref: 16

Topic: Sources of Information

Skill: Factual

Answer: b. Direct observation

1.1-57. A psychologist reports a single case of a disorder, detailing the person's feelings and responses. This research strategy is

a. very strong and widely used in abnormal psychology.

b. rarely used in abnormal psychology because few people are willing to examine their own lives closely.

c. weak because it rarely provides information we can generalize to others with the disorder.

d. weak because it confuses correlational data with experimental data.

Difficulty: 3

Question ID: 1.1-57

Page Ref: 16

Topic: Sources of Information

Skill: Applied

Answer: c. weak because it rarely provides information we can generalize to others

with the disorder.

1.1-58. Carl is asked to provide information about his drinking. Despite the fact that he has had several arrests for driving while intoxicated, Carl reports that he has no problems with drinking. This is an example of

a. the problems with self-report data.

b. the problems with case studies.

c. the problems of diagnosis.

d. the problems of forming hypotheses.

Difficulty: 1

Question ID: 1.1-58

Page Ref: 16

Topic: Sources of Information

Skill: Applied

Answer: a. the problems with self-report data.

1.1-59. ________ are more or less plausible ideas used to explain something (e.g., a behavior) and can be tested using research methods.

a. Observations

b. Hypotheses

c. Variables

d. Correlations

Difficulty: 1

Question ID: 1.1-59

Page Ref: 17

Topic: Forming and Testing Hypotheses

Skill: Factual

Answer: b. Hypotheses

1.1-60. An important FIRST step in studying a particular disorder is

a. selecting the best case study for analysis.

b. determining the criteria for identifying people who have the disorder.

c. deciding upon the appropriate statistical analyses to use on the data to be collected.

d. selecting the appropriate subjects for study.

Difficulty: 2

Question ID: 1.1-60

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Conceptual

Answer: b. determining the criteria for identifying people who have the disorder.

1.1-61. Upon deciding to study individuals with a given disorder, what is the next step that should be taken?

a. Select criteria for identifying individuals with the disorder.

b. Determine what treatment approach will be tested.

c. Establish which subjects will be the control group and which will be in the experimental group.

d. Gather survey data to determine where your subjects are most likely to reside.

Difficulty: 1

Question ID: 1.1-61

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Factual

Answer: a. Select criteria for identifying individuals with the disorder.

1.1-62. Ideally, a sample is described as what?

a. Random

b. Representative

c. Generalizable

d. Demographically pure

Difficulty: 1

Question ID: 1.1-62

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Factual

Answer: b. Representative

1.1-63. Why is a representative sample desirable?

a. Such samples are random.

b. Hypotheses can only be tested on representative samples.

c. Only representative samples yield meaningful results.

d. The more representative a sample is, the more generalizable the data.

Difficulty: 1

Question ID: 1.1-63

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Factual

Answer: d. The more representative a sample is, the more generalizable the data.

1.1-64. Dr. Katz is researching the causes of all phobias. He puts an ad in a newspaper asking for only people who have an intense, distressing fear of snakes to come and participate in his study. The major problem with this is

a. the people who come may not have a phobia.

b. his sample will be too small.

c. he is not getting a representative sample.

d. he doesn't know if people are telling the truth about their fears or not.

Difficulty: 2

Question ID: 1.1-64

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: c. he is not getting a representative sample.

1.1-65. Why would a researcher want to ensure that every person in the larger group of study has an equal chance of being included in the sample?

a. This helps eliminate a correlational relationship.

b. It increases the chances of finding a causal relationship.

c. It provides important epidemiological information such as the prevalence and incidence of the disorder.

d. It increases the researcher's ability to generalize findings to the larger group.

Difficulty: 2

Question ID: 1.1-65

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Conceptual

Answer: d. It increases the researcher's ability to generalize findings to the larger group.

1.1-66. A researcher interested in the health problems of people with schizophrenia interviews only those people diagnosed with the disorder who are in an inpatient facility. The most glaring weakness in this study is

a. the absence of correlational statistics.

b. the failure to use DSM-IV criteria for health problems.

c. having an inappropriate control group.

d. nonrepresentative sampling.

Difficulty: 3

Question ID: 1.1-66

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: d. nonrepresentative sampling.

1.1-67. In Dr. Lu's study of eating disorders, she looked at the academic histories of girls with an eating disorder and girls who did not have such problems. In this example, the girls with eating disorders are the ________ group.

a. comparison

b. control

c. criterion

d. treatment

Difficulty: 1

Question ID: 1.1-67

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: c. criterion

1.1-68. In Dr. Lu's study of eating disorders, she looked at the academic histories of girls with an eating disorder and girls who did not have such problems. In this example, the girls without eating disorders are the ________ group.

a. conforming

b. control

c. criterion

d. treatment

Difficulty: 1

Question ID: 1.1-68

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: b. control

1.1-69. In what significant ways do correlational research designs differ from experimental research designs?

a. Correlational research does not require the selection of a sample to study.

b. Correlational research does not generate hypotheses.

c. There is no comparison group in correlational research.

d. There is no manipulation of variables in correlational research.

Difficulty: 1

Question ID: 1.1-69

Page Ref: 19

Topic: Research Designs

Skill: Factual

Answer: d. There is no manipulation of variables in correlational research.

1.1-70. To determine whether certain characteristics are true of people in general, and not just of people with mental disorders, it is important to use

a. an experimental design.

b. a representative sample of individuals with the disorder.

c. a control group.

d. a criterion group.

Difficulty: 2

Question ID: 1.1-70

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Conceptual

Answer: c. a control group.

1.1-71. What is a good control group for a research study on people with eating disorders?

a. People who have an eating disorder and a wide range of educational backgrounds.

b. A group that is comparable to those with eating disorders except that they eat normally.

c. A group that is drawn from the sample of people with eating disorders.

d. People who used to have eating disorders but no longer say they do.

Difficulty: 1

Question ID: 1.1-71

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: b. A group that is comparable to those with eating disorders except that they eat

normally.

1.1-72. Why are correlational research designs often used in abnormal psychology?

a. They are best at determining cause and effect.

b. They are the most useful for comparing groups.

c. They give in-depth descriptions of the disorder being studied.

d. It is often unethical or impossible to directly manipulate the variables involved in abnormal psychology.

Difficulty: 2

Question ID: 1.1-72

Page Ref: 19

Topic: Research Designs

Skill: Conceptual

Answer: d. It is often unethical or impossible to directly manipulate the variables

involved in abnormal psychology.

1.1-73. What is the most important limitation of correlational studies?

a. They cannot determine cause and effect.

b. They are very subject to bias.

c. They rarely have representative samples.

d. They are very difficult to do.

Difficulty: 1

Question ID: 1.1-73

Page Ref: 20

Topic: Research Designs

Skill: Factual

Answer: a. They cannot determine cause and effect.

1.1-74. Researchers have observed that women who wear bras for more than 16 hours a day are more likely to develop breast cancer than those who spend less time in a bra. In other words, there is a correlation between wearing a bra and breast cancer. Based on this finding, which of the following statements is true?

a. Wearing a bra causes cancer.

b. All women should avoid wearing a bra for more than 16 hours a day.

c. There is no relationship between wearing a bra and breast cancer; these data are clearly flawed.

d. Some additional variable may serve to explain the relationship observed between wearing a bra and developing cancer.

Difficulty: 2

Question ID: 1.1-74

Page Ref: 20

Topic: Research Designs

Skill: Conceptual

Answer: d. Some additional variable may serve to explain the relationship observed

between wearing a bra and developing cancer.

1.1-75. Which of the following may be safely inferred when a significant negative correlation is found between variables x and y?

a. x causes y

b. y causes x

c. as x increases, y increases

d. as x increases, y decreases

Difficulty: 2

Question ID: 1.1-75

Page Ref: 20

Topic: Research Designs

Skill: Conceptual

Answer: d. as x increases, y decreases

1.1-76. Dr. Gordon finds that heroin-addicted adults almost always smoked cigarettes and drank alcohol when they were young adolescents. Knowing this strong association we can conclude that

a. cigarette smoking causes drinking, which causes heroin addiction.

b. if cigarette smoking and drinking could be stopped in adolescence, heroin addiction would be stopped too.

c. heroin addiction is caused by the same factors that cause early smoking and drinking.

d. there is an association among the variables, but no causal inferences should be drawn.

Difficulty: 2

Question ID: 1.1-76

Page Ref: 20

Topic: Research Designs

Skill: Applied

Answer: d. there is an association among the variables, but no causal inferences should be drawn.

1.1-77. Individuals who have alcohol problems tend to come from families with other individuals who have alcohol problems. This would suggest that

a. genetic factors cause an individual to have alcohol problems.

b. environmental factors cause an individual to have alcohol problems.

c. both genetic and environmental factors cause an individual to have problems.

d. although there is an association, no cause-effect relationship can be concluded.

Difficulty: 3

Question ID: 1.1-77

Page Ref: 21

Topic: Research Designs

Skill: Conceptual

Answer: d. although there is an association, no cause-effect relationship can be concluded.

1.1-78. Dr. Francis has discovered that the more spaghetti people eat, the less likely they are to be diagnosed with depression. Based on this finding, what statement can be made about the relationship between spaghetti and depression?

a. There is a positive correlation between spaghetti eating and depression.

b. There is a negative correlation between spaghetti eating and depression.

c. Spaghetti prevents depression.

d. There is no relationship between spaghetti eating and depression.

Difficulty: 2

Question ID: 1.1-78

Page Ref: 20

Topic: Research Designs

Skill: Applied

Answer: b. There is a negative correlation between spaghetti eating and depression.

1.1-79. It has been demonstrated that those who were prenatally exposed to the influenza virus are more likely to develop schizophrenia. In other words, prenatal exposure to the influenza virus is ________ correlated with developing schizophrenia.

a. not

b. randomly

c. negatively

d. positively

Difficulty: 2

Question ID: 1.1-79

Page Ref: 20

Topic: Research Designs

Skill: Factual

Answer: d. positively

1.1-80. A significant positive correlation is found between variables x and y. Which of the following may be safely inferred?

a. x causes y

b. y causes x

c. as x increases, y increases

d. as x increases, y decreases

Difficulty: 2

Question ID: 1.1-80

Page Ref: 20

Topic: Research Designs

Skill: Conceptual

Answer: c. as x increases, y increases

1.1-81. What does the notation p < .05 next to a correlation mean?

a. The probability that a correlation would occur purely by chance is less than 95 out of 100

b. The probability that a correlation would occur purely by chance is less than 5 out of 100

c. The probability that a positive correlation will be found purely by chance

d. The probability that a negative correlation will be found purely by chance

Difficulty: 2

Question ID: 1.1-81

Page Ref: 19

Topic: Research Designs

Skill: Conceptual

Answer: b. The probability that a correlation would occur purely by chance is less than 5 out of 100

1.1-82. Which of the following terms is defined as the size of the association between two variables independent of the sample size?

a. Statistical significance

b. Clinical significance

c. Effect size

d. Association size

Difficulty: 2

Question ID: 1.1-82

Page Ref: 20

Topic: Research Designs

Skill: Conceptual

Answer: c. Effect size

1.1-83. What is the term for the statistical approach that calculates and then combines the effect sizes from multiple studies?

a. Meta-analysis

b. Effect analysis

c. Multiple-effect analysis

d. Correlational analysis

Difficulty: 2

Question ID: 1.1-83

Page Ref: 21

Topic: Research Designs

Skill: Conceptual

Answer: a. Meta-analysis

1.1-84. Which research approach requires subjects to recall the past?

a. Reconstructive

b. Repressed

c. Retroactive

d. Retrospective

Difficulty: 1

Question ID: 1.1-84

Page Ref: 21

Topic: Research Designs

Skill: Factual

Answer: d. Retrospective

1.1-85. A researcher says, "These studies make it too easy for investigators to find the background factors they expect to find. However, they are more valid if we find documents like school reports that show the background factor before the disorder emerges." What kind of research strategy is the researcher referring to?

a. Prospective strategies

b. N=1 strategies

c. Retrospective strategies

d. Analogue studies

Difficulty: 2

Question ID: 1.1-85

Page Ref: 21

Topic: Research Designs

Skill: Conceptual

Answer: c. Retrospective strategies

1.1-86. What type of research design begins with the identification of individuals who are likely to develop a particular disorder?

a. Correlational

b. Experimental

c. Prospective

d. Retrospective

Difficulty: 1

Question ID: 1.1-86

Page Ref: 22

Topic: Research Designs

Skill: Applied

Answer: c. Prospective

1.1-87. In most prospective studies,

a. large samples of individuals are interviewed to see if there are any risk factors that differentiate those with the disorder of interest.

b. children who share a risk factor for a disorder are studied before signs of the disorder show up.

c. analogue research is used because of the ethical problems with other experimental research.

d. a representative sample of a general population of adults is used.

Difficulty: 2

Question ID: 1.1-87

Page Ref: 22

Topic: Research Designs

Skill: Factual

Answer: b. children who share a risk factor for a disorder are studied before signs of the disorder show up.

1.1-88. A researcher who provides a certain treatment for one group and withholds treatment from a completely comparable group is using the ________ research method.

a. correlational

b. epidemiological

c. case study

d. experimental

Difficulty: 1

Question ID: 1.1-88

Page Ref: 22

Topic: Research Designs

Skill: Conceptual

Answer: d. experimental

1.1-89. A researcher who studies children who are home-schooled and compares them to children who attend school is using the ________ research method.

a. correlational

b. epidemiological

c. case study

d. experimental

Difficulty: 3

Question ID: 1.1-89

Page Ref: 19

Topic: Research Designs

Skill: Applied

Answer: a. correlational

1.1-90. Which variable is manipulated in an experiment?

a. Comparison

b. Criterion

c. Dependent

d. Independent

Difficulty: 1

Question ID: 1.1-90

Page Ref: 22

Topic: Research Designs

Skill: Factual

Answer: d. Independent

1.1-91. In a study of the effects of ice cream on mood, the ice cream can be described as what?

a. The dependent variable

b. The independent variable

c. A correlational variable

d. A confounding variable

Difficulty: 1

Question ID: 1.1-91

Page Ref: 22

Topic: Research Designs

Skill: Applied

Answer: b. The independent variable

1.1-92. In a study of the effects of ice cream on mood, the mood after ice cream exposure can be described as what?

a. The dependent variable

b. The independent variable

c. A correlational variable

d. A confounding variable

Difficulty: 1

Question ID: 1.1-92

Page Ref: 22

Topic: Research Designs

Skill: Applied

Answer: a. The dependent variable

1.1-93. Which of the following is an example of an ABAB design?

a. Half of the subjects receive one treatment and the other half are not treated.

b. All subjects received one of two treatments.

c. A subject is observed and treated.

d. A subject is observed both before and after two exposures to the treatment.

Difficulty: 2

Question ID: 1.1-93

Page Ref: 24

Topic: Research Designs

Skill: Conceptual

Answer: d. A subject is observed both before and after two exposures to the treatment.

1.1-94. Fred refuses to speak at school, although he speaks normally at home. His therapist plans out a treatment where Fred is given a gold star every time he answers his teacher, and he can then trade in his stars for prizes. Fred begins speaking in class. The therapist then tells the teacher to stop the program for a couple of weeks. Fred stopped talking during that time. The teacher then starting giving Fred stars again, and Fred again began to talk. This is an example of

a. a case study.

b. a correlational study.

c. an ABAB experimental design study.

d. a self-report study.

Difficulty: 2

Question ID: 1.1-94

Page Ref: 24

Topic: Research Designs

Skill: Applied

Answer: c. an ABAB experimental design study.

1.1-95. What is the value of using an ABAB design?

a. It permits the study of the effects of multiple forms of treatment on a single subject.

b. Subjects can be selected randomly.

c. The effects of a single form of treatment are studied twice in the same subject.

d. Generalizability is ensured.

Difficulty: 2

Question ID: 1.1-95

Page Ref: 24

Topic: Research Designs

Skill: Conceptual

Answer: c. The effects of a single form of treatment are studied twice in the same subject.

1.1-96. A psychologist wishes to test the hypothesis that the experience of chronic physical pain can cause clinical depression, but the Ethics Committee of his university won't allow him to conduct a study in which he inflicts pain on the subjects. What kind of research design might best allow the psychologist to test this hypothesis while circumventing the committee's objection?

a. Experimental

b. Prospective

c. Analogue

d. Longitudinal

Difficulty: 3

Question ID: 1.1-96

Page Ref: 25

Topic: Research Designs

Skill: Factual

Answer: c. Analogue

1.1-97. Which of the following is an example of an analogue study?

a. Families with a history of schizophrenia are compared to families with no family history of mental illness.

b. Rats prenatally exposed to alcohol are studied to further our understanding of Fetal Alcohol Syndrome.

c. Blood is taken from a group of individuals with panic disorder both before and after viewing a disturbing film.

d. Survey data is examined to determine the prevalence of mental illness.

Difficulty: 2

Question ID: 1.1-97

Page Ref: 25

Topic: Research Designs

Skill: Applied

Answer: b. Rats prenatally exposed to alcohol are studied to further our understanding

of Fetal Alcohol Syndrome.

1.1-98. Dr. Brown wants to study social phobia. She induces temporary anxiety by having normal subjects believe they will be negatively evaluated by another person. This is an example of

a. a path analysis.

b. an analogue study.

c. an experimental epidemiological study.

d. a correlational study.

Difficulty: 2

Question ID: 1.1-98

Page Ref: 25

Topic: Research Designs

Skill: Conceptual

Answer: b. an analogue study.

1.1-99. What did Seligman find by studying dogs exposed to uncontrollable shock?

a. Seligman demonstrated that dogs can get depressed.

b. Seligman found that the dogs became aggressive.

c. Seligman found that uncontrollable shock led the dogs to behave much like depressed humans.

d. Seligman found that the exposure to the shock altered the level of brain chemicals known to be involved in depression.

Difficulty: 2

Question ID: 1.1-99

Page Ref: 25

Topic: Research Designs

Skill: Applied

Answer: c. Seligman found that uncontrollable shock led the dogs to behave much like depressed humans.

1.1-100. A major scientific problem with analogue studies is

a. the difficulty of disentangling intercorrelated factors.

b. the difficulty of manipulating variables in a laboratory.

c. the inability to draw causal inferences from such studies.

d. the difficulty of generalizing to the naturally occurring phenomenon.

Difficulty: 3

Question ID: 1.1-100

Page Ref: 26

Topic: Research Designs

Skill: Conceptual

Answer: d. the difficulty of generalizing to the naturally occurring phenomenon.

Fill-in-the-Blank Questions

1.2-1. _______________are automatic beliefs concerning other people based on little

information.

Difficulty: 1

Question ID: 1.2-1

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: Stereotypes

1.2-2. The number of people who have suffered from a particular disorder at any time in their lives is __________ .

Difficulty: 1

Question ID: 1.2-2

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Conceptual

Answer: lifetime prevalence

1.2-3. When mental disorders are short in duration, they are known as acute. When they are long in duration, they are __________ .

Difficulty: 1

Question ID: 1.2-3

Page Ref: 14

Topic: Research Approaches in Abnormal Psychology

Skill: Conceptual

Answer: chronic

1.2-4. If the score on one variable is high and the score on another variable is low, this is known as a __________ correlation.

Difficulty: 1

Question ID: 1.2-4

Page Ref: 20

Topic: Research Designs

Skill: Factual

Answer: negative

1.2-5. ______________is used to study questions that would not be possible to study with human subjects.

Difficulty: 1

Question ID: 1.2-5

Page Ref: 25

Topic: Research Designs

Skill: Factual

Answer: Analogue studies

Short Answer Questions

1.3-1. Why is it difficult to agree on a definition of abnormal behavior?

Difficulty: 1

Question ID: 1.3-1

Page Ref: 3

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: There are no sufficient or necessary conditions. Also, what is abnormal at one point in time may no longer be considered abnormal at another time.

1.3-2. What are the benefits of classifying mental disorders?

Difficulty: 2

Question ID: 1.3-2

Page Ref: 7

Topic: What Do We Mean by Abnormality?

Skill: Factual

Answer: Allows information to be organized, needed for research, most sciences do it, establishes the range of problems mental health professionals can address.

1.3-3. Discuss one disadvantage of developing a classification system for mental disorders.

Difficulty: 2

Question ID: 1.3-3

Page Ref: 8

Topic: What Do We Mean by Abnormality?

Skill: Applied

Answer: Multiple possible answers: 1. There is a loss of information when a classification scheme is applied to behavior, as will happen when any single word is used to convey something as complex as a mental disorder. 2. In addition, there may be some stigma attached to receiving a psychiatric diagnosis. 3. Stereotyping may occur, leading to incorrect assumptions about and expectations of an individual who has received a psychiatric diagnosis.

1.3-4. Explain what a culture-specific disorder is and provide an example of one.

Difficulty: 2

Question ID: 1.3-4

Page Ref: 11

Topic: What Do We Mean By Abnormality?

Skill: Applied

Answer: A culture-specific disorder is a disorder that occurs most commonly in or exclusively in a specific culture. While many disorders may present themselves differently in different cultures, these are disorders that are unique to a particular culture. Koro, a disorder seen most commonly in young Asian males, is one example. This anxiety disorder is characterized by an extreme fear that a body part is shrinking.

1.3-5. What is mental health epidemiology? How is it studied?

Difficulty: 1

Question ID: 1.3-5

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: Epidemiology is the study of the distribution of a health-related problem within a population. Mental health epidemiology is the distribution and frequency of mental disorders. A key element in studying this is the frequency of mental disorder, which includes prevalence rates.

1.3-6. Discuss the difference between prevalence and incidence.

Difficulty: 2

Question ID: 1.3-6

Page Ref: 12

Topic: How Common Are Mental Disorders?

Skill: Conceptual

Answer: Prevalence is the number of active cases of a disorder in a given population during a given period of time. Incidence is the number of new cases that occur over a given period of time.

1.3-7. What is comorbidity?

Difficulty: 2

Question ID: 1.3-7

Page Ref: 13

Topic: How Common Are Mental Disorders?

Skill: Factual

Answer: The presence of two of more disorders in the same person. This is common in serious mental disorders, rarer for mild disorders.

1.3-8. Briefly discuss why research in abnormal psychology is important.

Difficulty: 2

Question ID: 1.3-8

Page Ref: 15

Topic: Research Approaches in Abnormal Psychology

Skill: Conceptual

Answer: Through the use of research, the characteristics of disorders can be studied and our understanding of the etiology of disorders is furthered. In addition, research must be used to determine the effectiveness of treatment.

1.3-9. What is a case study and what are its benefits and drawbacks?

Difficulty: 2

Question ID: 1.3-9

Page Ref: 15

Topic: Sources of Information

Skill: Applied

Answer: An in-depth, detailed account of a single case. They are good sources of research ideas and hypotheses. However, information from them does not generalize. They are uncontrolled and often impressionistic, so any conclusions drawn may be incorrect.

1.3-10. What is sampling and why is it important?

Difficulty: 2

Question ID: 1.3-10

Page Ref: 18

Topic: Forming and Testing Hypotheses

Skill: Applied

Answer: Sampling is the procedure used to select subjects to study. As it is not possible to study all of the population of interest, a subset of the population is selected. The sample studied needs to resemble the larger population on all relevant variables so that findings made when studying the sample can be generalized to the population. In other words, results obtained with a sample should provide accurate information about the larger population.

1.3-11. Discuss the limitations of self-report data.

Difficulty: 2

Question ID: 1.3-11

Page Ref: 15

Topic: Sources of Information

Skill: Factual

Answer: Can be misleading, sometimes deliberately lie, misinterpret questions or try to present themselves more favorably or less favorably than is true.

1.3-12. What is an analogue study?

Difficulty: 2

Question ID: 1.3-12

Page Ref: 25

Topic: Research Designs

Skill: Factual

Answer: A study of an approximation of the real thing in which the researcher is interested. Often done if studying the real thing is difficult or it would be unethical to manipulate the variables of interest.

Essay Questions

1.4-1. Discuss some of the difficulties involved in attempting to define abnormal behavior.

Difficulty: 1

Question ID: 1.4-1

Page Ref: 2-5

Topic: What Do We Mean by Abnormality?

Skill: Conceptual

Answer: "Abnormal" presupposes some norm from which behavior deviates, but there is no definition of "normal" about which people can all agree. Abnormal is also related to behavior that is deemed undesirable by society. Value issues therefore always complicate the objective definition of disorders. What, exactly, comprises distress, disability, or dysfunction is also difficult to define. In addition, definitions of abnormality vary not only with culture, but over time. GRADING RUBRIC: 6 points

total, 2 points for each difficulty discussed.

1.4-2. What is the DSM and what is the definition of a mental disorder for the DSM-5?

Difficulty: 1

Question ID: 1.4-2

Page Ref: 5-7

Topic: What Do We Mean By Abnormality?

Skill: Factual

Answer: The DSM is the Diagnostic and Statistical Manual of Mental Disorders. The DSM is published by the American Psychiatric Association and provides information to be used in identifying mental disorders. The DSM does not provide information as to the cause of mental disorders. A mental disorder, according to the DSM-5, is a syndrome that occurs in an individual and involves clinically significant disturbance in behavior, emotion regulation, or cognitive functioning. These disturbances are thought to reflect an underlying biological, psychological, or developmental dysfunction, the consequences of which are clinically significant distress (e.g., a painful symptom) or disability (impairment in one or more important areas of functioning such as social, occupational, or other activities). It must not be a merely expected response to common stressors and losses (for example the loss of a loved one) or a culturally sanctioned response to a particular event (for example, trance states in religious rituals). It is not primarily a result of social deviance or conflicts with society. GRADING RUBRIC: 8 points total, 2 points for what DSM stands for, 2 points for explaining what it is, 4 points for correct definition of "mental disorder."

1.4-3. Describe the retrospective and prospective research designs. What are the benefits and problems of these designs?

Difficulty: 2

Question ID: 1.4-3

Page Ref: 21-22

Topic: Research Designs

Skill: Applied

Answer: Retrospective: Study people with a disorder by collecting information about their lives before they became sick. Problem is faulty and selective memory, bias on the part of the person and the researcher. Prospective: Find people with high risk of developing a disorder before they have it, measure variables ahead of time and track the person to see who develops the disorder. Problem: Can't know how many will develop the disorder; small sample size. GRADING RUBRIC: 10 points, 5 points each.

1.4-4. What is an observational research design and how can such an approach further our understanding of abnormal behavior. What limitations are there of such designs and how can these be overcome?

Difficulty: 2

Question ID: 1.4-4

Page Ref: 19-20

Topic: Research Designs

Skill: Applied

Answer: When an observational research design is employed, no manipulation is made, and data is merely gathered on the subject or subjects of interest. A group that is at risk for some disorder or one that has a particular disorder may be studied in order to gather information as to the factors that might influence the development of the disorder or the progression of the disorder. Just as a control group is used in an experiment, a control group must be used when conducting observational research. It is important, however, to recognize that no conclusions can be made about cause and effect. Correlational data, observing that two factors are related, does not permit such conclusions to be made as other factors may be the true cause for the observed relationship. For example, if a researcher observes a correlation between obesity and depression, it can't be concluded that depression causes obesity or that obesity causes depression. While either may be true, it cannot be determined from such data. In addition to these obvious causal connections, there could be additional factors that are causing both problems. Thus, while observational research designs provide information as to how things are related, no conclusions can be made as to cause and effect. GRADING RUBRIC: 10 points total, 2 points for explaining observational research design, 2 points for how it can be used, 3 points for limitations, 3 points for how limitations can be overcome.

1.4-5. Describe the ABAB research design and give an example.

Difficulty: 3

Question ID: 1.4-5

Page Ref: 24

Topic: Research Designs

Skill: Factual

Answer: A type of single case research design. A way of using case study to develop and test therapy techniques within a scientific framework. The same subject is studied over time. Phase A - collect information about the subject but don't intervene. Phase B - intervention. Repeating the phases tells whether it is what was done in the B phase that produced any changes. Many possible examples. GRADING RUBRIC: 10 points - 5 for description, 5 for example.