Intro to abnormal psych

AN INTRODUCTION TO
ABNORMAL PSYCHOLOGY,
PSYCHOLOGICAL
DISORDERS, &
DEPRESSION

I can explain what abnormal and disorder
mean in relation to psychology.
 Learning Outcomes
 We are learning how to define the terms of abnormal and
disorder.
 We are going to be able to discuss the challenges and
significance of defining these terms.
 We are learning this because the definitions are important to
consider because they shape the way that others are treated
and how we view ourselves.
LEARNING OBJECTIVES & OUTCOMES

 Develop a one sentence definition for “normal” and
“abnormal”
 Are the following behaviors normal or abnormal?
 Biting your nails
 Fear of Public Speaking
 Talking to yourself
 Having a High IQ
 Shoplifting
 Procrastinating
GROUP WARM UP

Definitions are powerful because they shape
the way individuals are viewed, treated, and
respected within our culture.
Definitions are also tricky because they rarely
fully encompass the wide range of behaviors
that people demonstrate.
What is normal to one person/culture/time period is
abnormal to another.
WHY DEFINITIONS ARE IMPORTANT
(& TRICKY)

Definition #1: A deviation from social norms.
 The degree to which people do not conform to
common rules within society.
Limitations:
 The Power of the Situation: What is accepted in some situations
is not in others.
 Cultural Relativism: What is accepted in one culture as normal, is
not in others.
DEFINING ABNORMAL

Definition #2: Deviation from mental health
When a person deviates from what society views as
ideal mental health.
Characteristics of Mental Health
 Self Attitudes: Positive Self-Esteem & sense of identity
 Integration: Ability to deal with stressful events while maintaining
productive and social.
 Perceptions: Having an accurate perception about the world.
DEFINING ABNORMAL

Definition #3: Failure to function adequately.
If any behavior interferes with our daily lives, then it
is viewed as being abnormal.
Limitations:
 Cultural Relativism
 Behaviors (Depression, Addiction) may have evolutionary
advantages/purposes.
DEFINING ABNORMAL

 In the 1950’s, homosexuality was classified as
abnormal and a mental illness.
 This was the result of a lack of understanding of the condition
and was rooted in the thinking of the time.
 An abnormal label can leave a stigma on a group or individual.
 Stigma: A set of negative and often unfair beliefs that a society or group
of people have about something
 As cultures change, so to do the classification of abnormal
behavior.
WHY DEFINITIONS MATTER

 Suffering: Does the person experience distress of discomfort?
 Maladaptiveness: Does the behavior make life more difficult
for the person doing it?
 Irrationality: Is the person unable to communicate in a
reasonable way?
 Unpredictability: Does the person act in unexpected ways?
 Vividness: Does the person experience things differently than
others?
 Observer Discomfort: Does the person act in a way that makes
others uncomfortable?
 Violation of Moral Standards: Does the person often break
ethical or moral standards in a society?
WHAT MAKES A BEHAVIOR ABNORMAL?

 Any behavior or emotional state that causes an individual
great suffering or worry, is self-defeating or self-destructive,
or is maladaptive and disrupts the person’s relationships or
the larger community.
 Anxiety Disorders: Anxiety, Phobias
 Affective/Mood Disorders: Depression, Bipolar
 Psychotic Disorders: Schizophrenia
 Eating Disorders: Anorexia, Bulimia, Binge Eating
 Addictive Disorders: Addiction, Alcoholism
 Personality Disorders: Obsessive Compulsive
 Post-Traumatic Stress Disorder
MENTAL DISORDER

 In order to diagnose and classify mental disorders,
psychologists refer to a manual called the Diagnostic and
Statistical Manual of Mental Disorders (DSM-IV)
 The DSM is updated to reclassify conditions.
DIAGNOSING MENTAL DISORDERS

 Reductionist: Abnormal Conditions are the result of biological
causes in the body.
 Disorders can be treated with medicine.
 Holism: Abnormal Conditions are the result of a complex
combination of biological, social, and mental conditions.
 Treatment must involve multiple factors that change behaviors.
APPROACHES TO MEDICAL DISORDERS

 Mary is a 15-year-old girl. She is enrolled in many advanced classes at
her school. Her appearance is strikingly different from other girls in the
school. She wears blouses which she has made our of various scraps of
fabric and these are worn with the same pair of jeans each day. She is
a talented artist, and she draws constantly, even when told by the
teacher that she should stop. She has no friends at school, but seems
undisturbed by the fact that she eats lunch by herself and walks around
campus. Her grades are inconsistent; if she likes the class she gets A’s,
but if she dislikes it she often fails. She often talks to herself. She also
refuses to watch television, calling it a “wasteland.” She even refuses
to watch videos in class because she thinks it is poor teaching. Her
parents sat that they do not understand her; she isn’t like anyone in
her family. Maryseems unaware of her social isolation, but occasionally
can be very critical of her classmates. Her brother is embarrassed by
her behavior and distances himself from her at school.
 Do you think that Mary’s behavior is abnormal? Why or why not?
THE STORY OF MARY

 Depression is a mood disorder that causes a persistent
feeling of sadness and loss of interest.
 Also called major depressive disorder or clinical depression,
it affects how you feel, think and behave and can lead to a
variety of emotional and physical problems.
DEPRESSION

 What are the symptoms of depression?
 What are the biological and environmental causes of
depression?
 How is depression diagnosed?
 Prevalence rate, Lifetime Prevalence, Onset Age, and other
Population Data (Gender, Culture, Age).
 Treatment Options & Success rates
TOPICS TO CONSIDER WHEN THINKING
ABOUT MENTAL ILLNESS

 Feelings of sadness, tearfulness, emptiness or hopelessness
 Angry outbursts, irritability or frustration, even over small matters
 Loss of interest or pleasure in most or all normal activities, such as
sex, hobbies or sports
 Sleep disturbances, including insomnia or sleeping too much
 Tiredness and lack of energy, so even small tasks take extra effort
 Changes in appetite — often reduced appetite and weight loss, but
increased cravings for food and weight gain in some people
 Anxiety, agitation or restlessness
 Slowed thinking, speaking or body movements
 Feelings of worthlessness or guilt, fixating on past failures or blaming
yourself for things that aren't your responsibility
 Trouble thinking, concentrating, making decisions and remembering
things
 Frequent or recurrent thoughts of death, suicidal thoughts, suicide
attempts or suicide
 Unexplained physical problems, such as back pain or headaches
SYMPTOMS OF DEPRESSION

 If you have at least five of those symptoms and they last
longer than a two week period, you can be diagnosed with
depression.
 Feeling Sad is not the same as Depression.
DIAGNOSIS OF DEPRESSION

 Prevalence Rate (The % of people who have an illness at a
given time) : 7.6% per year.
 Lifetime Prevalence (The % of people who will have an illness
during their lifetime): 30% in the United States
 Onset Age (The age when illnesses develop or start showing):
Median Age: 32 years old…can impact children of all ages.
 Population Data
 Women are twice as likely to become depressed.
 Adults between the ages of 45-56 are the most depressed groups.
 Individuals living in poverty are 2.5x as likely to become depressed.
 Oregonians have a prevalence rate of 7.8%
DEPRESSION DEMOGRAPHICS

DEPRESSION 3-2-1
 As you watch the videos, complete your 3-2-1 Chart.
 3 new ideas you discovered about depression.
 2 ideas you want to share with your friends/family/loved ones.
 1 question that you still have about depression.
 What is Depression?
 How do Antidepressants (SSRI's) Work?
 The (New) Science of Depression

 As you read the article “Six Truths About Depression
and How to Overcome It,” work with your group to
complete the Funneling Activity.
1. Read the article, ranking the six lessons from most
to least important.
2. For the top three sections, identify the most
important sentence in each.
3. From those sentences, select the most important
word.
4. Be prepared to share your word with the class.
FUNNELING ACTIVITY

Intro to abnormal psych

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Intro to abnormal psych