Study guide – Abnormal Psychology Midterm Chapters 1 – 6

Chapter One

1. The role of paradigm/perspectives in psychology and that the way the causes of abnormal are perceived affects

the way it is treated.

2. Abnormal behavior can be defined in 4 different ways, distress, impairment, risk to self or others and socially

and culturally unacceptable behaviors. Sometimes distress maybe so great that some people cannot get

through the daily tasks of life. In many cases, distress leads to a reduction in a person’s ability to function.

Impairment involves a reduction in a person’s ability to function at an optimal or even an average level. Risk

refers to danger or threat to the well-being of a person. The final criterion for abnormal behavior is behavior

that is outside the norms of the social and cultural context within which it takes place. The context within

which a behavior takes place is a critical determinant of whether it is regarded as abnormal.

a. There is rarely a clear delineation between what is normal and what is abnormal. There is always

disagreement about what constitutes a psychological disorder.

3. Biological causes : what is going on in a person’s body that can be attributed to genetic inheritance or

disturbances in physical functioning; also can result from disturbances in physical functioning – medical

conditions, brain damage or exposure to certain kind of environmental stimuli.

Psychological causes: disturbances commonly arise as a result of troubling life experiences – consider a

person’s experiences (interpersonal/intrapsychic).

Sociocultural causes: the various circles of social influence in the lives of people. immediate circle – people

with whom we interact on the most local level; extends to culture within which we live.

BIOPSYCHOSOCIAL PERSPECTIVE: the interaction in which biological, psychological and sociocultural factors

play a role in the development of the individual. Psychological disorders arise from complex interactions

involving all three factors. DIATHESIS STRESS MODEL: people are born with a predisposition that places them

at risk for developing a psychological disorder. Presumably this vulnerability is genetic, but when stress is a

factor, the person who is vulnerable has greater risk of developing a disorder.

4. Appreciate the stigma associated with having a psychological disorder and seeking professional psychological

help as well as the impact of mental illness on the family, community and society.

5. Mystical: regard abnormal behavior as the product of possession by evil or demonic spirits.

Scientific: looks for natural causes, such as biological imbalances, faulty learning processes or emotional

stressors

Humanitarian: view psychological disorders as the result of cruelty, non-acceptance or poor living conditions

Medical: trephining (drilling holes in the skull),

Spiritual: exorcisms performed

6. Currently, many state hospitals have been built throughout the US.

a. De-institutionalization: promoted the release of psychiatric clients into community treatment sites

(because of better medication). Many of the programs failed to come through because of inadequate

planning and funding.

b. Managed care – health insurance not always covering psychological treatment; length of stay and

ability to stay affected

7. Medical model: view that abnormal behaviors result from physical problems and should be treated medically

Psychoanalytic model: seeks explanations of abnormal behavior in the workings of unconscious psychological

processes, had its origins in the controversial techniques of Anton Mesmer hypnotism: treatment for

hysteria

Humanistic:

Scientific:

8. Concordance rate: agreement ratios between people diagnosed as having a particular disorder and their

relatives

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Study guide – Abnormal Psychology Midterm Chapters 1 – 6

Chapter One

The role of paradigm/perspectives in psychology and that the way the causes of abnormal are perceived affects the way it is treated.
Abnormal behavior can be defined in 4 different ways, distress, impairment, risk to self or others and socially and culturally unacceptable behaviors. Sometimes distress maybe so great that some people cannot get through the daily tasks of life. In many cases, distress leads to a reduction in a person’s ability to function. Impairment involves a reduction in a person’s ability to function at an optimal or even an average level. Risk refers to danger or threat to the well-being of a person. The final criterion for abnormal behavior is behavior that is outside the norms of the social and cultural context within which it takes place. The context within which a behavior takes place is a critical determinant of whether it is regarded as abnormal. a. There is rarely a clear delineation between what is normal and what is abnormal. There is always disagreement about what constitutes a psychological disorder.
Biological causes: what is going on in a person’s body that can be attributed to genetic inheritance or disturbances in physical functioning; also can result from disturbances in physical functioning – medical conditions, brain damage or exposure to certain kind of environmental stimuli. Psychological causes: disturbances commonly arise as a result of troubling life experiences – consider a person’s experiences (interpersonal/intrapsychic). Sociocultural causes: the various circles of social influence in the lives of people. immediate circle – people with whom we interact on the most local level; extends to culture within which we live. BIOPSYCHOSOCIAL PERSPECTIVE: the interaction in which biological, psychological and sociocultural factors play a role in the development of the individual. Psychological disorders arise from complex interactions involving all three factors. DIATHESIS STRESS MODEL: people are born with a predisposition that places them at risk for developing a psychological disorder. Presumably this vulnerability is genetic, but when stress is a factor, the person who is vulnerable has greater risk of developing a disorder.
Appreciate the stigma associated with having a psychological disorder and seeking professional psychological help as well as the impact of mental illness on the family, community and society.
Mystical: regard abnormal behavior as the product of possession by evil or demonic spirits. Scientific: looks for natural causes, such as biological imbalances, faulty learning processes or emotional stressors Humanitarian: view psychological disorders as the result of cruelty, non-acceptance or poor living conditions Medical: trephining (drilling holes in the skull), Spiritual: exorcisms performed
Currently, many state hospitals have been built throughout the US. a. De-institutionalization: promoted the release of psychiatric clients into community treatment sites (because of better medication). Many of the programs failed to come through because of inadequate planning and funding. b. Managed care – health insurance not always covering psychological treatment; length of stay and ability to stay affected
Medical model: view that abnormal behaviors result from physical problems and should be treated medically Psychoanalytic model: seeks explanations of abnormal behavior in the workings of unconscious psychological processes, had its origins in the controversial techniques of Anton Mesmer hypnotism: treatment for hysteria Humanistic: Scientific:
Concordance rate: agreement ratios between people diagnosed as having a particular disorder and their relatives

an inherited disorder rwould be expected to have a higher rate between monozygotic (identical) twins and a lower rate among siblings or dizygotic (fraternal) twins a. A more powerful way to determine whether a disorder has genetic basis is the study of families in which an adoption has taken place. Adoptive study: researchers look at children who’s biological parents have diagnosed psychological disorders, but who are adopted by “normal” parents b. Crossfostering study: researches look at children who are adopted by parents with psychological disorders but whose biological parents are psychologically healthy. c. Genetic mapping: a process researchers currently use in studying a variety of diseases thought to have a genetic basis. Rebecca Hasbrouck: Disheveled woman, hair was knotty, clothes were dirty and stained; she needed to “return to the world”. A few years earlier, she was living a comfortable life with a husband and two sons. As she and her family were returning from vacation, a large truck hit their car, causing it to run off the road and flip several times. This accident killed her husband and sons. After returning home from the hospital to her empty house, she was tormented by voices and memories. Her mother was suffering from severe depression as well and could be of no assistance to Rebecca. Her mother told her not to call again because she couldn’t be “burdened” by her. Feeling she had no one to turn to, she set out, looking for her lost family members – lost all contact with her former world and herself. Dr. Tobin recommended that she stay in a hospital during treatment for two weeks. During this time, she attended group therapy, spoke with many doctors about getting her life back on track and at the end, felt like she was “coming back from the grave.” After leaving the hospital, she stayed in a halfway house for a month and then found an apartment close to her sister’s house and she started writing books. Chapter Two

Psychiatrists: medical doctors with advanced training in treating people with psychological disorders – licensed to administer medical treatment; psychologists are not Clinical psychologists: individuals trained in either a PhD or a PsyD program; some are trained within the firled of counseling psychology, where the emphasis is on normal adjustment and development rather than on psychological disorders.
DSM (Diagnostic and Statistical Manual of Mental Disorders): publication that is periodically revised to reflect the most up-to-date knowledge concerning psychological disorders, published by the American Psychiatric Association. RELIABILITY, VALIDITY a. Five axes of DSM: i. Axis I: Clinical disorders – major clinical disorders, adjustment disorders (emotional reactions, disturbances of conduct, etc.) ii. Axis II: personality disorders and mental retardation iii. Axis III: general medical conditions – because physical problems can be the basis of psychological problems iv. Axis IV: psychosocial and environmental problems – primary support groups: childhood, educational, occupational, economic problems v. Axis V: global assessment of functioning – GAF scale, ranges from 0 – 100 b. Decision tree: a series of simple yes/no questions in the DSM-IV-TR about the clients symptoms that lead to a possible diagnosis – answers are different branches of “tree” c. Mental disorder: “a clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and that is associated with present distress or disability or with a significantly increased risk of suffering, death, pain, disability or an important loss of freedom.” In addition, this syndrome cannot be merely an expectable and culturally sanctioned response to a particular event. d. Syndrome: a collection of symptoms that forms a definable pattern. The disorder is reflected in a behavioral or psychological syndrome. – a collection of observable thoughts and feelings. Thus an isolated behavior or a single thought would not constitute a disorder. e. Differential diagnosis: the process of systematically ruling out alternative diagnoses. This is the final step in the diagnostic process and is done either by questioning the client or reviewing the information already collected.

made threats). Dr. Tobin convinced him to be hospitalized and during his stay he was put on medication to regulate his moods and attend family therapy sessions. He turned his life around, applied for a job as a bank teller and continues to take his medicine. Chapter Three

Psychological assessment: a procedure in which a clinician evaluates a person in terms of the psychological, physical and social factors that have the most influence on the individual’s a. Approached with particular goals in mind (can range)
Flexible interviews: open ended, the interviewer adjusts the exact content and order of the questions rather than following a precise script Structured: a standardized series of questions with predetermined wording and order; questions are formally written and involve less reliance on the clinical experience and judgment of the interviewer.
Mental status examination: assesses a client’s behavior and functioning with particular attention to the symptoms associated with psychological disturbance. The clinician takes note of the client’s: a. Behavior: hyperactivity, psychomotor agitation, psychomotor retardation, catatonia, compulsion b. Orientation: awareness of time, place and identity c. Content of thought: ideas that fill the client’s mind; obsession, delusion, overvalued ideas, magical thinking d. Thinking style and language: indicates how a person thinks, including vocab use and sentence structure e. Affect and mood: outward expression of emotion v. the ‘inside’ emotion f. Perceptual experiences: imbalances like hallucinations g. Sense of self h. Motivation i. Cognitive functioning j. Insight and judgment
Criteria for a good psychological test – psychometrics: finding the most suitable tests for the psychological variables of interest to the researcher and clinician. a. Reliability, validity, standardization b. The requirement that each person taking the test receives the same instructions
Intelligence tests help educators determine whether certain students might benefit from remedial or accelerated learning opportunities; provide crucial information about a clients cognitive capacities and the relationship between these capacities and the expression of emotional problems. Provide rich, qualitative information about the client. a. IQ test: now deviation IQ: calculated by converting a person’s actual test score to a score that reflects how high or low the score is, compared with people the scores of others of similar age and gender. b. Psychologists must take into account the person’s cultural, ethnic and racial backgrounds.
Self report clinical inventory: contains standardized questions with fixed response categories that the test- taker completes independently, “self” reporting the extent to which the responses are accurate characterizations. a. Wechsler intelligence: to measure intelligence in adults; divided into verbal and performance; measures psychomotor abilities, non-verbal reasoning, and the ability to learn new relationships. b. MMPI and MMPI-2: most popular self report, provide scores on 10 clinical scales and 3 validity scales. c. Projective testing: a technique in which the test-taker is presented with an ambiguous item or task and is asked to respond by providing his or her own meaning. i. Rorschach test: consists of a series of 10 cards showing inkblots, test-taker is supposed to describe what is being shown. d. Thematic Apperception Test (TAT): test-takers reveal hidden aspects of their personalities when presented with ambiguous stimuli. Instead of inkblots, black and white ink drawings and photographs are shown that portray people in a variety of a ambiguous contexts -> tell a story about the picture.
Behavioral self report: an assessment method in which the client provides information about the frequency of particular behaviors.

a. Self monitoring: behavioral self report technique in which the client keeps a record of the frequency of specified behaviors – target behaviors. b. Behavioral observation: the clinician observes the individual and records the frequency of specific behaviors, along with any relevant situational factors.

Physiological assessment – major forms a. Psychophysiological assessment: provide a wealth of information about the bodily responses of an individual to a given situation. i. Galvanic skin response (GSR) b. Neuropsychological assessment: process of gathering information about a client’s brain functioning on the basis of performance on psychological tests. Ben Robsham: 21 year old, college junior. Sitting in a distant corner of the room, , starting intently at the floor; muttering something. Ben wore a wool knot hat over his are and ears and sleek, black leather gloves. He wasn’t interested in small talk, but rather eager to get right to the point. Conclusion so far: a young man who was experiencing emotion instability and was feeling needy and frightened. He asked whether the police would have access to the testing results, claiming that police officers had been following him for several months, since the day he collided with a police car while riding his bike. The officer had been “quite stern” with him and he was quite troubled about the encounter. When asked why he was wearing his hat and gloves, he answered that it was so he could cover up “identifying characteristics.” Ben expressed concern that he was sounding delusional, and he described an accident in which he sustained minor head injuries including a possible undiagnosed head injury. Family background: he described his childhood years are being troubled both at home and at school. His mother was very overprotective and his father was minimally involved with the rest of the family. He is on the verge of a break with reality and suffering from intense anxiety. Chapter Four Psychoanalytic approach
Id: the structure of personality that contains sexual and aggressive instincts; follows the pleasure principle. Ego: center of conscious awareness; function is to give mental powers of judgment, memory, perception and decision making. Governed by reality principle. Superego: controlling the ego’s pursuit of the id’s desires; functions as the conscience
Psychosexual stages
- Oral (0-18 months): stimulation of mouth and lips a. Oral agressive b. Oral dependent
- Anal (18 months – 3 years): stimulation through holding on or expelling feces
- Phallic (3-5 years): genital area is focus of child’s sexual feelings
- Latency (5-12 years): ineracts with peers the same as parents and other adults do
- Genital (12 years – adult): resurfacing of sexual energy prior to puberty c. Fixation, regression Psychoanalytic
- Early childhood relationship with parents
- Objective relationships – poor attachment
- Tranferential issues
Levels of Conscious: Conscious, Pre Conscious, Unconscious a. Unconscious – early childhood is rooted in the deepest level of awareness, called Unconscious, and early years played a formative role in personality b. Repression – unconsciously expelling disturbing wishes, thoughts, or experiences from awareness
Forms of Anxiety: objective(reality), moral, and neurotic a. Objective (reality) – fear of real-world events, the cause of anxiety is usually easily identifiable, b. Moral – fear of violating our own principles c. Neurotic – unconscious worry that we will lose control of the id’s urges, resulting in punishment for inappropriate behavior

Sociocultural perspective- emphasize the ways that individuals are influenced by people, social institutions, and social forces in the world around them a. Family perspective – abnormality as caused by disturbances in the patterns of interactions and relationships that exist within the family
Discrimination: race, sexual orientation, religion, social class, or age and that stresses associated with such discrimination can cause psychological problems Social Influences: Cultural and societal norms, ex. Social instability and lack of clear cultural norms can cause children to feel like life is unpredictable and to become more prone to developing disorders later in life
Assumptions Regarding Causes and Treatment: Problem resides in primary group ( FAMILY) , not individual ( Identified Patient), Individual’s problem are symptoms of dyfunctions within the family , Goal is to change way family members relate to each other

Treatments: Family, Group, Multicultural Approach (three major components: awareness, knowledge, and skills), Milieu (staff and clients in a treatment setting work as a therapeutic community to promote positive functioning in clients) Identify
- Family therapy: psychological treatment in which the therapist works with several or all members of the family
- How it differs from other forms of therapy: rather than focusing on an individual’s problems or concerns, focus on the ways in which dysfunctional relational patterns mainaint a particular problem or symptom, also use a life-cycle perspective in which they consider the developmental issue of the entire family
- Identified patient: person in a dysfunctional family who has been subconsciously selected to act out the inner family’s conflicts in order to keep attention focused on an element that lies outside of the core conflict
- Family dynamics: the pattern of interactions among the members of the family

Differences between Milieu and Group Therapy: Milieu involves a therapeutic community in which both staff members and clients act as part of a supportive community, Group involves individual clients meeting in a group with one therapist so they can all support each other and share their stories. Behavioral and Cognitive Approach
Hypothesis and Assumptions: Behaviorism focuses on the study of observable behavior
- The behavioral model views abnormal behavior as learned in the same way as normal behaviors through the mechanisms of: o Classical conditioning o Operant conditioning o Modeling
- Behaviors have consequences
- Behavior can be changed using the method of SHAPING via successive approximations
Classical conditioning
- Unconditioned stimulus ---- Unconditioned response
- Neutral stimulus ---- No conditioned response
- Unconditioned + Neutral stimulus ---- Unconditioned response
- Conditioned stimulus ---- Conditioned response Operant Conditioning Behaviors have consequences: o Positive reinforcement: behaviors followed by pleasant stimuli are strengthened o Negative reinforcement: behaviors that terminate a negative stimulus are strengthened o Punishment o Extinction
- Social Learning: understanding how people develop psychological disorders through their relationships with others and through observation of other people.
- Social Cognition: the factors that influence the way people perceive themselves and others and form judgments about the causes of behavior

Compare to other approaches
Criticisms: a. Humanist argue it failed to capture the complexity of human nature and have portrayed free will as a negligible influence on human, compared with outside forces in the environment b. Psychoanalysts argue that the de-emphasis on unconscious influence leaves out most of what is interesting and unique about human beings
Strengths: have been able to satisfy the above two criticisms to a certain extent a. (Humanist) they regard though processes as worthy of studying b. (Psychoanalysts) propose that behavior can be influenced by unstated assumptions about the self c. Weakness: fail to provide an overall explanation of personality structure, restricting their observations to particular problem areas.
Skinner: founder of operant conditioning, ideas about behavior became the basis for a broad-ranging philosophy about human nature a. Watson: one of the most prominent early behaviorists, “Little Albert” b. Pavlov: classical conditioning with dog, food, and bell example, c. Ellis: proposed an A-B-C model linking cognitive and emotional processes, which suggests that people’s general outlook is affected by the way they think about experiences d. Bandura: created social learning theory, specialized in social cognitive theory and self-efficacy e. Beck: Assumes that depression represents a distorted pattern of thought in which a person misperceives their life experience, The goal of Beck’s therapy is to change these maladaptive thought patterns
Classical conditioning, operant conditioning, modeling Identify:
- Conditioned Stimulus: a previously neutral stimulus that, after repeated pairings with the unconditioned stimulus, elicits a conditioned response
- Unconditioned stimulus: stimulus that naturally produces a response without having been learned
- Conditioned Response: an acquired response to a stimulus that was previously neutral
- Unconditioned Response: a reflexive response that occurs naturally in the presence of the unconditioned stimulus without having been learned
- Extinction: the cessation of behavior in the absence of reinforcement
- Stimulus generalization: the process of learning to respond in the same way to stimuli that share common properties
- Stimulus discrimination: differentiation between two stimuli that possess similar but essentially different characteristics
- Aversive conditioning: a form of conditioning in which a painful stimulus is paired with an initially neutral stimulus
- Counterconditioining: the process of replacing an undesired response to a stimulus with an acceptable response
- Positive reinforcement: providing reward when certain behaviors are performed
- Negative reinforcement: the removal of aversive conditions when certain behaviors are performed
- Vicarious reinforcement: a form of learning in which a new behavior is acquired through the process of watching someone else receive reinforcement for the same behavior
- Punishment: the application of an aversive stimulus
- Extinction: the cessation of behavior in the absence of reinforcement
- Modeling: acquiring new behavior by imitating that of another person
- Social cognitive theory: perspective that focuses on factors that influence the way people perceive themselves and others and form judgments about the causes of behavior
- Self-efficacy: the individual’s perception of competence in various life situations
- Automatic thoughts: ideas so deeply entrenched that the individual is not even aware that they lead to feelings of unhappiness and discouragement
- Dysfunctional attitudes: personal rules or values people hold that interfere with adequate adjustment

Behavioral – combination of relaxation training and cognitive intervention
Biological – administration of anxiolytic drugs to reduce anxiety. b. OCD i. Eitology
Psychoanalytic – Personality Development at the anal stage Compulsive symptoms are a way of undoing anxiety producing symptoms
Behavioral – learned behaviors reinforced by fear reductions (negative reinforcement)
Biological – focused on activation of the frontal lobes and basal ganglia and genetics ii. Treatment
Psychoanalytical – not effective.
Cognitive – ERP & thought stopping. ERP – expose person to triggers, and the restrain them from performing compulsion. Thought stopping – yelling stop when there is an obsessive thought.
Biological -? c. Phobias i. Etiology
Biological – “Biological preparedness”
Psychoanalytical – phobias result from anxiety produced by repressed id impulses. Symbolic displacement from original source of anxiety to phobic object.
Cognitive – thought processes result in high levels of anxiety. Cognitive style in which misinterpret stimuli as dangerous. ii. Treatment
Psychoanalytical – uncover repressed conflicts using free association and other psychoanalytical techniques
Behavioral – a. Sysytematic Desensitization – reduce anxiety to phobic stimuli and situations b. Flooding – exposure to a phobic stimulus at full intensity c. Graduated Exposure d. Thought Stopping
Cognitive – focus on altering irrational beliefs.
Biological – anxiolytic, MAO, or SSRI. Most drugs have side effects. Anxiolytics can be addictive. d. Panic Attacks i. Etiology
Fear – of – fear hypothesis. Real fear does not come from what causes panic attacks, but rather from the fear of having a panic attack. ii. Treatment
Biological – Benzodiazepines, Antidepressants, SSRI
Psychological – Panic control therapy (Develop awareness of bodily cues associated with panic attacks, and breathing retraining. e. PTSD i. Etiology
Biological – nervous system has become primed, more likely tosense danger in the future. ii. Treatment
Biological – meds may help, but will not fix.
Behavioral – Imaginal flooding and systematic desensitization
Cognitive – in vivo therapy combined with relaxation and cognitive restructuring.
Factors leading to susceptibility of PTSD – May be a small genetic role. Also, men are more likely to face combat, but women are more likely to develop PTSD.
Comorbidity – a person maybe diagnosed with more than one disorder

This is not a question…. “The term neurosis is based on the psychoanalytic idea that anxiety is caused by unconscious conflict (neurotic anxiety) and has been replaced by more descriptive terms since the DSM-III including anxiety, dissociative and somatoform disorders.” Barbara Wilder: First impression: convulsing on the floor of the office. Only 22 years old, but the way she carried her body and the look of worry on her face made her appear much older. She began her story by explaining that the past 6 months had been “pure hell”. It all began in a crowded airport when she was flying home for her first visit after starting her new job. She began to feel dizzy, a pain in her chest, hear heart pounded wildly and she broke out in a cold sweat. This worry gradually subsided, but the same thing happened again after 2 weeks in a crowded shopping mall. A physical exam showed no physical abnormalities. She believed they were hiding something from her, so she went from doctor to doctor to find an answer. Her attacks became so severe and intense that she quit her job and eventually stopped leaving her house, for fear that she would have an attack in a public place. She grew up in a dysfunctional family, raised almost exclusively by her mother; her father was almost always drunk when he was home and known for out of town affairs. Her mother was very protective of her, restricting all social activities. Barbara’s maternal grandfather put up with abuse from his wife, and eventually committed suicide leaving a rage- filled note. Barbara was convinced by her mother to attend a community college so she could stay home. After completing college, she got a job and became a very good typist. Her boss transferred to another location out of town and asked Barbara to come with him. She agreed and her mother said she could manage somehow. The most striking feature of her problems were the occurrence of panic attacks. All of them were connected with some kind of emotional conflict in her life and generalized to all places outside of her apartment. Barbara began therapy in her home, and in vivo techniques were introduced in, culminating in a trip to the local shopping center unaccompanied by her therapist. Barbara conquered her fears of leaving home and only relapsed once, after talking to her mother over the phone. Chapter 6 Outline—Somatoform & Dissociative Disorders
1. Somatoform Disorders  Conversion Disorder-the translation of unacceptable drives or troubling conflicts into physical symptoms. “Hysteria” ex-You see your daughter getting raped and then you go blind.  Somatization Disorder-expression of somatic complaints with no known physical basis. Not deliberate.  Pain Disorder-disorder where the only symptom is pain & has no physiological basis.  Hypochondriasis-disease where they misinterpret normal bodily functions as serious illnesses— think they’re always sick  Body Dismorphic Disorder-think they have a major physical defect that causes major distress; obsessed with looking at it and thinking about it Dissociative Disorders  Dissociative Amnesia-the inability to recall important personal info associated with a traumatic event  Dissociative Fugue-when people flee unexpectedly and cannot recall their past; confusion about identity  Depersonalization Disorder-feel one’s body is not connected to one’s mind or that one is not real  Dissociative Identity Disorder (DID)-multiple personality disorder. Presence of alter identities. May result from severe physical or sexual abuse, or a learned social role enactment.
2. Treatment & Theories: Coping with stress, Behavioral Medicine—clients learn to take responsibility for their health, & to terminate unhealthy behaviors. (Somatoform)

Psychology and Health Care: Understanding Different Models and Approaches to Mental Health, Study notes of Abnormal Psychology

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Study guide – Abnormal Psychology Midterm Chapters 1 – 6

Chapter One