Understanding Abnormal Behavior - Cengage Learning

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18 Chapter 2: Models of Abnormal Behavior B. Psychosexual stages C. Anxiety and psychopathology: realistic, moralistic, and neurotic anxiety D. Defense mechanisms E. Psychoanalytic therapy F. Post-Freudian perspectives G. Criticisms of psychodynamic models IV. Behavioral models A. The classical conditioning model B. Classical conditioning in psychopathology C. The operant conditioning model D. Operant conditioning in psychopathology E. The observational learning model F. Observational learning model in psychopathology G. Criticisms of the behavioral models V. Cognitive models A. Irrational and maladaptive assumptions and thoughts B. Distortions of thought processes C. Cognitive approaches to therapy D. Criticisms of the cognitive models. VI. Humanistic and existential approaches: agree on importance of subjective reality, freedom of choice, and wholeness of person VII. The family systems model: personality ruled by family attributes; abnormality reflects unhealthy family dynamics; treat whole system A. Family treatment approaches 1. Communications 2. Strategic (power issues) 3. Structural (relationship involvement) B. Criticisms of the family systems model 1. Definition of family is culture bound 2. Excessively blames parents VIII. Models of diversity and psychopathology A. Multicultural models of psychopathology B. Criticisms of the multicultural model 1. Universality of some disorder symptoms 2. Lack of empirical validation IX. An integrative approach to models of psychopathology A. A tripartite framework for understanding abnormal psychology 1. Individual level 2. Group level 3. Universal level LEARNING OBJECTIVES 1. Define psychopathology and describe what a model is. Discuss how models are used in describing psychopathology and how a clinician’s choice of a model influences thought and action toward abnormal behavior. (pp. 35–37; Figure 2.1) 2. Discuss why the mind/body dualism is a false one. Describe the biological models, including the major structures of the human brain, neurons, and the role of neurotransmitters, and how knowledge of biochemistry can be used in the treatment of mental disorders. (pp. 37–41; Table 2.1) Copyright © Houghton Mifflin Company. All rights reserved.
Copyright © Houghton Mifflin Company. All rights reserved. Chapter 2: Models of Abnormal Behavior 19 3. Discuss the relationship between genetics and psychopathology, including the differences between genotype and phenotype, and explain how the Human Genome Project is revolutionizing our understanding of the impact that genes have on human life. (pp. 41–43) 4. List the criticisms of the biological model and describe how the diathesis-stress approach has tried to address some of these criticisms. (p. 43) 5. Describe the basic concepts of psychodynamic theory, including the components of personality structure, the concepts of psychosexual stages and defense mechanisms, and the role anxiety plays in the development of psychopathology. (pp. 43–46) 6. Briefly describe psychoanalytic therapy and how the psychoanalysis of the post-Freudians differed from traditional Freudian psychoanalysts. (pp. 46–47) 7. Discuss the criticisms of the psychodynamic model. (pp. 46-47) 8. Discuss the concerns of the behavioral models of psychopathology. Describe the components of the classical conditioning model and relate those components to psychopathology. (pp. 49–50) 9. Discuss how operant conditioning can be applied to understanding psychopathology. Specify the assumptions of the operant conditioning model and compare them with classical conditioning. (pp. 50–52) 10. Describe the observational learning model and its relevance to psychopathology. Evaluate the behavioral models. (pp. 52–53) 11. Describe the assumptions of the cognitive models and how unproductive schemas, irrational and maladaptive thoughts, and distortions of thought processes contribute to psychopathology. Describe the elements of cognitive therapy. (pp. 53–55) 12. Evaluate the cognitive models. (pp. 55–56) 13. Describe the contributions of the humanistic and existential approaches including the notions of the concept of the self and the actualizing tendency. Discuss the development of abnormal behavior and its treatment according to Carl Rogers. (pp. 56–58) 14. Discuss the criticisms of the humanistic and existential approaches. (pp. 58-59) 15. Identify the three distinct assumptions of the family systems approach, including the development of personality and identity within the family, the relationship between family dynamics and psychopathology, and treatment approaches. (pp. 59–60) 16. Evaluate the strengths and limitations of the family systems model. (p. 60) 17. Discuss the assumptions of the multicultural models of psychopathology, including the inferiority and deprivations/deficit models, and relate these ideas to psychopathology. Evaluate the strengths and limitations of the multicultural model. (pp. 60–64) 18. Using Table 2.4, compare and contrast the biological, psychodynamic, humanistic/existential, behavioral, cognitive, family systems, and multicultural models of psychopathology. Discuss the utility of integrating models into an eclectic approach such as that found in the “tripartite framework.” (pp. 64–69; Table 2.4) 19. Discuss the case of Steven V. from various etiological models and how each model would treat Steven V. (pp. 36-37; 65–67) CLASSROOM TOPICS FOR LECTURE AND DISCUSSION 1. Two important issues that all models should address are (l) whether people with disorders are responsible for their problems, and (2) whether they are responsible for solutions to their
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CHAPTER 8 Personality Disorders and
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CHAPTER 13 Schizophrenia: Diagnosis
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Potential drawbacks 1. 2. 3. Copyri
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CHAPTER 14 Cognitive Disorders CHAP
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CHAPTER 18 Legal and Ethical Issues
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