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Introduction to Psychological Disorders Module 30
Module Overview Defining Disorder Understanding Disorders Classifying Disorders Labeling Disorders Click on the any of the above hyperlinks to go to that section in the presentation.
Defining Disorder Module 30: Introduction to Psychological Disorders
Psychological Disorder A harmful dysfunction in which thoughts, feelings, or behaviors are maladaptive, unjustifiable, disturbing, and atypical.
Maladaptive An exaggeration of normal, acceptable behaviors Destructive to oneself or others
Unjustifiable Behavior which does not have a rational basis
Disturbing A behavior which is troublesome to other people
Atypical A behavior so different from other people’s behavior that it violates a norm Norms are the rules established by a culture of accepted and expected behaviors Norms can vary from culture to culture
MUDA A mnemonic device used to remember the four attributes of a psychological disorder –Maladaptive –Unjustifiable –Disturbing –Atypical
Understanding Disorders Module 30: Introduction to Psychological Disorders
Early Views of Mental Illness In ancient times, mental illness was usually explained through a supernatural model; the person was possessed or a sinner During the Middle Ages treatment methods were inhumane and cruel
Philippe Pinel (1745-1826) French physician who worked to reform the treatment of people with mental disorders. Encouraged more humane treatment
Understanding Disorders: The Medical Model Module 30: Introduction to Psychological Disorders
The Medical Model The concept that mental illnesses have physical causes that can be diagnosed, treated, and in most cases, cured. Psychological disorders can be diagnosed based on their symptoms and treated or cured through therapy. Psychological disorders are similar to a physical illness.
Understanding Disorders: The Bio-Psycho-Social Model Module 30: Introduction to Psychological Disorders
Bio-Psycho-Social Model A contemporary perspective that assumes biological, psychological, and sociocultural factors combine and interact to produce psychological disorders. Studies the influences of nature and nurture and their interaction
Bio-Psycho-Social Model Bio – predisposition or hereditary susceptibility to a disorder Psycho – one’s thoughts and thinking patterns Social – expectations and influence of culture
Classifying Disorders Module 30: Introduction to Psychological Disorders
Classifying Mental Disorders Psychology classifies disorders to: Describe the disorder Predict the future course of the disorder Treat the disorder appropriately Provide a springboard for research into the disorder’s causes
DSM-IV-TR The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, fourth edition, text revision; a widely used system for classifying psychological disorders.
DSM-IV-TR Lists and describes all the currently accepted categories of mental disorders DSM -5 scheduled for release in 2013
DSM-IV-TR Divides mental disorders into 16 clinical syndromes Includes the symptoms but not the causes of each disease Has changed significantly since the first edition
Axis II – Is a Personality Disorder or Mental Retardation (Intellectual Disability) present? Axis III – Is a General Medical Condition such as diabetes, hypertension, or arthritis, also present? Axis IV – Are Psychosocial or Environmental Problems, such as school or housing issues, also present?
DSM-IV-TR Axis Axis V – What is the Global Assessment of this person’s functioning? (from 0 to 100) 91 – 100 Superior function in a wide range of activities, life’s problems never seem to get out of hand; is sought out by others because of his or her many positive qualities. No symptoms. 51 – 60 Moderate symptoms (for example, flat affect or occasional panic attack) or moderate difficulty in social, occupational, or school functioning (for example, few friends or conflicts with peers or co-workers). 0 – Persistent danger of severely hurting self or others (for example, recurrent violence), persistent inability to maintain minimal personal hygiene, or serious suicidal act with clear expectation of death.
Teacher Information Types of Files –This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint. Animation –Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible. Adding slides to this presentation –Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
Teacher Information Domain Coding –Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards. Scientific Inquiry Domain Biopsychology Domain Development and Learning Domain Social Context Domain Cognition Domain Individual Variation Domain Applications of Psychological Science Domain Key Terms and Definitions in Red –To emphasize their importance, all key terms from the text and their definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.
Teacher Information Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection. Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes. By presenting information in small chunks, students will find it easier to process and remember the concepts. By continually changing slides, students will stay interested in the presentation. To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides. Please feel free to contact me at email@example.com with any questions, concerns, suggestions, etc. regarding these firstname.lastname@example.org Kent Korek Germantown High School Germantown, WI 53022
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