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4
TH EDITION
Essentials of Abnormal Psychology
V. Mark Durand
University of South Florida St. Petersburg
David H. Barlow
Boston University
Australia • Brazil • Canada • Mexico • Singapore
Spain • United Kingdom • United States
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Essentials of Abnormal Psychology, Fourth Edition
V. Mark Durand, David H. Barlow
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To Wendy, for three decades of love.
V. M. D.
I dedicate this book to my mother, Doris Elinor Barlow-Lanigan,
for her multidimensional influence across my life span.
D. H. B.
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About the Authors
V. Mark Durand is known worldwide as an authority in the area of autism and
related disabilities and is currently Regional Vice Chancellor for Academic Affairs at
the University of South Florida St. Petersburg. Dr. Durand was previously the
founding Dean of Arts & Sciences. Dr. Durand is a fellow of the American
Psychological Association. He has administered more than $4 million in federal
research and training grants and currently has a 5-year federally funded project
focused on the prevention of severe behavior problems in children with disabilities.
[UNF p.vi goes here]
He taught from 1984 to 2003 at SUNY’s University at Albany. He served in a
variety of leadership positions at the University at Albany, including associate
director for clinical training for the doctoral psychology program from 1987 to 1990,
chair of the psychology department from 1995 to 1998, and interim dean of Arts and
Sciences from 2001 to 2002. He established the Center for Autism and Related
Disabilities at the University at Albany, SUNY. He received his B.A., M.A., and
Ph.D.—all in psychology—from the State University of New York–Stony Brook.
Dr. Durand was awarded the University Award for Excellence in Teaching at
SUNY–Albany in 1991 and in 1989 was named Distinguished Reviewer of the Year
for the Journal of the Association for Persons with Severe Handicaps. He has served
on various editorial boards, reviewed for numerous journals, and written more than
100 scholarly articles and book chapters on the assessment and treatment of problem
behavior. His five books include Severe Behavior Problems: A Functional
Communication Training Approach and, most recently, Sleep Better! A Guide to
Improving Sleep for Children with Special Needs.
Dr. Durand developed a unique treatment for severe behavior problems that is
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currently mandated by states across the country and is used worldwide. He also
developed an assessment tool that is used internationally and has been translated into
more than 15 languages. In 1993 he was the keynote speaker for the Australian
National Conference on Behaviour Modification; he has also lectured throughout
Norway. He has been consulted by the departments of education in numerous states
and by the U.S. Departments of Justice and Education. His current research program
includes the study of prevention models and treatments for such serious problems as
self-injurious behavior.
In his leisure time he enjoys long-distance running and is in training for his first
marathon race.
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David H. Barlow is an internationally recognized pioneer and leader in clinical
psychology. A professor at Boston University, Dr. Barlow also directs the Center for
Anxiety and Related Disorders, one of the largest research clinics of its kind in the
world. From 1979 to 1996, he was distinguished professor at the University at
Albany–State University of New York. From 1975 to 1979, he was professor of
psychiatry and psychology at Brown University, where he also founded the clinical
psychology internship program. From 1969 to 1975, he was professor of psychiatry at
the University of Mississippi, where he founded the Medical School psychology
residency program. Dr. Barlow received his B.A. from the University of Notre Dame,
his M.A. from Boston College, and his Ph.D. from the University of Vermont.
[UNF p.vii goes here]
A fellow of every major psychological association, Dr. Barlow has received many
awards in honor of his excellence in scholarship, including the National Institute of
Mental Health Merit Award for long-term contributions to the clinical research effort;
the 2000 Distinguished Scientist Award for applications of psychology from the
American Psychological Association; the Distinguished Scientist Award from the
Society of Clinical Psychology of the American Psychological Association; and a
certificate of appreciation from the APA section on the clinical psychology of women,
for “outstanding commitment to the advancement of women in psychology.” In 2004,
he received the C. Charles Burlingame Award from the Institute of Living and was
awarded an Honorary Doctorate of Humane Letters degree from the Massachusetts
School of Professional Psychology. He also received career contribution awards from
the Massachusetts, California, and Connecticut Psychological Associations and, in
2000, was named Honorary Visiting Professor at the Chinese People’s Liberation
Army General Hospital and Postgraduate Medical School. In addition, the annual
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Grand Rounds in Clinical Psychology at Brown University was named in his honor,
and he was awarded the first graduate alumni scholar award at the University of
Vermont. During the 1997–1998 academic year he was Fritz Redlich Fellow at the
Center for Advanced Study in the Behavioral Sciences in Menlo Park, California.
Dr. Barlow has served on the editorial boards of 19 different journals, published
more than 500 scholarly articles, and written 25 books, including Anxiety and Its
Disorders, 2nd edition, Guilford Press; Clinical Handbook of Psychological
Disorders: A Step-by-Step Treatment Manual, 3rd edition, Guilford Press; Single-
Case Experimental Designs: Strategies for Studying Behavior Change, 2nd edition,
Allyn & Bacon (with Michael Herson); The Scientist-Practitioner: Research and
Accountability in the Age of Managed Care, 2nd edition, Allyn & Bacon (with Steve
Hayes and Rosemery Nelson); and Mastery of Your Anxiety and Panic, Oxford
University Press (with Michelle Craske).
From 1990 to 1994, Dr. Barlow was one of three psychologists on the task force
that was responsible for reviewing the work of more than 1,000 mental health
professionals who participated in the creation of the new DSM-IV. He also chaired
the APA Task Force on Psychological Intervention Guidelines, which created a
template for clinical practice guidelines. His current research program focuses on the
nature and treatment of anxiety and related emotional disorders.
At leisure he plays golf, skis, and retreats to his home in Nantucket, where he
loves to write, walk on the beach, and visit with his island friends.
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Brief Contents
1
Abnormal Behavior in Historical Context 1
2
An Integrative Approach to Psychopathology 33
3
Clinical Assessment, Diagnosis, and Research Methods 73
4
Anxiety Disorders 123
5
Somatoform and Dissociative Disorders 172
6
Mood Disorders and Suicide 208
7
Physical Disorders and Health Psychology 262
8
Eating and Sleep Disorders 298
9
Sexual and Gender Identity Disorders 344
10
Substance-Related and Impulse-Control Disorders 386
11
Personality Disorders 430
12
Schizophrenia and Other Psychotic Disorders 470
13
Developmental and Cognitive Disorders 506
14
Mental Health Services: Legal and Ethical Issues 562
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Contents
Preface
xix
Culture Index xxvii
Gender Index xxviii
[UNF p.xi goes here] 1
Abnormal Behavior in Historical Context 1
Understanding Psychopathology 2
Judy:
The Girl Who Fainted at the Sight of Blood 2
What Is a Psychological Disorder? 2
The Science of Psychopathology 5
Historical Conceptions of Abnormal Behavior 8
The Supernatural Tradition 8
Demons and Witches 8
Stress and Melancholy 9
Charles
VI:
The Mad King 9
Treatments for Possession 10
The Moon and the Stars 11
Comments
11
The Biological Tradition 11
Hippocrates and Galen 11
The 19th Century 13
The Development of Biological Treatments 14
Consequences of the Biological Tradition 14
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The Psychological Tradition 15
Moral Therapy 15
Asylum Reform and the Decline of Moral Therapy 16
Psychoanalytic Theory 17
Humanistic
Theory
24
The Behavioral Model 24
The Present: The Scientific Method and an Integrative Approach 28
Summary 29
Key Terms 30
Answers to Concept Checks 30
Chapter Quiz 32
[UNF p.xi goes here] 2
An Integrative Approach to Psychopathology 33
One-Dimensional or Multidimensional Models 34
What Caused Judy’s Phobia? 34
Outcome and Comments 36
Genetic Contributions to Psychopathology 37
The Nature of Genes 38
New Developments in the Study of Genes and Behavior 38
The Interaction of Genetic and Environmental Effects 39
Nongenomic “Inheritance” of Behavior 42
Neuroscience and Its Contributions to Psychopathology 43
The Central Nervous System 44
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The Structure of the Brain 45
The Peripheral Nervous System 48
Neurotransmitters
50
Implications
for
Psychopathology 54
Psychosocial Influences on Brain Structure and Function 54
Interactions of Psychosocial Factors with Brain Structure and Function 56
Comments
56
Behavioral and Cognitive Science 57
Conditioning and Cognitive Processes 57
Learned Helplessness and Learned Optimism 58
Social Learning 59
Prepared Learning 59
Cognitive Science and the Unconscious 60
Emotions 61
The Physiology and Purpose of Fear 61
Emotional Phenomena 62
The Components of Emotion 62
Anger and Your Heart 63
Emotions and Psychopathology 64
Cultural, Social, and Interpersonal Factors 64
Voodoo, the Evil Eye, and Other Fears 65
Gender
65
Social Effects on Health and Behavior 66
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Global Incidence of Psychological Disorders 67
Life-Span Development 67
The Principle of Equifinality 68
Conclusions 69
Summary 70
Key Terms 71
Answers to Concept Checks 71
Chapter Quiz 72
[UNF p.xii goes here] 3
Clinical Assessment, Diagnosis, and Research Methods 73
Assessing Psychological Disorders 74
Frank:
Young, Serious, and Anxious 74
Key Concepts in Assessment 75
The Clinical Interview 76
Physical Examination 79
Behavioral Assessment 79
Psychological Testing 81
Neuropsychological Testing 85
Neuroimaging: Pictures of the Brain 86
Psychophysiological Assessment 88
Diagnosing Psychological Disorders 89
Classification Issues 90
DSM-IV
92
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Current Trends 95
Conducting Research in Psychopathology 97
Basic Components of a Research Study 97
Statistical versus Clinical Significance 99
The “Average” Client 100
Types of Research Methods 101
Studying Individual Cases 101
Research by Correlation 102
Research by Experiment 104
Single-Case
Experimental Designs 106
Genetics and Research Across Time and Cultures 110
Studying Genetics 110
Studying Behavior over Time 112
Studying Behavior Across Cultures 115
The Power of a Program of Research 116
Replication
117
Research Ethics 117
Summary 119
Key Terms 120
Answers to Concept Checks 121
Chapter Quiz 122
[UNF p.xii goes here] 4
Anxiety Disorders 123
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The Complexity of Anxiety Disorders 124
Anxiety, Fear, and Panic: Some Definitions 124
Gretchen:
Attacked by Panic 125
Causes of Anxiety Disorders 126
Comorbidity of Anxiety Disorders 129
Generalized Anxiety Disorder 130
Clinical Description 130
Irene: Ruled by Worry 130
Statistics
131
Causes
132
Treatment
133
Panic Disorder with and without Agoraphobia 135
Mrs. M.: Self-Imprisoned 135
Clinical Description 136
Statistics
137
Causes
140
Treatment
141
Specific Phobia 144
Clinical Description 144
Statistics
147
Causes
148
Treatment
150
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Social Phobia 151
Billy: Too Shy 151
Clinical Description 151
Star Player? 151
Statistics
152
Causes
152
Treatment
154
Posttraumatic Stress Disorder 155
Clinical Description 155
The Joneses: One Victim, Many Traumas 155
Statistics
157
Causes
158
Treatment
160
Obsessive-Compulsive Disorder 162
Clinical Description 162
Richard: Enslaved by Ritual 162
Statistics
163
Causes
164
Treatment
165
Summary 166
Key Terms 167
Answers to Concept Checks 167
Chapter Quiz 169
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[UNF p.xiii goes here] 5
Somatoform and Dissociative Disorders 172
Somatoform Disorders 173
Hypochondriasis
173
Gail: Invisibly Ill 174
Somatization Disorder 177
Linda: Full-Time Patient 177
Conversion
Disorder
180
Eloise: Unlearning Walking 181
Celia: Seeing Through Blindness 183
Pain Disorder 185
The Medical Student: Temporary Pain 186
The Woman with Cancer: Managing Pain 186
Body Dysmorphic Disorder 186
Jim: Ashamed to Be Seen 186
Dissociative Disorders 191
Depersonalization Disorder 192
Bonnie: Dancing Away from Herself 192
Dissociative Amnesia 193
The Woman Who Lost Her Memory 193
Dissociative Fugue 194
The Misbehaving Sheriff 194
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Dissociative Trance Disorder 195
Dissociative Identity Disorder 195
Jonah: Bewildering Blackouts 195
The Hillside Strangler 197
Sybil: A Childhood Drama 198
Summary 203
Key Terms 204
Answers to Concept Checks 204
Chapter Quiz 205
[UNF p.xiv goes here] 6
Mood Disorders and Suicide 208
Understanding and Defining Mood Disorders 209
Katie: Weathering Depression 209
An Overview of Depression and Mania 210
The Structure of Mood Disorders 211
Depressive
Disorders
212
Jack: A Life Kept Down 213
Bipolar Disorders 216
Jane: Funny, Smart, and Desperate 216
Billy: The World’s Best at Everything 217
Prevalence of Mood Disorders 221
In Children and Adolescents 222
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In the Elderly 224
Across Cultures 225
Among the Creative 226
The Overlap of Anxiety and Depression 226
Causes of Mood Disorders 228
Biological Dimensions 228
Brain Wave Activity 231
Psychological Dimensions 231
Katie: No Easy Transitions 233
Social and Cultural Dimensions 236
An Integrative Theory 238
Treatment of Mood Disorders 240
Medications
240
Electroconvulsive Therapy and Transcranial Magnetic Stimulation 243
Psychological Treatments 244
Beck and Irene: A Dialogue 244
Combined Treatments 247
Preventing
Relapse
247
Psychological Treatments for Bipolar Disorder 248
Katie: The Triumph of the Self 249
Suicide 250
Statistics
250
Causes
252
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Risk Factors 253
Is Suicide Contagious? 254
Treatment
255
Summary 256
Key Terms 257
Answers to Concept Checks 258
Chapter Quiz 259
[UNF p.xi goes here] 7
Physical Disorders and Health Psychology 262
Psychological and Social Factors That Influence Health 263
Health and Health-Related Behavior 264
The Nature of Stress 265
The Physiology of Stress 265
Contributions to the Stress Response 266
Stress, Anxiety, Depression, and Excitement 267
Stress and the Immune Response 268
Psychosocial Effects on Physical Disorders 271
AIDS
271
Cancer
272
Cardiovascular Problems 274
John: The Human Volcano 274
Hypertension
275
Coronary Heart Disease 276
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Chronic Pain 279
Chronic Fatigue Syndrome 282
Psychosocial Treatment of Physical Disorders 284
Biofeedback
285
Relaxation and Meditation 286
A Comprehensive Stress- and Pain-Reduction Program 286
Sally: Improving Her Perception 287
Drugs and Stress-Reduction Programs 288
Denial as a Means of Coping 288
Modifying Behaviors to Promote Health 289
Summary 293
Key Terms 294
Answers to Concept Checks 294
Chapter Quiz 295
[UNF p.xv goes here] 8
Eating and Sleep Disorders 298
Major Types of Eating Disorders 299
Bulimia Nervosa 300
Phoebe: Apparently Perfect 300
Anorexia Nervosa 303
Julie: The Thinner the Better 303
Binge-Eating Disorder 305
Statistics
306
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Causes of Eating Disorders 309
Social Dimensions 309
Phoebe: Dancing to Destruction 312
Biological Dimensions 313
Psychological Dimensions 314
An Integrative Model 314
Treatment of Eating Disorders 316
Drug Treatments 316
Psychological Treatments 316
Phoebe: Taking Control 317
Preventing Eating Disorders 319
Obesity 321
Statistics
321
Disordered Eating Patterns in Cases of Obesity 322
Causes
322
Treatment
323
Sleep Disorders: The Major Dyssomnias 325
An Overview of Sleep Disorders 325
Primary Insomnia 327
Sonja: School on Her Mind 328
Primary Hypersomnia 331
Ann: Sleeping in Public 331
Narcolepsy
332
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Breathing-Related Sleep Disorders 332
Circadian Rhythm Sleep Disorders 333
Treatment of Sleep Disorders 334
Medical Treatments 334
Environmental Treatments 335
Psychological Treatments 336
Preventing Sleep Disorders 337
Parasomnias and Their Treatment 337
Summary 339
Key Terms 340
Answers to Concept Checks 340
Chapter Quiz 341
[UNF p.xv goes here] 9
Sexual and Gender Identity Disorders 344
What Is Normal Sexuality? 345
Gender Differences 346
Cultural Differences 348
The Development of Sexual Orientation 348
Gender Identity Disorder 350
Joe: Trapped in the Wrong Body 350
Defining Gender Identity Disorder 350
Causes
351
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John/Joan 352
Treatment
353
Overview of Sexual Dysfunctions 354
Sexual Desire Disorders 356
Mr. and Mrs. C.: Getting Started 356
Lisa: The Terror of Sex 357
Sexual Arousal Disorders 357
Bill:
Long Marriage, New Problem 358
Orgasm Disorders 359
Greta and Will: Loving Disunion 359
Gary: Running Scared 360
Sexual Pain Disorders 361
Jill:
Sex and Spasms 361
Assessing Sexual Behavior 362
Causes and Treatment of Sexual Dysfunction 363
Causes of Sexual Dysfunction 363
Treatment of Sexual Dysfunction 368
Carl:
Never Too Late 368
Paraphilia: Clinical Descriptions 372
Fetishism
372
Voyeurism and Exhibitionism 372
Robert:
Outside the Curtains 373
Transvestic
Fetishism
373
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Mr. M.: Strong Man in a Dress 373
Sexual Sadism and Sexual Masochism 374
Pedophilia and Incest 374
Tony: More and Less a Father 375
Paraphilia in Women 376
Causes of Paraphilia 376
Robert: Revenge on Repression 376
Tony: Trained Too Young 376
Assessing and Treating Paraphilia 378
Psychological Treatment 378
Tony: Imagining the Worst 378
Drug Treatments 380
Summary
380
Summary 381
Key Terms 382
Answers to Concept Checks 382
Chapter Quiz 383
[UNF p.xvi goes here] 10
Substance-Related and Impulse-Control Disorders 386
Perspectives on Substance-Related Disorders 387
Danny: Multiple Dependencies 387
Levels of Involvement 388
Diagnostic
Issues
393
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Depressants 394
Alcohol Use Disorders 394
Sedative, Hypnotic, or Anxiolytic Substance Use Disorders 398
Stimulants 400
Amphetamine Use Disorders 400
Cocaine Use Disorders 401
Nicotine Use Disorders 403
Caffeine Use Disorders 404
Opioids 404
Hallucinogens 405
Marijuana
406
LSD and Other Hallucinogens 407
Other Drugs of Abuse 408
Causes of Substance-Related Disorders 409
Biological Dimensions 410
Psychological Dimensions 411
Cognitive Factors 412
Social Dimensions 413
Cultural Dimensions 413
An Integrative Model 414
Treatment of Substance-Related Disorders 416
Biological Treatments 416
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Psychosocial Treatments 418
Prevention
421
Impulse-Control Disorders 422
Intermittent Explosive Disorder 422
Kleptomania
422
Pyromania
423
Pathological Gambling 423
Trichotillomania
424
Summary 424
Key Terms 425
Answers to Concept Checks 425
Chapter Quiz 427
[UNF p.xvii goes here] 11
Personality Disorders 430
An Overview of Personality Disorders 431
Aspects of Personality Disorders 431
Categorical and Dimensional Models 432
Personality Disorder Clusters 433
Statistics and Development 433
Gender Differences 434
Comorbidity
436
Personality Disorders Under Study 436
Cluster A Personality Disorders 437
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Paranoid Personality Disorder 437
Jake:
Research Victim 437
Schizoid Personality Disorder 439
Mr. Z.: All on His Own 440
Schizotypal Personality Disorder 441
Mr. S.: Man with a Mission 441
Cluster B Personality Disorders 443
Antisocial Personality Disorder 444
Ryan: The Thrill Seeker 444
Borderline Personality Disorder 452
Claire: A Stranger Among Us 452
Histrionic Personality Disorder 455
Pat: Always Onstage 455
Narcissistic
Personality Disorder 457
Willie: It’s All About Me 457
Cluster C Personality Disorders 459
Avoidant Personality Disorder 459
Jane: Not Worth Noticing 459
Dependent Personality Disorder 461
Karen: Whatever You Say 461
Obsessive-Compulsive Personality Disorder 462
Daniel: Getting It Exactly Right 462
Summary 464
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Key Terms 465
Answers to Concept Checks 465
Chapter Quiz 467
[UNF p.xvii goes here] 12
Schizophrenia and Other Psychotic Disorders 470
Perspectives on Schizophrenia 471
Early Figures in Diagnosing Schizophrenia 471
Identifying Symptoms 472
Arthur: Saving the Children 472
Clinical Description, Symptoms, and Subtypes 474
Positive Symptoms 474
David: Missing Uncle Bill 475
Negative Symptoms 477
Disorganized Symptoms 478
Schizophrenia
Subtypes
479
Other Psychotic Disorders 480
Prevalence and Causes of Schizophrenia 483
Statistics
483
Development
483
Cultural Factors 484
Genetic
Influences
485
Neurobiological
Influences
488
Psychological and Social Influences 492
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Treatment of Schizophrenia 494
Biological Interventions 495
Psychosocial Interventions 497
Treatment Across Cultures 500
Prevention
500
Summary 501
Key Terms 502
Answers to Concept Checks 502
Chapter Quiz 503
[UNF p.xviii goes here] 13
Developmental and Cognitive Disorders 506
Common Developmental Disorders 507
Attention
Deficit/Hyperactivity Disorder 508
Danny: The Boy Who Couldn’t Sit Still 508
Learning Disorders 512
Alice: Taking a Reading Disorder to College 513
Pervasive Developmental Disorders 517
Autistic Disorder 518
Amy: In Her Own World 518
Asperger’s
Disorder
522
Treatment of Pervasive Developmental Disorders 523
Mental Retardation 525
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James: Up to the Challenge 526
Clinical Description 527
Statistics
529
Causes
529
Treatment of Mental Retardation 532
Prevention of Developmental Disorders 534
Cognitive Disorders 535
Delirium
536
Mr. J.: Sudden Distress 536
Dementia
538
Diana: Humiliation and Fear 538
Amnestic Disorder 552
S.T.: Remembering Fragments 552
Summary 553
Key Terms 555
Answers to Concept Checks 555
Chapter Quiz 557
[UNF p.xviii goes here] 14
Mental Health Services: Legal and Ethical Issues 562
Arthur:
A Family’s Dilemma 563
Civil Commitment 563
Criteria for Civil Commitment 564
Changes Affecting Civil Commitment 566
FM-35
Joyce Brown: Homeless but Not Helpless 568
An Overview of Civil Commitment 569
Criminal Commitment 569
The Insanity Defense 570
Reactions to the Insanity Defense 571
Therapeutic
Jurisprudence
573
Competence to Stand Trial 574
Duty to Warn 574
Mental Health Professionals as Expert Witnesses 574
Patients’ Rights and Clinical Practice Guidelines 576
The Right to Treatment 576
The Right to Refuse Treatment 576
Research Participants’ Rights 577
Greg Aller: Concerned About Rights 577
Evidence-Based Practice and Clinical Practice Guidelines 578
Conclusions 580
Summary 581
Key Terms 582
Answers to Concept Checks 582
Chapter Quiz 583
Answers to Chapter Quizzes 584
Glossary G-1
References R-1
FM-36
Credits C-1
Name Index I-1
Subject Index I-22
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Preface
Until several years ago, the science of psychopathology had been compartmentalized,
with psychopathologists examining the separate effects of psychological, biological,
and social influences. This approach is still reflected in popular media accounts that
describe, for example, a newly discovered gene, a biological dysfunction (chemical
imbalance), or early childhood experiences as a “cause” of a psychological disorder.
This way of thinking still dominates discussions of causality and treatment in some
psychology textbooks: “The psychoanalytic views of this disorder are . . . ,” “the
biological views are . . . ,” and, often in a separate chapter, “psychoanalytic treatment
approaches for this disorder are . . . ,” “cognitive behavioral treatment approaches are
. . . ,” or “biological treatment approaches are. . . .”
In the first edition of this text we tried to do something very different. We thought
the field had advanced to the point that it was ready for an integrative approach in
which the intricate interactions of biological, psychological, and social factors are
explicated in as clear and convincing a manner as possible. Recent explosive
advances in knowledge confirm this approach as the only viable way of understanding
psychopathology. To take just one example, Chapter 2 now contains a description of a
study demonstrating that stressful life events can lead to depression, but not everyone
shows this response. Rather, stress is more likely to cause depression in individuals
who already carry a particular gene that influences serotonin at the brain synapses.
These results confirm the integrative approach in this book: Psychological disorders
cannot be explained by genetic or environmental factors alone, but rather by their
interaction. We now understand that psychological and social factors directly affect
neurotransmitter function and even genetic expression. Similarly, we cannot study
behavioral, cognitive, or emotional processes without appreciating the contribution of
FM-38
biological and social factors to psychological and psychopathological expression.
Instead of compartmentalizing psychopathology, we use a more accessible approach
that accurately reflects the current state of our clinical science.
Integrative Approach
As noted above, the first edition of our text pioneered a new generation of abnormal
psychology textbooks that offer an integrative and multidimensional perspective. (We
acknowledge such one-dimensional approaches as biological, psychosocial, and
supernatural as historic trends.) We include substantial current evidence of the
reciprocal influences of biology and behavior and of psychological and social
influences on biology. Our examples hold students’ attention; for example, we discuss
genetic contributions to divorce, the effects of early social and behavioral experience
on later brain function and structure, new information on the relation of social
networks to the common cold, and new data on psychosocial treatments for cancer.
We emphasize the fact that in the phenomenon of implicit memory and blind sight,
which may have parallels in dissociative experiences, psychological science verifies
the existence of the unconscious (although it does not much resemble the seething
caldron of conflicts envisioned by Freud). We present new evidence confirming the
effects of psychological treatments on neurotransmitter flow and brain function. We
acknowledge the often neglected area of emotion theory for its rich contributions to
psychopathology, for example, the effects of anger on cardiovascular disease. We
weave scientific findings from the study of emotions together with behavioral,
biological, cognitive, and social discoveries to create an integrated tapestry of
psychopathology.
Life-Span Developmental Influences
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No modern view of abnormal psychology can ignore the importance of life-span
developmental factors to the manifestation and treatment of psychopathology.
Accordingly, we consider the importance of development throughout the text; we
discuss childhood and geriatric anxiety, for example, in the context of the anxiety
disorders chapter. This organization, which is for the most part consistent with DSM-
IV, helps students appreciate the need to study each disorder from childhood through
adulthood. We note findings on developmental considerations in separate sections of
each disorder chapter and, as appropriate, discuss how specific developmental factors
affect causation and treatment.
Scientist-Practitioner Approach
We go to some lengths to explain why the scientist-practitioner approach to
psychopathology is both practical and ideal. Like most of our colleagues, we view this
as something more than simple awareness of how scientific findings apply to
psychopathology. We show how every clinician contributes to general scientific
knowledge through astute and systematic clinical observations, functional analyses of
individual case studies, and systematic observations of series of cases in clinical
settings. For example, we explain how information on dissociative phenomena
provided by early psychoanalytic theorists remains relevant today. We also describe
the formal methods used by scientist-practitioners, showing how abstract research
designs are actually implemented in research programs.
Clinical Cases of Real People
We have enriched the book with authentic clinical histories to illustrate scientific
findings on the causes and treatment of psychopathology. We have both run active
clinics for years, so 95% of the cases are from our own files, and they provide a
FM-40
fascinating frame of reference for the findings we describe. Most chapters begin with
a case description, and most discussions of the latest theory and research are related to
these very human cases.
Disorders in Detail
We cover the major psychological disorders in 10 chapters, focusing on three broad
categories: clinical description, causal factors, and treatment and outcomes. We pay
considerable attention to case studies and DSM-IV criteria, and we include statistical
data, such as prevalence and incidence rates, sex ratio, age of onset, and the general
course or pattern for the disorder as a whole. Throughout, we explore how biological,
psychological, and social dimensions may interact to cause a particular disorder.
Finally, by covering treatment and outcomes within the context of specific disorders,
we provide a realistic sense of clinical practice.
Treatment
One of the best-received innovations in the first three editions is that we discuss
treatment in the same chapter as the disorders themselves instead of in a separate
chapter, an approach that is supported by the development of specific psychosocial
and pharmacological treatment procedures for specific disorders. We have retained
this integrative format and have improved on it, and we include treatment procedures
in the key terms and glossary.
Legal and Ethical Issues
In our closing chapter we integrate many of the approaches and themes that have been
discussed throughout the text. We include case studies of people who have been
involved directly with many legal and ethical issues and with the delivery of mental
FM-41
health services. We also provide a historical context for current perspectives so
students will understand the effects of social and cultural influences on legal and
ethical issues.
Diversity
Issues of culture and gender are integral to the study of psychopathology. Throughout
the text we describe current thinking about which aspects of the disorders are
culturally specific and which are universal, and about the strong and sometimes
puzzling effects of gender roles. For instance, we discuss the current information on
topics such as the gender imbalance in depression, how panic disorders are expressed
differently in various Asian cultures, the ethnic differences in eating disorders, and the
diagnosis of ADHD outside the United States. Clearly, our field will grow in depth
and detail as these subjects and others become standard research topics. For example,
why do some disorders overwhelmingly affect females and others appear
predominantly in males? And why does this apportionment sometimes change from
one culture to another? In answering questions like these, we adhere closely to
science, emphasizing that gender and culture are each one dimension among several
that may influence psychopathology.
The Culture Index and Gender Index on pages xxvii and xxviii will help you
locate specific areas of the text where issues of culture and gender are discussed.
New to This Edition
A Thorough Update
This exciting field moves at a rapid pace, and we take particular pride in how our
book reflects the most recent developments. This fourth edition of Essentials of
FM-42
Abnormal Psychology has been thoroughly updated, incorporating hundreds of new
research studies on psychological disorders and their treatment. In Chapter 8, “Eating
and Sleep Disorders,” a major new section on obesity has been added. With public
health agencies characterizing obesity as a fast-growing epidemic, this important
coverage highlights the prevalence, causes, and treatment of obesity from a
psychopathological perspective. Chapter 10 has been retitled “Substance-Related and
Impulse-Control Disorders” to reflect the addition of a new section at the end of the
chapter on impulse-control disorders. The disorders covered in this new section are
intermittent explosive disorder, kleptomania, pyromania, pathological gambling, and
trichotillomania.
The chapters on anxiety disorders (Chapter 4), mood disorders (Chapter 6),
schizophrenia (Chapter 12), and developmental disorders (Chapter 13) have been the
most heavily revised to reflect new research, but all chapters have been significantly
updated and freshened. Some highlights of the changes to this edition include:
•
In Chapter 2, a landmark new study by Caspi et al. (2003) on the interaction of
genes and the environment is described in detail, with an accompanying new
graph (Figure 2.3) depicting findings on how genetic and environmental
influences interact to produce major depression in adults. This important work
reinforces our emphasis on the integrative model of psychopathology.
•
In Chapter 3, a new table, an “Outline for a Possible Future Multiaxial System”
(Table 3.2), has been included to show potential new directions in the future
DSM-V.
• The research ethics section of Chapter 3 now includes a discussion of the
Declaration of Helsinki, which has important implications for using placebo
controls in research protocols.
FM-43
•
In the coverage of the causes of anxiety disorders in Chapter 4, a broadened
explanation of the “triple vulnerability theory” includes a new graphic (Figure 4.2)
highlighting these three vulnerabilities.
•
New research by Devon Hinton and associates on the manifestation of panic
disorder among Khmer refugees in the United States is now described in some
detail in Chapter 4, highlighting an intriguing cultural variation.
•
In Chapter 5, we cite new research on recent reports of preliminary successes with
drug treatments for hypochondriasis.
•
Important new research on the co-occurrence of certain types of depression in
twins (by McGuffin et al., 2003) is presented in Chapter 6, with an accompanying
graphic (Figure 6.2).
•
In the section on psychological treatments for bipolar disorders in Chapter 6, new
research studies indicating the success of family-focused treatment are cited and
described, and a new graphic based on the findings of D. J. Miklowitz et al.
(2003) is added, depicting the effectiveness of family-focused treatment.
•
Also in Chapter 6, new studies are cited detailing the effectiveness of transcranial
magnetic stimulation (TMS) in treating severe or psychotic depression, suggesting
that TMS is equally effective as (and a potentially good alternative to) ECT.
•
Chapter 7 now includes new information on the epidemiology, psychological risk
factors, and psychological treatments for chronic fatigue syndrome.
•
In Chapter 8, a new case study has been included in the section on primary
insomnia: “Sonja: School on Her Mind.” Sonja’s case illustrates how anxiety
about work can exacerbate an existing sleep disorder.
•
In Chapter 9, interesting new research by Bancroft, Loftus, and Long (2003) is
cited, indicating that while a significant precentage of heterosexual women in
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long-term relationships report some criteria for sexual dysfunction, many of them
did not feel distress over the condition.
• A new feature box in Chapter 11 focuses on the question “Can Borderline
Personality Disorder Arise Without Trauma?” This box describes some of the
controversy surrounding the assumption that people with borderline personality
disorder who do not report early abuse are either not remembering it or are
deliberately not reporting these events.
•
In Chapter 12 significant new research on smooth-pursuit eye movement research
and abnormal eye tracking as a marker for schizophrenia by Thaker and Avila
(2003) is now described, with a new graphic (Figure 12.5).
•
Also in Chapter 12, the entire section on neurobiological influences of
schizophrenia has been rewritten to reflect the dramatic change in our
understanding of the roles played by brain chemicals in schizophrenia.
•
In Chapter 13, a new feature box has been added on “Is ADHD Different in
Girls?” This box explores the controversy surrounding gender differences in
ADHD. In addition, numerous new research findings regarding the causes and
treatment of ADHD are now incorporated into this chapter.
•
A new subsection has been added to Chapter 14 on therapeutic jurisprudence,
which describes the use of “problem-solving courts,” a major trend in how the
judicial system relates to persons with psychological disorders.
DSM-IV, DSM-IV-TR, and DSM-V
Much has been said about the mix of political and scientific considerations that
resulted in DSM-IV, and naturally we have our own opinions. (David H. Barlow had
the interesting experience of sitting on the task force.) Psychologists are often
FM-45
concerned about turf issues in what has become, for better or worse, the nosological
standard in our field, and with good reason: In previous DSM editions, scientific
findings sometimes gave way to personal opinions. However, this time most
professional biases were left at the door while the task force almost endlessly debated
the data. This process produced enough new information to fill every
psychopathology journal for a year with integrative reviews, reanalysis of existing
databases, and new data from field trials. From a scholarly point of view, the process
was both stimulating and exhausting. In this book are highlights of various debates
that created the nomenclature and recent updates. For example, we summarize and
update the data and discussion of premenstrual dysphoric disorder and mixed anxiety
depression, two disorders that did not make it into the final criteria. Students can thus
see the process of making diagnoses, as well as the mix of data and inference that are
part of it.
In 2000, the American Psychiatric Association published a revision of the text
accompanying the DSM-IV diagnostic criteria that updates the scientific literature
with few changes to the criteria themselves. Several senior clinical investigators from
one of our research centers (DHB) participated in the text revision, and much of this
information has found its way into this fourth edition. For example, the text revision
(DSM-IV-TR) discusses the intense continuing debate on categorical and dimensional
approaches to classification. We describe some of the compromises the task force
made to accommodate data, such as why it does not yet seem possible to
dimensionalize personality disorders, although almost everyone agrees that when we
can we will prefer to do so.
Now the planning process has begun for DSM-V, and a senior scientist from one
of our centers is a member of the Planning Committee. The first phase of this massive
FM-46
project involved a joint effort by the National Institute of Mental Health and the
American Psychiatric Association focused on delineating needed research efforts to
provide crucial information for the DSM-V process. Research planning workgroups
were formed in areas such as neuroscience, problems/gaps in the current system,
cross-cultural issues, and developmental issues, with the charge of producing “white
papers” outlining the required research agenda. The white papers, along with an
article summarizing important recommendations, were published in 2002. The
Planning Committee has now organized a series of conferences to further these
efforts. Eleven conferences are planned through 2007, chaired by members of the
American and international research communities on topics such as: externalizing
disorders of childhood, personality disorders, and stress-induced and fear circuitry
disorders. In 2007, the DSM-V task force will convene with the goal of producing
DSM-V by 2011–2012. It is already clear that DSM-V will incorporate a more
dimensional approach to classification, and one preliminary recommendation along
these lines is presented in Chapter 3.
Prevention
Looking ahead into the future of abnormal psychology as a field, the prospect of
helping the most people who display psychological disorders may lie in our ability to
prevent these difficulties. Although this has long been a goal of many, we are now at
the precipice of what appears to be the beginning of a new age in prevention research.
Numerous scientists from all over the globe are developing the methodologies and
techniques that may at long last provide us with the means to interrupt the debilitating
toll of emotional distress caused by the disorders chronicled in this book. We
therefore highlight these cutting-edge prevention efforts—such as preventing eating
FM-47
disorders, suicide, and health problems like HIV and injuries—in appropriate chapters
as a means of celebrating these important events as well as to spur on the field to
continue this important work.
Retained Features
Visual Summaries
At the end of each disorder chapter is a colorful two-page visual overview that
succinctly summarizes the causes, development, symptoms, and treatment of each
disorder covered in the chapter. These visual summaries have been completely
revamped in the fourth edition to include more life-like images and an improved
layout that will engage students even more effectively. Our integrative approach is
instantly evident in these diagrams, which show the interaction of biological,
psychological, and social factors in the etiology and treatment of disorders. The visual
summaries will help instructors wrap up discussions, and students will appreciate
them as study aids.
Outstanding Pedagogy
•
Chapter Quizzes are included at the end of every chapter, providing students with
a valuable opportunity to measure their mastery of key chapter material. Answers
to these quizzes appear at the end of the text.
•
Concept Checks appear regularly at the end of nearly every major section in each
chapter, offering a mini-test of the material just covered.
•
Study aids built into each chapter and retained from the previous edition include
Learning Objectives, a bulleted list placed at the beginning of every major section;
boldfacing of Key Terms and a Running Glossary that appears at the bottom of the
FM-48
pages; and Disorder Criteria Summary tables that provide a digested version of
many of the disorders listed in the DSM-IV-TR.
•
Also retained from the previous edition are end-of-chapter study aids: a detailed,
bulleted Chapter Summary, organized by major section; a list of Key Terms, now
with page references included; answers to the Concept Check questions;
InfoTrac
®
College Edition search terms for researching articles related to key
topics in the chapter; a list of relevant video clips pertaining to the chapter’s topics
on the Abnormal Psychology Live CD-ROM that is included with every new
edition of the text; and a prompt to the student to find additional study help on the
book companion website.
•
NEW to this edition, the end-of-chapter material now includes a prompt to special
Video Concept Reviews on the Abnormal PsychologyNow product, where one or
two particularly difficult concepts in the chapter are explained by author Mark
Durand.
Learning Aids for the Student
Abnormal Psychology Live Student CD-ROM
Every new copy of the fourth edition is packaged with a free CD-ROM, Abnormal
Psychology Live, which includes video clips of actual clients discussing their
disorders. Each video clip has specific questions written about it, and students can
write their responses on screen as well as print them out. New clips have been added,
and questions are posed to students to help them better understand the nature of
disorders. In the fourth edition, we offer 10 new videos:
Virtual Reality Therapy (Chapter 4)
FM-49
Snake Phobia Treatment (Chapter 4)
Studying the Effects of Emotions on Physical Health (Chapter 7)
Breast Cancer Support and Education (Chapter 7)
Research on Exercise and Weight Control (Chapter 7)
Nicotine Dependence (Chapter 10)
Edward: ADHD in a Gifted Student (Chapter 13)
Rebecca: A First-Grader with Autistic Disorder (Chapter 13)
Lauren: A Kindergartener with Down Syndrome (Chapter 13)
Computer Simulations and Senile Dementia (Chapter 13)
New copies of the fourth edition can be packaged with Abnormal PsychologyNow
(http://now.ilrn.com/durand_barlow_4e) at no additional cost. This online,
diagnostic study tool identifies each student’s unique needs with a Pre-Test that
generates a personalized Study Plan for each chapter, helping students focus on
concepts they’re having the most difficulty mastering. Students then take a Post-Test
to measure their understanding of the material. An instructor Gradebook is available
to track and monitor student progress.
Within Abnormal PsychologyNow, Mark Durand provides a brief Video Concept
Review for each chapter. In these onscreen videos, he briefly reviews difficult
concepts that may need additional explanation so students can “hear them again”
before the test.
Student Study Guide
The fourth edition Study Guide by David Santogrossi of Purdue University
encourages collaborative learning and active reading, listening, and study skills. It
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contains chapter summaries, key words, sample questions, activities, and Internet
resources for every chapter of the text. (ISBN 0-495-03129-1)
InfoTrac® College Edition
Instructors in the United States and Canada can order InfoTrac College Edition, an
online library offering instant access (through a password) to the latest research and
new articles on subjects related to abnormal psychology. At the end of every chapter
of this text, InfoTrac College Edition search terms are suggested.
Companion Website
The book-specific website (at http://psychology.wadsworth.com/durand_
barlow4e/) offers students practice quizzes and links to related sites for each chapter
of the text, as well as flash cards, glossaries, research activities, and more.
WebTutor™ Advantage
An online instructional tool, WebTutor is available for sale, and includes flash cards
(with audio), practice quizzes, online tutorials, links to related websites, video clips,
and more. Available in either WebCT
®
or Blackboard
®
formats.
WebCT 0-495-03131-3; Blackboard 0-495-03132-1
Teaching Aids for the Instructor
Videos
•
Abnormal Psychology: Inside Out, Volume I 0-534-20359-0
•
Abnormal Psychology: Inside/Out, Volume II 0-534- 36480-2
•
Abnormal Psychology: Inside/Out, Volume III 0-534- 50759-X
FM-51
•
Abnormal Psychology: Inside/Out, Volume IV 0-534- 63369-2
•
Deficits of the Mind and the Brain for Abnormal Psychology 0-534-20356-6
Classroom Presentation Materials
•
Multimedia Manager Instructor’s Resource CD, a Microsoft
®
PowerPoint
®
Link
Tool: This CD-ROM includes lecture outlines built around this fourth edition,
most of the figures from the text, relevant video clips, and a direct link to the
Durand/Barlow website. Also included are Microsoft Word files for the print
Instructor’s Manual and Test Bank. 0-495-03135-6
•
Transparency Acetates: A selection of more than 100 full-color figures that reflect
art from the text and other sources. The labels have been upsized to allow easy
reading in large lecture halls. 0-495-03176-3
Additional Resources
•
Test Bank by Marilyn Blumenthal and Michael Goodstone of SUNY–Farmingdale
contains 100–125 items per chapter in multiple-choice, true/false, and essay
formats that sorted into factual, conceptual, and applied questions. The items are
all page-referenced to the main text, and each chapter contains at least 10 items
that are located on the book companion website. 0-495-03134-8
•
ExamView
®
: All test items from the printed test bank are available in electronic
format. 0-495-03180-1
•
Instructor’s Manual by John Forsyth of SUNY–Albany contains learning
objectives, chapter outlines, chapter summaries, key terms, classroom activities,
demonstrations, lecture topics, supplemental reading material, book reviews,
video resources, and Internet resources. 0-495-03133-X
•
InfoTrac College Edition: Instructors can order this fully searchable online
FM-52
university library that offers complete articles from more than 600 scholarly and
popular publications, including such periodicals as the American Journal of
Psychology. InfoTrac College Edition access is available on a password-protected
website that is updated daily.
•
WebTutor Advantage: A course-management tool offering the ability to post
syllabi, track student progress, view preloaded media resources, and set up
threaded discussions, WebTutor offers communication tools (a whiteboard,
asynchronous discussion, real-time chat) as well. Available in both WebCT and
Blackboard formats.
•
JoinIn
™
on Turning Point
®
: This classroom response system software allows
instructors to assess students’ progress with instant in-class quizzes and polls.
Instructors can pose book-specific questions and display students’ answers
seamlessly within the Microsoft
®
PowerPoint
®
slides of their own lecture, in
conjunction with the “clicker” hardware. 0-495-03181-X
Titles of Interest
•
Looking into Abnormal Psychology: Contemporary Readings by Scott O.
Lilienfeld is a fascinating 234-page reader comprised of 40 articles from popular
magazines and journals. Each article explores ongoing controversies regarding
mental illness and its treatment. 0-534-35416-5
•
Casebook in Abnormal Psychology by Timothy A. Brown and David H. Barlow is
a comprehensive casebook that reflects the integrative approach, which considers
the multiple influences of genetics, biology, and familial and environmental
factors within a unified model of causality, as well as maintenance and treatment
of the disorder. The casebook reflects treatment methods that are the most
FM-53
effective interventions developed for a particular disorder. It also presents two
undiagnosed cases in order to give students an appreciation for the complexity of
disorders. The cases are strictly teaching/learning exercises similar to what many
instructors use on their examinations.
0-534-363 16-4
Acknowledgments
This book in all of its editions would not have begun and certainly would not have
been finished without the inspiration and coordination of Marianne Taflinger, our
senior editor at Wadsworth for the life of this book. She convinced us that we could
truly accomplish something new and different and continues to put her own heart and
soul into the process. We are particularly delighted to be working once again with Jim
Standberg, our development editor, who in many ways should be considered a third
author on this book. His experience, his way with a phrase, and his guiding hand have
made the book immeasurably better, and we hope to be working with you, Jim, for
many more editions to come.
It is always amazing that so many people, some of whom we never have the
privilege to meet, contribute so much of themselves to the success of this book. In
editorial, we are grateful to Kristin Makarewycz, Dan Moneypenny, and Lucy
Faridany for their attention to the many details of this book and ancillary products.
We thank Darin Derstine for his technological savvy. We are indebted to Jennie
Redwitz for her active involvement in all aspects of production, and to Vernon Boes
and Roy Neuhaus for their creative work on the book’s design. In marketing, we
appreciate the support of Dory Schaeffer, Laurel Anderson, and Nicole Morinon. We
also thank Carol O’Connell at Graphic World for her outstanding management of the
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book’s production, and Myrna Engler for her commitment to finding the best photos
possible.
This book would not have been finished without the considerable efforts of some
of our closest associates working directly with us. At USF St. Petersburg, Pat White
Butcher and students Robin Lane, Cary Jordan, Christina Jensen, Monica Unger, and
Sarah Pigott kept us on track. David Brodosi was the local technical expert who
worked magic on the Video Concept Reviews that accompany this book. In Boston,
Erica Moss and Morline Gordon-Grier continued to exercise their uncanny ability to
find missing references and counter the effects of numerous gremlins who keep trying
to put the wrong year, or the wrong middle initial, in the wrong place.
Numerous colleagues and students provided superb feedback on the previous
editions, and to them we express our deepest gratitude. Although not all comments
were favorable, all were important. Readers who take the time to communicate their
thoughts offer the greatest reward to writers or scholars.
Finally, you share with us the task of communicating knowledge and discoveries
in the exciting field of psychopathology, a challenge that none of us takes lightly. In
the spirit of collegiality, we would greatly appreciate your comments on the content
and style of this book and recommendations for improving it further.
Reviewers
We thank the reviewers of the fourth edition of Essentials of Abnormal Psychology:
Holly Hazlett-Stevens, University of Nevada–Reno
Shaine Henert, Chicago State University
Mark Lukin, University of Nebraska–Lincoln
Gregory Page, University of Pittsburgh–Bradford
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Deborah Roundtree, University of Michigan–Dearborn
Lisa Terre, University of Missouri–Kansas City
Doug Uselding, Marian College
We also thank the reviewers of previous editions:
Kerm O. Almos, Capital University
Frank Andrasik, University of West Florida
Robin Apple, Stanford University Medical Center
Jim Backlund, Kirtland Community College
Joe S. Bean, Shorter College
Dorothy Bianco, Rhode Island College
Cheryl Bluestone, Queensborough Community College
Susan Blumenson, City University of New York, John Jay College of Criminal Justice
Robert Bornstein, Gettysburg College
Edwin Boudreaux, Louisiana State University
Mary Bower Russa, Grand Valley State University
James Calhoun, University of Georgia
Montie Campbell, Oklahoma Baptist University
Antonio Cepeda-Benito, Texas A&M University
Sheree Dukes Conrad, University of Massachusetts at Boston
Eric J. Cooley, Western Oregon State University
Laurie Rotando Corey, Westchester Community College
Lenore DeFonson, Indiana–Purdue University–Fort Wayne
Andrew L. Dickson, University of Southern Mississippi
Joan B. Doolittle, Anne Arundel Community College
Juris Draguns, Pennsylvania State University
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Mitchell Earlywine, University of Southern California
Raymond Eastman, Stephen F. Austin State University
Elizabeth Epstein, Rutgers University
Donald Evans, Drake University
Ronald Evans, Washburn University
Anthony Fazio, University of Wisconsin, Milwaukee
Mark A. Fine, University of Missouri at Columbia
Diane Finley, Towson State University
Sheila Fling, Southwest Texas State University
Karen E. Ford, Mesa State College
John R. Foust, Parkland College
Allen Frances, Duke University
Andrew Getzfeld, New Jersey City University
David Gleaves, Texas A&M University
Frank Goodkin, Castleton State College
Irving Gottesman, University of Virginia
Peter Gram, Pensacola Junior College
Marjorie Hardy, Muhlenberg College
Brian Hayden, Brown University
Stephen Hinshaw, University of California, Berkeley
Steven Huprich, Baylor University
William Iacono, University of Minnesota
Heidi M. Inderbitzen-Nolan, University of Nebraska–Lincoln
Ken Ishida, California State University–Bakersfield
Thomas Jackson, University of Arkansas
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Boaz Kahana, Cleveland State University
Stephen R. Kahoe, El Paso Community College
Ricki E. Kantrowitz, Westfield State College
Susan Kashubeck, Texas Tech University
Arthur Kaye, Virginia Commonwealth University
Christopher Kearney, University of Nevada–Las Vegas
Ernest Keen, Bucknell University
Elizabeth Klonoff
Ann Kring, Vanderbilt University
Julie Kuehnel, California Lutheran
Marvin Kumler, Bowling Green State University
Thomas Kwapil, University of North Carolina, Greensboro
Michael Lambert, Brigham Young University
Kristi Lane, Winona State University
Travis Langley, Henderson State University
Cynthia Ann Lease, Virginia Polytechnic Institute and State University
Richard Leavy, Ohio Wesleyan University
Scott Lilienfeld, Emory University
Karsten Look, Columbus State Community College
Michael Lyons, Boston University
Jerald Marshall, Valencia Community College
Charles Mate-Kole, Central Connecticut State University
Janet Matthews, Loyola University
Dena Matzenbacher, McNeese State University
Edward McEntee, Community College of Rhode Island
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Dean McKay, Fordham University
Mary McNaughton-Cassill, University of Texas at San Antonio
Thomas Miller, Murray State University
Scott Monroe, University of Oregon
Laura A. Negel, University of Tennessee
Bridget Nelson, Hocking Technical College
Sumie Okazaki, University of Wisconsin, Madison
John W. Otey, South Arkansas University
Victoria Pederson, Southwestern Community College
Diane J. Pfahler, California State University, San Bernardino
Ralph G. Pifer, Sauk Valley College
P. B. Poorman, University of Wisconsin
Gene Ritter, Santa Fe Community College
Carole Rothman, City University of New York–Herbert H. Lehman College
David A. Santogrossi, Purdue University
Charles Seidel, Mansfield University
John Shepherd, New Mexico Junior College
Richard Siegel, University of Massachusetts–Lowell
David Skinner, Valencia Community College
Jerome Small, Youngstown State University
Brian Stagner, Texas A&M University
Irene Staik, University of Montevallo
Tome Stuber, Itasca Community College
Chris Tate, Middle Tennessee State University
Lisa Terre, University of Missouri–Kansas City
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Susan Troy, Northeast Iowa Community College
Michael Vasey, Ohio State University
John Velasquez, University of the Incarnate Word
Larry Ventis, College of William and Mary
Richard Viken, Indiana University
Philip Watkins, Eastern Washington University
Marcia Wehr, Santa Fe Community College
Kim Weikel, Shippensburg University of Pennsylvania
Michael Wierzbicki, Marquette University
John Wincze, Brown University
Bradley Woldt, South Dakota State University
Guy Wylie, Western Nebraska Community College
Ellen Zaleski, Fordham University
Raymond Zurawski, St. Norbert College
V. Mark Durand
St. Petersburg, Florida
David H. Barlow
Nantucket Island
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Culture Index
African Americans
alcohol use, 103, 397
body dysmorphic disorder, 188
dementia,
548
depression,
222,
225
dissociative
disorders,
195
eating disorders, 307
fetal alcohol syndrome, 396
hypertension vulnerability, 275, 276
panic disorder, 139–140
psychopathy,
450
schizophrenia,
484–485
sleep disorders, 328
suicide,
250
Alcohol use disorders
and
culture,
397
fetal alcohol syndrome differences in vulnerability, 396
Asian Americans
alcohol
use,
397
coronary heart disease vulnerability, 278
dementia,
548
eating disorders, 307
panic disorder, 139
phobias, 148, 152
FM-61
sleep disorders in adolescence, 328
Body dysmorphic disorder, 186–191
Conversion disorder, 184, 185
Coronary heart disease, 277, 278
Cultural bias
cognitive disorders, 543
ethnic minorities and violence, 564–565
intelligence
testing,
76
MMPI,
83
schizophrenia diagnosis, 484, 494
Thematic Apperception Test (TAT), 83
Dementia, 548
Depression, 222, 225–226, 236–238, 237
Diagnostic guidelines, 93–94
Dissociative trance disorder, 195
Eating disorders
and culture, 299, 300, 307–308
and socioeconomic status, 300, 306, 307
Gender identity disorder, 350–354
Hispanic Americans
alcohol
use,
397
depression,
222,
225
eating disorders, 307
panic disorder, 94, 138
phobias,
148
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schizophrenia,
500
sleep disorders in adolescence, 328
suicide,
250
Native Americans
Alzheimer’s disease, 543
depression,
225
dissociative
disorder,
195
eating disorders, 307, 308, 322
fetal alcohol syndrome, 396
gender identity disorder, 351
smoking,
403
suicide,
250
Obesity, 300, 322, 323
Obsessive-compulsive disorder, 164
Panic disorder, 138–139
Personality disorders, 433
Phobias, 148, 152
Posttraumatic stress disorder, 159
Research, 115–116
Schizophrenia, 484–485, 494
Sexual dysfunctions, 365–367
Sexuality, 348, 367
Sleep disorders, 328, 330
Smoking, 292, 403
Socioeconomic status
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and conduct disorders, 445, 447
and eating disorders, 300, 306, 307
and mental retardation, 532, 534
Somatization disorder, 179
Somatoform disorders, 175–176
Substance-related disorders, 413–414
Suicide, 252, 254
Gender Index
Agoraphobia, 138
Body dysmorphic disorder, 188, 189
Conversion disorder, 184
Dementia, 540
Developmental disorders, 515
Eating disorders, 299, 300
Gender bias
MMPI,
83
personality disorders, 13, 434–435, 457, 462
Gender identity disorder, 345, 350-354
causes,
351
incidence,
351
treatment,
353-354
Generalized anxiety disorder, 132
Hypocondriasis, 175
Impulse-control disorders, 422–424
Insomnia, 231
FM-64
Mood disorders, 222, 229, 236–238
Obsessive-compulsive disorder, 164
Pain, 282
Paraphilias, 376, 377
Personality disorders, 434–436, 457
Phobias, 147, 150
Schizophrenia, 483
Sexual dysfunction, 354–357
orgasm disorders, 359–361
sexual arousal disorders, 357–359
sexual desire disorders, 356–357
sexual pain disorders, 361–362
Sexuality, 345–349
sexual behavior and attitudes, 346–348
sexual response cycles, 355
Sleep disorders, 328
Social phobia, 152
Somatization disorder, 179
Substance-related disorders, 402
Suicide, 251–252
Type A behavior and coronary heart disease, 277–278