ABNORMAL PSYCHOLOGY
A TEACHING RESOURCE
Welcome to this resource aimed at supporting the teaching of the Abnormal
Psychology module of the Certificate/Diploma in Psychology and Applied
Psychology.
This resource aims to provide lecturers with suggestions for the planning and the
delivery of the course and includes suggestions for structure of sessions,
reading, activities and web links. Any additional suggestions and further ideas
will be gratefully received and will be incorporated into revised versions of this
document.
If you prefer to have a paper copy of this resource, please contact us.
SELECTION OF RESOURCES
i.
COURSE TEXTS
Although lecturers are of course free to select whichever textbook they prefer,
the following have been identified as being particularly useful for this course:
Brown, D. & Pedder, J. (2000) Introduction to Psychotherapy (3rd Ed.) Routledge
Carr, A. (2001) Abnormal Psychology, Routledge
Comer, R.J. et al (2001) Case Studies for Abnormal Psychology, Worth
Comer, R.J. (1999) Fundamentals of Abnormal Psychology (2nd Ed.) Worth
Freeman
Comer, R.J. (2000) Abnormal Psychology (2nd Ed.) Worth Publishers
Davison, G.D & Neale, M. (2001) Abnormal Psychology (8th Ed.) J Wiley
Fernando, S. (Ed) (1996) Mental Health in a Multi-Ethnic Society, Routledge
Frude, N. (1998) Understanding Abnormal Psychology, Blackwell Publishers
Nevid, J.S., Rathus, S.A. & Greene, B. (2000) Abnormal Psychology in a
Changing World, Prentice Hall
Newton, J. (1995) Preventing Mental Illness, Routledge,
Seligman, M.E.P., Walker, E.F. & Rosenhan, D.L. (2001) Abnormal Psychology
(4th Ed.) Norton
Books and Journals also referred to in this document:
Barlow, D & Durand, VM (2002) Abnormal Psychology: an Integrative Approach
(3rd Ed), Wadsworth
Cowen, H. (1999) Community Care, Ideology and Social Policy, Prentice Hall
Europe
David, T and Leudar, I. (2001) Is hearing voices a sign of mental illness? The
Psychologist Vol. 14, no. 5, p. 256-259
Davison, G.C. (2000) Abnormal Psychology, Wiley International
Gross, R. (1996) Psychology: The Science of Mind and Behaviour (3rd Ed.)
Hodder & Stoughton
Gross, R. and McIlveen, R. (1999) Abnormal Psychology Hodder & Stoughton
Nolen-Hoeksema, S. (2001) Abnormal Psychology, (2nd Ed.) McGraw-Hill
Psychology Review, Philip Allan Updates (available from http://www.philipallan.co.uk)
11
Resource Manuals also used:
Butler, L.D. (1995) Instructor’s Manual for Abnormal Psychology (3rd Ed), W.W.
Norton
Dubovsky, S.L. and Butler L.D. (1995) Case Book and Study Guide for Abnormal
Psychology (3rd Ed), W.W. Norton
Whitford, F. (1998) Instructor’s Resource Manual for Abnormal Psychology (3rd
Ed.) W.H. Freeman and Company
Please note that Instructor’s Manuals and Study Guides accompanying major
texts are available directly from the publishers free to lecturers who are
recommending a text for purchase by their students. Supplementary materials
are generally available from the publisher’s website for the text. Lecturers
generally need to register and apply for a password. The Davison and Neale text
also has a video/DVD free to adopters of the book. For further details, try
http://he-cda.wiley.com/WileyCDA/HigherEdTitle/productCd-047118120X.html.
ii.
WEBSITES OF GENERAL INTEREST TO THE COURSE
www.rider.edu/~suler/inclassex.html
A list of in-class exercises divided into categories, psychotherapy and
counselling, self-insight, abnormality and health, group dynamics and general
techniques.
www.mind.org.uk/information/Booklets/Understanding/index.htm
An index of information booklets on a variety of mental health issues available
for purchase or to download from Mind, the national mental health charity.
www.worthpublishers.com/fundamentals/FAPWEB.HTM
The chapter by chapter companion site to Comer’s Fundamentals of Abnormal
Psychology. This page listing an extraordinary number of useful links grouped
by chapter and topic – very useful.
http://jws-edcv.wiley.com/college/bcs/redesign/instructor/0,,_047118120X_BKS_1614____,00.html
The companion website to Davison and Neale’s Abnormal Psychology textbook.
Includes an on-line Instructor’s Resource section and an on-line Student’s
Resource Section, as well as links to several interesting websites related to
abnormal psychology.
www.wwnorton.com/abnormal
Student companion website to Seligman and Rosenhan’s Abnormal Psychology
textbook. Includes a wide range of resources including video excerpts, links
and quizzes, but note that the “Psychology in the News” section is not updated.
www.doh.gov.uk/mentalhealth/atozpubs.htm
An alphabetical listing of all DoH publications on mental health issues.
www.nimhe.org.uk
The homepage for the National Institute for Mental Health in England.
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iii.
FEATURE FILMS
Although media descriptions and depictions of metal illness are notoriously
inaccurate, it is nonetheless also evident that such portrayals are also
enormously influential on the public’s perception of mental disorders. As long as
students are aware of the shortcomings and inaccuracies of feature films,
viewing them can provide some insight and could for example, for the basis of a
review. The following feature films may be interesting and useful:
An Angel at My Table (Jane Campion) - This film has teaching notes available from
http://www.filmeducation.org/secondary/Representation/main_7.html
Family Life (Ken Loach)
Network (Peter Finch)
One Flew Over the Cuckoo’s Nest (Jack Nicholson)
Ordinary People (Timothy Hutton)
Rainman (Dustin Hoffman)
The Three Faces of Eve (Joanne Woodward)
Twelve Angry Men (Henry Fonda)
ASSESSMENT OF LEARNING
I.
GENERAL GUIDANCE
As with all Birkbeck FCE courses, assessment of learning is a continuous process
that has both developmental purposes and fulfils the academic requirements of
the course. Assessment can therefore be:

Formative – this is an ongoing process that can include an evaluation of
student question and answers, feedback from group discussions and class
and home exercises; it’s focus is on highlighting the student’s strengths and
supporting any areas that need to be developed. Feedback is likely to be
informal and qualitative.
Or

Summative – this is a much more formal process that needs to meet the
requirements of the regulations. Although feedback will also comment on the
student’s strengths and any areas for development, it is more formal and is
likely to include a qualitative element (i.e. a “mark”) that compares the
student’s performance against a set of criteria.
For this course, the regulations require that students produce:


two pieces of written work produced in class in response to unseen
questions and under timed conditions in 60 minutes, for example,
essay and/or case study; and
two pieces of written work produced at home at the students’ own pace.
Examples of appropriate work are essays, case studies, laboratory reports
or analysis of an article or film in which students apply their psychological
understanding.
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The regulations for this course also require that the student’s work totals
between 4000-6000 words. In the past this has been further sub-divided so that
each piece of work is between 1000 and 1500 words long. In our experience
however, we have found that it is often difficult for students to write over much
over 800 to 1000 words in 60 minutes under timed conditions. Our advice would
therefore be to encourage students to write as much as they can during the two
timed essays and to write as close to 1500 words as possible for the remaining
two pieces of work. We would also advise lecturers to remind students that the
1500 word limit is strictly enforced that that students risk being penalised if they
go over this limit.
Further details of the regulations surrounding coursework are contained in
“Guidelines for Coursework” which you should already have a copy of.
II.
SETTING AND MARKING QUESTIONS
Together the four assignments need to assess whether the student has achieved
the learning outcomes for the course. So, it’s useful to think about which
outcomes each piece of work is assessing. For example, you may want to ensure
that students cover research methods and ethics in each assignment and then
focus each of the four pieces of work on other aspects of the course separately.
A list of suggested essay titles for this course is available in “Guidelines for
Coursework”. It’s worth noting that although the questions may sometimes be
similar to the questions on other courses, it is important that students
emphasise the relevant theories and perspectives that are being addressed on
this course.
It is worth reiterating that students who write detailed descriptions without an
evaluative element will not, unfortunately, be able to attain the higher marks.
For students to gain higher marks (60% plus) they need to be able to
demonstrate skills in evaluation and analysis. Critical evaluation and analysis of
the material is to be encouraged at all levels but it is expected that this may be
of a lesser or greater complexity. At a simpler level, students working at the
pass/good pass range can be encouraged to set out the development of an idea
or theory or perhaps the history of a field of study and so on. For students
working at the credit/merit level, discussing the evidence base of appropriate
theories and comparing and contrasting methods and theories is appropriate.
For distinction level work, it would be expected that students would write
confidently about the topic in question using all combination of the above and by
also bringing in additional (possibly contrasting or challenging) ideas, theories
and research to highlight the merits and/or limitations to the main issue in the
question.
It is worth noting that the wording of essay titles needs to bear this requirement
in mind – particularly where students put forward suggestions of their own.
Another feature of essays that is important if students are to attain higher marks
is for students to present a coherent argument in their work. To avoid students
making a list of poorly related points, clearly lifted from a text book, this
element of essay writing can be encouraged both in study skills work and in the
wording of essay titles. Finally, students will rarely get higher marks if they
don’t include an adequate appropriately formatted reference list.
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Marking of coursework is guided by agreed marking criteria contained in
“Guidelines for Coursework”.
III.
REFERENCES
Although there isn’t a single method of referencing prescribed by the Faculty, it
is important that students are given an explanation on the reasons for proper
referencing and that they are shown an appropriate style to use (for example,
APA or Harvard).
This will also allow tutors an opportunity to briefly but clearly discuss the issue of
plagiarism. Plagiarism is becoming a very important issue in HE and students
need to be aware that there are strict rules that govern the use of others’ work
in their coursework. It cannot be presumed that students are clear about what
constitutes plagiarism and it is worth reminding them that using others’
words/diagrams and idea with acknowledging their source is not acceptable.
Further details of Birkbeck’s policy on plagiarism area vailable on request.
STUDY SKILLS AND STUDY SKILLS RESOURCES
i.
INCORPORATING STUDY SKILLS
Developing students study skills is an outcome for all our courses. One way to
do this is to dedicate ten minutes or so of each session to the broad area of
‘study skills’ For example in the first few sessions you may want to discuss or
use activities to explore how students might:




find and make use of various resources
find time to study out of class
keep notes in class and at home
what it would be useful for them to be doing out of class
You may find a way to incorporate these issues into the fabric of the topic under
discussion. A very useful tool is also to model study skills yourself in class, for
example, by demonstrating different ways of summarising key points on the
board, or, by flagging up opposing views when evaluating a theory or concept.
You could also spend 10 minutes at the end of each class getting the class to
pull together what they have learnt on a topic in the form of an answer to a
question. This can be a very useful way of rehearsing for essay writing, as is the
simple technique of guiding students’ reading at home by setting a “question to
consider” (worded like an essay title) at the end of every session.
A detailed Study Skills Resource pack including further advice, handouts
and activities is available for all lecturers. A copy of this pack is
available on request.
ii.
USEFUL GENERAL STUDY SKILLS WEBSITES
51
Of the many thousands of study skills websites on the web, the following are
particularly good and clear (more suggestions are detailed in the Study Skills
Resource Pack).
http://www.howtostudy.org/
Links to other useful sites.
http://www.studyskills.soton.ac.uk/
The University of Southampton’s comprehensive website on a range of study
skills and study issues.
http://www3.open.ac.uk/learners-guide/learning-skills/index.htm
The Open University’s website with a range of detailed guidance on study skills
issues. Currently being expanded.
http://www.iss.stthomas.edu/studyguides/
The University of St Thomas’ Study Guides and Strategies Index leading to a
wide range of interesting pages full of advice and guidance, as well as links to
other study skills sites.
http://www.classzone.com/books/research_guide/page_build.cfm?content=web
_research&state=none
A very useful guide to doing research on the web.
www.freeskills.com
Although there are fee-paying courses available through this site, there are also
currently 422 free online tutorials on a range of IT skills from introduction to
word-processing to web development and database design.
http://sorbus.open.ac.uk/safari/signpostframe.htm
The Open University’s tutorial site on information gathering skills – Skills in
Accessing, Finding and Reviewing Information. Very user-friendly.
RESEARCH METHODS AND ETHICS
Again, one way to cover this would be to introduce it early in the course and
then ensure that you address a little in each session, either as a separate
subject, or preferably interwoven as an example of the main topic under
discussion.
Students who are either particularly interested in this aspect of the course or are
working towards the Certificate/Diploma, should be guided towards the Research
Methods Courses. Further details of these courses are available on our website.
INTEGRATING EQUAL OPPORTUNITIES
Many of our classes are characterised by the diversity of our students, not least
in the enormous variability in the level of support that each student might need.
Additionally, some students may have special educational needs or a disability.
Balancing these needs is never easy and yet remains of our most important
responsibilities.
61
There is a wide range of support available to tutors in meeting this objective.
Please contact one of the members of the psychology team if you need support
and advice. The College also has a disability team, their webpage and contact
details can be accessed on our website. You may also find the Birkbeck’s
Disability Statement useful.
Additionally, the DEMOS project (funded by the Higher Education Funding
Council) website contains an online learning package aimed specifically at
academic staff and contains a lot of valuable information about issues faced by
disabled students in higher education. Their website can by access on:
http://jarmin.com/demos/sitemap.html
SESSION/COURSE/ BLOCK EVALUATION
Clearly you will have a sense of how they are getting on from the nature of
students’ comments, but it can also be very useful to consider:


asking students to consider (and write down) their own aims and objectives
at the start of the course;
asking them to consider these midway through the course (whilst there is
time for you or they to make any necessary adjustments)
Finally, there is also the standard Evaluation form for students to complete at
the end of the course.
TEACHING METHODS, SYLLABUS & EXAMPLE COURSE
OUTLINE
i.
TEACHING METHODS
The nature of this course is such that it lends itself particularly well to using a
wide range of teaching methods, for example:










ii.
Tutor input (mini lectures)
OHP and video (if available)
Handouts with summary of major theories
Class discussions
Class exercises
Small group work
Role play
Feedback to whole class from group work
Pre-reading with discussion of material covered
Group discussions with feedback to the whole class
SYLLABUS
A full copy of the syllabus is available on our website.
iii.
EXAMPLE COURSE OUTLINE
The remainder of this document focuses on an example course outline along with
suggestions for discussion, activities and further reading and research.
71
Block
Topic
Study Skills and
Assessment
1
Introduction
Introduction to the course
2
Introduction
3
Description and
Diagnosis
Introduction to Abnormal
Psychology
What is “normal”? What is
“abnormal”? Defining abnormality.
4
Description and
Diagnosis
Conceptions and models of
abnormality (Part 1)
5
Description and
Diagnosis
Description and
Diagnosis
Conceptions and models of
abnormality (Part 2)
Assessment and Diagnosis – The
ICD10 and DSM IV; Reliability of
Diagnosis
Anxiety Disorders:
Generalised Anxiety Disorder
Anxiety Disorders (Part 2):
Phobias
SS – Organising
your time
SS – Effective
Reading
SS – Effective NoteTaking
SS – Writing
Psychology Essays
Coursework 1
(practice essay –
titles given
SS- Researching and
Information
gathering
Coursework 1 due
SS – Using Feedback
SS – Preparing for
Timed Essays
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Nature and Causation
of Mental Disorders
Approaches to
Treatment
Approaches to
Treatment
Approaches to
Treatment
Anxiety Disorders (Part 3)
Obsessions and Compulsions
Mood Disorders (Part 1)
Mood Disorders (Part 2)
Eating Disorders (Part 1)
Coursework 2
(practice timed
essay)
Essays returned
SS – Using Feedback
SS- Evaluation and
Analysis
Coursework 3 (home
assignment) due
SS- Using the
Internet for study
Eating Disorders (Part 2)
Dissociative Disorders
Schizophrenia (Part 1)
Coursework 4 (timed
essay)
Schizophrenia (Part 2)
Personality Disorders
Autism Spectrum Disorders
Coursework 5 (home
assignment due)
Somatic (biological) treatments
Psychotherapy (Part 1)
Psychotherapy (Part 2)
81
Block
Topic
Study Skills and
Assessment
22
Social Policy and
Mental Health
The relationship between mental
disorders and the law (Part 1)
Coursework 6 (for
submission – timed
essay)
23
Social Policy and
Mental Health
Final Session
The relationship between mental
disorders and the law (Part 2)
What is “normal” and what is
“abnormal” - Revisited
End of Course Administration
Where next?
24
91
BLOCK 1
INTRODUCTION
OBJECTIVES
By the end of this block the students should be familiar with basic concepts in
the study of abnormal psychology. They should be able to identify and evaluate
research methods used in the study of abnormal psychology.
This block might be taught over 2 weeks. For example:
Week 1




Introduction to the course (names and a few details of students and tutor –
get to know each other; course programme; course requirements, etc.)
Provide handouts with details, including deadlines for coursework.
Start of programme: broad introduction to abnormal psychology.
Recommended reading – textbooks and journals.
Study Skills
Week 2



Introduction to the field: What is Abnormal Psychology?
How is research in abnormal psychology carried out? (A brief summary of
research methods with their advantages and disadvantages and the role of
ethics).
Study Skills

Additional Recommended reading
Gross, R. and McIlveen, R. (1999) Abnormal Psychology. Hodder & Stoughton
(for an easy introduction)
Lilienfeld, S.O. Looking into Abnormal Psychology: Contemporary Readings.
Brooks/Cole Publ.Co. (40 Articles from a variety of sources that explore issues
and controversies regarding mental illness and its treatment.)
Code of Conduct, Ethical Principles and Guidelines issued by BPS - free on
demand and available to download from
(www.bps.org.uk/docdownload/docdownload3.cfm?category_ID=17&document_
ID=132 ).
Rosenhan, D. L. “On being sane in insane places”, Science, Vol. 179, pp. 250 –
258

Relevant Web links
www.bps.org.uk/sub-syst/dcp/index.cfm
BPS Division of Clinical Psychology
www.apa.org/divisions/div12/homepage.shtml
American Psychological Association, Clinical Division
www.scmh.org.uk/
The Sainsbury Centre for Mental Health
101
www.nimh.nih.gov/
National Institute of Mental Health
www.mind.org.uk/
Mind: The Mental Health Charity
www.mentalhealth.com/
An internet encyclopaedia of mental health information.

Suggestions for Class Activities
1.
Ask students to consider how you would investigate, for example:
a.
b.
c.
d.
Whether stress causes depression.
How best to help people who are suffering from a phobia.
Whether St. John’s Wort can cure depression.
How successful a certain medication is in the treatment of
schizophrenia.
e. Which therapies are most successful in the treatment of eating
disorders.
f. What causes obsessive-compulsive disorder.
Keep the questions deliberately vague so students need to think about
formulating a specific research question.
2.
3.
4.
“Brainstorming” from www.rider.edu/~suler/brainstorm.html
“What’s in a Name?” from www.rider.edu/~suler/yourname.html
“Mental Health and the Media” – Portrayals of mental health issues in the
media are acknowledged as being very powerful in shaping the public’s
views towards mental health (see
http://www.ontario.cmha.ca/content/about_mental_illness/mass_media.a
sp). As a long-term project, you could ask students to collect newspaper
and magazine articles that deal with mental illness. They could also
collect relevant video tapes of talk shows, television programs and/or
films. Students could explore the quality of the coverage, the accuracy
(or inaccuracy) of the images and/or views presented, the assumptions
made about mental illness and the usefulness of the material. You could
adapt this coverage into one of the pieces of coursework. You could use
the contributions to make a display and/or you could use any video clips
to illustrate appropriate sections of the course.

Example of discussion topic
1. Why use unstructured interviews if structured interviews gather more
accurate information?
2. What issues need to be taken into account when selecting the most
appropriate research method?
111
BLOCK 2
DESCRIPTION AND DIAGNOSIS
OBJECTIVES
By the end of this block the students should be familiar with different definitions
of abnormality. They should be able to identify and discuss models of
abnormality. They should be familiar with the major systems of classification of
abnormal states (the ICD and the DCM).
This block might be taught over 4 weeks. For example:
Week 1 (3)

What is ‘normal’ and what is ‘abnormal’? Defining abnormality as a ‘deviation
from statistical norms’; ‘a deviation from social norms’; disability or
dysfunction; personal distress; unexpectedness.
Week 2/3 (4/5)

Conceptions and models of abnormality - The medical model; the
psychodynamic model; the behavioural model; the cognitive model; the
humanistic model.
Week 4 (6)

Assessment and diagnosis. Classification of abnormal mental states. The
ICD-10 and the DSM-IV. Reliability of diagnoses.

Recommended Additional Reading
Gross, R. and McIlveen, R. (1999) Abnormal Psychology. Hodder & Stoughton
Chapter 3
David, T and Leudar, I. (2001) Is hearing voices a sign of mental illness? The
Psychologist Vol. 14, no. 5, p. 256-259
Rosenhan, DL. "Being Sane in Insane Places" Science 179(1973):250-258.

Relevant Web links
www.understandingpsychosis.com
DCP Report, Recent Advances in Understanding Mental Illness and Psychotic
Experience.
www.neuropsychologycentral.com
A great site that features a number of sites/activities directly relevant to the
biological perspective.
www.med.harvard.edu/AANLIB/home.html
121
Also known as “The Whole Brain Atlas”.
http://www.longroad.ac.uk/accreditation/subject_psychology/core_studies/rosen
han/rosenhan_questions.pdf
Very good summary of Rosehan’s study.

Suggestions for Class Activities
1.
“Models of Abnormality” – Write the names of the various models of
abnormality on an overhead transparency. Then ask students to list words,
ideas and names that they associate with each of the models. This activity
will reintroduce the concepts of these models to the students and will help
them realise how much they already know about these models. Fill gaps in
the students’ responses. This activity will also allow you to assess the
knowledge of the students near the beginning of the course; you can use
this information to inform your planning of the course.
“Diagnosing Mr. Smith” from www.rider.edu/~suler/smith
“Developing a TAT” – Have students find pictures in magazines appropriate
for a quick TAT-like test. In pairs, have them take turns telling stories
about the pictures and assessing primary themes. In groups of 2/3 pairs
ask them to compare their ideas and invite them to consider the worth of
such an approach.
2.
3.

Examples of discussion topics
1. Is hearing voices a sign of mental illness?
2. What are some of the ways in which the current definitions of abnormality
could be misused or exploited?
3. What are the modern equivalents of the witch-hunts – the singling out of
certain groups of people to blame for current social problems?
4. What are some ways that people considered abnormal in our modern culture
are mistreated and ostracised?
5. Each edition of the DSM has more material than before. Is our society really
becoming more disordered?
6. Many people find themselves in desperate situations that have little or no
chance of improving the foreseeable future. How should abnormality be
defined in such circumstances?
7. From your own experience, from reading or travelling, do you know of any
examples of psychological problems in other cultures that have no
counterpart in the UK? How are these explained in their own cultures? How
would we explain them?
131
BLOCK 3
NATURE AND CAUSATION OF MENTAL DISORDERS
This is the largest block of work in the syllabus and will form the largest part of
the course. In this example, this part of the syllabus is taught over 12 weeks,
as follows:
(I)
(II)
(III)
(IV)
(V)
(VI)
(VII)
ANXIETY DISORDERS (3 weeks including a timed essay)
MOOD DISORDERS (2 weeks)
EATING DISORDERS (2 weeks)
DISSOCIATIVE DISORDERS (1 week)
SCHIZOPHRENIA (2 weeks including a timed essay)
PERSONALITY DISORDERS (1 week)
AUTISM SPECTRUM DISORDERS (1 week)
OBJECTIVES
By the end of this block the students should be able to describe and discuss the
nature and causation of the major mental disorders discussed. They should be
familiar with major theories and treatments. The scheme is based on the
assumption that at least 1 week is spent on each topic.
(I)
ANXIETY DISORDERS
Given how common anxiety disorders are and that this scheme of work assumes
that you would be including a timed essay at this point, 3 weeks have been
allowed for this topic.
Week 1 (7)
 Introduction to Anxiety Disorders
 Generalised Anxiety Disorders
 Treatments
Week 2 (8)
 Phobias
 Treatments
Week 3 (9)
 Obsessive-Compulsive Disorder: definitions of obsessions & compulsions.
Obsessive doubts, thinking, impulses, fears, images. Compulsions: yielding
compulsions and controlling compulsions.
 Treatments

Relevant Web links
www.ocfoundation.org
The home page for the Obsessive Compulsive Foundation in the US.
www.nimh.nih.gov/anxiety/library/brochure/ocdbrain.htm
141
Scan pictures showing the differences in brain activity between the between the
brain of someone with brain with OCD and one without.

Suggestions for Class Activities
1.
Since students are likely to be experiencing some anxiety about
undertaking their first timed essay, this experience can be a useful
stimulus to discuss their experience of the reality of anxiety.
“Common Phobias” – Ask students to note down their phobias (on blank
pieces of paper to preserve their anonymity) and the collect these. Tally
the types of phobias and discuss the most common irrational fears. Ask
students to consider which of the fears are specific phobias and which are
social phobias. Ask students to consider at what stage would an irrational
fear become a full blown phobia.
2.

Example of discussion topic
Given how common Generalised Anxiety Disorder is, it might seem strange that
so much less is known about it than is known about other anxiety disorders.
What are some of the features of GAD that you think might make it more
difficult to study?
(II)
MOOD DISORDERS
Given the incidence of this disorder, the scheme of work has allowed for 2 weeks
for this topic:
Week 1 (10)
 Unipolar depression and bipolar disorders
Week 2 (11)
 Post-Natal Depression
 Treatments.

Recommended Additional Reading
Women and Depression (Psychology Review)

Relevant Web links
www.mentalhealth.com
An internet encyclopaedia of mental health information.

Suggestions for Class Discussions
1. Discuss the five major clusters of depressive symptoms, showing how
they affect one another.
2. Who in our society is most vulnerable to depression? Why?
3. Why does depression appear to be so common today?
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4. At what point would a medication be added to psychotherapy for
depression? How might an anti-depressant facilitate psychotherapy?
How might it get in the way?
5. What are the relative contributions of heredity and experience to the
risk of developing depression?
(III) EATING DISORDERS
Week 1/2 (12/13)
 Anorexia Nervosa and Bulimia Nervosa.
 Sociocultural and Psychological Factors.
 Treatments.

Recommended Additional Reading
http://www.psychologytoday.com/htdocs/prod/ptoarticle/pto-19970201000023.asp
The 1997 Body Image Survey Results (Psychology Today)
http://www.psychologytoday.com/htdocs/prod/ptoarticle/pto-20030818000001.asp
Men Have Image Problems Too (Psychology Today)
http://www.bps.org.uk/eatingdisorders/index1.cfm#download
Downloadable document setting out the current UK protocol on the diagnosis
and treatment of anorexia and bulimia nervosa.

Relevant Web links
http://www.edauk.com/
The Eating Disorders Association Homepage.

Suggestions for Class Activities
1. Over the two weeks in which this topic is discussed, ask students to collect
articles in popular magazines/newspapers that focus on weight, bodyshape
and dieting. Ask students to summarise the tone and purpose of the articles.
What message is implicit/explicit in the articles?
2. “Cultural attitudes and food” – In small groups, ask students to discuss and
develop a list of cultural attitudes (and contradictions) towards food. Use the
board or an overhead transparency to list the different values placed on food
by different cultures. Discuss these various values and how they may
influence eating disorders.
3. “Food and the family” - In small groups, ask students to discuss how food
was used in their family. Use the board or an overhead transparency to list
summarise the answers to the following types of questions: What messages
did they get about food and eating? How and where was food used? Did
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families eat together? Were mealtimes pleasant? Was eating (not eating)
punished?
4. “Ideal Body Shapes” – Since eating disorders disproportionately affect
growing numbers of young women, it is useful to emphasize the changes in
the ideal female body shape. You could bring in pictures of women
considered to embody the ideal in various eras. Good examples are the
Venus de Milo, a painting by Reubens, a photo of an Edwardian lady, any
screen goddess of the 1950s; models from the 1960s (for example, Twiggy),
an 1980s exercise guru such as Jane Fonda and a movie star or supermodel
of today.
5. “Food and the Media” – Ask students to analyse television messages and to
read popular magazines, newspapers and tabloids about food. Have students
contrast food ads on primetime TV and on children’s’ TV and summarise
differences on the board. What messages are being given to young children
and how might they affect eating behaviours? Analyse the written material
and discuss whether food is being sold as a biological necessity or as a
reward, status object or psychological need filler? What type of
manipulations are used to lure the potential customer into buying a specific
brand of food?
6. “Stereotypes – Fat and Thin” – Ask each student to develop a list of
assumptions he or she makes when they see a thin person or fat person.
What does the student assume about the person based solely on body type?
Use the board or an overhead transparency to summarise the findings and
lead the class in a discussion of the implications of these stereotypes. Be
careful with this activity that no individuals in the class are offended.

Example of discussion topic
1. What are the central features of anorexia nervosa and bulimia nervosa?
Which age groups does anorexia and bulimia most commonly affect?
2. What are the medical problems that can be caused by eating disorders?
3. How might each of the following factors affect the relative risk of developing
an eating disorder?
o
o
o
o
o
Social pressures;
Family environment;
Cognitive and emotional disturbances
Mood disorders, and
Biological factors
Outline the various treatments for anorexia nervosa (for example, weight
restoration and resumption of eating). What are the relative strengths and
weaknesses of each approach?
171
Outline the various treatments for bulimia nervosa (for example, insight therapy,
group therapy, behavioural therapy and anti-depressant drugs). What are the
relative strengths and weaknesses of each approach?
Discuss the impact of dieting on the susceptibility to eating disorders.
Discuss the impact of the media on the susceptibility to eating disorders.
Discuss the relationship between food, culture and the family and the
susceptibility to eating disorders.
(IV)
DISSOCIATIVE DISORDERS
Week 1 (14)
 Dissociative identity disorder
 Treatments.

Recommended reading
http://www.mind.org.uk/Information/Booklets/Understanding/Understanding+di
ssociative+disorders.htm
A very accessible and user-friendly information booklet from MIND.

Relevant Web links
www.mentalhealth.com
An internet encyclopaedia of mental health information.
http://www.psychnetuk.com/clinical_psychology/clinical_psychology_dissociative_disorder1_mpd.htm
A page containing a range of links to related websites provided by PsychNet-UK.

Suggestions for Class Activities
1.
Some cases of multiple personality have turned out to be fakes, while
others seem chillingly real. How would you go about determining the
difference? It has been shown that the ‘personalities’ of people who have
MPD may have their own styles of handwriting. Braun (1988) claims that
‘normal’ people can do the same thing. Try it yourselves: can you
produce four entirely different handwriting samples?
2.
Since many students like and watch soap operas, ask for a show of hands
for those who regularly watch. Ask students to give examples of
dissociative disorders from soap opera plots. If there are any current
storylines, perhaps you could tape a few pertinent scenes to show the
class. Films like “The Three Faces of Eve” can also be useful. Discuss
whether the details are accurate and if not, what mistakes are made in
the symptoms.
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(V)
SCHIZOPHRENIA
Given the complexity and incidence of this disorder and that the scheme of work
assumes that a timed essay will take place at this time, two weeks have been
allowed for this topic.
Week 1 (15)
 History of the concept; clinical symptoms; subcategories and positive and
negative symptoms;
 Views on schizophrenia;
Week 2 (16)
 Treatments.

Recommended reading
Schizophrenia, a misunderstood disease (Psychology Review)
Schizophrenia, The viral connection (Psychology Review)
“Schizophrenia” – a booklet produced by the National Institute for Mental Health
in England – available to download from
http://www.nimhe.org.uk/downloads/About%20Schiz%20Book.pdf

Relevant Web links
www.mentalhealth.com
An internet encyclopaedia of mental health information.

Suggestions for Class Activities
1. Students are put in small groups where one is the patient who is hearing
voices. Two other students will be the 'voices' by speaking into the students’
ears via cardboard tubes.
The 'patient' and another student then try to have a conversation about what
they did that weekend. The point is to show how difficult it is to speak to
someone when hearing voices and how you can seem distracted to the other
person, etc.
2. “Contradictory Symptoms” – Ask students to consider why there are so many
contradictory symptoms in schizophrenia? These symptoms can include
sensory flooding and sensory blunting, loose associations and blocking, flat
affect and inappropriate affect, catatonic excitement and catatonic stupor,
and thought broadcasting and thought insertion. Can students develop a
theory as to how these symptoms can exist for the same disorder? Use the
board or an overhead transparency to list summarise ideas.

Example of discussion topics
1. What would be some of the greatest stresses on the family members of
people with schizophrenia?
191
2. Is schizophrenia more “biological” or “psychological”? Why?
(V)
PERSONALITY DISORDERS
Week 1 (17)


Discussion of a range of disorders, for example, paranoid; schizoid;
schizotypal; borderline; histrionic; narcissistic; avoidant; dependent;
compulsive; passive-aggressive; antisocial personality disorder.
Treatments.

Recommended Additional Reading
“Personality Disorders” – a very detailed booklet outlining the current NIMHE
guidance on personality disorder – available to download from
www.nimhe.org.uk/downloads/PersonalityDisorders.pdf

Relevant Web links
www.mentalhealth.com
An internet encyclopaedia of mental health information.

Suggestions for Class Activities
1.
“Personality Disorders” exercise from www.rider.edu/~suler/perdis.html

Example of discussion topic
1. How treatable are personality disorders? What implications does this have
for the individual and for society?
2. Is it possible to have an anti-social personality disorder and not be in trouble
with the law?
3. Do any successful public figures with questionable ethics, superficial
relationships, no enduring loyalties beyond their own self-interest, and
inability to learn from repeated negative experiences qualify for this
diagnosis?
(VIII) PERVASIVE DEVELOPMENTAL DISORDERS
Week (1) (18)


Autism Spectrum Disorders
Treatments

Recommended reading
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=114
A booklet prepared by the National Autistic Society.
201
http://www.nimh.nih.gov/publicat/autism.cfm
A detailed booklet produced by the National Institute for Mental health that
describes symptoms, causes, and treatments for autism, with information on
getting help and coping.

Relevant Web links
http://www.nimh.nih.gov/publicat/index.cfm
For descriptions of disorders/symptoms.
http://www.nas.org.uk/
The homepage of the National Autistic Society.
http://www.autismresearchcentre.com/research/current.asp
The Autism Research Centre’s page outlining their current research and recent
findings.
http://www.autism-pdd.net/treaforme.html
A recommended site containing details of a range of different therapies used.

Suggestions for Class Activities
1. A simple demonstration of the Mary Jane study can be highly effective.
Students could be asked to comment on the skills needed to correctly answer
the questions posed. Students could also discuss the abilities that
correct/incorrect answers might indicate.

Example of discussion topics
1. What has been the history of the explanations given for this type of
disorder?
2. What are the advantages/limitations of each of the treatments for
individuals with this disorder? Why?
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BLOCK 4
APPROACHES TO TREATMENT
OBJECTIVES
By the end of this block students will be able to explain what is meant by
evidence based practice and to identify the issues facing clinicians and patients
when making decisions about which treatment might be appropriate for different
conditions and for specific patients.
This block might be taught over 3 weeks.
Week 1 (19)
Overview of somatic (biological) treatments, their benefits and draw backs:
Drugs: antipsychotic; antidepressant; anti-anxiety; mood stabilising drugs
Psychosurgery
Electro-convulsive treatment
Introduction to psychotherapies
Week 2/3 (20/21)
Overview of psychotherapy (‘talking’) treatments, their benefits and draw backs:
Individual: Psycho-analytic; Behavioural; Cognitive.
Interpersonal therapies: family therapy and group therapy.

Recommended reading
Gross, R. and McIlveen, R. (1999) Abnormal Psychology. Hodder & Stoughton
Part 3: chapters 8-12.
http://observer.guardian.co.uk/print/0,3858,4416574-110648,00.html
“Brief Encounters” an article from May 2002 evaluating the benefit of short-term
CBT.

Relevant Web links
www.doh.gov.uk/mentalhealth/treatmentguidelines/leaflet.pdf
Summary of evidence of the efficacy of a number of psychotherapies and
counselling.
www.doh.gov.uk/mentalhealth/talkingtherapies.pdf
A booklet for users outlining the various types of psychotherapy available and
what to expect.
www.mind.org.uk/information/Factsheets/Treatments+and+drugs/
A very useful site that includes links to Mind’s own factsheets on a variety of
treatments and therapies.
221

Suggestions for Class Activities
1.
“Shades of Abnormality” from www.rider.edu/~suler/shades.html
2.
“Which Treatment is Best” from www.rider.edu/~suler/whichtx.html
3.
“The Way I Think” from www.rider.edu/~suler/cogther.html

Example of discussion topic
How do we decide if a treatment/therapy has been successful? Who should
decide (client/own therapist/family and friends/other therapists)?
Please note that students who would like to study the various psychotherapy
approaches in more detail can be directed to other courses in the Psychology
and Psychotherapy programme, for example:







Introduction to Cognitive Behavioural Therapy
Freudian Foundations of Psychoanalysis
Humanistic Psychology
Psychological Medicine: the Power of the Mind
Workshops in Child Psychotherapy
Family Therapy
Counselling Psychology
Those interested in the biological basis of behaviour can be directed to:
 Biological Basis of Behaviour.
231
BLOCK 5
SOCIAL POLICY AND MENTAL HEALTH
OBJECTIVES
By the end of this block the students should be aware of the issues around ‘Care
in the Community’ and be able to discuss the rights of patients.
Given that the final timed essay is planned in the example outline scheme of
work to occur during this block, 2 weeks have been allowed for this topic.
Week 1 (22)
 The Mental Health Act 1983 and planned reforms
 The relationship between mental disorders and the law
Week 2 (23)
 Community care
 Social Exclusion
 The rights of patients.

Recommended reading
Cowen, H. (1999) Community Care, Ideology and Social Policy. Prentice Hall
Europe
http://www.guardian.co.uk/health/story/0,3605,755922,00.html
“When hospital is a prison” – an article on the proposals to the Mental Health Act
from June 2002.

Relevant Web links
www.doh.gov.uk/mentalhealth/mhactsummary.htm
Summary of the key sections of the 1983 Mental Health Act
www.doh.gov.uk/mentalhealth/whitepapersummary.pdf
A white paper proposing the reform of the Mental Health Act was published in
200. A summary of the proposed reforms is outlined in this document.
www.doh.gov.uk/mentalhealth/improvingmh.htm
Department of Health report outlining aims for improving mental health services
for black and ethnic minority communities in England.

Suggestion for Class Activities
1.
Social Policy and Mental Health: ask students to consider the following
scenarios and then discuss:
What is the case for involuntarily hospitalising these people?
What is the case for not involuntarily hospitalising them?
241
Case 1
As a result of a toxic psychosis, a young man wants to throw himself from
the roof of a building. In twenty-four hours, both the impulse and the
psychosis will have passed - if he remains restrained now.
Case 2
A young man is despondent over the end of his first love. To him, there is
currently no alternative to suicide. A month from now, he may think
differently.
Case 3
A solicitor is overcome by irrational guilt. She calls two of her clients and
informs them that she has not handled their cases properly, and that she
has stolen from them. Of course, this is untrue. She would have called
the rest of her clients had the state, through her family, not intervened
and hospitalised her against her will.
Case 4
An elderly lady, looked after at home by her family, was prone to
wandering away. After assessment, she was found to be suffering from a
progressive mental disorder. Her family were willing to look after her but
her psychiatrist insisted she was a danger to herself.
Case 5
Following the birth of two previous children, a woman suffered postnatal
depression, and attempted to murder the infants. She is about to give
birth again, and is experiencing the same impulse. To protect those
young lives, the state hospitalises the mother involuntarily.
Case 6
At the age of 62, a judge suffers a major heart attack. His doctors tell
him that he must choose between inactivity and rest or risk death by
continuing to work. He chooses to continue to work.
2.
“Competency” – In small groups, ask students to consider what criteria
might be used to determine if a person in mentally incompetent. Use the
board or an overhead transparency to list summarise responses.
In a second column, ask them to generate a list of criteria that might be
used to determine whether or not a person is mentally competent. Which
produced the most suggestions?

Example of discussion topic
1.
If a person with schizophrenia says he or she does not want to be
medicated and wants to live on the streets, does society have a right or
obligations to force him or her to receive treatment?
How should society decide when an individual is fit to stand trial?
2.
251
Block 6
Final Session
In the final session, students would have the opportunity to reconsider key
issues in the course. Particularly relevant are:



Culture, race and mental health
Defining abnormality across cultures (and cultural relativism)
So, what is “normal” and what is “abnormal”?

Relevant Web links
http://www.ontario.cmha.ca/content/about_mental_illness/mass_media.asp
A detailed and interesting literature review of research into media portrayals of
mental disorders.

Suggested Classroom Activities
1.
Considering “Being Sane in Insane Places” – would the same results be
obtained now? Why?

Example of discussion topic
2.
What difficulties might a mental health professional have in dealing with a
patient whose first language is not the same as theirs and/or who comes
from a totally different cultural background?
How should we define what is normal and what is not? Can we ever hope
to achieve an agreement?
3.
261