Carson, Butcher, Hooley- Abnormal Psychology 2.pdf

Why Do You Need This New Edition? If you’re wondering why you should buy this new edition of Abnormal Psychology, here are 7 good reasons! 1. The 15th edition includes the most up-to-date information about many of the proposed changes to the DSM that are expected in DSM-5. NEW highlight boxe...

Why Do You Need This New Edition? If you’re wondering why you should buy this new edition of Abnormal Psychology, here are 7 good reasons! 1. The 15th edition includes the most up-to-date information about many of the proposed changes to the DSM that are expected in DSM-5. NEW highlight boxes now describe these changes in a readily accessible format. 2. The most up-to-date information about biological, psychological, and sociocultural influences on abnormal behavior are included and thoughtfully integrated into a comprehensive biopsychosocial approach. Coverage of multicultural issues has also been expanded. 3. NEW Unresolved Issues feature discusses current concerns about the early treatment of people at clinical high risk for schizophrenia, the use of marijuana for medical purposes, and the increasing use of cognitive enhancers to improve functioning in healthy people (e.g., students using Ritalin to do better on tests). These are designed to provoke discussion and increase critical thinking. 4. Other additions include NEW highlight boxes describing interventions being used by the U.S. military to prevent PTSD and new research showing how playing Tetris might prevent flashbacks in people who experience traumatic events. 5. Most chapters now begin with a Case Study to engage students’ attention right from the outset. Many NEW case studies have also been added. Changes made to the organization of chapters now improve the flow of the writing and enhance learning. 6. In Review Questions appear at the end of major sections within chapters, providing regular opportunities for self-assessment and reinforcement of learning. 7. Hundreds of NEW references have been added to reflect the ever-changing field of abnormal psychology! This page intentionally left blank  15 edition Abnormal Psychology James N. Butcher University of Minnesota Susan Mineka Northwestern University Jill M. Hooley Harvard University Editorial Director: Craig Campanella Senior OperationsSpecialist: Diane Peirano Editor in Chief: Jessica Mosher Art Director: Leslie Osher Executive Editor: Jeff Marshall Text and Cover Designer: Wanda España/Wee Design Group Director of Development: Sharon Geary Cover Art: Getty Images Development Editors: LeeAnn Doherty/Lisa McLellan Media Editor: Michael Halas Editorial Assistant: Michael Rosen Media Project Manager: Pam Weldin Director of Marketing: Brandy Dawson Full-Service Project Management: Douglas Bell, Senior Marketing Manager: Nicole Kunzmann PreMediaGlobal Marketing Assistant: Jessica Warren Composition: PreMediaGlobal Senior Managing Editor: Maureen Richardson Printer/Binder: Courier, Kendallville, IN Managing Editor: Denise Forlow Cover Printer: Courier, Kendallville, IN Project Manager: Sherry Lewis Text Font: 10/12 MinionPro-Regular Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text and pages C-1–C-4. Copyright © 2013, 2010, 2007, 2004 by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290. Library of Congress Cataloging-in-Publication Data Butcher, James Neal, 1933– Abnormal psychology. — 15th ed. / James N. Butcher, Susan Mineka, Jill M. Hooley. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-205-16726-5 ISBN-10: 0-205-16726-8 1. Psychology, Pathological—Textbooks. 2. Psychiatry—Textbooks. I. Mineka, Susan. II. Hooley, Jill M. III. Title. RC454.B87 2012 616.89—dc23 2011052913 Proudly sourced and uploaded by [StormRG] Kickass Torrents | TPB | ET | h33t 10 9 8 7 6 5 4 3 2 1 Student Edition ISBN-10: 0-205-16726-8 ISBN-13: 978-0-205-16726-5 Instructor’s Review Copy ISBN-10: 0-205-16738-1 ISBN-13: 978-0-205-16738-8 Ála Carte ISBN-10: 0-205-17868-5 ISBN-13: 978-0-205-17868-1 Brief Contents 1 Abnormal Psychology: An Overview 1 2 Historical and Contemporary Views of Abnormal Behavior 29 3 Causal Factors and Viewpoints 55 4 Clinical Assessment and Diagnosis 103 5 Stress and Physical and Mental Health 134 6 Panic, Anxiety, and Their Disorders 170 7 Mood Disorders and Suicide 214 8 Somatoform and Dissociative Disorders 265 9 Eating Disorders and Obesity 299 10 Personality Disorders 336 11 Substance-Related Disorders 376 12 Sexual Variants, Abuse, and Dysfunctions 414 13 Schizophrenia and Other Psychotic Disorders 452 14 Neurocognitive Disorders 494 15 Disorders of Childhood and Adolescence 522 16 Therapy 561 17 Contemporary and Legal Issues in Abnormal Psychology 598 v Contents FEATURES xviii PREFACE xxi 1 Abnormal Psychology: An Overview 1 What Do We Mean by Abnormality? 3 Forming and Testing Hypotheses 18 Sampling and Generalization 18 The DSM-5 and the Definition of Mental Disorder 5 Internal and External Validity 19 THE WORLD AROUND US 1.1 Criterion and Comparison Groups 19 Extreme Generosity or Pathological Behavior? 6 Why Do We Need to Classify Mental Disorders? 7 Research Designs 20 What Are the Disadvantages of Classification? 7 Studying the World as It Is: Correlational How Can We Reduce Prejudicial Attitudes Toward Research Designs 20 the Mentally Ill? 8 Measuring Correlation 20 How Does Culture Affect What Is Considered Abnormal? 9 Statistical Significance 21 Culture-Specific Disorders 10 Effect Size 21 THE WORLD AROUND US 1.2 Meta-Analysis 21 Mad, Sick, Head Nuh Good: Mental Health and Stigma Correlations and Causality 21 in Jamaica 11 Retrospective Versus Prospective Strategies 22 Manipulating Variables: The Experimental Method How Common Are Mental Disorders? 11 in Abnormal Psychology 23 Prevalence and Incidence 12 Studying the Efficacy of Therapy 24 Prevalence Estimates for Mental Disorders 12 DEVELOPMENTS IN RESEARCH 1.4 Treatment 13 Do Magnets Help with Repetitive-Stress Mental Health Professionals 14 Injury? 24 THE WORLD AROUND US 1.3 Single-Case Experimental Designs 25 Mental Health Professionals 14 Animal Research 26 Research Approaches in Abnormal ▶ UNRESOLVED ISSUES Psychology 15 Are We All Becoming Mentally Ill? The Expanding Horizons of Mental Disorder 27 Sources of Information 16 SUMMARY 28 Case Studies 16 KEY TERMS 28 Self-Report Data 16 Observational Approaches 16 vi  CONTENTS vii 2 Historical and Contemporary Views of Abnormal Behavior 29 Historical Views of Abnormal Behavior 30 THE WORLD AROUND US 2.2 Chaining Mental Health Patients 42 Demonology, Gods, and Magic 31 Hippocrates’ Early Medical Concepts 31 The Emergence of Contemporary Views DEVELOPMENTS IN THINKING 2.1 of Abnormal Behavior 44 Melancholia Through the Ages 32 Biological Discoveries: Establishing the Link Between Early Philosophical Conceptions of Consciousness 33 the Brain and Mental Disorder 44 Later Greek and Roman Thought 33 The Development of a Classification System 45 Early Views of Mental Disorders in China 33 Development of the Psychological Basis of Mental Disorder 46 Views of Abnormality During the Middle Ages 34 DEVELOPMENTS IN RESEARCH 2.3 Toward Humanitarian Approaches 36 The Search for Medications to Cure Mental Disorders 46 The Resurgence of Scientific Questioning in Europe 36 The Evolution of the Psychological Research Tradition: The Establishment of Early Asylums 36 Experimental Psychology 49 Humanitarian Reform 38 ▶ UNRESOLVED ISSUES Nineteenth-Century Views of the Causes and Treatment Interpreting Historical Events 52 of Mental Disorders 41 Changing Attitudes Toward Mental Health in the Early SUMMARY 53 Twentieth Century 41 KEY TERMS 54 Mental Hospital Care in the Twenty-First Century 42 3 Causal Factors and Viewpoints 55 Causes and Risk Factors For Abnormal Temperament 68 Behavior 56 Brain Dysfunction and Neural Plasticity 69 Necessary, Sufficient, and Contributory Causes 56 The Impact of the Biological Viewpoint 70 Feedback and Bidirectionality in Abnormal Behavior 57 The Psychological Viewpoints 71 Diathesis-Stress Models 57 The Psychodynamic Perspectives 71 Viewpoints for Understanding the Causes The Behavioral Perspective 76 of Abnormal Behavior 60 DEVELOPMENTS IN THINKING 3.3 The Biological Viewpoint and Biological The Humanistic and Existential Perspectives 78 Causal Factors 61 The Cognitive-Behavioral Perspective 80 Imbalances of Neurotransmitters and Hormones 61 What the Adoption of a Perspective Does and Does Not Do 83 DEVELOPMENTS IN RESEARCH 3.1 Neurotransmission and Abnormal Behavior 62 Psychological Causal Factors 84 Genetic Vulnerabilities 64 Early Deprivation or Trauma 84 DEVELOPMENTS IN THINKING 3.2 Inadequate Parenting Styles 87 Nature, Nurture, and Pyschopathology: A New Look Marital Discord and Divorce 89 at an Old Topic 67 Maladaptive Peer Relationships 91 viii CONTENTS The Sociocultural Viewpoint 92 Prejudice and Discrimination in Race, Gender, and Ethnicity 97 Uncovering Sociocultural Factors Through Cross-Cultural Studies 93 Social Change and Uncertainty 98 Urban Stressors: Violence and Homelessness 98 THE WORLD AROUND US 3.4 The Impact of the Sociocultural Viewpoint 98 Culture-Bound Syndromes 94 ▶ UNRESOLVED ISSUES Sociocultural Causal Factors 95 Theoretical Viewpoints and the Causes of Abnormal Behavior 99 Low Socioeconomic Status and Unemployment 95 THE WORLD AROUND US 3.5 SUMMARY 100 Culture and Attachment Relationships 96 KEY TERMS 101 4 Clinical Assessment and Diagnosis 103 The Basic Elements in Assessment 104 The Case of Andrea C.: Experiencing Violence in the Workplace 120 The Relationship Between Assessment and Diagnosis 104 Taking a Social or Behavioral History 105 DEVELOPMENTS IN PRACTICE 4.2 Ensuring Culturally Sensitive Assessment Procedures 105 Computer-Based MMPI-2 Report for Andrea C. 122 The Influence of Professional Orientation 106 The Integration of Assessment Data 124 Reliability, Validity, and Standardization 107 Ethical Issues in Assessment 124 Trust and Rapport Between the Clinician and the Client 107 Assessment of the Physical Organism 108 Classifying Abnormal Behavior 125 Differing Models of Classification 125 The General Physical Examination 108 Formal Diagnostic Classification of Mental Disorders 126 The Neurological Examination 108 The Neuropsychological Examination 110 DEVELOPMENTS IN PRACTICE 4.3 Schedules for Clinical Assessment in Neuropsychiatry Psychosocial Assessment 111 (SCAN) 131 Assessment Interviews 112 ▶ UNRESOLVED ISSUES The Clinical Observation of Behavior 112 The DSM-V: What Comes Next? 131 Psychological Tests 113 SUMMARY 132 DEVELOPMENTS IN PRACTICE 4.1 KEY TERMS 133 The Automated Practice: Use of the Computer in Psychological Testing 114 5 Stress and Physical and Mental Health 134 What Is Stress? 135 Characteristics of Stressors 137 Stress and the DSM 136 Measuring Life Stress 138 Factors Predisposing a Person to Stress 136 Resilience 138  CONTENTS ix Stress and the Stress Response 139 Posttraumatic Stress Disorder 153 Biological Costs of Stress 140 THE WORLD AROUND US 5.5 The Mind–Body Connection 140 Anticipating DSM-5: A Proposed new diagnostic Category 154 Understanding the Immune System 140 THE WORLD AROUND US 5.6 A Trauma of Incredible Proportions 154 THE WORLD AROUND US 5.1 Who Catches a Cold? 141 Acute Stress Disorder 155 Clinical Description 155 DEVELOPMENTS IN RESEARCH 5.2 Prevalence of PTSD in the General Population 156 Cross-Talk Between the Brain and the Immune System: Rates of PTSD After Traumatic Experiences 156 The Importance of Cytokines 142 Causal Factors in Posttraumatic Stress Disorder 159 Stress, Depression, and the Immune System 142 Individual Risk Factors 160 DEVELOPMENTS IN RESEARCH 5.3 Sociocultural Factors 161 Is Holding a Grudge Bad for Your Health? 144 Long-Term Effects of Posttraumatic Stress 162 Stress and Physical Health Prevention and Treatment of Stress Disorders 162 Cardiovascular Disease 144 Prevention 162 Hypertension 145 THE WORLD AROUND US 5.7 Coronary Heart Disease 146 Does Playing Tetris After a Traumatic Event Risk and Causal Factors in Cardiovascular Reduce Flashbacks? 163 Disease 146 Treatment for Stress Disorders 163 THE WORLD AROUND US 5.4 Psychological Debriefing 164 Racial Discrimination and Cardiovascular Health in African Americans 149 DEVELOPMENTS IN PRACTICE 5.8 Battlemind Training in the U.S. Military 165 Treatment of Stress-Related Physical Challenges in Studying Disaster Victims 166 Disorders 150 THE WORLD AROUND US 5.9 Biological Interventions 150 Virtual Reality Exposure Treatment for PTSD in Military Personnel 166 Psychological Interventions 150 Trauma and Physical Health 167 Psychological Reactions to Stress ▶ UNRESOLVED ISSUES Adjustment Disorder 152 Will DSM-5 Remedy Problems with the Diagnostic Adjustment Disorder Caused by Unemployment 152 Criteria for PTSD? 167 Adjustment Disorder Caused by Divorce or Separation 152 SUMMARY 168 KEY TERMS 169 6 Panic, Anxiety, and Their Disorders 170 The Fear and Anxiety Response Overview of the Anxiety Disorders Patterns 171 and Their Commonalities 173 Fear 172 Anxiety 172 x CONTENTS Specific Phobias 174 Generalized Anxiety Disorder 196 Prevalence, Age of Onset, and Gender Differences 176 Prevalence, Age of Onset, and Gender Differences 197 Psychological Causal Factors 176 Comorbidity with Other Disorders 198 Biological Causal Factors 178 Psychological Causal Factors 198 Treatments 179 Biological Causal Factors 200 Treatments 201 Social Phobias 180 Prevalence, Age of Onset, and Gender Differences 181 Obsessive-Compulsive Disorder 202 Psychological Causal Factors 182 Prevalence, Age of Onset, and Gender Differences 204 Biological Causal Factors 183 Comorbidity with Other Disorders 204 Treatments 184 Psychological Causal Factors 205 Biological Causal Factors 206 Panic Disorder with and without Treatments 208 Agoraphobia 185 Panic Disorder 185 Sociocultural Causal Factors for All Agoraphobia 186 Anxiety Disorders 209 Prevalence, Age of Onset, and Gender Differences 187 Cultural Differences in Sources of Worry 210 Comorbidity with Other Disorders 189 Taijin Kyofusho 210 The Timing of a First Panic Attack 189 ▶ UNRESOLVED ISSUES Biological Causal Factors 189 Compulsive Hoarding: Is It a Subtype of OCD, Psychological Causal Factors 191 or Is It a Separate Disorder? 211 DEVELOPMENTS IN RESEARCH 6.1 SUMMARY 212 Nocturnal Panic Attacks 193 KEY TERMS 213 Treatments 194 DEVELOPMENTS IN PRACTICE 6.2 Cognitive-Behavioral Therapy for Panic Disorder 195 7 Mood Disorders and Suicide 214 Mood Disorders: An Overview 215 DEVELOPMENTS IN RESEARCH 7.1 Why Do Sex Differences in Unipolar Depression Types of Mood Disorders 215 Emerge During Adolescence? 237 The Prevalence of Mood Disorders 216 DEVELOPMENTS IN THINKING 7.2 Unipolar Mood Disorders 217 Comorbidity of Anxiety and Mood Disorders 238 Depressions That Are Not Mood Disorders 217 Dysthymic Disorder 218 Bipolar Disorders 240 Major Depressive Disorder 219 Cyclothymic Disorder 240 Bipolar Disorders (I and II) 241 Causal Factors in Unipolar Mood Disorders 223 Causal Factors in Bipolar Disorders 244 Biological Causal Factors 223 Biological Causal Factors 245 Psychological Causal Factors 229 Psychological Causal Factors 246  CONTENTS xi Sociocultural Factors Affecting THE WORLD AROUND US 7.3 Unipolar and Bipolar Disorders 247 Warning Signs for Student Suicide 257 Cross-Cultural Differences in Depressive Other Psychosocial Factors Associated Symptoms 247 with Suicide 258 Cross-Cultural Differences in Prevalence 248 Biological Causal Factors 258 Demographic Differences in the United States 248 Sociocultural Factors 259 Treatments and Outcomes 250 Suicidal Ambivalence 260 Pharmacotherapy 250 Communication of Suicidal Intent 260 Alternative Biological Treatments 251 Suicide Notes 261 Psychotherapy 252 Suicide Prevention and Intervention 261 Suicide Treatment of Mental Disorders 261 Crisis Intervention 261 The Clinical Picture and the Causal Focus on High-Risk Groups and Other Pattern 256 Measures 262 Who Attempts and Who Commits ▶ UNRESOLVED ISSUES Suicide? 256 Is There a Right to Die? 262 Suicide in Children 256 Suicide in Adolescents and Young Adults 257 SUMMARY 263 KEY TERMS 264 8 Somatoform and Dissociative Disorders 265 What Are Somatoform Disorders? 266 Dissociative Identity Disorder (DID) 285 Hypochondriasis 266 DEVELOPMENTS IN THINKING 8.3 Should Conversion Disorder Be Classified Somatization Disorder 269 as a Dissociative Disorder? 286 THE WORLD AROUND US 8.1 Somatoform Disorders: DSM-5 Proposed THE WORLD AROUND US 8.4 Revisions 271 DID, Schizophrenia, and Split Personality: Clearing Up the Confusion 288 Pain Disorder 272 Sociocultural Factors in Dissociative Disorders 293 Conversion Disorder 273 Treatment and Outcomes in Dissociative Disorders 294 Distinguishing Somatization, Pain, and Conversion Disorders from Malingering and Factitious Disorder 276 THE WORLD AROUND US 8.5 Dissociative Disorders: Proposed Revisions for DSM-5 295 THE WORLD AROUND US 8.2 Factitious Disorder by Proxy (Munchausen’s Syndrome ▶ UNRESOLVED ISSUES by Proxy) 277 DID and the Reality of “Recovered Memories” 295 Body Dysmorphic Disorder 277 SUMMARY 297 What Are Dissociative Disorders? 281 KEY TERMS 298 Depersonalization Disorder 282 Dissociative Amnesia and Dissociative Fugue 283 xii CONTENTS 9 Eating Disorders and Obesity 299 Eating Disorders Obesity Clinical Aspects of Eating Disorders 300 The Problem of Obesity 325 Anorexia Nervosa 300 Medical Issues 326 THE WORLD AROUND US 9.1 Definition and Prevalence 326 Anticipating DSM-5: Proposed Changes to the Diagnostic Weight Stigma 326 Criteria for Anorexia Nervosa 301 Obesity and the DSM 326 Bulimia Nervosa 303 Other Forms of Eating Disorders 305 Risk and Causal Factors Age of Onset and Gender Differences 307 in Obesity 326 Prevalence of Eating Disorders 307 The Role of Genes 326 THE WORLD AROUND US 9.2 THE WORLD AROUND US 9.6 Eating Disorders in Men 308 Do Negative Messages About Being Overweight Encourage Overweight People to Eat More or Less? 327 Medical Complications of Eating Disorders 308 Hormones Involved in Appetite and Weight Course and Outcome 310 Regulation 327 Diagnostic Crossover 310 Sociocultural Influences 328 Association of Eating Disorders with Other Forms Family Influences 329 of Psychopathology 311 Stress and “Comfort Food” 330 Eating Disorders Across Cultures 312 Pathways to Obesity 330 THE WORLD AROUND US 9.3 Ethnic Identity and Disordered Eating 313 Treatment of Obesity 331 Risk and Causal Factors in Eating Lifestyle Modifications 331 Disorders 314 Medications 332 Bariatric Surgery 332 Biological Factors 314 The Importance of Prevention 333 Sociocultural Factors 315 Family Influences 316 ▶ UNRESOLVED ISSUES Individual Risk Factors 317 Will DSM-5 Solve the Problem of Eating Disorder NOS? 334 Treatment of Eating Disorders 320 SUMMARY 334 Treatment of Anorexia Nervosa 320 KEY TERMS 335 THE WORLD AROUND US 9.4 Eating Disorders and the Internet 320 Treatment of Bulimia Nervosa 323 Treatment of Binge-Eating Disorder 324 THE WORLD AROUND US 9.5 Transdiagnostic Cognitive-Behavioral Therapy for Eating Disorders 324  CONTENTS xiii 10 Personality Disorders 336 Clinical Features of Personality Treatments and Outcomes Disorders 337 for Personality Disorders 358 Adapting Therapeutic Techniques to Specific Difficulties Doing Research Personality Disorders 358 on Personality Disorders 339 Treating Borderline Personality Disorder 359 Difficulties in Diagnosing Personality Treating Other Personality Disorders 360 Disorders 339 Difficulties in Studying the Causes of Personality Antisocial Personality Disorder Disorders 340 and Psychopathy 360 Psychopathy and Antisocial Personality Disorder 361 Cluster A Personality Disorders 341 The Clinical Picture in Psychopathy and Antisocial Paranoid Personality Disorder 341 Personality Disorder 363 Schizoid Personality Disorder 342 Causal Factors in Psychopathy and Antisocial Personality 365 Schizotypal Personality Disorder 343 THE WORLD AROUND US 10.1 Cluster B Personality Disorders 345 “Successful” Psychopaths 367 Histrionic Personality Disorder 345 A Developmental Perspective on Psychopathy Narcissistic Personality Disorder 347 and Antisocial Personality 368 Antisocial Personality Disorder 349 Treatments and Outcomes in Psychopathic and Antisocial Personality 370 Borderline Personality Disorder 349 DEVELOPMENTS IN PRACTICE 10.2 Cluster C Personality Disorders 353 Prevention of Psychopathy and Antisocial Personality Avoidant Personality Disorder 353 Disorder 372 Dependent Personality Disorder 355 ▶ UNRESOLVED ISSUES Obsessive-Compulsive Personality DSM-5: Moving Toward a Dimensional System Disorder 356 of Classification 373 General Sociocultural Causal Factors for Personality Disorders 358 SUMMARY 374 KEY TERMS 375 11 Substance-Related Disorders 376 Alcohol Abuse and Dependence 378 Biological Causal Factors in the Abuse of and Dependence on Alcohol 384 The Prevalence, Comorbidity, and Demographics of Alcohol Abuse and Dependence 378 Psychosocial Causal Factors in Alcohol Abuse and Dependence 387 The Clinical Picture of Alcohol Abuse and Dependence 380 THE WORLD AROUND US 11.2 Binge Drinking in College 389 DEVELOPMENTS IN RESEARCH 11.1 Fetal Alcohol Syndrome: How Much Drinking Sociocultural Causal Factors 390 Is Too Much? 382 Treatment of Alcohol-Related Disorders 391 xiv CONTENTS Drug Abuse and Dependence 395 Stimulants: Caffeine and Nicotine 408 Opium and Its Derivatives (Narcotics) 397 THE WORLD AROUND US 11.4 Cocaine and Amphetamines (Stimulants) 400 Pathological Gambling 410 Methamphetamine 402 ▶ UNRESOLVED ISSUES Barbiturates (Sedatives) 403 Exchanging Addictions: Is This an Effective Hallucinogens: LSD and Related Drugs 404 Treatment Approach? 410 Ecstasy 404 SUMMARY 412 Marijuana 405 KEY TERMS 413 THE WORLD AROUND US 11.3 Should Marijuana Be Marketed and Sold Openly as a Medication? 407 12 Sexual Variants, Abuse, and Dysfunctions 414 Sociocultural Influences on Sexual Incest 435 Practices and Standards 416 Rape 435 Case 1: Degeneracy and Abstinence Theory 416 Treatment and Recidivism of Sex Offenders 439 Case 2: Ritualized Homosexuality THE WORLD AROUND US 12.2 in Melanesia 417 Megan’s Law 439 Case 3: Homosexuality and American Psychiatry 417 Sexual Dysfunctions 441 Sexual and Gender Variants 419 Sexual Desire Disorders 442 The Paraphilias 419 Sexual Arousal Disorders 445 Causal Factors and Treatments for Paraphilias 426 Orgasmic Disorders 447 DEVELOPMENTS IN RESEARCH 12.1 Sexual Pain Disorders 448 Hypersexual Disorder 427 ▶ UNRESOLVED ISSUES Gender Identity Disorders 427 How Harmful Is Childhood Sexual Abuse? 449 Sexual Abuse 431 SUMMARY 450 Childhood Sexual Abuse 431 KEY TERMS 451 Pedophilia 433 13 Schizophrenia and Other Psychotic Disorders 452 Schizophrenia 453 Disorganized Speech and Behavior 458 Origins of the Schizophrenia Construct 453 Positive and Negative Symptoms 459 Epidemiology 454 Subtypes of Schizophrenia 459 Other Psychotic Disorders 459 Clinical Picture 455 THE WORLD AROUND US 13.2 Delusions 456 Anticipating DSM-5: Subtypes of Schizophrenia 460 Hallucinations 456 Risk and Causal Factors 462 THE WORLD AROUND US 13.1 Stress, Caffeine, and Hallucinations 457 Genetic Factors 462  CONTENTS xv THE WORLD AROUND US 13.3 THE WORLD AROUND US 13.4 The Genain Quadruplets 464 Using Estrogen to Help Patients with Schizophrenia 487 Prenatal Exposures 468 Psychosocial Approaches 488 Genes and Environment in Schizophrenia: A Synthesis 469 THE WORLD AROUND US 13.5 A Neurodevelopmental Perspective 470 A Beautiful Mind 490 Structural and Functional Brain Abnormalities 471 Psychosocial and Cultural Factors 479 ▶ UNRESOLVED ISSUES What Is the Best Way to Prevent Schizophrenia? 491 A Diathesis-Stress Model of Schizophrenia 484 SUMMARY 492 Treatments and Outcomes 485 KEY TERMS 493 Clinical Outcome 485 Pharmacological Approaches 486 14 Neurocognitive Disorders 494 Brain Impairment in Adults 495 THE WORLD AROUND US 14.3 Exercising Your Way to a Better Brain? 512 Clinical Signs of Brain Damage 495 THE WORLD AROUND US 14.1 Dementia from HIV-1 Infection 513 Anticipating DSM-5: New Category, New Diagnoses 496 Vascular Dementia 513 Diffuse Versus Focal Damage 496 Amnestic Disorder 514 The Neurocognitive/Psychopathology Disorders Involving Head Injury 515 Interaction 498 Clinical Picture 516 Delirium 500 THE WORLD AROUND US 14.4 Clinical Picture 500 Can Thrill Rides Cause Brain Damage? 517 Treatments and Outcomes 502 THE WORLD AROUND US 14.5 Brain Damage in Professional Athletes 518 Dementia 502 Treatments and Outcomes 519 Parkinson’s Disease 503 ▶ UNRESOLVED ISSUES Huntington’s Disease 504 Should Healthy People Use Cognitive Enhancers? 520 Alzheimer’s Disease 504 DEVELOPMENTS IN RESEARCH 14.2 SUMMARY 521 Depression Increases the Risk of Alzheimer’s Disease 508 KEY TERMS 521 15 Disorders of Childhood and Adolesence 522 Maladaptive Behavior in Different The Classification of Childhood and Adolescent Disorders 524 Life Periods 524 Common Disorders of Childhood 525 Varying Clinical Pictures 524 Attention-Deficit/Hyperactivity Disorder 525 Special Psychological Vulnerabilities of Young Children 524 xvi CONTENTS Oppositional Defiant Disorder and Conduct Learning Disabilities 546 Disorder 529 Causal Factors in Learning Disabilities 547 Anxiety and Depression in Children Treatments and Outcomes 547 and Adolescents 532 Mental Retardation 548 Anxiety Disorders of Childhood and Adolescence 532 Levels of Mental Retardation 548 Childhood Depression and Bipolar Disorder 534 Causal Factors in Mental Retardation 549 DEVELOPMENTS IN RESEARCH 15.1 Organic Retardation Syndromes 550 Bipolar Disorder in Children and Adolescents: Is There an Treatments, Outcomes, and Prevention 553 Epidemic? 536 Planning Better Programs to Help Symptom Disorders: Enuresis, Encopresis, Children and Adolescents 554 Sleepwalking, and Tics 538 Special Factors Associated with Treatment of Children Functional Enuresis 538 and Adolescents 555 Encopresis 539 THE WORLD AROUND US 15.3 Sleepwalking (Somnambulism) 539 The Impact of Child Abuse on Psychological Tic Disorders 540 Adjustment 556 Pervasive Developmental Disorders 541 Family Therapy as a Means of Helping Children 557 Child Advocacy Programs 557 Autism 541 ▶ UNRESOLVED ISSUES DEVELOPMENTS IN PRACTICE 15.2 Can Society Deal with Delinquent Behavior? 558 Can Virtual Reality Video Games Improve Treatment of Children with Pervasive Developmental SUMMARY 560 Disorders? 545 KEY TERMS 560 Asperger’s Disorder 545 16 Therapy 561 An Overview of Treatment 562 What Therapeutic Approaches Why Do People Seek Therapy? 562 Should Be Used? 569 THE WORLD AROUND US 16.1 Evidence-Based Treatment 569 Why Are Men So Reluctant to Enter Medication or Psychotherapy? 570 Therapy? 563 Combined Treatments 570 Who Provides Psychotherapeutic Services? 564 THE WORLD AROUND US 16.4 The Therapeutic Relationship 564 We Have a Pill for That 570 Measuring Success in Psychotherapy 565 Psychosocial Approaches to Objectifying and Quantifying Change 566 Treatment 571 DEVELOPMENTS IN RESEARCH 16.2 Behavior Therapy 571 Using Brain Activation to Measure Therapeutic Cognitive and Cognitive-Behavioral Therapy 574 Change 566 Humanistic-Experiential Therapies 576 Would Change Occur Anyway? 567 Psychodynamic Therapies 578 Can Therapy Be Harmful? 568 Couple and Family Therapy 581 THE WORLD AROUND US 16.3 Eclecticism and Integration 582 When Therapy Harms 568  CONTENTS xvii Sociocultural Perspectives 583 Neurosurgery 594 Social Values and Psychotherapy 583 THE WORLD AROUND US 16.5 Deep Brain Stimulation for Treatment-Resistant Psychotherapy and Cultural Diversity 584 Depression 595 Biological Approaches to Treatment 584 ▶ UNRESOLVED ISSUES Antipsychotic Drugs 585 Is There Bias in the Reporting of Drug Trials? 596 Antidepressant Drugs 586 SUMMARY 596 Antianxiety Drugs 590 KEY TERMS 597 Lithium and Other Mood-Stabilizing Drugs 590 Electroconvulsive Therapy 592 17 Contemporary and Legal Issues in Abnormal Psychology 598 Perspectives on Prevention 599 THE WORLD AROUND US 17.4 Controversial Not Guilty Pleas: Can Altered Mind States Universal Interventions 600 or Personality Disorder Limit Responsibility for a Criminal Selective Interventions 601 Act? 612 Indicated Interventions 604 The Insanity Defense 614 Inpatient Mental Health Treatment THE WORLD AROUND US 17.5 in Contemporary Society 604 Does Having Mental Health Problems Result in Convicted Felons Being Returned to Prison After Being Released? 615 The Mental Hospital as a Therapeutic Community 604 Aftercare Programs 605 Competence to Stand Trial 618 DEVELOPMENTS IN THINKING 17.1 Organized Efforts for Mental Residential Treatment Programs: Do They Help Health 619 Troubled Children and Adolescents? 606 U.S. Efforts for Mental Health 619 Deinstitutionalization 607 International Efforts for Mental Health 621 THE WORLD AROUND US 17.2 Jails and Prisons: Serving as Mental Hospitals Again 609 Challenges for the Future 622 The Need for Planning 622 Controversial Legal Issues The Individual’s Contribution 622 and the Mentally Ill 610 ▶ UNRESOLVED ISSUES Civil Commitment 610 The HMOs and Mental Health Care 623 THE WORLD AROUND US 17.3 Important Court Decisions for Patient Rights 610 SUMMARY 625 Assessment of “Dangerousness” 611 KEY TERMS 625 GLOSSARY G-1 REFERENCES R-1 CREDITS C-1 NAME INDEX NI-1 SUBJECT INDEX SI-1 Features DEVELOPMENTS IN RESEARCH 1.4 Do Magnets Help with Repetitive-Stress 7.1 Why Do Sex Differences in Unipolar Depression Injury? 24 Emerge During Adolescence? 237 2.3 The Search for Medications to Cure Mental 11.1 Fetal Alcohol Syndrome: How Much Drinking Disorders 46 Is Too Much? 382 3.1 Neurotransmission and Abnormal 12.1 Hypersexual Disorder 427 Behavior 62 14.2 Depression Increases the Risk of Alzheimer’s 5.2 Cross-Talk Between the Brain and the Immune Disease 508 System: The Importance of Cytokines 142 15.1 Bipolar Disorder in Children and Adolescents: 5.3 Is Holding a Grudge Bad for Your Is There an Epidemic? 536 Health? 144 16.2 Using Brain Activation to Measure Therapeutic 6.1 Nocturnal Panic Attacks 193 Change 566 DEVELOPMENTS IN THINKING 2.1 Melancholia Through the Ages 32 8.3 Should Conversion Disorder Be Classified 3.2 Nature, Nurture, and Psychopathology: as a Dissociative Disorder? 286 A New Look at an Old Topic 67 17.1 Residential Treatment Programs: Do They Help 3.3 The Humanistic and Existential Troubled Children and Adolescents? 606 Perspectives 78 7.2 Comorbidity of Anxiety and Mood Disorders 238 DEVELOPMENTS IN PRACTICE 4.1 The Automated Practice: Use of the Computer 6.2 Cognitive-Behavioral Therapy for Panic in Psychological Testing 114 Disorder 195 4.2 Computer-Based MMPI-2 Report 10.2 Prevention of Psychopathy and Antisocial for Andrea C. 122 Personality Disorder 372 4.3 Schedules for Clinical Assessment in 15.2 Can Virtual Reality Video Games Improve Neuropsychiatry (SCAN) 131 Treatment of Children with Pervasive 5.8 Battlemind Training in the U.S. Military 165 Developmental Disorders? 545 THE WORLD AROUND US 1.1 Extreme Generosity or Pathological 2.2 Chaining Mental Health Patients 42 Behavior? 6 3.4 Culture-Bound Syndromes 94 1.2 Mad, Sick, Head Nuh Good: Mental Illness 3.5 Culture and Attachment Relationships 96 and Stigma in Jamaica 11 5.1 Who Catches a Cold? 141 1.3 Mental Health Professionals 14 xviii  FEATURES xix 5.4 Racial Discrimination and Cardiovascular 11.4 Pathological Gambling 410 Health in African Americans 149 12.2 Megan’s Law 439 5.5 Anticipating DSM-5: A Proposed New 13.1 Stress, Caffeine, and Hallucinations 457 Diagnostic Category 154 13.2 Anticipating DSM-5: Subtypes 5.6 A Trauma of Incredible Proportions 154 of Schizophrenia 460 5.7 Does Playing Tetris After a Traumatic Event 13.3 The Genain Quadruplets 464 Reduce Flashbacks? 163 13.4 Using Estrogen to Help Patients 5.9 Virtual Reality Exposure Treatment for PTSD with Schizophrenia 487 in Military Personnel 166 13.5 A Beautiful Mind 490 7.3 Warning Signs for Student Suicide 257 14.1 Anticipating DSM-5: New Category, New 8.1 Somatoform Disorders: DSM-5 Proposed Diagnoses 496 Revisions 271 14.3 Exercising Your Way to a Healthier Brain? 512 8.2 Factitious Disorder by Proxy (Munchausen’s 14.4 Can Thrill Rides Cause Brain Damage? 517 Syndrome by Proxy) 277 14.5 Brain Damage in Professional Athletes 518 8.4 DID, Schizophrenia, and Split Personality: Clearing Up the Confusion 288 15.3 The Impact of Child Abuse on Psychological Adjustment 556 8.5 Dissociative Disorders: Proposal Revisions for DSM-5 295 16.1 Why Are Men So Reluctant to Enter Therapy? 563 9.1 Anticipating DSM-5: Proposed Changes to the Diagnostic Criteria for Anorexia Nervosa 301 16.3 When Therapy Harms 568 9.2 Eating Disorders in Men 308 16.4 We Have a Pill for That 570 9.3 Ethnic Identity and Disordered Eating 313 16.5 Deep Brain Stimulation for Treatment-Resistant Depression 595 9.4 Eating Disorders and the Internet 320 17.2 Jails and Prisons: Serving as Mental Hospitals 9.5 Transdiagnostic Cognitive Behavioral Therapy Again? 609 for Eating Disorders 324 17.3 Important Court Decisions for Patient 9.6 Do Negative Messages About Being Rights 610 Overweight Encourage Overweight People to Eat More or Less? 327 17.4 Controversial Not Guilty Pleas: Can Altered Mind States or Personality Disorder Limit 10.1 “Successful” Psychopaths 367 Responsibility for a Criminal Act? 612 11.2 Binge Drinking in College 389 17.5 Does Having Mental Health Problems Result 11.3 Should Marijuana Be Marketed and Sold in Convicted Felons Being Returned to Prison Openly as a Medication? 407 After Being Released? 615 UNRESOLVED ISSUES Are We All Becoming Mentally Ill? The Expanding DID and the Reality of “Recovered Horizons of Mental Disorder (Chapter 1, p. 27) Memories” (Chapter 8, p. 295) Interpreting Historical Events (Chapter 2, p. 52) Will DSM-5 Solve the Problem of Eating Theoretical Viewpoints and the Causes of Abnormal Disorder NOS? (Chapter 9, p. 334) Behavior (Chapter 3, p. 99) DSM-5: Moving Toward a Dimensional System The DSM-5: What Comes Next? (Chapter 4, p. 131) of Classification (Chapter 10, p. 373) Will DSM-5 Remedy Problems with the Diagnostic Exchanging Addictions: Is This an Effective Treatment Criteria for PTSD? (Chapter 5, p. 167) Approach? (Chapter 11, p. 410) Compulsive Hoarding: Is It a Subtype of OCD, or Is It How Harmful Is Childhood Sexual Abuse? a Separate Disorder? (Chapter 6, p. 211) (Chapter 12, p. 449) Is There a Right to Die? (Chapter 7, p. 262) xx FEATURES What Is the Best Way to Prevent Is There Bias in the Reporting of Drug Schizophrenia? (Chapter 13, p. 491) Trials? (Chapter 16, p. 596) Should Healthy People Use Cognitive The HMOs and Mental Health Care Enhancers? (Chapter 14, p. 520) (Chapter 17, p. 623) Can Society Deal with Delinquent Behavior? (Chapter 15, p. 558) DSM-IV-TR BOXES Chapter 4: Clinical Assessment and Diagnosis Criteria for Schizotypal Personality Disorder 345 Criteria for Dysthymic Disorder 127 Criteria for Histrionic Personality Disorder 347 The Global Assessment of Functioning (GAF) Scale 128 Criteria for Narcissistic Personality Disorder 347 Chapter 5: Stress and Physical and Mental Health Criteria for Borderline Personality Disorder 351 Criteria for Post-Traumatic Stress Disorder 153 Criteria for Avoidant Personality Disorder 354 Chapter 6: Panic, Anxiety, and Their Disorders Criteria for Dependent Personality Disorder 356 Criteria for Specific Phobia 174 Criteria for Obsessive-Compulsive Personality Criteria for Social Phobia (Social Anxiety Disorder) 181 Disorder 357 Criteria for a Panic Attack 185 Criteria for Antisocial Personality Disorder 360 Criteria for Panic Disorder and Agoraphobia 186 Chapter 11: Substance-Related Disorders Criteria for Generalized Anxiety Disorder 196 Criteria for Substance-Abuse 379 Criteria for Obsessive-Compulsive Disorder 202 Criteria for Substance-Dependence 379 Chapter 7: Mood Disorders and Suicide Chapter 12: Sexual Variants, Abuse, and Dysfunctions Criteria for Major Depressive Episode 216 Criteria for Several Different Paraphilias 420 Criteria for Manic Episode 216 Criteria for Gender Identity Disorder 428 Criteria for Dysthymic Disorder 219 Criteria for Different Sexual Dysfunctions 443 Criteria for Cyclothymic Disorder 241 Chapter 13: Schizophrenia and Other Psychotic Criteria for Bipolar I and Bipolar II Disorder 242 Disorders Chapter 8: Somatoform and Dissociative Disorders Criteria for Schizophrenia 455 Criteria for Hypochondriasis 267 Criteria for Schizoaffective Disorder 460 Criteria for Somatization Disorder 269 Criteria for Schizophreniform Disorder 461 Criteria for Pain Disorder 272 Criteria for Delusional Disorder 461 Criteria for Conversion Disorder 273 Criteria for Brief Psychotic Disorder 461 Criteria for Factitious Disorder 277 Criteria for Shared Psychotic Disorder 462 Criteria for Body Dysmorphic Disorder 279 Chapter 14: Neurocognitive Disorders Criteria for Depersonalization Disorder 282 Criteria for Delirium 501 Criteria for Dissociative Amnesia 284 Criteria for Dementia 502 Criteria for Dissociative Fugue 284 Criteria for Amnestic Disorder 514 Criteria for Dissociative Identity Disorder 286 Chapter 15: Disorders of Childhood Chapter 9: Eating Disorders and Obesity and Adolescence Criteria for Anorexia Nervosa 301 Criteria for Attention-Deficit/Hyperactivity Criteria for Bulimia Nervosa 304 Disorder 526 Criteria for Binge-Eating Disorder (BED) 305 Criteria for Conduct Disorder 529 Chapter 10: Personality Disorders Criteria for Separation Anxiety Disorder 532 Criteria for Paranoid Personality Disorder 341 Criteria for Autistic Disorder 542 Criteria for Schizoid Personality Disorder 342 Preface E very time we work on a revision of Abnormal Psychology we are reminded of how dynamic and vibrant our field is. Developments in areas such as genetics, brain imaging, behavioral observation, and classification, as well changes in social and government policy and in legal decisions, add to our knowledge base and stimulate new treatments for those whose lives are touched by mental disorders. This is exciting. But the rapid progress of our field also presents its own chal- lenges. One of the most important is how best to provide students with an integrated perspective— one that respects new ideas and discoveries and places them into the existing body of knowledge in a way that emphasizes multiple perspectives, provokes thought, and increases awareness. We use a biopsychosocial approach to provide a sophisticated appreciation of the total context in which abnormalities of behavior occur. For ease of understanding we also present material on each disorder in a logical and consistent way. More specifically, we focus on three significant aspects: (1) the clinical picture, where we describe the symptoms of the disorder and its associated features; (2) factors involved in the development of the disorder; and (3) treatment approaches. In each case, we examine the evidence for biological, psychosocial (i.e., psychologi- cal and interpersonal), and sociocultural (the broader social environment of culture and subcul- ture) influences. Because we wish never to lose sight of the person, however, we try to integrate as much case material as we can into each chapter. An additional feature of this book is a focus on treatment. Although treatment is discussed in every chapter in the context of specific disor- ders, we also include a separate chapter that addresses issues in treatment more broadly. This provides students with increased understanding of a wide range of treatment approaches and permits more in-depth coverage than is possible in specific disorder–based chapters. The Butcher-Mineka-Hooley author team is in a unique position to provide students with an integrated and comprehensive understanding of abnormal psychology. Each author is a noted re- searcher, an experienced teacher, and a practicing clinician. Each brings different areas of expertise and diverse research interests to the textbook. Importantly, these different perspectives come together in a systematically integrated text that is accessible to a broad audience. The depth and breadth of the author team provides students with learning experiences that can take them to new levels of understanding. Our approach emphasizes the importance of research as well as the need to translate research findings into informed and effective clinical care for all who suffer from mental disorders. Abnormal Psychology has a long and distinguished tradition as an undergraduate text. Ever since James Coleman wrote the first edition many years ago, this textbook has been considered the most comprehensive in the field. Along the way there have been many changes. However, the com- mitment to excellence in this now-classic textbook has remained ever constant. In this new edition, we seek to open up the fascinating world of abnormal psychology, providing students with com- prehensive and up-to-date knowledge in an accessible and engaging way. We hope that this newest edition conveys some of the passion and enthusiasm for the topic that we still experience every day. What’s New The 15th edition of Abnormal Psychology provides a current and fresh perspective. The book has been redesigned to remain visually engaging to a new generation of students. Most chapters now begin with a case study that illustrates the mental health problems to be addressed in the xxi xxii PREFACE chapter. This serves to capture students’ interest and attention right from the outset. Numerous new photographs and illustrations have also been added. In addition, this edition also contains updated case material (four new case studies in Chapter 5 alone), new unresolved issues (e.g., the medical use of marijuana; the increasing use of cognitive enhancers to improve functioning in healthy people), and new feature boxes designed to be of high interest to students (e.g., Does playing Tetris after a traumatic event reduce flashbacks?). Reflecting the ever-changing field of abnormal psychology, hundreds of new references have been added. Outdated material has been replaced, current findings have been included, and new developments have been identified. The 15th edition also includes the most up-to-date and in-depth information about the role of biological factors in abnormal behavior, while at the same time placing this in the context of a comprehensive biopsychosocial approach. Our coverage of cultural issues and diversity has also been strengthened. Readers will be also be pleased to know that all of this has been accomplished without adding length to the book! A major change in this new edition is the focus on DSM-5. This important revision to the diagnostic system is scheduled to be published in 2013. Anticipating this, we now include spe- cialized feature boxes highlighting many of the changes that are likely to be made in DSM-5. Other important changes that are expected in DSM-5 are also mentioned throughout the text when relevant and necessary. Providing students with this material ahead of the publication of DSM-5 reflects our commitment to staying ahead of the curve and our desire to provide students with the most up-to-date information possible. Features and Pedagogy The extensive research base and accessible organization of this book are supported by high- interest features and helpful pedagogy to further engage students and support learning. Features FEATURE BOXES Special sections, called Developments in Research, Developments in Thinking, Developments in Practice, and The World Around Us, highlight topics of particular interest, focusing on ap- plications of research to everyday life, current events, and the latest research methodologies, technologies, and findings. Several new topics are introduced in this edition.  PREFACE xxiii For example, a new highlight box describes the use of virtual reality therapy to treat post- traumatic stress disorder in veterans of the Iraq war. Another new highlight box describes ef- forts by the fashion industry to prevent emaciated models from walking the catwalks at some of fashion’s most high-profile events. UNRESOLVED ISSUES All chapters include end-of-chapter sections that demonstrate how far we have come and how far we have yet to go in our understanding of psychological disorders. The topics cov- ered here provide insight into the future of the field. New to this edition is a discussion of the problems associated with the diagnostic criteria for eating disorders. In another chapter, we highlight the current controversy surrounding the definition of traumatic events and the diagnostic criteria for PTSD. Pedagogy CHAPTER OUTLINE Each chapter begins with a detailed outline that introduces the content and provides an over- view of what is to come. This, along with the extensive chapter summary found at the end of each chapter, is an excellent tool for study and review. In this edition, sections of many chap- ters have been reorganized. These changes have been made to improve the flow of the writing and enhance pedagogy. CASE STUDIES Extensive case studies of individuals with various disorders are integrated in the text throughout the book. Some are brief excerpts; others are detailed analyses. These cases bring important aspects of the disorders to life. They also remind readers that the problems of ab- normal psychology affect the lives of people—people from all kinds of diverse backgrounds who have much in common with all of us. IN REVIEW QUESTIONS Questions appear at the end of each major section within the chapter, providing regular op- portunities for self-assessment as students read and further reinforce their learning. xxiv PREFACE DSM-IV-TR BOXES Throughout the book these boxes detail the essential criteria from the Diagnostic and Statistical Manual of Mental Disorders for the disorders discussed. In a convenient and visually accessible form, they provide a helpful study tool that reflects current diagnostic practice. They also help students understand disorders in a real-world context. RESEARCH CLOSE-UP TERMS Appearing throughout each chapter, these terms illuminate research methodologies. They are designed to give students a clearer understanding of some of the most important research concepts in the field of abnormal psychology. CHAPTER SUMMARIES Each chapter ends with a summary of the essential points of the chapter. These summaries use bulleted lists rather than formal paragraphs. This makes the information more accessible for students and easier to scan. KEY TERMS Key terms are identified in each chapter. Key terms are also listed at the end of every chapter with page numbers referencing where they can be found in the body of the text. Key terms are also defined in the Glossary at the end of the book. Supplements Package For the Instructor These supplements are available for qualified instructors only. Please contact your local Pearson representative for more information. Instructor’s Manual (0-205-16736-5) A wonderful tool for classroom preparation and management, each chapter includes a Chapter- at-a-Glance Grid, with comprehensive pedagogical information linking to other available supplements; a detailed chapter outline; teaching objectives covering major concepts within the chapter; a list of key terms with page references; lecture material, including launchers, outlines,  PREFACE xxv and suggested discussion questions; demonstrations and activities; an updated list of video, me- dia, and Web resources; and an updated list of suggested readings. In addition, this Instructor’s Manual contains a preface with introductory letter from the au- thor, a sample syllabus, and an appendix with a comprehensive list of student handouts. Available for download on the Instructor’s Resource Center at www.pearsonhighered.com. Test Bank (0-205-16741-1) Thoroughly revised and reviewed for the 15th edition, the Test Bank is composed of approxi- mately 2,000 fully referenced multiple-choice, completion, short-answer, and concise essay questions. Each question is accompanied by a page reference, difficulty level, type designation, topic, and a correct answer. Available for download on the Instructor’s Resource Center at www. pearsonhighered.com. PowerPoint™ Presentation (0-205-16740-3) The PowerPoints provide an active format for presenting concepts from each chapter and feature relevant figures and tables from the text. Available for download on the Instructor’s Resource Center at www.pearsonhighered.com. Speaking Out: Interviews with People Who Struggle with Psychological Disorders This set of video segments allows students to see firsthand accounts of patients with various disorders. The interviews were conducted by licensed clinicians and range in length from 8 to 25 minutes. Disorders include major depressive disorder, obsessive-compulsive disorder, anorexia nervosa, PTSD, alcoholism, schizophrenia, autism, ADHD, bipolar disorder, social phobia, hy- pochondriasis, borderline personality disorder, and adjustment to physical illness. These video segments are available on DVD or through MyPsychLab. Volume 1: ISBN 0-131-93332-9 Volume 2: ISBN 0-136-00303-6 Volume 3: ISBN 0-132-30891-6 MyTest (0-205-16733-0) A powerful assessment-generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere. Instructors can easily access existing questions and edit, create, and store questions using a simple drag-and-drop technique and Word-like controls. Data on each question provides information on difficulty level and the page number of corresponding text discussion. In addition, each question maps to the text’s major section and learning objective. For more information, go to www.PearsonMyTest.com. CRS Questions (0-205-16746-2) The Classroom Response System (CRS) facilitates class participation in lectures as well as a method of measurement of student comprehension. CRS also enables student polling and in- class quizzes. CRS is highly effective in engaging students with class lectures, in addition to add- ing an element of excitement to the classroom. Simply, CRS is a technology that allows profes- sors to ask questions to their students through text-specific PowerPoints provided by Pearson. Students reply using handheld transmitters called “clickers,” which capture and immediately display student responses. These responses are saved in the system gradebook and can later be downloaded to either a Blackboard or WebCT gradebook for assessment purposes. Available for download on the Instructor’s Resource Center at www.pearsonhighered.com. CourseSmart (0-205-16727-6) CourseSmart Textbooks Online is an exciting choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 60 percent off the suggested list price of the print text. With a CourseSmart eText- book, students can search the text, make notes online, print our reading assignments that incor- porate lecture notes, and bookmark important passages for later review. For more information or to subscribe to the CourseSmart eTextbook, visit www.coursesmart.com. xxvi PREFACE MyPsychLab for Abnormal Psychology The moment you know. Educators know it. Students know it. It’s that inspired moment when something that was dif- ficult to understand suddenly makes perfect sense. Our MyLab products have been designed and refined with a single purpose in mind—to help educators create that moment of understanding with their students. The new MyPsychLab delivers proven results in helping individual students succeed. It pro- vides engaging experiences that personalize, stimulate, and measure learning for each student. And it comes from a trusted partner with educational expertise and a deep commitment to help- ing students, instructors, and departments achieve their goals. MyPsychLab can be used by itself or linked to any learning management system. To learn more about how the new MyPsychLab combines proven learning applications with powerful as- sessment, visit www.pearsonhighered.com/newmylabs. MyPsychLab—the moment you know. To order the 15th edition with MyPsychLab, use ISBN 0-205-88026-6. Acknowledgments It takes each member of the author team more than a year of focused work to produce a new edi- tion of this textbook. During this time, family and friends receive much less attention than they deserve. We are aware that a few lines of acknowledgement in a preface do little to compensate those close to us for all the inconveniences and absences they have endured. Nonetheless, James Butcher would like to thank his wife, Carolyn L. Williams, and his children, Holly Butcher, Sherry Butcher, and Jay Butcher, for their patience and support during this time. Susan Mineka wishes to thank her graduate students, friends, and family for their patience and support for the duration of this project. Special thanks are made to J. Michael Bailey, Renee Engeln-Maddox, Kaimy Oehlberg, Jennifer Sumner, and Suzanne Vrshek-Schallhorn for their extraordinary help when she had a bad accident near the end of the revision phase. Jill Hooley is especially grateful to Kip Schur for his patience, love, support, and understanding throughout the revision process. She also thanks her graduate and undergraduate students for their comments and suggestions on various chapters. Special praise and appreciation goes to our development editors, Lisa McLellan and LeeAnn Doherty, who provided substantial editorial expertise and insightful and timely recommenda- tions. Thank you to Jeff Marshall, acquisitions editor, for his guidance and support during the writing process. Another special thank you goes to Sherry Lewis for managing the production of this book. Many experts, researchers, and users of this book provided us with comments on individual chapters. We are extremely grateful for their input and feedback. Their knowledge and expertise help us keep this text current and accurate. Tia Almpoura, Luka Babic, and Mohsen Jadidi pro- vided very valuable help. We would also like to thank the many reviewers who have contributed helpful comments on this and previous editions of Abnormal Psychology. Angela Bragg, Mount Hood Community College; Greg Carey, University of Colorado; Louis Castonguay, Pennsylvania State University; Richard Cavasina, California University of Pennsylvania; Dianne Chambless, University of Pennsylvania; Lee Anna Clark, The University of Iowa; Barbara Cornblatt; William Paul Deal, University of Mississippi; Raymond L. Eastman, Stephen F. Austin State University; John F. Edens, Sam Houston State University; Colleen Ehrnstrom, University of Colorado at Boulder; William Fals-Stewart, The State University of New York at Buffalo; John P. Forsyth, The State University of New York at Albany; Louis R. Franzini, San Diego State University; David H. Gleaves, Texas A&M University; Michael Green, University of California at Los Angeles; Steven Haynes, University of Hawaii at Manoa; Kathi Heffner, Ohio University; Daniel Holland, University of Arkansas at Little Rock; Steven Hollon, Vanderbilt University; Joanne Hoven Stohs, California State University Fullerton; Robert  PREFACE xxvii Howland, University of Pittsburgh, School of Medicine; Jean W. Hunt, Cumberland College; Alexandrea Hye-Young Park, Virginia Tech; William G. Iacono, University of Minnesota; Jessica Jablonski, University of Delaware; Erick Janssen, Indiana University; Sheri Johnson, University of Miami; Ann Kane, Barnstable High; Alan Kazdin, Yale University; Lynne Kemen, Hunter College; Carolin Keutzer, University of Oregon; John F. Kihlstrom, University of California at Berkeley; Gerald Koocher, Simmons College; David Kosson, Chicago Medical School; Marvin Lee, Tennessee State University; Brett Litz, Boston University; Brendan Maher, Harvard University; Richard McNally, Harvard University; Edwin Megargee, Florida State University; William Miller, University of New Mexico; Robin Morgan, Indiana University Southeast; Michael Neboschick, College of Charleston; Matthew Nock, Harvard University; Chris Patrick, University of Minnesota; Marcus Patterson, University of Massachusetts; John Daniel Paxton, Lorain County Community College; Walter Penk, Memorial Veterans Hospital, Bedford, MA; Diego Pizzagalli, Harvard University; Lauren Polvere, Concordia University; Andy Pomerantz, Southern Illinois University, Edwardsville; Harvey Richman, Columbus State University; Barry J. Ries, Minnesota State University; Lizabeth Roemer, University of Massachusetts at Boston; Rick Seime, Mayo Clinic; Frances Sessa, Pennsylvania State University, Abington; Brad Schmidt, Ohio State University; Kandy Stahl, Stephen F. Austin State University; Stephanie Stein, Central Washington University; Xuan Stevens, Florida International University; Eric Stice, University of Texas at Austin; Marcus Tye, Dowling College; Beverly Vchulek, Columbia College; Michael E. Walker, Stephen F. Austin State University; Clifton Watkins, University of North Texas; Nathan Weed, Central Michigan University; and Kenneth J. Zucker, Centre for Addiction and Mental Health, Ontario, Canada. xxviii ABOUT THE AUTHORS JAMES N. BUTCHER SUSAN MINEKA JILL M. HOOLEY Professor Emeritus, University of Northwestern University Harvard University Minnesota Susan Mineka, born and raised in Ithaca, Jill M. Hooley is a professor of psychology at James N. Butcher was born in West Virginia. New York, received her undergraduate degree Harvard University. She is also the head of the He enlisted in the army when he was 17 years magna cum laude in psychology at Cornell experimental psychopathology and clinical psy- old and served in the airborne infantry for 3 University. She received a PhD in experi- chology program at Harvard. Dr. Hooley was years, including a 1-year tour in Korea dur- mental psychology from the University of born in England and received a B.Sc. in psy- ing the Korean War. After military service, Pennsylvania and later completed a formal chology from the University of Liverpool. This he attended Guilford College, graduating in clinical retraining program from 1981 to 1984. was followed by research work at Cambridge 1960 with a BA in psychology. He received She taught at the University of Wisconsin– University. She then attended Magdalen College, an MA in experimental psychology in 1962 Madison and at the University of Texas at Oxford, where she completed her D.Phil. After a and a PhD in clinical psychology from the Austin before moving to Northwestern move to the United States and additional train- University of North Carolina at Chapel Hill. University in 1987. Since 1987 she has been ing in clinical psychology at SUNY Stony Brook, He was awarded Doctor Honoris Causa from a professor of psychology at Northwestern, Dr. Hooley took a position at Harvard, where the Free University of Brussels, Belgium, in and from 1998 to 2006 she served as direc- she has been a faculty member since 1985. 1990 and an honorary doctorate from the tor of clinical training there. She has taught Dr. Hooley has a long-standing interest in University of Florence, Florence, Italy, in a wide range of undergraduate and graduate psychosocial predictors of psychiatric relapse 2005. He is currently professor emeritus in the courses, including introductory psychology, in patients with severe psychopathology such Department of Psychology at the University learning, motivation, abnormal psychology, as schizophrenia and depression. Her research of Minnesota. He was associate director and and cognitive-behavior therapy. Her current has been supported by grants from the National director of the clinical psychology program at research interests include cognitive and be- Institute of Mental Health and by the Borderline the university for 19 years. He was a member havioral approaches to understanding the eti- Personality Disorder Research Foundation. She of the University of Minnesota Press’s MMPI ology, maintenance, and treatment of anxiety is currently using fMRI to study emotion reg- Consultative Committee, which undertook and mood disorders. She is currently a Fellow ulation in people who are vulnerable to de- the revision of the MMPI in 1989. He was for- of the American Psychological Association, pression and in people who are suffering from merly the editor of Psychological Assessment, the American Psychological Society, and borderline personality disorder. Another area a journal of the American Psychological the Academy of Cognitive Therapy. She has of research interest is nonsuicidal self-harming Association, and serves as consulting editor served as editor of the Journal of Abnormal behaviors such as skin cutting or burning. or reviewer for numerous other journals in Psychology (1990–1994). She also served as In 2000, Dr. Hooley received the Aaron T. psychology and psychiatry. Dr. Butcher was associate editor for Emotion from 2002 to Beck Award for Excellence in Psychopathology actively involved in developing and organiz- 2006 and is on the editorial boards of several Research. She is also a past president of the ing disaster response programs for dealing of the leading journals in the field. She was Society for Research in Psychopathology. The with human problems following airline disas- also president of the Society for the Science author of many scholarly publications, Dr. ters during his career. He organized a model of Clinical Psychology (1994–1995) and was Hooley is an associate editor for Applied and crisis intervention disaster response for the president of the Midwestern Psychological Preventive Psychology. She also serves on the Minneapolis-St. Paul Airport and organized Association (1997). She also served on the editorial boards of several journals including the and supervised the psychological services of- American Psychological Association’s Board Journal of Consulting and Clinical Psychology, fered following two major airline disasters: of Scientific Affairs (1992–1994, chair 1994), the Journal of Family Psychology, Family Process, Northwest Flight 255 in Detroit, Michigan, on the Executive Board of the Society for and Personality Disorders: Theory, Research and and Aloha Airlines on Maui. He is a fellow Research in Psychopathology (1992–1994, Treatment. of the Society for Personality Assessment. He 2000–2003), and on the Board of Directors At Harvard, Dr. Hooley has taught gradu- has published 57 books and more than 250 of the American Psychological Society (2001– ate and undergraduate classes in introductory articles in the fields of abnormal psychology, 2004). During 1997 and 1998 she was a fel- psychology, abnormal psychology, schizophrenia, cross-cultural psychology, and personality as- low at the Center for Advanced Study in the mood disorders, clinical psychology, psychiatric sessment. Behavioral Sciences at Stanford. diagnosis, and psychological treatment. Reflecting her commitment to the scientist-practitioner model, she also does clinical work specializing in the treatment of people with depression, anxi- ety disorders, and personality disorders.Stress and Physical Health  Abnormal Psychology: 1 chapter An Overview What Do We Mean by Abnormality? Forming and Testing Hypotheses The DSM-5 and the Definition of Mental Disorder Sampling and Generalization Why Do We Need to Classify Mental Disorders? Internal and External Validity What Are the Disadvantages of Classification? Criterion and Comparison Groups How Can We Reduce Prejudicial Attitudes Toward the Mentally Ill? Research Designs How Does Culture Affect What Is Considered Abnormal? Studying the World as It Is: Correlational Research Designs Culture-Specific Disorders Measuring Correlation How Common Are Mental Disorders? Statistical Significance Prevalence and Incidence Effect Size Prevalence Estimates for Mental Disorders Meta-Analysis Treatment Correlations and Causality Mental Health Professionals Retrospective Versus Prospective Strategies Manipulating Variables: The Experimental Method in Abnormal Psychology Research Approaches in Abnormal Psychology Studying the Efficacy of Therapy Sources of Information Single-Case Experimental Designs Case Studies Animal Research Self-Report Data Unresolved Issues: Observational Approaches Are We All Becoming Mentally Ill? The Expanding Horizons of Mental Disorder 2 CHAPTER 1 Abnormal Psychology: An Overview Abnormal psychology is concerned with understand- ing the nature, causes, and treatment of mental disorders. case study John The topics and problems within the field of abnormal psy- chology surround us every day. You have only to pick up a John comes from a family with no history of mental illness. He newspaper, flip through a magazine, surf the Internet, or sit had a normal birth and seemed to develop normally when he through a movie to be exposed to some of the issues that was a child. However, when he was 21 John began to hear voices clinicians and researchers deal with on a day-to-day basis. and started to believe that there was a conspiracy against him. Almost weekly some celebrity is in the news because of a Since that time, he has been on various different antipsychotic drug or alcohol problem, an eating disorder, or some other medications. Although these have helped a little, he still has psychological difficulty. Bookstores are full of personal ac- symptoms of psychosis. Now aged 46, John has been unable to counts of struggles with schizophrenia, depression, pho- work since he became ill. He has also been hospitalized many bias, and panic attacks. Films such as A Beautiful Mind times. John lives in sheltered accommodation, although he main- portray aspects of abnormal behavior with varying degrees tains contact with his parents and his older brother. of accuracy. And then there are the tragic news stories of mothers who kill their children, in which problems with de- pression, schizophrenia, or postpartum difficulties seem to be implicated. Perhaps you found yourself asking questions as you Abnormal psychology can also be found much closer to read about Monique and John. For example, because Mo- home. Walk around any college campus, and you will see fly- nique doesn’t drink in the mornings, you might have ers about peer support groups for people with eating disorders, wondered whether she could really have a serious alcohol depression, and a variety of other disturbances. You may even problem. She does. This is a question that concerns the cri- know someone who has experienced a clinical problem. It may teria that must be met before someone receives a particular be a cousin with a cocaine habit, a roommate with bulimia, or diagnosis. Or perhaps you wondered whether other people a grandparent who is developing Alzheimer’s disease. It may in Monique’s family likewise have drinking problems. They do. be a coworker of your mother’s who is hospitalized for depres- This is a question about what we call family aggregation— sion, a neighbor who is afraid to leave the house, or someone at that is, whether a disorder runs in families. your gym who works out intensely despite being worrisomely You may also have been curious about what is wrong thin. It may even be the disheveled street person in the alumi- with John and why he is hearing voices. Questions about num foil hat who shouts, “Leave me alone!” to voices only he the age of onset of his symptoms as well as predisposing can hear. factors may also have occurred to you. John has schizo- The issues of abnormal psychology capture our inter- phrenia, a disorder that often strikes in late adolescence est, demand our attention, and trigger our concern. They also or early adulthood. Also, as John’s case illustrates, it is compel us to ask questions. To illustrate further, let’s consider not unusual for someone who develops schizophrenia to two clinical cases. develop perfectly normally before suddenly becoming ill. You can read more about John’s case and treatment in Val- maggia and colleagues (2008). case study Monique