Академический Документы
Профессиональный Документы
Культура Документы
PYC4802 or PSY481U
Year module
Department of Psychology
IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
CONTENTS
Page
1
INTRODUCTION ......................................................................................................3
1.1
Tutorial material........................................................................................................4
2.1
Purpose ....................................................................................................................5
2.2
Outcomes .................................................................................................................5
3.1
Lecturer(s) ................................................................................................................7
3.2
Department ..............................................................................................................7
3.3
University .................................................................................................................7
4.1
4.2
4.3
ASSESSMENT.......................................................................................................17
8.1
8.2
8.2.1
8.2.2
8.3
Submission of assignments....................................................................................21
8.4
Assignments ...........................................................................................................22
10
EXAMINATION ......................................................................................................45
11
12
CONCLUSION .......................................................................................................67
Formal tuition in this course will be conducted in English only. Where capability
exists, and upon request, individual consultations will be conducted in any
preferred South African language.
PYC4802/101
INTRODUCTION
Dear Student
Welcome to our postgraduate module in Psychopathology! We trust that you will
find the experience of studying abnormal behaviour at honours level rich and
rewarding. We also hope that the module proves to be interesting, informative, and
useful for deepening and developing your expertise in researching, identifying, and
classifying abnormal behaviour.
This Tutorial Letter PYC4802/PSY481U/101/0/2014 is vitally important for
your studies in psychopathology. It is your only guide that contains the
information you need concerning this module.
All study material (including this tutorial letter) can be downloaded from myUnisa,
and study related queries can be found in my Studies @ Unisa.
Please read this tutorial letter carefully and completely. Since tutorial material is
the major means of distance teaching, it is essential to make regular use of the
internet and myUnisa. Should you encounter academic problems, do not hesitate
to contact us by writing a letter, e-mailing, phoning, sending a fax, or making an
appointment to come and see us. Wherever we can we will strive to assist you
with regard to academic and personal problems.
Please note:
2014 is the last year for students who were registered for the BA Honours course
in Psychology in 2010 and before, to follow the old curriculum path with the code
PSY481U.
Students who registered for the BA Honours course in Psychology for the first time
in 2011 are following the new curriculum path with the code PYC4802. Students
who follow the old curriculum path PSY481U, who studied and passed one or
more papers before 2011 retain their credits for the paper(s) they passed. In order
to complete their current Honours qualification these students are required to
choose the outstanding paper(s) from List A, and complete their current Honours
qualification not later than 2014.
Students, who failed one or both papers from List B before 2011, are allowed to
repeat these papers. We encourage these students to complete and pass the
papers from List B as soon as possible, since the last examination for the papers
from List B will be written at the end of 2014.
LIST A:
PSY471S :
PSY481U :
PSY482V :
PSY473U :
PSY484X :
PSY4988 :
PSY474V :
PSY4999 :
PSY485Y :
PSY4885 :
Physiological psychology
Cognitive psychology
Tutorial material
PYC4802/101
2
2.1
Purpose
Outcomes
A range of tasks in tutorial letters, assignments, and an examination will show that
you can do the following:
Outcome 1: Use general and qualitative research skills.
Assessment criteria:
We will know that you are competent in using general and qualitative research
skills when you can do the following:
Analyse, discuss, explain and describe new information from many
recommended books, journal articles and additional sources within the
framework of, and relevant to the selected themes, by critically synthesising the
new information with the DSM criteria.
Select, order, and relate the new information according to the focus of each
theme
into a coherent discussion with specific emphasis on relevance to the
problem statement or question.
Outcome 2: Use relevant theories, models, and the latest DSM classification
system for describing, explaining, assessing, and classifying abnormal behaviour.
Assessment criteria:
We will know that you are competent in using relevant theories, models, and the
latest DSM classification system for describing, explaining, assessing, and
classifying abnormal behaviour, when you can do the following:
Analyse questions and select relevant data and underlying knowledge (also
from other modules) in order to describe, explain, assess, and classify abnormal
behaviour, identify connections, and infer hidden meanings from a theme and
across themes, by means of discussing the process and choice of arguments.
Outcome 3: Use academic discourse and referencing techniques.
Assessment criteria:
We will know that you are competent in using academic discourse and referencing
techniques, when you can do the following:
You can communicate in the following ways: by telephone, fax, e-mail, prearranged personal visit, and by letter (surface- and airmail). The following
telephone numbers and e-mail addresses are provided for your convenience.
(Always provide your student number and a contact number where you can be
reached when e-mailing your lecturers.) Although lecturers are always willing to
help you with your academic problems, they may not always be sitting next to their
telephone. They are required to give and attend courses, go to meetings, attend
conferences, provide masters and doctoral supervision, do research, read, write,
conduct discussion classes, and do community work. They may also be on study
leave, sick leave or on vacation. It is therefore important to adhere to the following
principles when you want to contact a lecturer.
Please phone lecturers for academic queries and direct all other queries and
requests to Ms Phuthi. When you cannot reach the person you have phoned,
phone Ms Phuthi or the departmental secretary, who will connect you to an
available lecturer. You can also send an e-mail to Ms Phuthi, who will forward your
e-mail to the relevant lecturer.
If you wish to contact a lecturer by sending a letter to the fax number of the
Department of Psychology please indicate the paper code (PYC4802/PSY481U)
and the lecturers name.
6
PYC4802/101
Note: No study material may be sent to students by fax, since you can download
all study materials from myUnisa.
3.1
Lecturer(s)
Your Psychopathology team consists of the following lecturers:
3.2
Mr B Palakatsela
palakbr@unisa.ac.za
Ms C Laidlaw
+27 12 4298294
laidlc@unisa.ac.za
Mrs PB Mokgatlhe
mokgapb@unisa.ac.za
Mr FP Visser
vissefp@unisa.ac.za
Mrs JK Moodley
moodljk@unisa.ac.za
Dr BC von Krosigk
(Module Leader)
vkrosbc@unisa.ac.za
phuthmg@unisa.ac.za
Department
Ms MG Phuthi
(Honours Secretary)
Departmental Secretary
Departmental Fax
3.3
University
Postal Address:
SMS
Website
E-mail
Fax
PO Box 392
UNISA
0003
32695
www.unisa.ac.za
Study-info@unisa.ac.za
(012) 429-4150
MODULE-RELATED RESOURCES
4.1
Prescribed book
4.2
The preferred way of requesting recommended or additional books is online via the
librarys catalogue.
Go to http://oasis.unisa.ac.za, or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac
Recommended books may also be requested telephonically from the Main Library in
Pretoria. Please refer to section 5 Student support services for this module
AUTHOR
Mash, Eric J
Abnormal psychology
616.89 ABNO
Kring, Ann M.
Abnormal psychology
616.89 DAVI
Davison, Gerald C
Abnormal psychology
616.89 NOLE
Nolen-Hoeksema, Susan
Barlow, David H.
Nolen-Hoeksema, Susan
Wolfe, David A.
PYC4802/101
Child clinician's handbook
618.9289 KRON
Kronenberger, Willia
Berk, Laura E.
Macdonald, Geraldine
Minuchin, Salvador.
Holford, Patrick.
Holford, Patrick.
Hook, Derek
Holford, Patrick.
Billig, Nathan
Sue, David.
Crosson-Tower, Cynth
Scannapieco, Maria.
4.3
First Author
Year
Sheridan,
Michael J.
Journal/Publication
Volume
Pages
Vol. 19,
no. 5
p. 519530.
Alexander,
Pamela C.
1985
A systems theory
conceptualization of incest /
Pamela C. Alexander.
Family Process.
Vol. 24,
no. 1
p. 7988.
Makovec, M.R.
2010
Adolescent substance
dependency in relation to
parental substance (ab)use
Zdrav Var
49
1-10
Flemons,
Douglas G.
1989
Family therapy.
Vol. 16,
no. 1
p. 110.
Bala, N.
Vol. 14
p. 271278
Emery, Robert
E.
1998
American psychologist.
Vol. 53,
no. 2
p. 121135.
10
Title
PYC4802/101
Phend, C.
MedPage Today
Vol. 22
Oldham, J. M.
American Journal of
Psychiatry.
Kernberg, O.F.
American Journal of
Psychiatry.
Hoffman, P.D.
Winter
Gunderson,
J.G.
Richter, L.M.
Vol. 17
p. 7993
Suprina, J.S.
Journal of Individual
Psychology .-
Vol. 61,
no 3
p. 1423
Krestan, JoAnn.
1990
Vol. 60,
no. 3
p. 216232.
Knudsen, T.M.
2012
Codependency, perceived
interparental conflict, and
substance abuse in the family of
origin
40
245257
Gregory, V. L.
2010
Cognitive-Behavioural Therapy
for Schizophrenia: Applications
to Social Work Practice
140159.
McQueen, D.
2009
Psychoanalytic
Psychotherapy
23(3)
225235
Maj, M.
2012
Psychopathology
45
135146
Hill, J.
2009
Developmental perspectives on
adult depression
Psychoanalytic
Psychotherapy
23(3)
200212
Keane,
(1997) Differentiating post-traumatic
Terence Martin
stress disorder (PTSD) from
major depression (MDD) and
generalized anxiety disorder
(GAD) / Terence M. Keane,
Kathryn L. Taylor and Walter E.
Penk.
Vol. 11,
no. 3
p. 317328.
Menard, C.
Vol. 39
p. 857865
p. 1-3
p. 1-2
11
Frederick, J.
Vol. 16
p. 323341
Sheridan,
Michael J.
1993
Vol. 17,
no. 1/2
p. 7397.
Ponder, F.T.
2009
Browne,
Dorothy
Howze.
1988
Vol. 31
p. 4353.
Milevsy, A.
2007
Vol. 16
(1)
p. 39 47
Journal of psychosomatic
research.
Vol. 38,
no. 7
p. 715726.
Meyer, P. S.
2012
7(3)
239248
De Silva,
Padmal
1993
International Review of
Psychiatry
Vol. 5
p. 217229.
Nutt, D. (Ed.)
2000.
Post-traumatic Stress
Disorder: Diagnosis,
Management and Treatment
/D. Nutt. Blackwell Science
Inc.USA ,
Averill, Patricia
M.
Rosen, G.M.
2004.
Christoffersen,
M.N.
Vol. 18
p. 2440
Giel, R.
1990
International Journal of
Mental Health
Vol. 19,
no. 1
p. 720.
12
1-11
p. 147161
Vol. 14,
no. 2
Post-traumatic Stress
Posttraumatic Stress Disorder:
Issues and controversies / G. M. Disorder: Issues and
Rosen
controversies /G.M. Rosen
Blackwell Science Inc.USA ,
Psychosocial processes in
disasters / R. Giel.
p. 133156.
p. 147161
PYC4802/101
Psychosis: Psychological,
Social and Integrative
Approaches
3(3)
American Journal of
Psychiatry.
Teychenne, M.
2010
International Journal of
Behavioral Medicine
17
246254
Mork, E.
2012
16
111123
Vol. 35
p. 5159.
22(2)
159165
Vol. 18
p. 467476
19
109117
Fontao, M. I.
2011
Goodman, M.
2010
Schumn, J.A.
Takeuchi, M.
S.
2012
226234.
Aggressive Behavior
Vol. 3
p. 289299.
Williams, L.M.
2002
2(1)
51-57
Velleman, R
2007
Advances in Psychiatric
Treatment
Vol. 13
p. 7989
Joseph, S.
1997
Understanding Post-Traumatic
Stress: psychosocial
perspective on PTSD and
treatment / S. Joseph
p. 5167
13
Morgan, J.P.
1995
What is Co-dependency / J. P.
Morgan
p. 720729
Brookfield, S.
2011
132
35-42
Cox, R.B. Jr
2013
41
160172
To make use of myUnisa, you will need a computer and an Internet connection,
as well as a browser such as Mozilla Firefox, Google Chrome or Internet Explorer.
See my Studies @ Unisa for further information.
UNISA LIBRARY
Unisa Library services information and login
In order to access the librarys online resources and services you will be required
to provide your login details, that is, your student number and your myUnisa
password. This will enable you to do the following:
14
PYC4802/101
Requesting books from the library
Electronic book requests
The preferred way of requesting recommended or additional books is online via
the librarys catalogue.
Go to http://oasis.unisa.ac.za, or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac
Telephonic book requests
This can be done on +27 12 429 3133. Please supply the reservation order
number (RON).
Postal requests
Books may also be requested by completing one library book request card for
each book. Request cards are included in your study package. These should be
faxed to +27 12 429 8128, or mailed to:
The Head: Request Services
Department of Library Services
PO Box 392
UNISA 0003
Enquiries about requested books should be addressed to bib-circ@unisa.ac.za
Please note: Book requests should not be sent to this email address.
Telephonic enquiries can be made at +27 12 429 3133/3134, and an after-hour
voicemail service is also available at these numbers.
Requesting journal articles from the library
Electronic course material / e-Reserves
Recommended material can be downloaded from the librarys catalogue at
http://oasis.unisa.ac.za. Under search options, click on Course code search and
type in your course code, for example, PYC4802. Click on the Electronic reserves
for the current year. The recommended articles are available in PDF (portable
document format).
The Adobe Reader should be loaded on your computer so that you can view or
print scanned PDF documents. This can be done free of charge at
http://www.adobe.com.
Additional journal articles
The preferred way of requesting journal articles is online via the librarys
catalogue.
Go to http://oasis.unisa.ac.za or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac
15
Telephonic requests
Telephonic requests can be done at +27 12 429 3133/3134. Please supply the
reservation order number (RON) if available.
Postal requests
Journal articles may also be requested by completing an article request card for
each item.
These should be mailed to the same address as postal requests above or faxed to
+27 12 429 8128.
Enquiries about requested articles should be addressed to bib-circ@unisa.ac.za,
and telephonic enquiries can be made at +27 12 429 3432.
Requesting literature searches from the library
You may request a list of references on your topic from the librarys Information
Search Librarians if you are enrolled for an undergraduate course which has a
research essay. To request a literature search, go to the catalogues homepage,
and click on Request a Literature Search, fill in the form and return it to the
address provided.
Services offered by the Unisa Library
The my Studies @ Unisa booklet, which is part of your registration package, lists
all the services offered by the Unisa Library at
http://www.unisa.ac.za/contents/myStudies/docs/myStudies_unisa2012.pdf
Group discussions
There are no group discussions for this module.
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PYC4802/101
Integrate the knowledge from your undergraduate modules with the more in-depth
knowledge of your honours modules, and apply your newly synthesized
knowledge to the disorders in each theme. (Boundaries between subjects are
artificial, and everything you have learnt from the first year modules until now
forms part of your repertoire of knowledge that is in the process of becoming wider
and deeper with every further application of your intellect in the field of
psychology.)
Write about what you have read and studied by applying scholarly methods of
presenting your thoughts in the form of a scholarly essay (in Assignment 03) by
solving the problems posed in the assignment question.
Should you have forgotten or missed aspects of your psychological foundational
training on one or more undergraduate levels, you need to fill the gaps on your
own by engaging in extra reading. The short summaries of the different
psychological approaches to understanding abnormal behaviour and mental health
on pages 22 to 27 in this tutorial letter are an indication of which theories/
modules/ approaches/ perspectives amongst others are used to explain abnormal
and normal behaviour. However, for the purpose of this module, you are required
to explain the disorders covered in the five (5) themes from the perspective of the
following models:
The five (5) themes we focus on this year form some of the core problem areas in
our African and South African society. Most of these disorders can be prevented,
but before we can do so, we need to study diligently what is already known about
these disorders, how we can identify them, how we explain them, and how we
classify them according to the DSM 5, (which is the short form for The American
Psychiatric Associations (2013). Diagnostic and Statistical Manual of Mental
Disorders (5th Edition). Washington, DC: American Psychiatric Association.) Ideally
we would like you to engage in your own learning by finding recent publications on
this years themes in order to deepen your understanding even further. That is
however not always possible, but certainly something to aspire towards. Reading
extensively is however within every individuals reach; so, let that be your goal it
is the secret habit of every true academic.
7
ASSESSMENT
Assessing assignments
Assignments 1 and 2 consist of multiple choice questions which will be marked by
computer. In the case of wrong answers, students are required to re-work the
prescribed and recommended literature with the aim of understanding the material
better.
Assignment 3 consists of an essay which will be marked and feedback will be
provided.
The purpose of the first three formative tasks (assignments) involves the
acquisition of new knowledge and the demonstration of your capability to
systematically order the new information by making distinctions between the
content and process literature, between the general and specific information, and
the implicit and explicit outcomes of your literature study by applying your critical
thinking skills to the selected literature sources.
The tasks will be structured in such a way that you are required to complete a
number of steps that will enable you to acquire new knowledge by studying the
literature for every theme, analyse a particular question on a particular theme,
compile a profile for a scholarly discussion (table of contents), and
comprehensively reply to the question, or solve the problem statement (by writing
an essay) within certain limits by relating the new information to the DSM-5
diagnostic criteria for each disorder.
Throughout the essay task, frequent referencing in the latest APA (American
Psychological Association, 6th edition) style of referencing with regard to the
literary material, indicates that you are familiar with the literature. A complete
reference list of the sources you have consulted, referred to and cited, needs to be
included at the end of the essay, according to the latest APA style of referencing.
Assessing the examination
The cumulative assessment task (examination) consists of a three hour
examination at the end of the academic year around October. You are expected to
demonstrate your acquired skills with regard to solving problems in the context of
critically engaging in psychological discourse, without having to reference your
reading list.
The primary lecturers/assessors will know that you are competent when you
provide well thought through responses to a number of new, unseen
problems/questions during a limited time span of three hours. Four short essays
with reference to the years selection of themes will be the compulsory
requirement for demonstrating your academic competence in psychopathology,
based on the selection of prescribed and recommended books, journal articles,
and additional material you studied throughout the year. Use the focus points to
direct your learning, since the examination questions are often directly or indirectly
related to the focus points of each theme.
A second examiner/assessor reviews your answers to the set questions by
checking for consistency in the assessment process. An external
examiner/assessor reviews a representative sample of all student answers in
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PYC4802/101
conjunction with the marks allocated by the primary lecturers/assessors and the
course content.
All assessors are registered with the relevant ETQA.
Supplementary examinations
Students who fail to obtain the required 50% (with a subminimum of 40%) for the
year are provided with the opportunity to write a supplementary examination in the
following year.
8.1
Assessment plan
How did you use the information from the prescribed literature, the
recommended literature, and your additional reading to answer the
question?
Have you thought about the information by integrating it meaningfully in
your answer?
Have you introduced your answer to each question adequately by a brief
introduction, which includes necessary definitions of the terms you are
using, important diagnostic criteria, and other important details for creating
the relevant context for your discussion with regard to answering the
question?
Is your conclusion of each essay relevant to and essential for bringing
your discussion to a close, by rounding it off with an appropriately placed
final conclusive comment?
Assignment 3 Guidelines
Assignment 03 is assessed according to the same criteria as the examination.
However, you are required to provide a list of references in APA style and cite
extensively within your text as you use the thoughts, ideas and conclusions of the
people whose articles and books you have consulted. You will receive
personalised feedback for Assignment 03. We urge you to engage with this
feedback as a part of your examination preparation. The questions in the
examination will be similar in kind to the assignment question, and if you are able
to construct one answer by following the process for your assignment, you should
be able to respond adequately in the examination, provided you have studied the
literature and engaged in critical thinking.
8.2
Attach the relevant unique assignment number for your course to each assignment
before submitting it.
Unique assignment numbers for Assignment 01:
PYC4802: 564411
PSY481U: 536746
Unique assignment numbers for Assignment 02:
PYC4802: 564437
PSY481U: 536752
Unique Assignment numbers for Assignment 03:
PYC4802: 536700
PSY481U: 536765
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PYC4802/101
8.2.2
Assignment 01:
Submission of assignments
Go to myUnisa
If the system is down, do not panic. Stay calm and re-submit your
assignment until the system has recovered, even if that means the
assignment will be three days late. You will not be penalised for system
failures.
21
8.4
Assignments
ASSIGNMENT 01
Closing date 14 April 2014
Unique Assignment number for PYC4802:
Unique Assignment number for PSY481U:
564411
536746
PYC4802/101
The psychodynamic model
The psychodynamic perspective is a collection of theories and therapies united by
a common concern with the dynamics (that is, the motivating or driving forces of
the mind) and the critical role of the first years of life. This model encompasses
Freud's original psychoanalytical views and takes his ideas much further. When
studying abnormal behaviour this model typically focuses on underlying
intrapsychic conflicts and maintains, furthermore, that psychological problems in
later life can be traced back to unresolved childhood conflicts.
The cognitive-behavioural models
Historically, the learning-theory approach has confined itself to identifying
abnormal behaviour and the mechanisms that underlie them. A recent trend has
been to focus also on certain patterns of thought, or cognitions that seem to
contribute to maladaptive behaviour. This model, also called learning theory,
emphasises the role of learning, whether it be the simple conditioning of a
response to a stimulus (the central theme of behaviourism), or the processing of
information in learning (the central theme of the cognitive approach). The cognitive
approach emphasises that the way in which people interpret events may be almost
as important as the events themselves. Another trend in this approach is social
learning theory.
The humanistic-existential models
These perspectives regard human beings as decision-making, reality-creating
agents at the centre of their experiential world. The humanistic approach
emphasises human positive potential and abilities, and abnormal behaviour is
seen as the result of the blockage of these potentials. The existential approach
emphasises the individual's inability to take responsibility for decisions and the
resultant existential anxiety and fear of death. The humanistic-existential
perspective, however, is optimistic placing great faith in people's ability to learn to
make new choices that will liberate their unique human qualities.
The family systems model
A shift away from the narrow focus of linear thinking has gradually occurred by
placing symptomatology in the context of the family. This shift, known as family
systems theory, gives new meanings to symptoms and so-called abnormal (or
deviant) behaviour by recognising the communicative function of symptoms. This
model is based on cybernetics (circular thinking). Note that this approach focuses
on interaction and the interrelatedness of the parts of a family system.
The family-systems approach sees mental disorders as necessarily involving the
network of relationships binding the individual. The abnormality of the individual, in
this view, can only be understood in the context of the family system in which it
arises.
23
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PYC4802/101
Each of the perspectives mentioned above presents with its own unique
explanation and identification of abnormal behaviour. Here you need to
consider the following:
For example
In the medical model the abnormality is viewed as an organic dysfunction which
results in maladaptive behaviour. This view of psychopathology is thus linear,
deterministic and reductionistic because human behaviour is considered to be
caused by physiological processes existing prior to the behaviour in question, and
the influence and effect of interactional processes is, by and large, ignored (except
the interview between patient and doctor). In fact, in its extreme form, the medical
model considers social and psychological influences as insignificant. Thus, from
this theoretical standpoint, for the human being to function normally a biochemical
balance must be maintained in the body and particularly in the brain. The one who
determines this normality is the expert - the objective, neutral and value-free
specialist in his/her field. The subjective views of the person-in-the-street have no
significance and s/he is thus not directly involved in the diagnostic process.
Another example
The family-systems approach sees mental disorders as necessarily involving the
network of relationships around the individual. The abnormality of the individual, in
this view, can only be understood in the context of the family system in which it
arises.
In order to understand the way in which the family-systems approach differs
from and/or resembles other theoretical orientations, you need to consider
that this process does not refer to a group of similar theories but to the
epistemological base they share. Here, for instance, you may want to
consider issues such as:
Linear versus circular causality, for example, has to do with the direction of cause,
NOT with the number of causes as some literature sources indicate. Linear
causality means that a particular cause (or more than one cause in combination)
leads to a specific effect (e.g. a virus causes an illness). Circular causality means
that two (or more) elements reciprocally cause each other (e.g. the husband drinks
because the wife nags and the wife nags because the husband drinks).
25
For example
The humanistic-existential perspective does not see abnormal behaviour as the
result of organic dysfunction, childhood trauma or inappropriate learning, but as a
linear consequence of conditional regard from others, especially during the
developmental years. The humanistic-existential model differs from the others in
the importance it assigns to individual responsibility. Human beings are seen as
born with an innate tendency to actualise themselves and often problems can be
linearly traced to poor choices. The humanistic-existential perspective is optimistic
by placing great faith in people's ability to learn to make new choices that will
liberate their unique human qualities.
With its emphasis on the importance of each individual's experience of the world,
this perspective necessarily lacks a precise, universal theory and rejects the idea
that a single set of psychological formulas can be applied to all people. It
emphasises the positive rather than the negative (such as people's capacity to
change and to make new choices) rather than the immediate problems they are
experiencing.
The limitations and specific contributions
understanding of what it means to be human.
of
each
model
to
the
For example
The medical model has done much to elevate the position of the mentally
disturbed in our society. The contention that mentally disturbed people are ill,
rather than possessed by demons or punished by gods, serves to focus attention
on the fact that these people need help, humane care and treatment.
Like the psychodynamic, cognitive-behavioural and humanistic-existential
approaches, the medical model places the origin of psychological abnormality
primarily within the individual. Unlike the psychodynamic and humanisticexistential approaches, the medical model regards the individual's subjective
experience (e.g. hallucinations, feelings of despondency) only as symptoms with
regard to diagnosis. The general focus on observable behavioural symptoms of
abnormality is shared by the medical and cognitive-behavioural approaches. The
medical model has been criticised for reducing a person to the status of an object,
not capable of intentional thought and action, resulting in the dehumanisation of
people. By understanding the etiology of abnormality as within the individual, this
model contrasts with the family systems and ecosystemic approaches as it takes
into consideration the impact of social or cultural contexts on individual pathology
only in a linear way, for example in the diathesis-stress view.
Psychopathology cannot be divorced from mental health, which explains
why strong emphasis is currently being placed on prevention in
psychopathology. From the basic assumptions you have gleaned from the
study of each model, formulate how each perspective views mental health. It
is also important to examine current generally-accepted notions of mental
health.
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For example
Within the humanist-existential paradigm individual psychological health is
understood to include the fostering of satisfying relationships and a socially
constructive way of life. Thus, through the concept of self-actualisation, the
humanistic-existential perspective displays an understanding of the individual as
functioning within a broader context. This displays a similarity with the familysystems approach in understanding people.
Another example
Davison and Neale (1990) discuss several popularly used general definitions of
abnormal behaviour such as the following:
These criteria explain mental health in terms of degree and dimensions. Thus an
individual may exhibit little mental illness along one dimension, much disturbance
along another dimension and may function normally along yet another.
Additional reading
Books
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative
approach. (5th ed.). Belmont: Wadsworth/Cengage Learning. (Chapters 1 to 3)
Becvar, D.S., & Becvar, R.J. (2006 or 2009). Family therapy: A systemic
integration (6th ed. or 7th ed.). Boston: Allyn & Bacon.
Davison, G.C. (2004, 2007, or 2011). Abnormal psychology (9th ed., 10th ed., or
11th ed.) Hoboken NJ: Wiley.
Hook, D., & Eagle, G. (2002). Psychopathology and social prejudice. Cape Town:
University of Cape Town Press.
Nolen-Hoeksema, S. (2008). Abnormal Psychology (4th ed.). New York: McGrawHill.
Any child and adult developmental psychology book.
Any personality theory book.
Journal articles
Bateson, G. (1971). A systems approach. International Journal of Psychiatry, 9,
242-244.
Cottone, R.R. (1989). Defining the psychomedical and systemic paradigms in
marital and family therapy. Journal of Marital and Family Therapy, 15(3), 225235.
Aim of Assignment 01
Awakening your awareness to important aspects of your undergraduate
studies that have a bearing on the honours module in Psychopathology.
Recall the information from your undergraduate studies, or study the books and
articles mentioned above and do the following:
Answer the following 10 questions by using the mark-reading sheet you
should have received with your study material. Attach the unique
assignment numbers for PSY481U or PYC4802 and submit your answers as
Assignment 01.
1.
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2.
3.
4.
biological
psychodynamic
humanistic
1 and 2
biochemical
behaviourist
psychoanalytic
humanistic
intrapsychic conflicts
underlying physiological defects
the driving forces of the mind
the communicative function of symptoms
5.
Identify the statement which is NOT true with regard to the integrative
approach.
(1)
(2)
(3)
(4)
6.
7.
Freudians
Humanistic-existentialists
Neuroscientists
Family systems therapists
8.
9.
The diagnostic report states: The patient was oriented to time and
place, showed appropriate affect, and could do simple calculations.
Short and long-term memory were intact. The health professional has
conducted . . . .
(1)
(2)
(3)
(4)
Adoption studies.
Family studies.
Genetic linkage analysis.
All of the above.
End of Assignment 01
Submit your answers to assignment 01 not later than the 14th April 2014,
since no extension can be granted for this assignment.
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ASSIGNMENT 02:
Closing date 12 May 2014
Unique Assignment number for PYC4802: 564437
Unique Assignment number for PSY481U: 536752
10% of your mark contributes towards the year mark.
PYC4802/101
(d) the four levels of well-being identified along the mental health continuum
are flourishing, languishing, struggling and floundering.
Choose the correct alternative:
(1)
(2)
(3)
(4)
a and c
a and d
b and c
b and d
a and c
b only
None of the above
All of the above
8. Mindfulness . . .
(a)
(b)
(c)
(d)
(3) c only
(4) All of the above
9. According to Maes and Karoly (2005), self-regulation . . .
(1) involves the ability to monitor ones own others feelings and emotions,
to discriminate among them and to use the information to guides ones
thinking and actions.
(2) is a systematic process of human behaviour that involves setting
personal goals and steering behaviour toward the achievement of
established goals.
(3) is directed towards regulating emotional responses to problems.
(4) involves the use of realistic strategies that could make a tangible
difference in the situation that causes stress.
Well-being therapy . . .
(a) is a well-established long-term psychotherapeutic strategy based on
Ryffs model of psychological well-being.
(b) is based on the premise that an increase in psychological well-being
may have a protective effect in terms of vulnerability to chronic and
acute life stresses.
(c) may involve a structured, directive psychotherapeutic strategy aimed at
directing a client towards self-direction as guided by ones own socially
accepted internal standards.
(d) promotes emotion-focused, problem-focused and avoidance strategies
to self-autonomy.
Choose the correct alternative:
(1)
(2)
(3)
(4)
a and b
b and c
c and d
All of the above
End of Assignment 02
Submit your Assignment 02 answers not later than the 12th May 2014,
since no extension can be granted for this assignment.
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ASSIGNMENT 03:
Closing date 17 June 2014
Unique Assignment number for PYC4802: 536700
Unique Assignment number for PSY481U: 536765
10% of your mark contributes towards the year mark
THEME 01
Schizophrenia Spectrum and Other Psychotic Disorders
Schizophrenia
Introduction
Schizophrenia is one of the most prevalent psychiatric and psychological disorders
amongst those suffering from mental illness both nationally and internationally. In
addition Schizophrenia poses many challenges that range from treatment issues,
cost of long-term care and medication to the individual afflicted by the disorder
suffering severe psychological difficulties and challenges. Family guidance and
psycho-education pertaining to this disorder is also a very important aspect to
consider when dealing with the disorder. With this in mind the inclusion of this
disorder for this module is highly appropriate. This themes structure and contents
will guide you towards a better understanding of the disorder in addition to
equipping you with the necessary knowledge on aspects of the disorder such as
the diagnostic criteria, hallmark features and different types of Schizophrenia. You
are expected to familiarise yourself fully with the content of this theme in addition
to adding to your knowledge and understanding of the disorder by doing further
reading that will further your knowledge on Schizophrenia, as this will put you in a
position to not only complete the various learning activities and answer the
assignment question, but also to be more fully knowledgeable and versant on the
disorder as a whole.
Description
The aim of this learning opportunity is to guide you through the main / important
aspects of Schizophrenia. The subthemes mentioned above will form the basic
structure and / or path that you will follow in reaching an understanding of the
complex and rampant disorder that is Schizophrenia in our society today.
Schizophrenia is a difficult and challenging disorder for those who suffer from it
and the family members living with the individual who suffers from Schizophrenia.
In addition Schizophrenia can present with unique difficulties for those professional
individuals, psychiatrists, psychologists and the like who attempt to treat this
psychotic disorder.
35
In working through the course material, you will gain specific knowledge in addition
to a better understanding of Schizophrenia as part of the psychotic spectrum
disorders.
Assessment Criteria
You will have sufficient knowledge of Schizophrenia if you display adequate
knowledge of the following:
01
Definition of Schizophrenia
02
03
Method
In this theme we will consider the complex psychotic spectrum disorder of
Schizophrenia. You will be guided through the information systematically. Activities
01 to 04 build upon one another and it is important that you complete every activity
and master the information contained in each Activity before proceeding to the
next one. However, you may also need to revise completed activities and
elaborate on the content of previously completed activities, thereby ensuring a
dynamic, consistent and continuous engagement with the learning material.
1) Introduction to Activity 01:
Schizophrenia is defined as a severe psychotic illness characterised by an
array of diverse symptoms including extreme oddities in perception, thinking,
action, sense of self and the manner in which the self relates to others. The
hallmark characteristic of Schizophrenia is a significant loss of contact with
reality, referred to as psychosis. In addition the disorder is characterised by
hallucinations most often auditory and/or visual hallucinations (seeing or
hearing things that others cannot see or hear, in essence a sensory experience
very real for the sufferer in the absence of any real external perceptual stimuli),
delusions (a fixed, false belief held by the sufferer despite clear evidence to the
contrary), apathy and indifference, withdrawal behaviour in addition to an
incapacity to work and attend to tasks of daily living, disorganised speech,
disorganised or catatonic behaviour and positive and negative
symptomatology. These will be discussed further in Activity 03 below.
The section above was adapted from:
Butcher, J. N., Mineka, S. & Hooley, J. M. (2010). Abnormal Psychology. (14th
ed.). Boston: Allyn & Bacon
Activity 01: Definition of Schizophrenia
Compile an adequate and comprehensive definition of Schizophrenia
Use your prescribed book Chapter 6 as a resource:
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Burke, A. (Ed.). (2012). Abnormal Psychology: A South African Perspective (2nd
ed.). Cape Town, South Africa: Oxford University Press Southern Africa.
(Chapter 6)
2) Introduction to Activity 02:
The DSM-5 (APA,2013) identifies the following diagnostic criteria for
Schizophrenia:
Diagnostic
for Major
Disorder
DSM-5 criteria
diagnostic
criteriaDepressive
for Schizophrenia
A. Two (or more) of the following, each present for a significant portion of time
during a 1-month period (or less if successfully treated). At least one of
these must be (1), (2), or (3):
Delusions
2. Hallucinations
3. Disorganized speech (e.g., frequent derailment or incoherence)
4. Grossly disorganized or catatonic behavior
5. Negative symptoms ( i.e., diminished emotional expression or
avolition
For a significant portion of the time since the onset of the disturbance, level
of functioning in one or more major areas, such as work, interpersonal
relations, or self-care, is markedly below the level achieved prior to the
onset (or when the onset is in childhood or adolescence, there is failure to
achieve the expected level of interpersonal, academic, or occupational
functioning).
Continuous signs of the disturbance persist for at least 6 months. This 6month period must include at least 1 month of symptoms (or less if
successfully treated) that meet Criterion A (i.e., active-phase symptoms)
and may include periods of prodromal or residual symptoms. During these
prodromal or residual periods, the signs of the disturbance may be
manifested by only negative symptoms or by two or more symptoms listed
in Criterion A present in an attenuated form (e.g., odd beliefs, unusual
perceptual experiences).
Schizoaffective disorder and depressive or bipolar disorder with psychotic
features have been ruled out because either 1) no major depressive or
manic episodes have occurred concurrently with the active-phase
symptoms, or 2) if mood episodes have occurred during active-phase
symptoms, they have been present for a minority of the total duration of the
active and residual periods of the illness.
The disturbance is not attributable to the physiological effects of a
substance (e.g., a drug of abuse, a medication) or another medical
condition.
If there is a history of autistic spectrum disorder or a communication
37
1.
B.
C.
D.
E.
F.
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Disorganised Speech: Disorganised speech is the external manifestation of a
disorder in the form of thought. Sufferers often fail to make sense despite
seemingly conforming to the semantic and syntactic rules that governs verbal
communication. This failure is not due to low intellectual functioning, poor
education or cultural deprivation. The words used or word combinations sound
communicative, but the listener is left with little or no understanding of what the
sufferer said. Sufferers can make up words (neologisms), they can derail
(losing their train of thought), associations made can be loose (loosening of
associations) and in the extreme form disorganised speech can lead to total
incoherence.
Disorganised or Catatonic Behaviour: Goal directed behaviour is almost
universally disrupted or lost in Schizophrenia. The impairment occurs in areas
of daily living / functioning, such as work, social relations and self-care to the
extent that others note that the sufferer is not him- / herself anymore. Personal
hygiene might not be maintained and a profound disregard for personal safety
and health might be evident. Grossly disorganised behaviour can also manifest
in silliness or unusual dress sense. Catatonia is an even more striking
behavioural disturbance where the sufferer may show virtual absence of all
movement or speech in what is referred to as a catatonic stupor. At other times
the sufferer might hold an unusual posture for an extended period of time
without noticeable discomfort.
Positive and Negative Symptoms: Positive symptoms are those symptoms in
which an excess or distortion of normal behavioural and experiential repertoire
is evident, such as hallucinations and delusions. Negative Symptoms reflect an
absence or deficit in behaviours that are normally present, including flat or
blunted emotional expressiveness, alogia (very little speech) and avolition (no
ability to engage and maintain goal-directed activities). Although many
sufferers display both positive and negative symptoms during the course of the
disorder, a preponderance of negative symptoms in the clinical picture of the
individual with Schizophrenia is not a good sign of the sufferers prognosis
(future outcome).
The section above was adapted from:
Butcher, J. N., Mineka, S. & Hooley, J. M. (2010). Abnormal Psychology. (14th
ed.). Boston: Allyn & Bacon
Activity 03: Clinical Picture of Schizophrenia
Provide a Clinical Picture of Schizophrenia
Use chapter 6 of your prescribed book as a resource:
Burke, A. (Ed.). (2012). Abnormal Psychology: A South African Perspective
(2nd ed.). Cape Town, South Africa: Oxford University Press Southern Africa.
39
Study
You are now ready to study chapter 6 in your prescribed book and the articles
below in order to compile your answers to the questions in assignment 03.
Prescribed Reading
Book
Burke, A. (Ed.). (2012). Abnormal Psychology: A South African Perspective (2nd
ed.). Cape Town, South Africa: Oxford University Press Southern Africa.
Articles (obtain these from the list of e-Reserves)
Fontao, M. & Hoffmann, K. (2011). Psychosocial Treatment in Group Format with
People Diagnosed with Schizophrenia: Results and limitations of empirical
research. Psychosis: Psychological, Social and Integrative Approaches, 3(3),
226-234.
Gregory, V. L. (2010). Cognitive-Behavioural Therapy for Schizophrenia:
Applications to Social Work Practice. Social Work in Mental Health, 8, 140-159.
Meyer, P. S., Johnson, D. P., Parks, A., Iwanki, C. & Penn, D. L. (2012). Positive
Living: A Pilot Study of Group Positive Psychotherapy for people with
Schizophrenia. The Journal of Positive Psychology, 7(3), 239-248.
Mork, E., Mehlum, L., Barrett, E., Agartz, I., Harkavy-Friedman, J. M., Lorentz, S.,
Melle, I., Andreassen, O. A. & Walby, F. A. (2012). Self-Harm in Patients with
Schizophrenia Spectrum Disorders. Archives of Suicide Research, 16, 111-123.
Additional Reading
Books
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of
Mental Disorders: Fifth Edition (DSM-5). Arlington VA: American Psychiatric
Association
Butcher, J. N., Mineka, S. & Hooley, J. M. (2010). Abnormal Psychology. (14th
ed.). Boston: Allyn & Bacon.
Sadock, B. J. & Sadock, V. A. (2004). Kaplan & Sadocks Synopsis of Psychiatry.
(9th ed.). Philadelphia: Lippincott Williams & Wilkins.
Question for Assignment 03: Schizophrenia
a) Provide the diagnostic criteria and hallmark features of Schizophrenia
(4 to 5 pages content in addition to a Title page, Table of Contents
and Reference list please remember to use headings).
[40 marks]
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b) Critically discuss how people who have been diagnosed with
Schizophrenia are able to live positively with their disorder (7 pages
content in addition to a Title page, Table of Contents and Reference
list please remember to use headings).
[60 marks]
[Total: 100 Marks]
End of Assignment 03
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2.
3.
4.
I have not allowed, and will not allow, anyone to copy my work
with the intention of passing it off as his or her own work.
5.
SIGNATURE: __________________________
DATE: _________________
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9
EXAMINATION
Use the my Studies @ Unisa brochure for general examination guidelines and
examination preparation guidelines.
Examination admission
To qualify for examination admission, you are required to submit Assignments
01, 02, and 03 irrespective of the marks you obtain. Assignments must be
submitted on their particular closing dates. However, we urge you to try and
submit your assignments before the due date in order to avoid possible system
problems that may result in student-panic-attacks and stress-related-confusion.
Study
Themes 02 to 05 consist of your examination curriculum that you are
required to study on your own. Apply the same process you have learnt for
preparing assignments 03, or use your own process.
THEME 02
Trauma and Stressor Related Disorders
Acute and Posttraumatic Stress Disorders
Introduction to the theme
The relationship between illness and stress is embedded in complex mutual
interactions between biological, psychological, social, and socio-cultural factors,
and although stressor-related effects have always been present, there was no
stressor-related category name in the DSM until now. In the past, Acute and
Posttraumatic Stress Disorders were categorized as Anxiety Disorders in the
DSM-IV-TR until the end of 2012. However, since the inception of the DSM-5 in
May 2013, a new DSM-5 category, Trauma- and Stressor-Related Disorders, has
become the officially recognized diagnostic category for the following two
childhood disorders - Reactive Attachment Disorder and Disinhibited Social
Engagement Disorder - and three childhood/adulthood disorders - Acute Stress
Disorder, Posttraumatic Stress Disorder and Adjustment Disorders.
Focus
This module will specifically focus on the following:
1. DSM-5 Diagnostic Criteria of Acute Stress Disorder
2. DSM-5 Diagnostic Criteria of Posttraumatic Stress Disorder
3. Causative Factors (Aetiology)
4. Impact of these disorders on human functioning.
The presence of psychological distress which usually follows the exposure to
such a traumatic or stressful event typically manifests as symptoms of
45
A.
Presence of nine (or more) of the following symptoms from any of the five
categories of intrusion, negative mood, dissociation, avoidance, and
arousal, beginning or worsening after the traumatic event(s) occurred:
Intrusion Symptoms
1. Recurrent, involuntary, and intrusive distressing memories of the
traumatic events.
Note: In children repetitive play may occur in which themes or aspects of
the traumatic event(s) are expressed.
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2. Recurrent distressing dreams in which the content and/or affect of the
dream are related to the traumatic event(s).
Note: In children, there may be frightening dreams without recognizable
content.
3. Dissociative reactions (e.g., flashbacks) in which the individual feels or
acts as if the traumatic event(s) were recurring. (Such reactions may
occur on a continuum, with the most extreme expression being a
complete loss of awareness of present surroundings.)
Note: In children, trauma-specific reenactment may occur in play.
4. Intense or prolonged psychological distress or marked physiological
reactions in response to internal or external cues that symbolize or
esemble an aspect of the traumatic event(s).
Negative Mood
5. Persistent inability to experience positive emotions (e.g., inability to
experience happiness, satisfaction, or loving feelings).
Dissociative Symptoms
6. An altered sense of reality of ones surroundings or oneself (e.g., seeing
oneself from anothers perspective, being in a daze, time slowing).
7. Inability to remember an important aspect of the traumatic event(s)
typically due to dissociative amnesia and not to other factors such as
head injury, alcohol, or drugs).
Avoidance Symptoms
8. Efforts to avoid distressing memories, thoughts, or feelings about or
closely associated with the traumatic event(s).
9. Efforts to avoid external reminders (people, places, conversations,
activities, objects, situations) that arouse distressing memories,
thoughts, or feelings about or closely associated with the traumatic
event(s).
Arousal Symptoms
10. Sleep disturbance (e.g., difficulty falling or staying asleep, or restless
sleep.
11. Irritable behavior and angry outbursts (with little or no provocation)
typically expressed as verbal or physical aggression toward people or
objects.
12. Hypervigilance.
13. Problems with concentration.
14. Exaggerated startle response.
C.
D.
E.
47
Note: The following criteria apply to adults, adolescents, and children older than
6 years.
A.
B.
C.
D.
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evidenced by two (or more) of the following:
1. Inability to remember an important aspect of the traumatic event(s)
(typically due to dissociative amnesia and not to other factors such as
head injury, alcohol or drugs).
2. Persistent and exaggerated negative beliefs or expectations about
oneself, others, or the world (e.g., I am bad, No one can be trusted,
The world is completely dangerous, My whole nervous system is
permanently ruined).
3. Persistent, distorted cognitions about the cause or consequences of the
traumatic event(s) that lead the individual to blame himself/herself or
others.
4. Persistent negative emotional state (e.g., fear, horror, anger, guilt or
shame).
5. Markedly diminished interest or participation in significant activities.
6. Feelings of detachment or estrangement from others.
7. Persistent inability to experience positive emotions (e.g., inability to
experience happiness, satisfaction, or loving feelings).
E.
F.
G.
H.
Specify whether:
With dissociative symptoms: The individuals symptoms meet the criteria
for posttraumatic stress disorder, and in addition, in response to the
stressor, the individual experiences persistent or recurrent symptoms of
either of the following:
1. Depersonalization: Persistent or recurrent experiences of feeling
detached from, as if one were an outside observer of, ones mental
processes or body (e.g., feeling as though one were in a dream; feeling
a sense of unreality of self or body or of time moving slowly.)
2. Derealization: Persistent or recurrent experiences of unreality of
surroundings (e.g., the world around the individual is experienced as
unreal, dreamlike, distant, or distorted.)
Note: To use this subtype, the dissociative symptoms must not be
49
Anxiety is part of human existence and it is often a normal adaptive and positive
response. Anxiety can also serve as a drive that leads to functional behaviour, for
example, preparing the body for the fight-or-flight response. Most people feel
anxiety sometimes, while others feel anxiety most of the time.
Making a psychological diagnosis when anxiety is evident is not always as clearcut as theory would have us believe. Anxiety features not only in the anxiety
disorders, but in many other psychological disorders as well. Consider for example
a mood disorder involving a major depressive episode where, according to the
DSM-5 classification system (APA, 2013), frequently presented symptoms involve
anxiety, phobias and even panic attacks (which might even occur in a pattern that
meets the criteria for a full blown panic disorder). In children the presence of
separation anxiety is often a feature of a major depressive episode. Other
pathological behaviours that have a high correlation with the experience of anxiety
are substance-related disorders, especially Alcohol Use Disorder. (You might find
it useful to refer to the theme on substance-related disorders.) It is, however, not
always clear which one of these abnormal behaviours was the cause and which
the result.
Another difficulty with identifying a disorder is that the symptoms of various
disorders overlap. For instance many individuals who have experienced a panic
attack may subsequently develop phobic avoidance behaviour or individuals with
obsessive thoughts might also be considered chronic worriers.
The question that needs to be asked is: When is a trauma- or stressor-related
response abnormal?
A trauma- or stressor-related response is considered to be abnormal if it leads to
negative consequences (e.g. poor job-performance, social withdrawal, anhedonia).
Include the following points in your exploration of this theme
In trauma- and stressor-related disorders exposure to a traumatic or stressful
event is listed as the major diagnostic criterion. Anxiety, dissociation, or
obsessive-compulsive responses may also be part of the psychological distress
response to experiencing a traumatic event.
Familiarise yourself with the following:
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You may want to study this theme in relation to the other themes in this
module e.g. mood disorders, substance related disorders and Borderline
Personality Disorder.
Acute Stress Disorder (ASD) and Post-traumatic Stress Disorder (PTSD) are the
two disorders that have special relevance to our country with its high rates of
violence and crime. These disorders are extreme psychological reactions to an
intensely traumatic or violent event such as assault, sexual assault, natural
disasters, accidents and wartime trauma.
In working through this theme you need to pay attention to the following issues:
theories as to why some people who experience a traumatic event
develop ASD or PTSD, whereas others who experience the same event
do not
the clinical manifestation and aetiology of anxiety disorders, obsessivecompulsive and related disorders, and dissociative disorders
51
Study chapter 4 of your prescribed book by keeping in mind that ASD/PTSD are
no longer a part of the Anxiety Disorders. They are now officially classified as
Trauma- and Stress-Related Disorders.
Prescribed Reading
Book
Burke, A. (Ed.). (2012). Abnormal Psychology: A South African Perspective (2nd
ed.). Cape Town, South Africa: Oxford University Press Southern Africa.
Recommended Reading
Journal articles (Refer to the list of e-Reserves)
Averill, P.M. (2000). Posttraumatic stress disorder in older adults: A Conceptual
Review. Journal of Anxiety Disorders, 14(2), 133-156.
Brown, P.J., & Wolfe, J. (1994). Substance abuse and post-traumatic stress
disorder comorbidity. Drug and Alcohol Dependence, 35, 51-59.
De Silva, P. (1993). Post-traumatic stress disorder: Cross-cultural aspects.
International Review of Psychiatry, 5, 217-229.
Giel, R. (1990). Psychosocial processes in disasters. International Journal of
Mental Health, 19(1), 7-20.
Joseph, S. (1997). Understanding post-traumatic stress (pp. 51-67). West Sussex:
Wiley & Sons.
Keane, M.T., Taylor, K.L., & Penk, W.E. (1997). Differentiating post-traumatic
stress disorder (PTSD) from major depression (MDD) and generalized anxiety
disorder (GAD). Journal of Anxiety Disorders, 11(3), 317-328.
McFarlane, A.C., Atchison, M., Rafalowicz, E., & Papay, P. (1994). Physical
symptoms in post-traumatic stress disorder. Journal of Psychosomatic
Research, 38(7), 715-726.
Nutt, D., Davidson, J.R.T., & Zohar, J., (Eds.) (2000). Post-traumatic stress
disorder diagnosis, management and treatment (pp. 147-161). Malden, MA:
Blackwell Science.
Rosen, G.M., (Ed.) (2004). Posttraumatic Stress Disorder: Issues
controversies (pp.147-161). West Sussex, England: John Wiley & Sons.
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Additional Reading
Journal Articles
Burger, L., Van Staden, F., & Nieuwoudt, J. (1989). The Free State floods: A case
study. South African Journal of Psychology, 19(4), 205-209.
Dobson, K.S. (1985). The relationship between anxiety and depression. Clinical
Psychology Review, 5, 307-324.
Connors, M.E. (1994). Symptom formation: An integrative self psychological
perspective. Psychoanalytic Psychology, 11(4), 509-523.
Dohrenwend, B.P. (2000). The role of adversity and stress in psychopathology:
Some evidence and its implications for theory and research. The Journal of
Health and Social Behavior, 41,1-19.
Green, B.L., & Lindy, J.D. (1994). Post-traumatic stress disorder in victims of
disasters. Psychiatric Clinics of North America, 17(2), 301-309.
Kume, G.D. (2006). Posttraumatic stress: New research (pp. 23-80). New York:
Nova Science.
Meichenbaum, D. (1994). Treating post-traumatic stress disorder: A handbook and
Practice Manual for Therapy (pp. 14-257). New York: Wiley & Sons.
Miller, T.W. (1995). Stress adaption in children: Theoretical models. Journal of
Contemporary Psychotherapy, 25(1), 5-14.
Perrin, S., Smith, P., & Yule, W. (2000). Practitioner Review: The assessment and
treatment of post-traumatic stress disorder in children and adolescents. Journal
of Child Psychology and Psychiatry, 41(3), 277-289.
Stevens, J.L., & Goosen, J. (1995). The nature of post-traumatic stress disorder
(PTSD) in the gold mine industry: A pilot study. Paper presented at the first
Annual Congress of the Psychological Society of South Africa. University of
Natal-Pietermaritzburg.
Turnbull, J.M. (1989). Anxiety and physical illness in the elderly. Journal of Clinical
Psychiatry, 50(11), 40-45.
End of Theme 2
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THEME 03
Substance-Related and Addictive Disorders
Introduction to the theme
The aim of this theme is to present an overarching context (epistemological,
neurological, social, interpersonal, and personal) within which Substance-Related
and Addictive Disorders occur. This theme therefore identifies and defines the
addiction syndrome, and examines the physiological, psychological and social
variables considered in making a diagnosis.
Objectives
To assess accurately those individuals regarded as having a SubstanceRelated or Addictive Disorder.
Focus points
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Define Substance Use Disorder and describe the social, physical and
psychological signs and symptoms associated with Substance-Related and
Addictive Disorders. The notions of causality are fundamental in assessment. The drinking patterns that lead to Alcohol-Related and Addictive
Disorders, for instance, are diverse but all can be considered from four
interconnecting aspects: sociocultural, behavioural/psychological, physical,
and spiritual.
Define co-morbidity.
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There are two types of bias common among practitioners in their approach to
social problems, namely the bias toward intrapersonal qualities and a bias toward
extraneous or situational factors. The former or psychodynamic orientation to
Alcohol-Related and Addictive Disorder is considered risky in so far as the client's
relapse is concerned and not very conducive to recovery. At the other extreme, the
situational bias may furnish the client with just the rationale needed to drink some
more. The ecological-interactionist perspective offers a framework that focuses
directly and continuously upon the specific aspects of the unique social setting and
the individual's dynamic role within it. The development of the ecological therapies,
for example, has given to alcohol-related therapy tools to launch a multi-effort
attack on both the intrapsychic and interpersonal components of the alcoholrelated and addictive syndrome.
The multidimensional nature of Alcohol-Related and other Addictive Disorders
dictates that the biological dynamics, the individual's peculiar style of cognitive
functioning and the sociocultural aspects of the individual should be considered.
Explore, therefore, the biological realm, the psychological dimension and the
social dynamics pertaining to Substance-Related Disorders, when you focus on
the effects of any Addictive Disorder on family dynamics, and the major
characteristics of co-dependency.
Study
Study chapter 10 of your prescribed book, the prescribed and recommended
journal articles, and the DSM-5 diagnostic criteria for Alcohol Use Disorder
presented below.
Prescribed Reading
Book
Burke, A. (Ed.) (2012). Abnormal Psychology: A South African Perspective (2nd
ed.). Cape Town, South Africa: Oxford University Press, Southern Africa.
Journal Articles (Refer to the list of e-Reserves)
Cox, R. B., Ketner, J. S., & Blow, A. J. (2013). Working with couples and
substance abuse: recommendations for clinical practice. American Journal of
Family Therapy, 41(2), 160-172.
Knudson, T. M. & Terrell, H.K. (2012). Codependency, perceived interparental
conflict, and substance abuse in the family of origin. The American Journal of
Family Therapy, 40 245257. DOI: 10.1080/01926187.2011.610725
Makovec, M. R., Sernec, K., Rus, V. S., ebaek-Travnik, Z., Tomori, M. & Ziherl,
S. (2010). Adolescent substance dependency in relation to parental substance
(ab)use. Zdrav Var, 49, 1-10. DOI 10.2478/v10152-010-0001-1
Ponder, F. T. & Slate, J. R. (2009). Family of origin addiction patterns amongst
counseling and psychology students. Published by the Forum on Public Policy
Copyright The Forum on Public Policy 2009, 1-11. All Rights Reserved.
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Recommended Reading
Journal Articles (Refer to the list of e-Reserves)
Krestan, J. & Bepko, C. (1990). Codependency: The social reconstruction of
female experience. Smith College Studies in Social Work, 60(3), 216-232.
Morgan, J.P. (1991). What is co-dependency? Journal of Clinical Psychology, 5,
720-729.
Sheridan, M. J. (1995). A proposed intergenerational model of substance abuse,
family functioning, and abuse/neglect. Child Abuse and Neglect, 19(5), 519-530.
Sheridan, M. J. & Green, R. G. (1993). Family dynamics and individual
characteristics of adult children of alcoholics: An empirical study. Journal of
Social Service Research, 17(1/2), 73-97.
Books
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative
approach (5th ed.). Belmont: Wadsworth/Cengage Learning. (Or 4th ed.)
Davison, G.C. (2004). Abnormal psychology (9th ed.). New York: Wiley.
Davison, G.C. (2007). Abnormal psychology (10th ed.). New York: Wiley.
Nolen-Hoeksema, S. (2008). Abnormal psychology (4th ed.). New York: McGrawHill.
Sue, D., Sue, D., & Sue, S. (2010). Understanding abnormal behaviour (9th
ed.). Boston: Houghton Mifflin. (Or any other edition.)
Additional Reading
Books
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of
Mental Disorders: Fifth Edition (DSM-5). Arlington VA: American Psychiatric
Association
Brown, S. (1985). Treating the alcoholic. New York: Wiley.
McNee, C. A. & Di Nitto, D. M. (2012). Chemical Dependency: a systems
approach (4thed). Boston: Pearson publications.
Metzgar, L. (1988). From denial to recovery. Washington, D.C.: Josey-Bass.
Journal Articles
Gleeson, A. (1991). Family therapy and substance abuse. Australian and New
Zealand Journal of Family Therapy, 12(2), 91-98.
57
Sandoz, C.J. (1991). Locus of control, emotional maturity and family dynamics
as components of recovery in recovering alcoholics. Alcoholism Treatment
Quarterly, 8(4), 17-31.
Sayre, L., Cornille, T.A., Rohrer, G., & Hicks, M.W. (1992). Family outreach
residential addiction treatment: Changes in addicts beliefs about social
support. Alcoholism Treatment Quarterly, 9(1), 51-66.
Swaim, R.C., Oetting, E.R., Thurman, P.J., Beauvais, F., & Edwards, R.W.
(1993). American Indian adolescent drug use and socialization
characteristics: A cross-cultural comparison. Journal of Cross-cultural
Psychology, 24(1), 53-70.
Velleman, R. & Templeton, L. (2007). Understanding and modifying the impact of
parents substance misuse on children. Advances in Psychiatric Treatment, 13,
79-89.
End of Theme 03
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Theme 04
Depressive Disorders
Adult Depression
Introduction to the theme
A mood can be defined as a sustained emotional state that lasts over a period of
time, unlike emotions which are more spontaneous and reactive to a particular
stimulus or event. According to the DSM-5 classification system (APA, 2013) a
Depressive Disorder is a mental disorder where an individual feels depressed and
outwardly displays signs/symptoms of depression for a significant duration of time.
Importantly, the individuals mood impairs social, occupational, or other important
areas of functioning. The disorder also occurs in the absence of a clearly
identifiable stressor or trigger. According to the DSM-5 classification system (APA,
2013, p. 155), depressive disorders are identified by the presence of sad, empty,
or irritable mood, accompanied by somatic and cognitive changes that significantly
affect the individuals capacity to function. All depressive disorders by definition
will include a depressive episode, while their differences lie in their duration, timing
or aetiology.
Major Depressive Disorder symptoms must occur for at least two weeks.
Objectives
You are required to obtain the prescribed and recommended literature listed below
by downloading the articles from the e-Reserves list on myUnisa. Study chapter 5
in your prescribed book as well as the journal articles by focusing on the following:
Identifying Major Depressive Disorder according to the DSM-5
classification system
Identifying the causes (aetiology) of a Major Depressive Disorder
Identifying, explaining and describing the interactions among the
various factors that play a role in the causation (aetiology) of a Major
Depressive Disorder
Note: Since the DSM-5 was only published in June 2013, the available prescribed
books and articles are based on the DSM-IV-TR. We have thus provided you with
the DSM-5 diagnostic criteria for Major Depressive Disorder below.
A.
Five (or more) of the following symptoms have been present during the same
2-week period and represent a change from previous functioning; at least
one of the symptoms is either (1) depressed mood or (2) loss of interest or
pleasure.
Note: Do not include symptoms that are clearly due to another medical
condition.
59
B.
1.
2.
3.
Significant weight loss when not dieting or weight gain (e.g., a change
of more than 5% of body weight in a month), or decrease or increase in
appetite nearly every day.
(Note: In children, consider failure to make expected weight gain.)
4.
5.
6.
7.
8.
9.
C.
E.
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Specify the following:
Prescribed Reading
Book
Burke, A. (Ed.) (2012). Abnormal Psychology: A South African Perspective (2nd
ed.). Cape Town, South Africa: Oxford University Press, Southern Africa.
(Chapter 5)
Journal Articles (Refer to the list of e-Reserves)
Hill, J. (2009). Developmental perspectives on adult depression. Psychoanalytic
Psychotherapy, 23(3), 200-212. DOI: 10.1080/02668730903227263
Kagee, A., & Martin, L. (2010). Symptoms of depression and anxiety among a
sample of South African patients living with HIV. AIDS Care: Psychological and
Socio-medical
Aspects
of
AIDS/HIV,
22(2),
159-165.
DOI:
10.1080/09540120903111445
McQueen, D. (2009). Depression in adults: Some basic facts. Psychoanalytic
Psychotherapy, 23(3), 225-235. DOI: 10.1080/02668730903226463
Maj, M. (2012). Development and validation of the current concept of Major
Depression. Psychopathology, 45,135146. DOI: 10.1159/000329100
Recommended Reading
Books (Refer to the recommended book list)
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative
approach (5th ed.). Belmont, CA: Wadsworth/Cengage Learning. (Or 4thedition.)
Davison, G.C. (2004). Abnormal psychology (9th ed.). New York: Wiley.
Davison, G.C. (2007). Abnormal psychology (10th ed.). New York: Wiley.
Kronenberger, W.G., & Meyer, R.G. (2001). The child clinician's handbook (2nd
ed.). Boston, MA: Allyn & Bacon.
Nolen-Hoeksema, S. (2008). Abnormal Psychology (4th ed.). New York: McGrawHill.
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End of Theme 04
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THEME 05
Personality Disorders
Borderline Personality Disorder
Focus
In this theme the focus falls on Personality Disorders in general as well as
the Borderline Personality Disorder in particular.
Your aim should be to grasp the difficulty in identifying Borderline
Personality Disorder.
Study
In order to achieve the above aim, you need to study the following:
Chapter 12 in the prescribed book
The prescribed journal articles (e-Reserves)
The DSM-5 diagnostic criteria for Borderline Personality Disorder below
The DSM-5 General diagnostic criteria for a Personality Disorder below
Introduction
According to the DSM-5 classification system (APA, 2013) a Personality Disorder
is an enduring pattern of inner experience and behaviour that deviates markedly
from the expectations of the individuals culture, is pervasive and inflexible, has an
onset in adolescence or early adulthood, is stable over time, and leads to distress
or impairment. The aetiology of Personality Disorders is mainly attributed to the
development of immature and distorted patterns of personality functioning which
lead to persistent maladaptive ways of perceiving, thinking, relating to others, and
interacting with the world.
The DSM-5 lists 10 Personality Disorders in three clusters. The clusters and
Personality Disorders are:
Below you will find the general diagnostic criteria for a Personality Disorder
according to the DSM-5 classification system.
DSM-5 General diagnostic criteria for a Personality Disorder
(APA, 2013, pp. 646-647)
B
1.
C
D
E
F
G
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which tends to create a tremendous amount of personal distress, disability and
health expense.
The DSM-5 classification system applies the following diagnostic criteria for
identifying Borderline Personality Disorder.
DSM-5 Diagnostic criteria for Borderline Personality Disorder
(APA, 2013, p. 663)
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11
Q:
A:
Q:
A:
Q:
A:
Q:
A:
Q:
A:
Q:
A:
Q:
A:
12
CONCLUSION
May you find the information you need, the understanding you require, and the
insight you have been waiting for with regard to acquiring an appreciation of the
complexity of conceptualising mental health and abnormal behaviour.
Good luck with your studies and SUCCESS in the examination!
Your PYC4802/PSY481U Team
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