Understanding Abnormal Behavior

338 Pages·2005·1.27 MB·English

Instructor’s Resource Manual
Understanding Abnormal
Behavior
EIGHTH EDITION
David Sue / Derald Sue / Stanley Sue
Revised by Fred W. Whitford
Montana State University
David Sue

Western Washington University
Derald Wing Sue

Teachers College, Columbia University
Stanley Sue

University of California, Davis
HOUGHTON MIFFLIN COMPANY BOSTON NEW YORK
Vice President and Publisher: Charles Hartford
Sponsoring Editor: Jane Potter
Development Editor: Laura Hildebrand
Editorial Associate: Liz Hogan
Project Editor: Aileen Mason
Editorial Assistant: Susan Miscio
Marketing Manager: Laura McGinn
Marketing Assistant: Erin Lane
Copyright © 2006 by Houghton Mifflin Company. All rights reserved.
Houghton Mifflin Company hereby grants you permission to reproduce the Houghton Mifflin material
contained in this work in classroom quantities, solely for use with the accompanying Houghton Mifflin
textbook. All reproductions must include the Houghton Mifflin copyright notice, and no fee may be
collected except to cover the cost of duplication. If you wish to make any other use of this material,
including reproducing or transmitting the material or portions thereof in any form or by any electronic
or mechanical means including any information storage or retrieval system, you must obtain prior
written permission from Houghton Mifflin Company, unless such use is expressly permitted by federal
copyright law. If you wish to reproduce material acknowledging a rights holder other than Houghton
Mifflin Company, you must obtain permission from the rights holder. Address inquiries to College
Permissions, Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764.
Printed in the U.S.A.
ISBN: 0-618-52830-X
Contents
PREFACE.................................................................................................................................................V
THE CASE OF STEVEN V.....................................................................................................................VIII
CHAPTER 1 - ABNORMAL BEHAVIOR.................................................................................................1
CHAPTER 2 - MODELS OF ABNORMAL BEHAVIOR............................................................................17
CHAPTER 3 - ASSESSMENT AND CLASSIFICATION OF ABNORMAL BEHAVIOR.................................35
CHAPTER 4 - THE SCIENTIFIC METHOD IN ABNORMAL PSYCHOLOGY............................................52
CHAPTER 5 - ANXIETY DISORDERS...................................................................................................70
CHAPTER 6 - DISSOCIATIVE DISORDERS AND SOMATOFORM DISORDERS.......................................87
CHAPTER 7 - PSYCHOLOGICAL FACTORS AFFECTING MEDICAL CONDITIONS...............................102
CHAPTER 8 - PERSONALITY DISORDERS AND IMPULSE CONTROL DISORDERS..............................119
CHAPTER 9 - SUBSTANCE-RELATED DISORDERS...........................................................................134
CHAPTER 10 - SEXUAL AND GENDER IDENTITY DISORDERS.........................................................152
CHAPTER 11 - MOOD DISORDERS...................................................................................................170
CHAPTER 12 - SUICIDE....................................................................................................................190
CHAPTER 13 - SCHIZOPHRENIA: DIAGNOSIS AND ETIOLOGY.........................................................207
CHAPTER 14 - COGNITIVE DISORDERS...........................................................................................237
CHAPTER 15 - DISORDERS OF CHILDHOOD AND ADOLESCENCE ...................................................258
CHAPTER 16 - EATING DISORDERS AND SLEEP DISORDERS...........................................................270
CHAPTER 17 - THERAPEUTIC INTERVENTIONS...............................................................................280
CHAPTER 18 - LEGAL AND ETHICAL ISSUES IN ABNORMAL PSYCHOLOGY...................................297

Copyright © Houghton Mifflin Company. All rights reserved.

Preface
This Instructor’s Manual is designed for instructors to use in conjunction with the Eighth Edition of
Understanding Abnormal Behavior by Sue/Sue/Sue. It is meant to be both a guide to using the text and
a handy reference, filled with numerous teaching aids and ideas for enlivening classroom presentations.
Whether novice or expert, each instructor should be able to select material from these resources to suit
his or her needs.
ORGANIZATION OF THIS MANUAL
The Chapters. This manual contains eighteen chapters that correspond to the textbook chapters. Each
chapter in the manual is filled with teaching suggestions and resources designed to enhance teaching
and learning.
CHAPTER-BY-CHAPTER ORGANIZATION
Chapter Outlines Chapter outlines are one of the most important features in any Instructor’s Manual.
The outlines in this manual are very detailed and highlight critical information for student mastery.
Instructors can follow the outlines and be assured that they will cover all the key material in each
chapter, or instructors can edit the outlines to accommodate their own teaching objectives.
Learning Objectives Learning objectives, intended to aid students’ mastery of essential facts and
concepts, appear in both the Instructor’s Resource Manual and the student Study Guide; text pages
corresponding to the objectives are also identified. In addition, multiple-choice questions in the Test
Bank are keyed to the learning objectives. This interactive approach to learning is unique and designed
to maximize students’ understanding of text material.
Classroom Topics for Lecture and Discussion At least three topics for classroom lectures and
discussions are given in each chapter. We have chosen topics that are current, complex, and interesting
to students—ones we hope will encourage them to connect abstract principles and theories to their daily
lives. Also, throughout the chapters we have added topics that allow students to think clinically and
make differential diagnoses. Internet annotations are included to support key topics in this section.
These Internet annotations will allow you to have the most current information on a specific topic, thus
enhancing your lectures.
Classroom Demonstrations Every chapter contains at least three classroom demonstrations, selected
for their ability to draw students into many of the issues and challenges confronting abnormal
psychology. Many of the demonstrations come with handouts that can easily be removed from the
perforated manual and copied for classroom use. Internet annotations for the classroom demonstrations
are also included in this section. These Internet annotations will allow you to have the most current
information on the specific demonstration, thus enhancing your effectiveness.
Selected Readings A list of selected readings is supplied in each chapter to support text material and
classroom discussions. The lists comprise many articles and books dealing with important issues in
abnormal psychology.
Copyright © Houghton Mifflin Company. All rights reserved.
vi Preface
Video Resources An annotated list of films and tapes, dealing with high-interest topics in abnormal
psychology, completes each chapter of the Instructor’s Manual. Instructors can use these resources to
support classroom presentations or as discussion starters.
On the Internet Information is provided about web addresses for Internet sites related to abnormal
psychology. Internet addresses are listed, with annotations about sites to visit for general topics
presented in the chapter.
ADDITIONAL ANCILLARIES AVAILABLE
Supplements for Instructors
New! Abnormal Psych in Film ® DVD/VHS is a hybrid product that contains clips from popular
films such as The Deer Hunter, and Apollo Thirteen that illustrate key concepts in abnormal
psychology, as well as thought-provoking footage from documentaries and client interviews. Each clip
is accompanied by overviews and discussion questions to help bring the study of abnormal psychology
alive for students. This DVD works in tandem with the Abnormal Psychology, Eighth Edition Student
CD-ROM as a unique learning system. On the Student CD-ROM are select, corresponding video clips
with overviews, multiple-choice and essay questions, designed to stimulate critical thinking about the
diagnosis and treatment of various disorders. Punctuate your lecture with engaging videos from the
DVD; then have your students use the Student CD-ROM to further study the concepts presented in
those videos.
HM ClassPrep CD-ROM with HM Testing This CD-ROM provides one convenient location for
testing and presentation materials. It contains PowerPoint slides, the Instructor’s Resource Manual, and
the Computerized Test Bank. Our HMTesting program offers delivery of test questions in an easy-to-
use interface, compatible with both Mac and Windows platforms.
Test Bank The Test Bank features 100 multiple-choice and three essay questions (with sample
answers) per chapter. Each question is labeled with the corresponding text page reference as well as the
type of question being asked for easier test creation. The Test Bank is available on our HM ClassPrep
CD-ROM with HM Testing.
PowerPoint Slides A completely revamped set of PowerPoint slides is available with the Eighth
Edition. Each chapter’s show contains dozens of slides that include tables and illustrations that help
highlight the major topics in abnormal psychology. The PowerPoint slides are available on the
instructor web site and the HM ClassPrep CD-ROM with HM Testing.
Instructor Website For maximum flexibility, much of the material from the HM ClassPrep CD-ROM
is also available on our website, which may be accessed at
http://psychology.college.hmco.com/instructors. Easy to navigate, this site offers a range of
instructional strategies and tools.
Course Cartridges for WebCT and Blackboard Course cartridges for WebCT and Blackboard are
available for the Eighth Edition, allowing instructors to use text-specific material to create an online
course on their own campus course management system.
Supplements for Students
Study Guide The Study Guide provides a complete review of the chapter with chapter outlines,
learning objectives, fill-in-the-blank review of key terms, and multiple-choice questions. Answers to
test questions include an explanation for both the correct answer and incorrect answers.
Student CD-ROM The CD that accompanies every copy of the student is designed to reinforce
concepts presented in the textbook as well as provide engaging, interactive activities that sharpen

Copyright © Houghton Mifflin Company. All rights reserved.
Preface vii
critical thinking skills. The CD includes select video clips, accompanied by overviews, multiple-choice
and essay questions, Flashcards, Focus Question Activities, Myth Vs. Reality Exercises, and Case
Study Exercises, all of which provide extra review of concepts and terms studied in the abnormal
psychology course.
Student Website The student web site contains additional study aids, including Ace self-tests,
interactive Critical Thinking exercises and multimedia tutorials—all designed to help students improve
their grades while learning more about abnormal psychology. All web resources may be accessed by
logging onto our website at http://psychology.college.hmco.com/students.
Case Studies in Abnormal Psychology Case Studies in Abnormal Psychology, by Clark Clipson,
California School of Professional Psychology, and Jocelyn Steer, San Diego Family Institute, contains
16 studies and can be shrink-wrapped with the text at a discounted package price. Each case represents
a major psychological disorder. After a detailed history of each case, critical-thinking questions prompt
students to formulate hypotheses and interpretations based on the client’s symptoms, family and
medical background, and relevant information. The case proceeds with sections on assessment, case
conceptualization, diagnosis, and treatment outlook, and is concluded by a final set of discussion
questions.
Abnormal Psychology in Context: Voices and Perspectives This supplementary text, written by
David Sattler, College of Charleston, Virginia Shabatay, Palomar College, and Geoffrey Kramer, Grand
Valley State University, features 40 cases and can be shrink-wrapped with the text at a discounted
package price. This unique collection contains first-person accounts and narratives written by
individuals who live with a psychological disorder and by therapists, relatives, and others who have
direct experience with someone suffering from a disorder. These vivid and engaging narratives are
accompanied by critical-thinking questions and a psychological concept guide that indicates which key
terms and concepts are covered in each reading.

Fred W. Whitford
Montana State University
[email protected]
Copyright © Houghton Mifflin Company. All rights reserved.
The Case of Steven V.
A NOTE ABOUT STEVEN V.
Readers familiar with previous editions of Understanding Abnormal Behavior will notice that the
extended case of Steven V. now appears only in Chapter 2. Recognizing that instructors may want to
use all of the Steven V. material, the full text of the case from the Fifth Edition has been included here,
as well as this guide to using the case in chapters throughout the current edition of the text.
GUIDE TO USING THE CASE OF STEVEN V.
Chapter 2 (Models of Abnormal Behavior): This condensed chapter describing six approaches to
abnormal behavior is an excellent place to use the Steven V. case. Students can be assigned to use one
or more of the approaches to explain Steven’s behavior, thoughts, and feelings. Written assignments,
panel discussions, and debates are activities that can engage students in the important process of
analyzing this single case from different angles.
Chapter 3 (Assessment and Classification of Abnormal Behavior): Because this chapter surveys the
many forms that assessment can take, it suggests that Steven V.’s strengths and weaknesses might have
been assessed in many different ways. Each theoretical orientation emphasizes certain forms of data and
using particular methods to collect them. Again, an assignment requiring students to describe, compare,
and contrast assessment approaches taken by clinicians of different theoretical stripes reinforces the
importance of flexible thinking. An integrative approach to assessment, using neurological,
psychological, and observational techniques, could be emphasized here since most clinicians are
eclectic rather than purist.
Chapter 10 (Sexual and Gender Identity Disorders): Some of Steven V.’s symptoms entail violent
sexual fantasies. Sexual performance concerns and embarrassment with his genitalia are both relevant
to the material in this chapter. His use of sexually violent videos in adolescence illustrates some of the
points made in the text about a behavioral explanation for sexual disorders. His Oedipal relationship
with his mother relates to the psychoanalytic explanation.
Chapter 11 (Mood Disorders): Bipolar disorder is one of the diagnoses Steven V. received. Here you
can compare the diagnostic criteria for bipolar and major depressive disorder with the symptoms that
Steven displays. Ask students which signs are missing, which are present, and which ones we must
speculate about.
Chapter 12 (Suicide): Steven V. seems like a young man with a high potential for violent behavior
directed either at himself or at others. Have students do a lethality assessment of Steven based on what
they are told. Give them a reasonable amount of discretion in speculating on the circumstances in which
he would become more and more suicidal. What kinds of suicide prevention efforts might have been
put in place on his university campus? How might his parents have responded if they knew he was
suicidal?
Chapter 15 (Disorders of Childhood and Adolescence): Steven V. is a late adolescent when he arrives at
the university counseling service. Students are likely to see him as having adult disorders. But what
disorders would have been diagnosed when he was eight or twelve or fifteen? Students can review the
information on childhood depression, separation anxiety disorder, and conduct disorder to see if the
Copyright © Houghton Mifflin Company. All rights reserved.
The Case of Steven V. ix
symptoms and events in Steven V.’s traumatic childhood match. Ask students what interventions with
his parents might have changed the trajectory of his personality development.
Chapter 17 (Therapeutic Interventions): Here, as in Chapters 2 and 3, students have an opportunity to
describe, differentiate, and critique the use of different theoretical approaches with one case. Written
assignments, panel discussions, debates, or role-played “therapy sessions” can impress upon students
how different therapies would highlight different aspects of Steven’s behavior, thoughts, and feelings.
Once again, you could ask students to design an integrative approach that would take the best of the
many approaches described to effectively treat him and, perhaps, his family. Family therapy is a
particularly intriguing option for Steven. The conflict between and among him, his father, and his
mother may trigger some strong reactions from students who often face similar, if less intense,
circumstances. An entertaining and thought-provoking activity is to have students role-play a family
therapy session with the V. family.
Chapter 18 (Legal and Ethical Issues in Abnormal Psychology): Clearly, a key issue in the case of
Steven V. is the dilemma faced by his therapist. Should the therapist take seriously Steven’s threats and
break confidentiality or keep these secrets? Students should see the links between the Tarasoff ruling
and the case of Steven V. They can also think about the means by which a therapist attempts to predict
dangerousness. Ask students what evidence from the past would indicate that Steven was prepared to
harm his former girlfriend; have them assess the risks of overpredicting dangerousness versus the risks
of underpredicting it. Finally, compare the list of exemptions from privileged communications given in
the text and the situation the counseling center therapist found himself in when Steven discussed his
plans to harm his girlfriend.
Copyright © Houghton Mifflin Company. All rights reserved.
x The Case of Steven V.

THE CASE OF STEVEN V.
Steven V. had been suffering from a severe bout of depression. Eighteen months earlier, Steve’s woman
friend, Linda, had broken off her relationship with Steve. Steve had fallen into a crippling depression.
During the past few weeks, however, with the encouragement of his therapist, Steve had begun to open
up and express his innermost feelings. His depression had lifted, but it was replaced by a deep anger
and hostility toward Linda. In today’s session, Steve had become increasingly loud and agitated as he
recounted his complaints against Linda. Minutes ago, with his hands clenched into fists, his knuckles
white, he had abruptly lowered his voice and looked his therapist in the eye. “She doesn’t deserve to
live,” Steve had said. “I swear, I’m going to kill her.”
The therapist could feel himself becoming tense, apprehensive, and uncertain: How should he interpret
the threat? How should he act on it? One wheel of his swivel chair squealed sharply, breaking the
silence, as he backed away from his client.
Until this session, the therapist had not believed Steve was dangerous. Now he wondered whether Steve
could be the one client in ten thousand to act out such a threat. Should Linda or the police be told of
what Steve had said?
Steve V. had a long psychiatric history, beginning well before he first sought help from the therapist at
the university’s psychological services center. (In fact, his parents wanted their son to continue seeing a
private therapist, but Steven stopped therapy during his junior year at the university.) Steve had actually
been in and out of psychotherapy since kindergarten; while in high school, he was hospitalized twice
for depression.
His case records, nearly two inches thick, contained a number of diagnoses, including labels such as
schizoid personality, paranoid schizophrenia, and manic-depressive psychosis (now referred to as
bipolar mood disorder). Although his present therapist did not find these labels particularly helpful,
Steve’s clinical history did provide some clues to the causes of his problems.
Steven V. was born in a suburb of San Francisco, California, the only child of an extremely wealthy
couple. His father was a prominent businessman who worked long hours and traveled frequently. On
those rare occasions when he was at home, Mr. V. was often preoccupied with business matters and
held himself quite aloof from his son. The few interactions they had were characterized by his constant
ridicule and criticism of Steve. Mr. V. was greatly disappointed that his son seemed so timid, weak, and
withdrawn. Steven was extremely bright and did well in school, but Mr. V. felt that he lacked the
“toughness” needed to survive and prosper in today’s world. Once, when Steve was about ten years old,
he came home from school with a bloody nose and bruised face, crying and complaining of being
picked on by his schoolmates. His father showed no sympathy but instead berated Steve for losing the
fight. In his father’s presence, Steve usually felt worthless, humiliated, and fearful of doing or saying
the wrong thing.
Mrs. V. was very active in civic and social affairs, and she too spent relatively little time with her son.
Although she treated Steve more warmly and lovingly than his father did, she seldom came to Steve’s
defense when Mr. V. bullied him. She generally allowed her husband to make family decisions.
When Steve was a child, his mother at times had been quite affectionate. She had often allowed Steve
to sleep with her in her bed when her husband was away on business trips. She usually dressed
minimally on these occasions and was very demonstrative—holding, stroking, and kissing Steve. This
behavior had continued until Steve was twelve, when his mother abruptly refused to let Steve into her
bed. The sudden withdrawal of this privilege had confused and angered Steve, who was not certain
what he had done wrong. He knew, though, that his mother had been quite upset when she awoke one
night to find him masturbating next to her.

Copyright © Houghton Mifflin Company. All rights reserved.