INSTRUCTOR’S
RESOURCE MANUAL
Danielle DeSorcy
Abnormal
Psychology
Canadian Edition
Deborah C. Beidel
Cynthia M. Bulik
Melinda A. Stanley
Steven Taylor
Toronto
Copyright © 2018 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws
and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of
any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder
grants permission to instructors who have adopted Abnormal Pyschology, Canadian Edition, by Beidel, Bulik, Stanley,and
Taylor to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class
that is using the textbook and provided the reproduced material bears this copyright notice.
,Chapter 1
Abnormal Psychology: Historical and Modern Perspectives
Chapter-at-a-Glance
DETAILED INSTRUCTOR’S PROFESSOR
OUTLINE RESOURCES NOTES
Normal vs. Abnormal Behaviour: Demonstrations/Activities: #’s
p. 3 1a, 1b, 1c, 2, 3
Is Being Different Abnormal? Lecture Ideas: 1, 2, 3, 4, 5, 6
Is Behaving Deviantly (Differently) Abnormal? Learning Objectives: 1, 2
Is Behaving Dangerously Abnormal?
Is Behaving Dysfunctionally Abnormal?
A Definition of Abnormal Behaviour
The History of Abnormal Behaviour and Its Treatment Demonstrations/Activities: #’s
p. 12 1b, 2, 6
Ancient Theories Lecture Ideas: 4-6
Classical Greek and Roman Periods Learning Objectives: 3
The Middle Ages Through the Renaissance
The Nineteenth Century and The Beginning of Modern
Thought
The Twentieth Century
Ethics and Responsibility
Current Views of Abnormal Behaviour and Treatment Demonstrations/Activities: #’s
p. 23 2, 4, 6, 7, 8
Biological Models Lecture Ideas: 2, 4-6
Psychological Models Learning Objectives: 4, 5
Sociocultural Models
The Biopsychosocial Model
Real science Real life: Marcie—How One Disorder Might
Have Been Understood and Treated Throughout the Ages
p. 35
Summary Learning Objectives: 1-5
p. 36
Test yourself
pp. 37–38
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
1
,abnormal behaviour (p. 8) neuron (p. 25)
animal magnetism (p. 17) neuroscience (p. 25
behavioural genetics (p. 26) neurotransmitter (p. 25)
behaviourism (p. 21) operant conditioning (p. 28)
biological scarring (p. 25) phenomenology (p. 31)
biopsychosocial model (p. 33) placebo effect (p. 17)
classical conditioning (p. 21) psychoanalysis (p. 19)
culture (p. 5) punishment (p. 29)
culture-bound syndrome (p. 5) reinforcement (p. 28)
dementia praecox (p. 18) schizophrenia (p. 17)
developmental trajectory (p. 11) scientist-practitioner model (p. 24)
diathesis-stress model of abnormal behaviour (p. sociocultural model (p. 30)
34) synapse (p. 25)
dimensional approach (p. 9) talking cure (p. 18)
ego psychology (p. 27) trephination (p. 12)
emotional contagion (p. 14) vicarious conditioning (p. 29)
goodness of fit (p. 4) viral infection theory (p. 26)
mass hysteria (p. 14)
Learning Objectives
After reviewing this chapter, students should be able to:
1.1. Explain the difference between behaviours that are different, deviant, dangerous, and
dysfunctional.
1.2. Identify at least two factors that need to be considered when determining whether a
behaviour is abnormal.
1.3. Discuss spiritual/religious, biological, psychological, and sociocultural theories of the
origins of abnormal behaviour in their historical context.
1.4. Discuss the scientist-practitioner model of abnormal psychology.
1.5. Describe the modern biological, psychological, sociocultural, and biopsychosocial
perspectives on the origins of abnormal behaviour.
Chapter 1 Outline
See Lecture Idea #1 and #4; Demonstration/Activity #1a and #1b
How to Differentiate Between Normal vs. Abnormal Behaviour
*Issues around exactly how to determine what is considered “normal” behaviour (e.g., socially acceptable) versus
“abnormal behaviour” (e.g., behaviour deviating from the norm, away from normal) has spawned controversy
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
2
, throughout history and still poses questions even today among mental health practitioners. The field of abnormal
psychology plays a key role in facilitating research and discussion around the definition and treatment of mental
health.
Abnormal Behaviour:
1. Is being different abnormal?
a. Advantages
i. Does not affect an individual negatively
ii. Distinguishes an individual from the general public
iii. Results in positive contributions
iv. Does not cause distress or impair functioning
b. Disadvantages
i. Individuals are perceived or labeled as “abnormal”
ii. Thought to have unusual abilities
2. Is behaving deviantly (differently) abnormal?
a. Deviance is behaviour that violates societal and cultural norms.
b. Goodness-of-fit (e.g., meaning that behaviour can be both problematic or not problematic)
c. Group expectations (e.g., when others and culture influence behaviour)
d. Culture (e.g., the shared behaviours, patterns, and lifestyle of members of a group)
e. Development (e.g., maturity level and age impacts the expression of behaviour abnormalities)
f. Eccentricity (e.g., when others view behaviour as “weird’ or “socially awkward”)
3. Is behaving dangerously abnormal?
a. Can be directed outwardly (e.g., Danger to others, DTO behaviour).
b. Can be directed toward oneself (e.g., Danger to self, DTS behaviour).
c. Most people who have been diagnosed with a psychological disorder do not engage in
dangerous behaviour.
d. May signal the presence of a psychological disorder.
4. Is behaving dysfunctionally abnormal?
a. The patterns of abnormal behaviour are causing distress or dysfunction (e.g., impacting all
areas of life and functioning ability) for the individual and/or others.
5. A Definition of abnormal behaviour
a. Interferes with daily functioning
b. Creates emotional distress
c. Inconsistent with developmental norms
d. Inconsistent with cultural norms
e. Inconsistent with societal norms
f. One in three Canadians meet the criteria for at least one of the six disorders assessed in the
survey at some point in their lives
g. Differences in gender (e.g., women may be more likely to suffer from some types of
psychological disorders compared to their male counterparts and vice versa).
See Lecture Idea #3 and #4; Demonstration/Activity #1c and #3
*We often underestimate the prevalence rates of psychological disorders here in Canada where so much stigma and
labeling is attached to the disorder. Nearly one in three adults in the Canada suffer from a psychological disorder
some time in their lives, and when children reach the age of 16, 36% of them will also be diagnosed with a
psychiatric condition.
See Lecture Idea #2, #4, and #5; Demonstration/Activity #1a and #2
Factors to Consider When Addressing Abnormal Behaviours
1. Sex (e.g., whether someone identifies as being male or female)
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
3
RESOURCE MANUAL
Danielle DeSorcy
Abnormal
Psychology
Canadian Edition
Deborah C. Beidel
Cynthia M. Bulik
Melinda A. Stanley
Steven Taylor
Toronto
Copyright © 2018 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws
and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of
any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder
grants permission to instructors who have adopted Abnormal Pyschology, Canadian Edition, by Beidel, Bulik, Stanley,and
Taylor to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class
that is using the textbook and provided the reproduced material bears this copyright notice.
,Chapter 1
Abnormal Psychology: Historical and Modern Perspectives
Chapter-at-a-Glance
DETAILED INSTRUCTOR’S PROFESSOR
OUTLINE RESOURCES NOTES
Normal vs. Abnormal Behaviour: Demonstrations/Activities: #’s
p. 3 1a, 1b, 1c, 2, 3
Is Being Different Abnormal? Lecture Ideas: 1, 2, 3, 4, 5, 6
Is Behaving Deviantly (Differently) Abnormal? Learning Objectives: 1, 2
Is Behaving Dangerously Abnormal?
Is Behaving Dysfunctionally Abnormal?
A Definition of Abnormal Behaviour
The History of Abnormal Behaviour and Its Treatment Demonstrations/Activities: #’s
p. 12 1b, 2, 6
Ancient Theories Lecture Ideas: 4-6
Classical Greek and Roman Periods Learning Objectives: 3
The Middle Ages Through the Renaissance
The Nineteenth Century and The Beginning of Modern
Thought
The Twentieth Century
Ethics and Responsibility
Current Views of Abnormal Behaviour and Treatment Demonstrations/Activities: #’s
p. 23 2, 4, 6, 7, 8
Biological Models Lecture Ideas: 2, 4-6
Psychological Models Learning Objectives: 4, 5
Sociocultural Models
The Biopsychosocial Model
Real science Real life: Marcie—How One Disorder Might
Have Been Understood and Treated Throughout the Ages
p. 35
Summary Learning Objectives: 1-5
p. 36
Test yourself
pp. 37–38
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
1
,abnormal behaviour (p. 8) neuron (p. 25)
animal magnetism (p. 17) neuroscience (p. 25
behavioural genetics (p. 26) neurotransmitter (p. 25)
behaviourism (p. 21) operant conditioning (p. 28)
biological scarring (p. 25) phenomenology (p. 31)
biopsychosocial model (p. 33) placebo effect (p. 17)
classical conditioning (p. 21) psychoanalysis (p. 19)
culture (p. 5) punishment (p. 29)
culture-bound syndrome (p. 5) reinforcement (p. 28)
dementia praecox (p. 18) schizophrenia (p. 17)
developmental trajectory (p. 11) scientist-practitioner model (p. 24)
diathesis-stress model of abnormal behaviour (p. sociocultural model (p. 30)
34) synapse (p. 25)
dimensional approach (p. 9) talking cure (p. 18)
ego psychology (p. 27) trephination (p. 12)
emotional contagion (p. 14) vicarious conditioning (p. 29)
goodness of fit (p. 4) viral infection theory (p. 26)
mass hysteria (p. 14)
Learning Objectives
After reviewing this chapter, students should be able to:
1.1. Explain the difference between behaviours that are different, deviant, dangerous, and
dysfunctional.
1.2. Identify at least two factors that need to be considered when determining whether a
behaviour is abnormal.
1.3. Discuss spiritual/religious, biological, psychological, and sociocultural theories of the
origins of abnormal behaviour in their historical context.
1.4. Discuss the scientist-practitioner model of abnormal psychology.
1.5. Describe the modern biological, psychological, sociocultural, and biopsychosocial
perspectives on the origins of abnormal behaviour.
Chapter 1 Outline
See Lecture Idea #1 and #4; Demonstration/Activity #1a and #1b
How to Differentiate Between Normal vs. Abnormal Behaviour
*Issues around exactly how to determine what is considered “normal” behaviour (e.g., socially acceptable) versus
“abnormal behaviour” (e.g., behaviour deviating from the norm, away from normal) has spawned controversy
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
2
, throughout history and still poses questions even today among mental health practitioners. The field of abnormal
psychology plays a key role in facilitating research and discussion around the definition and treatment of mental
health.
Abnormal Behaviour:
1. Is being different abnormal?
a. Advantages
i. Does not affect an individual negatively
ii. Distinguishes an individual from the general public
iii. Results in positive contributions
iv. Does not cause distress or impair functioning
b. Disadvantages
i. Individuals are perceived or labeled as “abnormal”
ii. Thought to have unusual abilities
2. Is behaving deviantly (differently) abnormal?
a. Deviance is behaviour that violates societal and cultural norms.
b. Goodness-of-fit (e.g., meaning that behaviour can be both problematic or not problematic)
c. Group expectations (e.g., when others and culture influence behaviour)
d. Culture (e.g., the shared behaviours, patterns, and lifestyle of members of a group)
e. Development (e.g., maturity level and age impacts the expression of behaviour abnormalities)
f. Eccentricity (e.g., when others view behaviour as “weird’ or “socially awkward”)
3. Is behaving dangerously abnormal?
a. Can be directed outwardly (e.g., Danger to others, DTO behaviour).
b. Can be directed toward oneself (e.g., Danger to self, DTS behaviour).
c. Most people who have been diagnosed with a psychological disorder do not engage in
dangerous behaviour.
d. May signal the presence of a psychological disorder.
4. Is behaving dysfunctionally abnormal?
a. The patterns of abnormal behaviour are causing distress or dysfunction (e.g., impacting all
areas of life and functioning ability) for the individual and/or others.
5. A Definition of abnormal behaviour
a. Interferes with daily functioning
b. Creates emotional distress
c. Inconsistent with developmental norms
d. Inconsistent with cultural norms
e. Inconsistent with societal norms
f. One in three Canadians meet the criteria for at least one of the six disorders assessed in the
survey at some point in their lives
g. Differences in gender (e.g., women may be more likely to suffer from some types of
psychological disorders compared to their male counterparts and vice versa).
See Lecture Idea #3 and #4; Demonstration/Activity #1c and #3
*We often underestimate the prevalence rates of psychological disorders here in Canada where so much stigma and
labeling is attached to the disorder. Nearly one in three adults in the Canada suffer from a psychological disorder
some time in their lives, and when children reach the age of 16, 36% of them will also be diagnosed with a
psychiatric condition.
See Lecture Idea #2, #4, and #5; Demonstration/Activity #1a and #2
Factors to Consider When Addressing Abnormal Behaviours
1. Sex (e.g., whether someone identifies as being male or female)
Copyright © 2018 Pearson Canada, Inc. All rights reserved.
3
