Abnormal Psychology

Preface xxiii

The research methods chapter (Chapter 5) also provides unique coverage. We

explain the general scientifi c method, but we do so within the neuropsychosocial

framework. Specifi cally, we consider methods used to study neurological and other

biological factors (e.g., neuroimaging), psychological factors (e.g., self-reports of

thoughts and moods), and social factors (e.g., observational studies of dyads or

groups or of cultural values and expectations). We show how the various measures

themselves refl ect the interactions among the different types of factors. For instance,

when researchers ask participants to report family dynamics, they are relying

on psychological factors—participants’ memories and impressions—to provide

measures of social factors. Similarly, when the number of items checked off on a

stressful life events scale is used to infer the actual stress experienced by individual

participants, social and environmental factors are providing a proxy measure of the

psychological and neurological consequences of stress. The chapter also discusses

research on treatment from the neuropsychosocial framework.

The clinical chapters (Chapters 6–15), which address specifi c disorders, also

rely on the neuropsychosocial approach to organize the discussions of both etiology

and treatment of the disorders. Moreover, when we discuss a particular disorder, we

address the three basic questions of psychopathology: What exactly constitutes this

psychological disorder? How does it arise? How can it be treated?

Pedagogy

All abnormal psychology textbooks cover a lot of ground: Students must learn new

concepts, facts, and theories. We want to make that task easier, to help students

consolidate the material they learn and to come to a deeper understanding of the

material. The textbook uses a number of pedagogical tools to achieve this goal.

Feedback Loops Within the Neuropsychosocial Approach

This textbook highlights and reinforces the theme of feedback loops among

neurological, psychological, and social factors in several ways:

• In the “Understanding” sections of each chapter (for instance, “Understanding

Panic Disorder”), when two or more types of factors are part of a feedback loop,

we explicitly call out these relationships by highlighting the margin in beige where

we mention such feedback loops, and include an icon in the margin that notes the

specifi c factors involved. The icon specifi es which types of factors and feedback

loops are directly implicated by a particular study, set of fi ndings, or theory (“N”

for neurological, “P” for psychological, and “S” for social). For instance, in the

margin here is the icon we use to note specifi c evidence or theory that implicates

psychological and social factors—and the feedback loop between them—as

contributing to a particular psychological disorder.

Social Factors: Modeling

Sometimes, simply seeing other people exhibit fear of a particular stimulus is enough

to make the observer become afraid of that stimulus (Mineka, Cook, & Miller,

1984). For example, if as a young child, you saw your older cousin become agitated

and anxious when a dog approached, you might well learn to do the same. Simi-

larly, repeated warnings about the dangers of a stimulus can increase the risk of de-

veloping a specifi c phobia of that stimulus (Antony & Barlow, 2002). After hearing

about a plane crash on the news, it is no surprise that some people became afraid to

P S

N

• Similarly, in the “Treating” sections of each chapter (for instance, “Treating Panic

Disorder”), highlighting and icons in the margin mark the relevant feedback loops.

In addition, an arrow points to the type of factor that is the direct target of relevant

treatment. (However, we stress that even though one sort of factor is the direct target, it