Abnormal Psychology (2e)

Deborah C. Beidel, University of Central Florida
Cynthia M. Bulik, University of North Carolina, Chapel Hill
Melinda A. Stanley, Baylor College of Medicine
Title Abnormal Psychology
Edition 2
ISBN 9780205205011
ISBN 10 0205205011
Published 27/10/2011
Published by Pearson Higher Ed USA
Pages 672
Format Cloth
Out of stock
 
Total Price $139.99 Add to Cart
Description

Real Science. Real Life.

 

Deborah Beidel, Cynthia Bulik, and Melinda Stanley take a scientist-practitioner-educator approach and help students see and understand the connection between the science and practice of abnormal psychology.

 

This leading-edge author team, consisting of three active researchers, clinicians, and educators, take a scientist-practitioner approach emphasizing the rich blend of both the science and practice of abnormal psychology throughout the text. The developmental trajectory of each condition is discussed where appropriate and scientific findings with respect to race and gender are incorporated into discussions about each condition.  Biological findings are integrated with findings from social and behavioral sciences, highlighting the complexity of abnormal behavior and how it is often influenced by a wide range of variables.  The authors encourage students to look at psychological disorders along a continuum and analyze disorders in terms of whether the individual’s behavior creates distress or impairs daily functioning. Importantly, an effort is made to “bring to life” the nature of these conditions by providing vivid clinical descriptions.   In addition to short descriptions used liberally throughout each chapter, a fully integrated case study is presented at the end of each chapter, again illustrating the interplay of biological, psychosocial and emotional factors.


Teaching & Learning Experience

  • Personalize Learning – The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • Improve Critical Thinking – Students are encouraged to think critically about current controversial issues in the field and to consider the fine line between “normal” and “abnormal” behavior.
  • Engage Students – Real cases in the text based on the authors’ own clinical files along with videos of real people with psychological disorders on MyPsychLab engage students in the material and help to destigmatize disorders.
  • Explore Research – Icons highlight what is known about the developmental trajectory of each condition. Virtual Reality therapy and other topics engage students in current research and help them see the relationship between science and clinical practice.
  • Support Instructors – Speaking Out video interviews featuring real people with psychological disorders, along with their family and friends, help instructors engage students both in and out of the classroom.  Included on DVD, on MyPsychLab, and embedded in the PowerPoint slides, these and other resources provide extensive support for instructors.

Find us on Facebook! Login and search for:  Beidel/Bulik/Stanley, Abnormal Psychology

 

Click here to lean more about the book and to view a sample chapter: www.pearsonhighered.com/showcase/beidel

 

Table of contents

IN THIS SECTION:
1. BRIEF
2. COMPREHENSIVE

 

BRIEF TABLE OF CONTENTS:


Chapter 1: Abnormal Psychology: Historical and Modern Perspectives
Chapter 2: Research Methods in Abnormal Psychology
Chapter 3: Assessment and Diagnosis
Chapter 4: Anxiety Disorders
Chapter 5: Somatoform, Dissociative, and Factitious Disorders
Chapter 6: Mood Disorders
Chapter 7: Eating Disorders
Chapter 8: Gender and Sexual Disorders
Chapter 9: Substance Use Disorders
Chapter 10: Schizophrenia and Other Psychotic Disorders
Chapter 11: Personality Disorders
Chapter 12: Disorders of Childhood and Adolescence
Chapter 13: Aging and Cognitive Disorders
Chapter 14: Health Psychology
Chapter 15: Abnormal Psychology: Legal, Ethical, and Professional Issues
 


COMPREHENSIVE TABLE OF CONTENTS: 
 
Chapter 1: Abnormal Psychology: Historical and Modern Perspectives
Normal vs. Abnormal Behavior
Historical Views of Abnormal Behavior and Its Treatment
Current Views of Abnormal Behavior and Treatment
 
Chapter 2:  Research Methods in Abnormal Psychology
Research in Abnormal Psychology at the Cellular Level
Research in Abnormal Psychology at the Individual Level
Research in Abnormal Psychology at the Group Level
Research in Abnormal Psychology at the Population Level
 
Chapter 3:  Clinical Assessment and Diagnosis
Clinical Assessment
Assessment Instruments
Diagnosis and Classification

 

Chapter 4: Anxiety Disorders
What is Anxiety?
What Are the Anxiety Disorders?
The Etiology of Anxiety Disorders
The Treatment of Anxiety Disorders
    
Chapter 5: Somatoform, Dissociative, and Factitious Disorders
Somatoform Disorders
Dissociative Disorders
Factitious Disorder
 
Chapter 6: Mood Disorders
What are the Mood Disorders?
Suicide
The Etiology of Mood Disorders
The Treatment of Mood Disorders
 
Chapter 7: Eating Disorders
Anorexia Nervosa
Bulimia Nervosa
Eating Disorders Not Otherwise Specified
Sex, Race, Ethnicity, and Developmental Factors
The Etiology of Eating Disorders
The Treatment of Eating Disorders

 

Chapter 8: Gender and Sexual Disorders
Human Sexuality
Gender Identity Disorder
Sexual Dysfunctions
Paraphilias
 
Chapter 9:  Substance Use Disorders
How Severe is the Problem? Use, Abuse, and Dependence
Commonly Used “Licit” Drugs
 Illicit Drugs
Etiology of Substance-Related Disorders
Treatment of Substance Abuse and Dependence
 
Chapter 10: Schizophrenia and Other Psychotic Disorders
Psychotic Disorders
Etiology of Schizophrenia
Treatment of Schizophrenia and Other Psychotic Disorders
 
Chapter 11. Personality Disorders
Personality trait versus Personality Disorder
Personality Disorder Clusters
The Etiology of Personality Disorders
 
Chapter 12: Disorders of Childhood and Adolescence
Mental Retardation
Learning Disorders
Pervasive Developmental Disorders
ADHD and Disruptive Behavior Disorders
Childhood Disorders of Eating, Sleeping and Elimination

 

Chapter 13: Aging and Cognitive Disorders
Symptoms and Disorders of Aging
Depression and Anxiety in Later Life
Substance Abuse and Psychosis in Later Life
Cognitive Disorders
 
Chapter 14:  Health Psychology
Health Psychology: Defining the Field
The Role of Stress in Physical and Mental Health
Psychology and Behavior in Medical Illness
Psychology Treatments for Health-Related Conditions
 
Chapter 15: Abnormal Psychology: Legal, Ethical, and Professional Issues
Law, Ethics and Issues of Treatment
Privacy, Confidentiality and Privilege in Abnormal Psychology
Licensing and Malpractice Issues
Professional Issues
Research and Clinical Trials

New to this edition

Found in this Section:

1. Overview of changes
2. Chapter-by-chapter changes

 

1. Overview of Changes

 

PERSONALIZE LEARNING WITH MYPSYCHLAB

  • The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • MyPsychLab Icons encourage students to visit MyPsychLab to view specific videos and other resources related to what is being discussed in the chapter. Within the Pearson eText students can link directly to these resources by clicking on the in-text icons.
  • The Pearson eText lets students access their textbook anytime, anywhere, and any way they want—including listening online or downloading to iPad.
  • An audio version of the text and close captioned videos on MyPsychLab expand student accessibility for online materials and comply with ADA standards.
  • A personalized study plan for each student, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.
  • Assessment tied to every video, application, and chapter enables both instructors and students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early—and find the best resources with which to help students.
  • An assignment calendar allows instructors to assign graded activities, with specific deadlines, and measure student progress.
  • Class Prep collects the very best class presentation resources in one convenient online destination, so instructors can keep students engaged throughout every class.

IMPROVE CRITICAL THINKING

  • Learning Objectives at the start of each chapter help students focus on the most important content.
  • Side-by-Side cases: These descriptions emphasize that the difference between normal emotions and what we call psychological disorders is not simply the presence of the emotion or specific behavior, but whether the behavior creates distress or impairs daily functioning. New to the 2nd edition, there is now at least one side-by-side case in every chapter.
  • Throughout the 2nd edition there is an increased focus on ethics and responsibility within the chapters.
  • A personalized study plan, available for each student on MyPsychLab, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.

ENGAGE STUDENTS

  • Opening Cases: Each chapter begins with clinical descriptions that introduces and illustrates the topic of the chapter.  These descriptions are not necessarily long case studies, instead, they use various types of patient materials (letters, diary entries, behavioral descriptions) to provide the reader with a better “feel” for each disorder. New chapter openers have been added to the 2nd edition for chapter 4 (Anxiety Disorders), chapter 8 (Gender and Sexual Disorders), chapter 13 (Aging and Cognitive Disorders), and chapter 14 (Health Psychology) 

EXPLORE RESEARCH

  • Developmental Trajectory: Icons in the margins clearly highlight for students where the developmental trajectory is discussed within the chapter. Now in the 2nd edition the authors have added short captions alongside these icons to further explain the purpose and importance of each developmental trajectory icon to students.  It is increasingly clear that most forms of adult abnormal behavior either begin in childhood or have childhood precursors.  This text highlights what is known about the developmental trajectory of each condition.  Such a focus is instrumental in helping students gain some insight into the etiology of maladaptive conditions.
  • Research Hot Topics illustrate the role of science in understanding human behavior. Updates were made to chapter one to include the latest considerations of the upcoming DSM V in regards to categorical approaches. 
  • Throughout the 2nd edition there is an increased focus on ethics and responsibility within the chapters.
  • APS Readers, Current Directions in Abnormal Psychology and Current Directions in Child Psychopathology are included on MyPsychLab for both students and instructors.
  • Coverage of sleep disorders was moved from chapters 4 and 12 to chapter 14.

SUPPORT INSTRUCTORS

  • Speaking Out video interviews with people who struggle with psychological disorders: This three volume DVD set of video segments allows students to see firsthand accounts of real patients with the various disorders described in their textbook. The interviews were conducted by licensed clinicians and range in length from 8 to 25 minutes. Disorders include major depressive disorder, obsessive- compulsive disorder, anorexia nervosa, PTSD, alcoholism, schizophrenia, autism, ADHD, bipolar disorder, social phobia, hypochondriasis, borderline personality disorder, aspergers, and much more. Volumes II and III include both a patient interview as well as a second segment called Day in the Life which features interviews with friends, family, and co-workers to give a sense as to how the patient and loved ones deal with the disorder on a daily basis. These videos are available on DVD for classroom use as well as through MyPsychLab. (DVD ISBNs: 0131933329, 0136003036, 0132308916) *New to the 2nd edition is Volume III of this set.
  • ClassPrep on MyPsychLab makes lecture preparation easier and less time-consuming! Pearson has collected the very “best of” instructor resources, including art and figures from our leading texts, videos, lecture activities, classroom activities, demonstrations and much more. Instructors are able to search through this extensive database by content topic or by content type (video, audio, simulation, word documents). ClassPrep allows instructors to select resources appropriate for lecture, many of which can be downloaded directly, or instructors may build their own folder of resources and present from within the Class Prep program.
  • An assignment calendar on MyPsychLab allows instructors to assign graded activities, with specific deadlines, and measure student progress.
  • Create a Custom Text: For enrollments as low as 25 students, instructors can customize their own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence they want.  To begin building your custom text, visit www.pearsoncustomlibrary.com. Instructors may also work with a dedicated Pearson Custom editor to create their ideal text–publishing their own original content or mixing and matching Pearson content. Contact a Pearson Publisher’s Representative to get started.

2. Chapter by Chapter Changes:

 

  

Chapter 1:

  • We were notified that there was an error regarding the Greek figure Asclepius. We referred to him as a physician in the first edition but someone said that he was a Greek god.  According to the NIH website, he started out as a physician and was so good at healing, that they made him a god.
  • Replaced Table 1.1. — Prevalence of psychological disorders among adults with updated figures, which also breakdown prevalence across ages.
  • Updated Research Hot Topics box to include latest considerations of DSM-V re categorical approaches.
  • All discussion of Freud moved to the Historical section and a few sentences regarding modern conceptualizations of psychodynamic theory added to Modern Approaches section.
  • Updated the fate of Little Albert.
  • Added an ethics and responsibility section that discusses how the Little Albert experiment would not occur today.
  • For culture bound syndrome — changed ataque de nervios to koro (we use ataque in several other chapters).

Chapter 2:

  • Ethics in research: We have described the Belmont report and included a section on the core ethical principles in research with humans and with animals.
  • Ecological momentary assessment: Have expanded the self-monitoring section to include more contemporary approaches to real-time self-monitoring including EMA
  • Table 2.1. Updated to include data up to 2009 Percentage of high school students who were current cigarette users,* by sex, race/ethnicity, and grade --- Youth Risk Behavior Survey, United States, 1991--2009‡
  • Examine the Evidence Box: Replaced the ineffective Project COMMIT study with a more recent study that examined prevention efforts for childhood obesity. 

Chapter 3: 

  • Added Ethics and Responsibility section — using information from APA Code of Ethics, section 9
  • # of MMPI-2 clinical and restructured clinical scales
  • Rorschach was Swiss, not German
  • WISC age range = 6-17
  • Added sample questions for AUDIT
  • Diagnosis/misdiagnosis — added words to epilepsy/schizophrenia case; added words to text to include possibilities of unnecessary medication
  • Mention here also web-based self-monitoring
  • Added actigraphy description
  • Edited text regarding IQ test scores as predictors of test performance, but individual variation
  • Added information on process and timing of DSM-V
  • Modified Figures 3.2 (normal curve) and 3.4 (Global Assessment of Functioning)
  • New key term:
  • Actigraphy — non-invasive way to measure human rest/activity cycles

Chapter 4:

  • More small clinical vignettes to illustrate the clinical presentation of various anxiety disorders
  • Removal of isolated sleep paralysis from chapter 4 to Chapter 14, putting all sleep related problems in one chapter.
  • Inclusion of Ethics and Responsibility section discussing critical incident stress debriefing and rebirthing as treatments that can harm

Chapter 5:

  • More discussion of the controversy and labeling of somatoform disorders with attention to considerations by the DSM-5 workgroup.
  • Two ethics and responsibility sections: one on the issue of repressed/recovered memories and one on ethical obligations and reporting in cases of Factitious Disorder by proxy.
  • Reviewers asked for more information on malingering — changed title of section to Malingering and Factitious Disorders. Added a short section on malingering, focusing on some studies of the ability of college students to feign ADHD symptoms.

Chapter 6:

  • Added ethics and responsibility on suicide in children
  • Clarified and sharpened the distinction between major depression and dysthymia.
  • Updated and clarified the section on genetics of depression and bipolar disorder
  • Included more on the fact that IPT emerged from a basis of psychoanalytic theory
  • Authors have enriched the discussion of comorbidity and depression

Chapter 7:

  • Introduced sex ratio imbalance earlier in text
  • Added side by side binge eating disorder male case.
  • Added Ethics and Responsibility section covering involuntary commitment in anorexia nervosa.
  • Increased discussion of sociocultural factors influencing eating disorders–kept genetic focus the same.
  • Added additional new information on males and eating disorders.
  • Updated family therapy section.

Chapter 8:

  • Added additional information on variability in sexual orientation, including developmental trajectory information
  • Now Chapter opener
  • Real People, Real Disorders — replaced Rene Richards with Chaz Bono
  • Added information of fa’afafine- feminine males in Samoa
  • New research hot topic on sexual addiction and hypersexual disorder
  • Added a Side by Side case

Chapter 9:

  • Changed Application Questions to Critical Thinking Questions
  • Added Ethics and Responsibility on impaired professional
  • Added section on behavioral addictions.
  • Additional photos added to log 

Chapter 10:

  • Added side by side (normal/abnormal) case
  • Added more examples that were not paranoid schizophrenia
  • Added social cognition as a glossary term and expanded discussion
  • Added information on recovery in schizophrenia
  • Expanded information on recovery from schizophrenia and the different ways that recovery is defined.
  • Added two sections on Ethics and Responsibility
  • Expansion on the historical aspects of the treatment of schizophrenia

Chapter 11:

  • New opening case
  • Added discussion of DSM V personality disorder proposal
  • Ethics and responsibility section on stigmatization of borderline personality disorder
  • Upgraded DBT description
  • Added side by side case

Chapter 12:

  • Changed mental retardation to intellectual disability
  • Moved sleeping disorders to Chapter 14
  • Removed Table 12.1 and re-numbered Tables accordingly.
  • Replaced Table 12.2 with more recent figures.
  • Separated enuresis and encopresis
  • Added two ethics and responsibility sections
  • Added a patient description of ADHD inattentive type
  • Added a patient description of encopresis
  • Redo The Whole Story to illustrate a more common condition (Asperger’s Disorder and social phobia.

Chapter 13:

  • New opening case
  • Side-by-side case describing normal aging vs dementia
  • Ethics and responsibility — general discussion of competency in geropsychology
  • Improved clarification of dementia, mild cognitive impairment (MCI), amnestic MCI (aMCI), and normal aging [examine the evidence box]

Chapter 14:

  • New opening case
  • Modified text about cancer and personality
  • Moved ‘insomnia’ section to ‘sleeping’ and added some material about sleep from chapters 4 and 12
  • Clarified emotion- vs problem-focused coping and added a case example
  • Added side effects of sleep meds
  • Fixed Magic Johnson box and deleted Lance Armstrong since final case is cancer as well
  • Added Ethics & Responsibility

Chapter 15:

  • Added in which APA aspirational goals were violated by Dr. Smith
  • Added in section on Ethics and Responsibility with respect to homelessness and mentally ill.  Also Ethics section on the use of placebo.
  • Updated information on John Hinckley, Jr. and Brian David Mitchell
  • Added a Table describing how many people in jails and prisons have mental health problems.
  • Deleted Scientist-Practitioner section as it is in Chapter 1

 

Features & benefits

REAL SCIENCE. REAL LIFE.

  • A Scientist—Practitioner Approach: The base of abnormal psychology rests on knowledge generated through scientific studies and clinical practice.  This text emphasizes this rich blend throughout. 
  • An "Educator Approach": Not only are all three authors scientist-practitioners, they also all teach; therefore they understand the needs of today’s student. Keeping this in mind as they wrote the book the authors present the research in a way that is engaging rather than intimidating. This is reflected in everything from the book’s clean open design and bright inviting cover, to the engaging real-life cases throughout the text. End of chapter tests within the book and personalized study plans on MyPsychLab were designed to help students assess their understanding after each chapter. 
  • Developmental Trajectory: It is increasingly clear that most forms of adult abnormal behavior either begin in childhood or have childhood precursors.  This is the only text to clearly highlight what is known about the developmental trajectory of each condition.  Such a focus is instrumental in helping students gain some insight into the etiology of maladaptive conditions.
  • Throughout the 2nd edition there is an increased focus on ethics and responsibility within the chapters.

 

 

PERSONALIZE LEARNING WITH MYPSYCHLAB

  • The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • MyPsychLab Icons encourage students to visit MyPsychLab to view specific videos and other resources related to what is being discussed in the chapter. Within the Pearson eText students can link directly to these resources by clicking on the in-text icons.
  • The Pearson eText lets students access their textbook anytime, anywhere, and any way they want—including listening online or downloading to iPad.
  • An audio version of the text and close captioned videos on MyPsychLab expand student accessibility for online materials and comply with ADA standards.
  • A personalized study plan for each student, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.
  • Assessment tied to every video, application, and chapter enables both instructors and students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early—and find the best resources with which to help students.
  • Speaking Out videos on MyPsychLab help students understand how the DSM criteria applies to real people with psychological disorders. Interviews with real patients, along with their friends and family, enable students to see symptoms of various conditions as well as understand the impact of these symptoms on the individual’s daily functioning.
  • An assignment calendar allows instructors to assign graded activities, with specific deadlines, and measure student progress.
  • Class Prep collects the very best class presentation resources in one convenient online destination, so instructors can keep students engaged throughout every class.

 

IMPROVE CRITICAL THINKING

  • Learning Objectives at the start of each chapter help students focus on the most important content.
  • Side-by-Side cases: Now included in every chapter, these descriptions emphasize that the difference between normal emotions and what we call psychological disorders is not simply the presence of the emotion or specific behavior, but whether the behavior creates distress or impairs daily functioning.
  • Examining the Evidence: Used to foster critical thinking skills, this feature presents current controversies related to the disorder under study in the chapter.  Consistent with the scientist-practitioner focus of the book, both sides of the controversy are presented, walking students though the data, allowing them to draw their own conclusions. By presenting both sides of the issues, students become savvy consumers of scientific literature.
  • A Real Science. Real Life. case study is found at the end of each chapter and illustrates the clinical presentation, assessment and treatment of a patient with a particular disorder. These cases are drawn from the authors’ own clinical files and are used to illustrate the material covered in the chapter.  By walking students though “The Person”, “The Problem”, “The Treatment Plan”, “Treatment Progress”, and “Treatment Outcome” students see how a clinical psychologist approaches understanding, assessing, and treating a patient’s disorder, providing a “first-hand” view of the scientist-practitioner approach to abnormal behavior. 
  • Critical Issues to Remember and Chapter Ending Self Test: The conclusion of each chapter in the book presents the authors with an opportunity to have a conversation with the students, to share with them what we see as the most important issues for the chapter topic. Test Yourself provides students with an opportunity to see how well they have mastered the material covered in the text.  No other Abnormal Psychology textbook has end of chapter self test questions to help students prepare for tests and quizzes.
  • A personalized study plan, available for each student on MyPsychLab, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.

 

ENGAGE STUDENTS

  • Opening Cases: Each chapter begins with clinical descriptions that introduces and illustrates the topic of the chapter.  These descriptions are not necessarily long case studies, instead, they use various types of patient materials (letters, diary entries, behavioral descriptions) to provide the reader with a better “feel” for each disorder.
  • Dimensions of Behavior: From Normal to Abnormal: These side-by-side cases emphasize that the difference between typical human emotions (such as elation) and abnormal behavior (such as mania). Now included in every chapter, these descriptions emphasize that the difference between normal emotions and what we call psychological disorders is not simply the presence of the emotion or specific behavior, but whether the behavior creates distress or impairs daily functioning.
  • Real People, Real Disorders presents the case of a well-known person who suffers from the disorder discussed in the chapter. Through the use of a famous personality, students better contextualize and destigmatize the associated disorder.
  • A Real Science. Real Life. case study is found at the end of each chapter and illustrates the clinical presentation, assessment and treatment of a patient with a particular disorder. These cases are drawn from the authors’ own clinical files and are used to illustrate the material covered in the chapter.  By walking students though “The Person”, “The Problem”, “The Treatment Plan”, “Treatment Progress”, and “Treatment Outcome” students see how a clinical psychologist approaches understanding, assessing, and treating a patient’s disorder, providing a “first-hand” view of the scientist-practitioner approach to abnormal behavior. 
  • Speaking Out videos in MyPsychLab help students understand how the DSM criteria applies to real people with psychological disorders. Interviews with real patients, along with their friends and family, enable students to see symptoms of various conditions as well as understand the impact of these symptoms on the individual’s daily functioning.
  • Audio Text and eText in MyPsychLab allow students to access the material anytime, anywhere, including on the iPad.

 

EXPLORE RESEARCH

  • Developmental Trajectory: Icons in the margins clearly highlight for students where the developmental trajectory is discussed within the chapter. It is increasingly clear that most forms of adult abnormal behavior either begin in childhood or have childhood precursors.  This text highlights what is known about the developmental trajectory of each condition.  Such a focus is instrumental in helping students gain some insight into the etiology of maladaptive conditions.
  • Scientific findings with respect to race and gender are discussed with respect to each condition.  This includes a discussion of prevalence, differences in symptom manifestation, and any known etiological differences.
  • Research Hot Topics illustrate the role of science in understanding human behavior (e.g., Virtual Reality Therapy for the Treatment of Anxiety Disorders”). 
  • Examining the Evidence: Used to foster critical thinking skills, this feature discusses some of the more current controversial issues in the field.  Consistent with the scientist-practitioner focus of the book, both sides of the controversy are presented in a fashion that allows the readers to draw their own conclusions. By presenting both sides of the issues, students become savvy consumers of scientific literature.
  • APS Readers, Current Directions in Abnormal Psychology and Current Directions in Child Psychopathology are included on MyPsychLab for both students and instructors.

 

SUPPORT INSTRUCTORS

  • Speaking Out video interviews with people who struggle with psychological disorders: This three volume DVD set of video segments allows students to see firsthand accounts of real patients with the various disorders described in their textbook. The interviews were conducted by licensed clinicians and range in length from 8 to 25 minutes. Disorders include major depressive disorder, obsessive- compulsive disorder, anorexia nervosa, PTSD, alcoholism, schizophrenia, autism, ADHD, bipolar disorder, social phobia, hypochondriasis, borderline personality disorder, aspergers, and much more. Volumes II and III include both a patient interview as well as a second segment called Day in the Life which features interviews with friends, family, and co-workers to give a sense as to how the patient and loved ones deal with the disorder on a daily basis. These videos are available on DVD for classroom use as well as through MyPsychLab. (DVD ISBNs: 0131933329, 0136003036, 0132308916)
  • ClassPrep on MyPsychLab makes lecture preparation easier and less time-consuming! Pearson has collected the very “best of” instructor resources, including art and figures from our leading texts, videos, lecture activities, classroom activities, demonstrations and much more. Instructors are able to search through this extensive database by content topic or by content type (video, audio, simulation, word documents). ClassPrep allows instructors to select resources appropriate for lecture, many of which can be downloaded directly, or instructors may build their own folder of resources and present from within the Class Prep program.
  • Lecture PowerPoint Slides for each chapter in the text.
  • Video Embedded PowerPoint Slides on DVD: PowerPoint lecture slides have been embedded with select Speaking Out videos pertaining to each disorders chapter, enabling instructors to show videos within the context of their lecture.  DVD will play on both PCs and MACs.  Internet connection is not required.
  • Classroom Response System (CRS) PowerPoint Slides: These class lecture and discussion slides incorporate CRS “clicker” questions that process student responses and interpret them instantly.
  • Test Bank was authored by Christina Harnett (Johns Hopkins University).  This key support item has been rigorously developed, reviewed, and checked for accuracy, to ensure the quality of both the questions and the answers.  It includes multiple choice, true/false, short answer, and essay questions.  Each chapter includes a Total Assessment Guide that lists all of the test items in an easy to use reference grid. The Test Bank comes with Pearson MyTest a powerful assessment generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere! Instructors can easily access existing questions and then edit, create, and store using simple drag-and-drop and Word-like controls. Data on each question provides information relevant to difficulty level and page number. For more information go to www.PearsonMyTest.com.
  • Instructor’s Manual, authored by Ashlea R. Smith (Argosy University- Phoenix), offers an exhaustive collection of resources. Assets include: lecture and discussion suggestions, student activities, classroom demonstration ideas, handouts, and a full listing of readings, websites, and videos to integrate into your course, including the Speaking Out patient interview video segments.
  • An assignment calendar on MyPsychLab allows instructors to assign graded activities, with specific deadlines, and measure student progress.

 

CREATE A CUSTOM TEXT:

  • For enrollments as low as 25 students, instructors can customize their own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence they want. 
  • To begin building your custom text, visit www.pearsoncustomlibrary.com.
  • Instructors may also work with a dedicated Pearson Custom editor to create their ideal text–publishing their own original content or mixing and matching Pearson content. Contact a Pearson Publisher’s Representative to get started.
  • A complete Study Guide for Beidel, 2e is available within the Pearson Custom Library.
Author biography

Deborah C. Beidel, Ph.D., ABPP

Dr. Beidel received her Ph.D. from the University of Pittsburgh and completed her internship and post-doctoral fellowship at Western Psychiatric Institute and Clinic, University of Pittsburgh . After serving as faculty at the  University of Pittsburgh School of Medicine (Western Psychiatric Institute and Clinic; WPIC), the Medical University of South Carolina (MUSC), the University of Maryland, and Penn State College of Medicine, she is now Professor of Psychology and Director of Clinical Training at the University of Central Florida. She was the 1990 recipient of the Association for Advancement of Behavior Therapy's (AABT) New Researcher Award, and the 2007 recipient of the American Psychological Association’s, Division 12 Samuel M. Turner Clinical Research Award. She is a Fellow of the American Psychological Association and the American Psychopathological Association and a past-president of the Society for a Science of Clinical Psychology.  She is a past Chair of the American Psychological Association's Committee on Accreditation and the 1995 recipient of the Distinguished Educator Award from the Association of Medical School Psychologists. Dr. Beidel has twice been awarded the “Apple for the Teacher Award” from the University of Pittsburgh, an award given by students to faculty considered to be outstanding teachers.  Currently, she serves as Associate Editor of the Journal of Anxiety Disorders and on the editorial board of a number of scientific journals. Her academic, research, and clinical interests focus on child and adult anxiety disorders, including their etiology, psychopathology, and behavioral treatment. Her research is characterized by a developmental focus, and includes high risk and longitudinal designs, psychophysiological assessment, treatment outcome, and treatment development.  Dr. Beidel is the author of over 175 publications including journal articles, book chapters, books and edited books.  Her most recent book, Child Anxiety Disorders: A Guide to Research and Treatment (authored with Samuel M. Turner, Ph.D., Routledge/Taylor and Francis) was published in summer 2005. Dr. Beidel is the recipient of over 20 years of continuous funding of NIMH grants addressing the development and efficacy of behavioral interventions for adults and children with anxiety disorders. 

In addition to her research, teaching, and training responsibilities, she is a licensed psychologist and an active clinician.

 

Click here to hear Dr. Beidel discuss the Scientist-Practitioner Model: http://www.4researchers.org/articles/4566

 

Cynthia M. Bulik, Ph.D.

            Dr. Cynthia Bulik is the William R. and Jeanne H. Jordan Distinguished Professor of Eating Disorders at the University of North Carolina at Chapel Hill where she is also Professor of Nutrition in the School of Public Health and the Director of the UNC Eating Disorders Program. A clinical psychologist by training, Dr. Bulik has been conducting research and treating individuals with eating disorders for the past 22 years.  As illustrated by her curriculum vitae, Dr. Bulik also has substantial expertise in the area of mood disorders.  She received her BA from the University of Notre Dame and her MA and PhD from the University of California at Berkeley in 1988.  She completed internships and post-doctoral fellowships at the Western Psychiatric Institute and Clinic in Pittsburgh, PA. She developed outpatient, daypatient, and inpatient services for eating disorders both in New Zealand and in the United States. Her research has included treatment, laboratory, epidemiological, twin and molecular genetic studies of eating disorders and body weight regulation.  More recently she has begun to explore innovative means of integrating technology into treatment for eating disorders and obesity. Dr. Bulik has written over 230 scientific papers and chapters on eating disorders and is author of the books Eating Disorders: Detection and Treatment (Dunmore Press) and Runaway Eating (Rodale).  She is a past president of the Academy for Eating Disorders and currently an Associate Editor of the International Journal of Eating Disorders.

 

Dr. Cynthia Bulik appeared on Good Morning America, March 17, 2009. Interview available on YouTube: http://www.youtube.com/watch?v=fhnJ81QRpaY

 

Follow Dr. Bulik on Twitter:  @cbulik 

 

Melinda A. Stanley, Ph.D.

            Dr. Stanley is Professor of Psychiatry and Behavioral Sciences at Baylor College of Medicine where she also serves as Head of the Division of Psychology. Previously, she was Professor of Psychiatry and Behavioral Sciences at the University of Texas Health Science Center at Houston where she served as Director of Psychology Training for 8 years.  Dr. Stanley received a B.A. from Gettysburg College in 1980, M.A. from Princeton University in 1982, and Ph.D. from Texas Tech University in 1987.  She completed her internship and post-doctoral training at the University of Pittsburgh School of Medicine in 1988. Her current primary clinical and research interests focus on the identification and treatment of anxiety and depression in older adults, with an emphasis on service provision in primary care and community settings. Other clinical and research interests include the nature and treatment of generalized anxiety, obsessive compulsive disorder, and trichotillomania. Dr. Stanley has received consistent external funding to support her research for over 16 years, and she has published more than 110 scientific articles and chapters. She is a Fellow of the American Psychological Association, Division 12, Clinical Psychology, and she recently served as Associate Editor for Behavior Therapy. She currently serves as a reviewer for numerous scientific journals, and she regularly participates in federal grant review panels.
Supplement URL
http://www.Pearsoncustomlibrary.com/ISBN/0205205011