ABNORMAL PSYCHOLOGY PROVEN SCHOLARSHIP, ADAPTIVE LEARNING. McGRAW-HILL CONNECT ABNORMAL PSYCHOLOGY

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1 ABNORMAL PSYCHOLOGY PROVEN SCHOLARSHIP, ADAPTIVE LEARNING Abnormal Psychology, Sixth Edition, was thoroughly updated to reflect the changes in the DSM-5, and chapters were reorganized in light of DSM-5 recategorizations of disorders. In addition, instructors have access to detailed disorder-by-disorder guides to changes in diagnostic criteria to help them adjust their lectures and course materials. And, through McGraw-Hill Connect, your students will experience a new and adaptive way to learn about abnormal psychology. McGRAW-HILL CONNECT ABNORMAL PSYCHOLOGY Abnormal Psychology is available to instructors and students in traditional print format as well as online within McGraw-Hill Connect Abnormal Psychology, an integrated assignment and assessment platform. Connect Abnormal Psychology s online tools make managing assignments easier for instructors and make learning and studying more motivating and efficient for students. Experience a new classroom dynamic with LearnSmart and Smartbook How many students think they know what they know but struggle on the first exam? LearnSmart, McGraw-Hill s adaptive learning system, identifies students metacognitive abilities and limitations, identifying what they know and, more important, what they don t know. Using Bloom s Taxonomy and a highly sophisticated smart algorithm, LearnSmart creates a customized study plan unique to each student s demonstrated needs. Instructors using LearnSmart report an increase in student performance by one letter grade or more, with virtually no administrative overhead. McGraw-Hill SmartBook is the first and only adaptive reading experience available for the higher-education market. Powered by an intelligent diagnostic and adaptive engine, SmartBook facilitates and personalizes the reading process by identifying what content a student knows and doesn t know through adaptive assessments. As the student reads, SmartBook constantly adapts to ensure the student is focused on the content he or she most needs in order to close any knowledge gaps. How does SmartBook work? Students start off by Previewing the content, where they are asked to browse the chapter to get an idea of what concepts are covered. Once they have Previewed the content, the student is prompted to Read. As he or she reads, SmartBook will introduce LearnSmart questions in order to identify what content the student knows and doesn t know. As the student answers the questions, SmartBook tracks their progress in order to determine when they are ready to Practice. As the students Practice, the program identifies what content they are most likely to forget and when. That content is brought back for review during the Recharge process to ensure retention of the material. New Faces: Interactive Faces: Interactive is an assignable and assessable learning environment that allows students to interact with real people living with psychological disorders. Through its unique interactive video program, Faces presents students with an opportunity to develop their critical thinking skills and gain xvi

2 PREFACE a deeper understanding of psychological disorders. Twelve different disorders are presented, including ADHD, Borderline Personality Disorder, Schizophrenia, and Posttraumatic Stress Disorder. Faces: Interactive is available exclusively through Connect and ConnectPlus. Integrated ebook A fully loaded ebook allows students to review Abnormal Psychology anytime and anywhere. They can highlight, take notes, and quickly search for key terms and phrases. Assignable and Assessable Activities Instructors can easily deliver assignments and tests online, and students can practice skills that fulfill learning objectives at their own pace and on their own schedule. Streamlined Course Management and Powerful Reporting Whether a class is face-to-face, hybrid, or entirely online, Abnormal Psychology provides the tools needed to reduce the amount of time and energy instructors must expend to administer their course. Easy-to-use course management tools allow: At-Risk Student Reports: The At-Risk report provides instructors with one-click access to a dashboard that identifies students who are at risk of dropping out of a course due to a low engagement level. Category Analysis Reports: The Category Analysis report is the place to go to find out how your students are performing relative to specific learning objectives and goals. Item Analysis Reports: The Item Analysis report is the best way to get a bird s-eye view of a single assignment. You ll be able to tell if students are improving or if a particular concept is something you want to spend additional time on in class. Student Performance Reports: The Student Performance report helps you search for a specific student in your class and focus on that student s progress across your assignments. Assignment Results & Statistics Reports: The Assignment Results report shows your entire class s performance across all your assignments. The Assignment Statistics report gives you quick data on each assignment, including the mean score, high score, and low score as well as the number of times the assignment was submitted. REORGANIZATION The DSM-5 recategorized and reorganized some disorders, particularly those identified in the DSM-IV-TR as the childhood disorders, some of the anxiety disorders, and the personality disorders. Abnormal Psychology, Sixth Edition, retains much of the organization of the fifth edition but reorganizes certain chapters to reflect the major changes in the DSM-5. Specific changes: Childhood Disorders: The DSM-5 separated diagnoses formerly in this category into several categories, including neurodevelopmental disorders (intellectual development disorder [formerly mental retardation] and specific learning disorders, autism, attentiondeficit/hyperactivity disorder) and disruptive, impulse control, and conduct disorders (conduct disorder, oppositional defiant disorder, pyromania, kleptomania, intermittent explosive disorder, antisocial personality disorder); separation anxiety disorder has been placed in the anxiety disorders. Anxiety Disorders: The DSM-5 separated posttraumatic stress disorder (PTSD) and obsessivecompulsive disorder (OCD) from the other anxiety xvii

3 xviii Preface disorders. The new DSM-5 OCD chapter includes hoarding, hair-pulling disorder, and body dysmorphic disorder; as noted above, the DSM-5 moves separation anxiety from the childhood disorders to the anxiety disorders. Abnormal Psychology, Sixth Edition, renames the Anxiety Disorders chapter in the fifth edition Trauma, Anxiety, Obsessive-Compulsive, and Related Disorders and continues to cover OCD and PTSD in this chapter; separation anxiety is now covered in this chapter, as are hoarding, hair-pulling disorder, and body dysmorphic disorder. Abnormal Psychology, Sixth Edition, includes a complete revision of the Personality Disorders chapter to reflect the changes in the DSM-5. CHAPTER-BY-CHAPTER CHANGES IN THE SIXTH EDITION Abnormal Psychology, Sixth Edition, has been thoroughly updated with nearly 300 new references, approximately 80 percent of which date from 2010 and later. The revision is based on the May 2013 publication of the DSM-5 and reflects all the theoretical and diagnostic changes in that reference. Both text and art have been updated as appropriate. Chapter 1: Looking at Abnormality Revised and expanded Abnormality Along the Continuum feature. A new Extraordinary People feature. Reorganized Defining Abnormality section to enhance clarity on cultural norms and cultural relativity. Chapter 2: Theories and Treatment of Abnormality Revised Approaches Along the Continuum feature. A new Extraordinary People feature. Added coverage of third-wave approaches to theory and treatment, including dialectical behavioral therapy and acceptance and commitment therapy. Added coverage of new technology and the delivery of treatment. Chapter 3: Assessing and Diagnosing Abnormality Updated examples in text, tables, and art to agree with changed nosology of the DSM-5. Updated Diagnostic and Statistical Manual of Mental Disorders section to account for the changes in the DSM-5. Explanation to the adoption of the nonaxial diagnostic system in the DSM-5. Revised coverage of past and present controversies associated with the DSM. Chapter 4: The Research Endeavor Expanded Research Along the Continuum feature to include cautions about drawing definitive conclusions from single research studies. Streamlined discussion of comparison groups in the discussion of samples. Chapter 5: Trauma, Anxiety, Obsessive-Compulsive, and Related Disorders Complete revision of trauma, fear, and anxiety in accordance with the DSM-5. Expanded Fear and Anxiety Along the Continuum feature. Revised diagnostic criteria for PTSD and its subtype: with prominent dissociative (depersonalization/ derealization) symptoms. Revised coverage of specific phobias and their Revised coverage of social anxiety disorder and its Revised coverage of panic disorder and its diagnostic Revised coverage of generalized anxiety disorder (GAD) and its Addition of emotional factors in theories of GAD. Addition of separation anxiety disorder and its Revised coverage of obsessive-compulsive disorder and its diagnostic criteria; added coverage of subtypes (hoarding, hair-pulling disorder, skin-picking disorder, body dysmorphic disorder and related symptoms). Added coverage of anxiety disorders in older adults. Chapter 6: Somatic Symptom and Dissociative Disorders Revised coverage of somatic (formerly somatoform) symptoms and dissociative disorders and their The five new disorders under the rubric of somatic symptoms are presented: somatic

4 Preface xix symptom disorder, illness anxiety disorder (formerly hypochondriasis), conversion disorder, factitious disorder, and psychological factors affecting a medical condition. Revision of dissociative disorders and their diagnostic Revision of depersonalization/derealization disorder (formerly depersonalization disorder) and its Chapter 7: Mood Disorders and Suicide Expanded Mood Disorders Along the Continuum feature to cover the difficulty involved in distinguishing a disordered condition from normal mood responses to life events. Revised coverage of depressive disorders and subtypes and their Revision of bipolar disorder and its diagnostic Addition of disruptive mood dysregulation disorder (with comparison to temper tantrums). Revised section on stressful life events and suicide. Chapter 8: Schizophrenia Spectrum and Other Psychotic Disorders Revised Schizophrenia Spectrum and Other Psychotic Disorders Along the Continuum feature. Revised coverage of schizophrenia spectrum (formerly schizophrenia) and its Revised coverage of other psychotic disorders, including schizoaffective disorder, schizophreniform disorder, brief psychotic disorder, delusional disorder, and schizotypal personality disorder and their Chapter 10: Neurodevelopmental and Neurocognitive Disorders A new Neurodevelopmental and Neurocognitive Disorders Along the Continuum feature. Complete revision of the former Childhood Disorders chapter to reflect the DSM-5 reconceptualization of these disorders (now called neurodevelopmental disorders) and those neurological disorders that typically arise in older age (called neurocognitive disorders). Revised coverage of attention-deficit/hyperactivity disorder and its Revised coverage of autism spectrum disorder and its Revised coverage of intellectual development disorder and its Revised coverage of learning, communication, and motor disorders and their diagnostic Revised coverage of major and minor neurocognitive disorders (including Alzheimer s disease and disorders caused by vascular disease, head injury, progressive diseases such as Parkinson s disease and HIV disease, or chronic drug abuse) and their Chapter 11: Disruptive, Impulse Control, and Conduct Disorders Entirely revised chapter to reflect reconceptualizations of the disorders in these areas by the DSM-5. Revised coverage of conduct disorder and oppositional defiant disorder and their diagnostic Childhood-onset conduct disorder and adolescent-onset conduct disorder are defined and compared. Life-course-persistent conduct disorder is also included. Revised coverage of antisocial personality disorder and its Revised coverage of intermittent explosive disorder and its Chapter 12: Eating Disorders New Eating Disorders Along the Continuum feature reflecting DSM-5 developments. New Extraordinary People feature. Revised coverage of anorexia nervosa and its Revised coverage of bulimia nervosa and its diagnostic Revised coverage of binge-eating disorder and its New coverage of eating disorder not otherwise specified and its Chapter 13: Sexual Disorders New Sexuality Along the Continuum feature. Revised sexual dysfunctions and their diagnostic criteria, including disorders of sexual interest/desire and arousal and disorders of orgasm or sexual pain. Revised coverage of paraphilic disorders and their

5 xx Preface Revised coverage of pedophilic disorder and its Revised coverage of gender dysphoria (formerly called gender identity disorder) and its Chapter 14: Substance Use and Gambling Disorders New Extraordinary People feature. Revised coverage of substance use disorders and their New coverage of substance use treatment for older adults. Revised coverage of gambling disorder (formerly called pathological gambling) and its diagnostic Chapter 15: Health Psychology New Stress Along the Continuum feature. Revised coverage of sleep disorders and their diagnostic criteria, including insomnia disorder, hypersomnolence disorders, narcolepsy/hypocretin deficiency disorder, sleep-related breathing disorders, circadian rhythm sleep-wake disorder, disorders of arousal, rapid eye movement (REM) sleep behavior disorder, and nightmare disorder. New coverage of restless legs syndrome and its Chapter 16: Mental Health and the Law Updated references and examples. McGRAW-HILL CREATE Achieve simplicity in assigning and engaging your students with course materials. Craft your teaching resources to match the way you teach! With McGraw-Hill Create, you can easily rearrange chapters, combine material from other content sources, and quickly upload content you have written, such as your course syllabus or teaching notes. Find the content you need in Create by searching through thousands of leading McGraw-Hill textbooks. Arrange your book to fit your teaching style. Create even allows you to personalize your book s appearance by selecting the cover and adding your name, school, and course information. Order a Create book and you ll receive a complimentary print review copy in 3 to 5 business days or a complimentary electronic review copy (ecomp) via in about an hour. Go to today and register. Experience how McGraw-Hill Create empowers you to teach your students your way. McGRAW-HILL TEGRITY Tegrity is a service that makes class time available all the time by automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start-andstop process, users capture all computer screens and corresponding audio. Students can replay any part of any class with easy-to-use browser-based viewing on a PC or a Mac. Educators know that the more students can see, hear, and experience class resources, the better they learn. Students quickly recall key moments by using Tegrity Campus s unique search feature. This feature helps students efficiently find what they need, when they need it, across an entire semester of class recordings. Help turn all your students study time into learning moments immediately supported by your lecture. COURSESMART This text is available as an etextbook at At CourseSmart, your students can take advantage of significant savings off the cost of a print textbook, reduce their impact on the environment, and gain access to powerful Web tools for learning. CourseSmart etextbooks can be viewed online or downloaded to a computer. The etextbooks allow students to do full text searches, add highlighting and notes, and share notes with classmates. CourseSmart has the largest selection of etextbooks available anywhere. Visit to learn more and to see a sample chapter. SUPPLEMENTS Online Learning Center for Instructors This password-protected instructor site contains the Instructor s Manual, Test Bank, and PowerPoint presentations. Instructor s Manual This comprehensive guide includes an overview of each chapter, learning objectives, suggestions, and resources for lecture topics, classroom activities, projects, and suggestions for video and multimedia lecture enhancements. Test Bank Over 100 test items for each chapter were prepared by a coordinated team of subject matter experts. Each question is tagged for level of difficulty, Bloom s Taxonomy,

6 Preface xxi and corresponding coverage in the text. The Test Bank is compatible with McGraw-Hill s computerized testing program EZ Test and with most course management systems. PowerPoint Lectures These presentations cover the key points of each chapter and include graphics. Helpful lecture guidelines are provided in the notes section for each slide. These can be used as is or may be modified to meet your needs. ACKNOWLEDGMENTS We are grateful to Anthony Giuliano, Harvard Medical School, for his invaluable contributions to this edition. A number of instructors were instrumental in the development of this text. Their input and ideas as reviewers were invaluable in the process. Thank you: Sandra K. Amtz, Waubonsee Community College Holly Chalk, McDaniel College Kimberly Dasch-Yee, Holy Family University Donald Evans, Simpson College Dara G. Friedman-Wheeler, Goucher College Mary Haskett, North Carolina State University Raleigh Kathryn Kelly, Northwestern State University Barbara Kennedy, Brevard Community College Marvin Lee, Tennessee State University Howard Markowitz, Hawaii Pacific University Honolulu Sarah Nolan, University of Florida Jubemi O. Ogisi, Brescia University Keisha Paxton, California State University Dominguez Daniel Philip, University of North Florida Jean Raniseski, University of Houston Houston Judith Rauenzahn, Kutztown University Elizabeth E. Seebach, Saint Mary s University of Minnesota Wayne Stein, Brevard Community College