A Psychological Disorder in Nursing Assignment.

A Psychological Disorder in Nursing Assignment.

psychological disorder is a condition characterized by abnormal thoughts, feelings, and behaviors.
Psychopathology is the study of psychological disorders, including their symptoms, etiology (i.e., their
causes), and treatment. The term psychopathology can also refer to the manifestation of a psychological
disorder. Although consensus can be difficult, it is extremely important for mental health professionals
to agree on what kinds of thoughts, feelings, and behaviors are truly abnormal in the sense that they
genuinely indicate the presence of psychopathology. A Psychological Disorder in Nursing Assignment.Certain patterns of behavior and inner experience
can easily be labeled as abnormal and clearly signify some kind of psychological disturbance. The person
who washes his hands 40 times per day and the person who claims to hear the voices of demons exhibit
behaviors and inner experiences that most would regard as abnormal: beliefs and behaviors that suggest
the existence of a psychological disorder. But, consider the nervousness a young man feels when talking to
attractive women or the loneliness and longing for home a freshman experiences during her first semester
of college—these feelings may not be regularly present, but they fall in the range of normal. So, what
kinds of thoughts, feelings, and behaviors represent a true psychological disorder? Psychologists work
to distinguish psychological disorders from inner experiences and behaviors that are merely situational,
idiosyncratic, or unconventional. A Psychological Disorder in Nursing Assignment.
Perhaps the simplest approach to conceptualizing psychological disorders is to label behaviors, thoughts,
and inner experiences that are atypical, distressful, dysfunctional, and sometimes even dangerous, as signs
of a disorder. For example, if you ask a classmate for a date and you are rejected, you probably would
feel a little dejected. Such feelings would be normal. If you felt extremely depressed—so much so that
you lost interest in activities, had difficulty eating or sleeping, felt utterly worthless, and contemplated
suicide—your feelings would be atypical, would deviate from the norm, and could signify the presence
of a psychological disorder. Just because something is atypical, however, does not necessarily mean it is
disordered. A Psychological Disorder in Nursing Assignment.
For example, only about 4% of people in the United States have red hair, so red hair is considered an
atypical characteristic (Figure 15.2), but it is not considered disordered, it’s just unusual. And it is less
unusual in Scotland, where approximately 13% of the population has red hair (“DNA Project Aims,” 2012).
As you will learn, some disorders, although not exactly typical, are far from atypical, and the rates in which
they appear in the population are surprisingly high.
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Red hair is considered unusual, but not abnormal. (a) Isla Fischer, (b) Prince Harry, and (c) Marcia
Cross are three natural redheads. (credit a: modification of work by Richard Goldschmidt; credit b: modification of
work by Glyn Lowe; credit c: modification of work by Kirk Weaver)
If we can agree that merely being atypical is an insufficient criterion for a having a psychological disorder,
is it reasonable to consider behavior or inner experiences that differ from widely expected cultural values
or expectations as disordered? Using this criterion, a woman who walks around a subway platform
wearing a heavy winter coat in July while screaming obscenities at strangers may be considered as
exhibiting symptoms of a psychological disorder. Her actions and clothes violate socially accepted rules
governing appropriate dress and behavior; these characteristics are atypical.
Violating cultural expectations is not, in and of itself, a satisfactory means of identifying the presence
of a psychological disorder. Since behavior varies from one culture to another, what may be expected
and considered appropriate in one culture may not be viewed as such in other cultures. For example,
returning a stranger’s smile is expected in the United States because a pervasive social norm dictates
that we reciprocate friendly gestures. A person who refuses to acknowledge such gestures might be
considered socially awkward—perhaps even disordered—for violating this expectation. However, such
expectations are not universally shared. Cultural expectations in Japan involve showing reserve, restraint,
and a concern for maintaining privacy around strangers. Japanese people are generally unresponsive
to smiles from strangers (Patterson et al., 2007). Eye contact provides another example. In the United
States and Europe, eye contact with others typically signifies honesty and attention. However, most Latin-
American, Asian, and African cultures interpret direct eye contact as rude, confrontational, and aggressive
(Pazain, 2010). Thus, someone who makes eye contact with you could be considered appropriate and
respectful or brazen and offensive, depending on your culture (Figure 15.3).
Figure 15.3 Eye contact is one of many social gestures that vary from culture to culture. (credit: Joi Ito)
Hallucinations (seeing or hearing things that are not physically present) in Western societies is a violation
of cultural expectations, and a person who reports such inner experiences is readily labeled as
psychologically disordered. In other cultures, visions that, for example, pertain to future events may be
regarded as normal experiences that are positively valued (Bourguignon, 1970). Finally, it is important to
recognize that cultural norms change over time: what might be considered typical in a society at one time
may no longer be viewed this way later, similar to how fashion trends from one era may elicit quizzical
looks decades later—imagine how a headband, legwarmers, and the big hair of the 1980s would go over
on your campus today. A Psychological Disorder in Nursing Assignment.
The Myth of Mental Illness
In the 1950s and 1960s, the concept of mental illness was widely criticized. One of the major criticisms focused
on the notion that mental illness was a “myth that justifies psychiatric intervention in socially disapproved
behavior” (Wakefield, 1992). Thomas Szasz (1960), a noted psychiatrist, was perhaps the biggest proponent
of this view. Szasz argued that the notion of mental illness was invented by society (and the mental health
establishment) to stigmatize and subjugate people whose behavior violates accepted social and legal norms.
Indeed, Szasz suggested that what appear to be symptoms of mental illness are more appropriately
characterized as “problems in living” (Szasz, 1960).
In his 1961 book, The Myth of Mental Illness: Foundations of a Theory of Personal Conduct, Szasz expressed
his disdain for the concept of mental illness and for the field of psychiatry in general (Oliver, 2006). The basis
for Szasz’s attack was his contention that detectable abnormalities in bodily structures and functions (e.g.,
infections and organ damage or dysfunction) represent the defining features of genuine illness or disease, and
because symptoms of purported mental illness are not accompanied by such detectable abnormalities, so-
called psychological disorders are not disorders at all. Szasz (1961/2010) proclaimed that “disease or illness
can only affect the body; hence, there can be no mental illness” (p. 267).
Today, we recognize the extreme level of psychological suffering experienced by people with psychological
disorders: the painful thoughts and feelings they experience, the disordered behavior they demonstrate, and
the levels of distress and impairment they exhibit. This makes it very difficult to deny the reality of mental
However controversial Szasz’s views and those of his supporters might have been, they have influenced the
mental health community and society in several ways. First, lay people, politicians, and professionals now often
refer to mental illness as mental health “problems,” implicitly acknowledging the “problems in living” perspective
Szasz described (Buchanan-Barker & Barker, 2009). Also influential was Szasz’s view of homosexuality. Szasz
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was perhaps the first psychiatrist to openly challenge the idea that homosexuality represented a form of mental
illness or disease (Szasz, 1965). By challenging the idea that homosexuality represented a form a mental
illness, Szasz helped pave the way for the social and civil rights that gay and lesbian people now have (Barker,
2010). His work also inspired legal changes that protect the rights of people in psychiatric institutions and allow
such individuals a greater degree of influence and responsibility over their lives (Buchanan-Barker & Barker,
If none of the criteria discussed so far is adequate by itself to define the presence of a psychological
disorder, how can a disorder be conceptualized? Many efforts have been made to identify the specific
dimensions of psychological disorders, yet none is entirely satisfactory. No universal definition of
psychological disorder exists that can apply to all situations in which a disorder is thought to be present
(Zachar & Kendler, 2007). However, one of the more influential conceptualizations was proposed by
Wakefield (1992), who defined psychological disorder as a harmful dysfunction. Wakefield argued that
natural internal mechanisms—that is, psychological processes honed by evolution, such as cognition,
perception, and learning—have important functions, such as enabling us to experience the world the way
others do and to engage in rational thought, problem solving, and communication. For example, learning
allows us to associate a fear with a potential danger in such a way that the intensity of fear is roughly
equal to the degree of actual danger. Dysfunction occurs when an internal mechanism breaks down and
can no longer perform its normal function. But, the presence of a dysfunction by itself does not determine
a disorder. The dysfunction must be harmful in that it leads to negative consequences for the individual
or for others, as judged by the standards of the individual’s culture. The harm may include significant
internal anguish (e.g., high levels of anxiety or depression) or problems in day-to-day living (e.g., in one’s
social or work life).
To illustrate, Janet has an extreme fear of spiders. Janet’s fear might be considered a dysfunction in that
it signals that the internal mechanism of learning is not working correctly (i.e., a faulty process prevents
Janet from appropriately associating the magnitude of her fear with the actual threat posed by spiders).
Janet’s fear of spiders has a significant negative influence on her life: she avoids all situations in which
she suspects spiders to be present (e.g., the basement or a friend’s home), and she quit her job last month
because she saw a spider in the restroom at work and is now unemployed. According to the harmful
dysfunction model, Janet’s condition would signify a disorder because (a) there is a dysfunction in an
internal mechanism, and (b) the dysfunction has resulted in harmful consequences. Similar to how the
symptoms of physical illness reflect dysfunctions in biological processes, the symptoms of psychological
disorders presumably reflect dysfunctions in mental processes. The internal mechanism component of
this model is especially appealing because it implies that disorders may occur through a breakdown
of biological functions that govern various psychological processes, thus supporting contemporary
neurobiological models of psychological disorders (Fabrega, 2007).
Many of the features of the harmful dysfunction model are incorporated in a formal definition of
psychological disorder developed by the American Psychiatric Association (APA). According to the APA
(2013), a psychological disorder is a condition that is said to consist of the following:
There are significant disturbances in thoughts, feelings, and behaviors. A person must experience
inner states (e.g., thoughts and/or feelings) and exhibit behaviors that are clearly disturbed—that
is, unusual, but in a negative, self-defeating way. Often, such disturbances are troubling to those
around the individual who experiences them. For example, an individual who is uncontrollably

preoccupied by thoughts of germs spends hours each day bathing, has inner experiences, and

he public. A proper diagnosis is an essential element to guide
proper and successful treatment. For these reasons, classification systems that organize psychological
disorders systematically are necessary.
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Although a number of classification systems have been developed over time, the one that is used by
most mental health professionals in the United States is the Diagnostic and Statistical Manual of Mental
Disorders (DSM-5), published by the American Psychiatric Association (2013). (Note that the American
Psychiatric Association differs from the American Psychological Association; both are abbreviated APA.)
The first edition of the DSM, published in 1952, classified psychological disorders according to a format
developed by the U.S. Army during World War II (Clegg, 2012). In the years since, the DSM has undergone
numerous revisions and editions. The most recent edition, published in 2013, is the DSM-5 (APA, 2013).
The DSM-5 includes many categories of disorders (e.g., anxiety disorders, depressive disorders, and
dissociative disorders). Each disorder is described in detail, including an overview of the disorder
(diagnostic features), specific symptoms required for diagnosis (diagnostic criteria), prevalence
information (what percent of the population is thought to be afflicted with the disorder), and risk factors
associated with the disorder. Figure 15.4 shows lifetime prevalence rates—the percentage of people in
a population who develop a disorder in their lifetime—of various psychological disorders among U.S.
adults. These data were based on a national sample of 9,282 U.S. residents (National Comorbidity Survey,
Figure 15.4 The graph shows the breakdown of psychological disorders, comparing the percentage prevalence
among adult males and adult females in the United States. Because the data is from 2007, the categories shown
here are from the DSM-IV, which has been supplanted by the DSM-5. Most categories remain the same; however,
alcohol abuse now falls under a broader Alcohol Use Disorder category.
The DSM-5 also provides information about comorbidity; the co-occurrence of two disorders. For
example, the DSM-5 mentions that 41% of people with obsessive-compulsive disorder (OCD) also meet
the diagnostic criteria for major depressive disorder (Figure 15.5). Drug use is highly comorbid with other
mental illnesses; 6 out of 10 people who have a substance use disorder also suffer from another form of
mental illness (National Institute on Drug Abuse [NIDA], 2007).
Chapter 15 Psychological Disorders 553
Figure 15.5 Obsessive-compulsive disorder and major depressive disorder frequently occur in the same person.
The DSM has changed considerably in the half-century since it was originally published. The first two
editions of the DSM, for example, listed homosexuality as a disorder; however, in 1973, the APA voted to
remove it from the manual (Silverstein, 2009). Additionally, beginning with the DSM-III in 1980, mental
disorders have been described in much greater detail, and the number of diagnosable conditions has
grown steadily, as has the size of the manual itself. DSM-I included 106 diagnoses and was 130 total pages,
whereas DSM-III included more than 2 times as many diagnoses (265) and was nearly seven times its size
(886 total pages) (Mayes & Horowitz, 2005). Although DSM-5 is longer than DSM-IV, the volume includes
only 237 disorders, a decrease from the 297 disorders that were listed in DSM-IV. The latest edition, DSM-5,
includes revisions in the organization and naming of categories and in the diagnostic criteria for various
disorders (Regier, Kuhl, & Kupfer, 2012), while emphasizing careful consideration of the importance of
gender and cultural difference in the expression of various symptoms (Fisher, 2010).
Some believe that establishing new diagnoses might overpathologize the human condition by turning
common human problems into mental illnesses (The Associated Press, 2013). Indeed, the finding that
nearly half of all Americans will meet the criteria for a DSM disorder at some point in their life (Kessler
et al., 2005) likely fuels much of this skepticism. The DSM-5 is also criticized on the grounds that its
diagnostic criteria have been loosened, thereby threatening to “turn our current diagnostic inflation into
diagnostic hyperinflation” (Frances, 2012, para. 22). For example, DSM-IV specified that the symptoms
of major depressive disorder must not be attributable to normal bereavement (loss of a loved one). The
DSM-5, however, has removed this bereavement exclusion, essentially meaning that grief and sadness
after a loved one’s death can constitute major depressive disorder.
A second classification system, the International Classification of Diseases (ICD), is also widely
recognized. Published by the World Health Organization (WHO), the ICD was developed in Europe
shortly after World War II and, like the DSM, has been revised several times. The categories of
psychological disorders in both the DSM and ICD are similar, as are the criteria for specific disorders;
however, some differences exist. Although the ICD is used for clinical purposes, this tool is also used to
examine the general health of populations and to monitor the prevalence of diseases and other health
problems internationally (WHO, 2013). The ICD is in its 10th edition (ICD-10); however, efforts are now
underway to develop a new edition (ICD-11) that, in conjunction with the changes in DSM-5, will help
harmonize the two classification systems as much as possible (APA, 2013).
A study that compared the use of the two classification systems found that worldwide the ICD is more
frequently used for clinical diagnosis, whereas the DSM is more valued for research (Mezzich, 2002). Most
research findings concerning the etiology and treatment of psychological disorders are based on criteria set
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forth in the DSM (Oltmanns & Castonguay, 2013). The DSM also includes more explicit disorder criteria,
along with an extensive and helpful explanatory text (Regier et al., 2012). The DSM is the classification
system of choice among U.S. mental health professionals, and this chapter is based on the DSM paradigm.
As these disorders are outlined, please bear two things in mind. First, remember that psychological
disorders represent extremes of inner experience and behavior. If, while reading about these disorders,
you feel that these descriptions begin to personally characterize you, do not worry—this moment of
enlightenment probably means nothing more than you are normal. Each of us experiences episodes of
sadness, anxiety, and preoccupation with certain thoughts—times when we do not quite feel ourselves.
These episodes should not be considered problematic unless the accompanying thoughts and behaviors
become extreme and have a disruptive effect on one’s life. Second, understand that people with
psychological disorders are far more than just embodiments of their disorders. We do not use terms
such as schizophrenics, depressives, or phobics because they are labels that objectify people who suffer
from these conditions, thus promoting biased and disparaging assumptions about them. It is important to
remember that a psychological disorder is not what a person is; it is something that a person has—through
no fault of his or her own. As is the case with cancer or diabetes, those with psychological disorders suffer
debilitating, often painful conditions that are not of their own choosing. These individuals deserve to be
viewed and treated with compassion, understanding, and dignity.
15.3 Perspectives on Psychological Disorders
Learning Objectives
By the end of this section, you will be able to:
Discuss supernatural perspectives on the origin of psychological disorders, in their
historical context
Describe modern biological and psychological perspectives on the origin of psychological
Identify which disorders generally show the highest degree of heritability
Describe the diathesis-stress model and its importance to the study of psychopathology
Scientists and mental health professionals may adopt different perspectives in attempting to understand
or explain the underlying mechanisms that contribute to the development of a psychological disorder. The
perspective used in explaining a psychological disorder is extremely important, in that it will consist of
explicit assumptions regarding how best to study the disorder, its etiology, and what kinds of therapies or
treatments are most beneficial. Different perspectives provide alternate ways for how to think about the
nature of psychopathology.
For centuries, psychological disorders were viewed from a supernatural perspective: attributed to a
force beyond scientific understanding. Those afflicted were thought to be practitioners of black magic or
possessed by spirits (Figure 15.6) (Maher & Maher, 1985). For example, convents throughout Europe in
the 16th and 17th centuries reported hundreds of nuns falling into a state of frenzy in which the afflicted
foamed at the mouth, screamed and convulsed, sexually propositioned priests, and confessed to having
carnal relations with devils or Christ. Although, today, these cases would suggest serious mental illness; at
the time, these events were routinely explained as possession by devilish forces (Waller, 2009a). Similarly,
grievous fits by young girls are believed to have precipitated the witch panic in New England late in the
17th century (Demos, 1983). Such beliefs in supernatural causes of mental illness are still held in some
Chapter 15 Psychological Disorders 555
societies today; for example, beliefs that supernatural forces cause mental illness are common in some
cultures in modern-day Nigeria (Aghukwa, 2012).
Figure 15.6 In The Extraction of the Stone of Madness, a 15th century painting by Hieronymus Bosch, a practitioner
is using a tool to extract an object (the supposed “stone of madness”) from the head of an afflicted person.
Dancing Mania
Between the 11th and 17th centuries, a curious epidemic swept across Western Europe. Groups of people
would suddenly begin to dance with wild abandon. This compulsion to dance—referred to as dancing
mania—sometimes gripped thousands of people at a time (Figure 15.7). Historical accounts indicate that those
afflicted would sometimes dance with bruised and bloody feet for days or weeks, screaming of terrible visions
and begging priests and monks to save their souls (Waller, 2009b). What caused dancing mania is not known,
but several explanations have been proposed, including spider venom and ergot poisoning (“Dancing Mania,”
Figure 15.7 Although the cause of dancing mania, depicted in this painting, was unclear, the behavior was
attributed to supernatural forces.
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Historian John Waller (2009a, 2009b) has provided a comprehensive and convincing explanation of dancing
mania that suggests the phenomenon was attributable to a combination of three factors: psychological distress,
social contagion, and belief in supernatural forces. Waller argued that various disasters of the time (such as
famine, plagues, and floods) produced high levels of psychological distress that could increase the likelihood
of succumbing to an involuntary trance state. Waller indicated that anthropological studies and accounts of
possession rituals show that people are more likely to enter a trance state if they expect it to happen, and
that entranced individuals behave in a ritualistic manner, their thoughts and behavior shaped by the spiritual
beliefs of their culture. Thus, during periods of extreme physical and mental distress, all it took were a few
people—believing themselves to have been afflicted with a dancing curse—to slip into a spontaneous trance
and then act out the part of one who is cursed by dancing for days on end.
The biological perspective views psychological disorders as linked to biological phenomena, such as
genetic factors, chemical imbalances, and brain abnormalities; it has gained considerable attention and
acceptance in recent decades (Wyatt & Midkiff, 2006). Evidence from many sources indicates that most
psychological disorders have a genetic component; in fact, there is little dispute that some disorders are
largely due to genetic factors. The graph in Figure 15.8 shows heritability estimates for schizophrenia.
Figure 15.8 A person’s risk of developing schizophrenia increases if a relative has schizophrenia. The closer the
genetic relationship, the higher the risk.
Findings such as these have led many of today’s researchers to search for specific genes and genetic
mutations that contribute to mental disorders. Also, sophisticated neural imaging technology in recent
decades has revealed how abnormalities in brain structure and function might be directly involved in
many disorders, and advances in our understanding of neurotransmitters and hormones have yielded
insights into their possible connections. The biological perspective is currently thriving in the study of
psychological disorders.
Despite advances in understanding the biological basis of psychological disorders, the psychosocial
perspective is still very important. This perspective emphasizes the importance of learning, stress, faulty
and self-defeating thinking patterns, and environmental factors. Perhaps the best way to think about
psychological disorders, then, is to view them as originating from a combination of biological and
psychological processes. Many develop not from a single cause, but from a delicate fusion between partly
biological and partly psychosocial factors.
The diathesis-stress model (Zuckerman, 1999) integrates biological and psychosocial factors to predict
the likelihood of a disorder. This diathesis-stress model suggests that people with an underlying
predisposition for a disorder (i.e., a diathesis) are more likely than others to develop a disorder when
faced with adverse environmental or psychological events (i.e., stress), such as childhood maltreatment,
negative life events, trauma, and so on. A diathesis is not always a biological vulnerability to an illness;
some diatheses may be psychological (e.g., a tendency to think about life events in a pessimistic, self-
defeating way).
The key assumption of the diathesis-stress model is that both factors, diathesis and stress, are necessary in
the development of a disorder. Different models explore the relationship between the two factors: the level
of stress needed to produce the disorder is inversely proportional to the level of diathesis.
15.4 Anxiety Disorders
Learning Objectives
By the end of this section, you will be able to:
Distinguish normal anxiety from pathological anxiety
List and describe the major anxiety disorders, including their main features and prevalence
Describe basic psychological and biological factors that are suspected to be important in the
etiology of anxiety disorder
Everybody experiences anxiety from time to time. Although anxiety is closely related to fear, the two states
possess important differences. Fear involves an instantaneous reaction to an imminent threat, whereas
anxiety involves apprehension, avoidance, and cautiousness regarding a potential threat, danger, or other
negative event (Craske, 1999). While anxiety is unpleasant to most people, it is important to our health,
safety, and well-being. Anxiety motivates us to take actions—such as preparing for exams, watching our
weight, showing up to work on time—that enable us to avert potential future problems. Anxiety also
motivates us to avoid certain things—such as running up debts and engaging in illegal activities—that
could lead to future trouble. Most individuals’ level and duration of anxiety approximates the magnitude
of the potential threat they face. For example, suppose a single woman in her late 30s who wishes to
marry is concerned about the possibility of having to settle for a spouse who is less attractive and educated
than desired. This woman likely would experience anxiety of greater intensity and duration than would
a 21-year-old college junior who is having trouble finding a date for the annual social. Some people,
however, experience anxiety that is excessive, persistent, and greatly out of proportion to the actual threat;
if one’s anxiety has a disruptive influence on one’s live, this is a strong indicator that the individual is
experiencing an anxiety disorder.
Anxiety disorders are characterized by excessive and persistent fear and anxiety, and by related
disturbances in behavior (APA, 2013). Although anxiety is universally experienced, anxiety disorders
cause considerable distress. As a group, anxiety disorders are common: approximately 25%–30% of the
U.S. population meets the criteria for at least one anxiety disorder during their lifetime (Kessler et al.,
2005). Also, these disorders appear to be much more common in women than they are in men; within a
12-month period, around 23% of women and 14% of men will experience at least one anxiety disorder
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(National Comorbidity Survey, 2007). Anxiety disorders are the most frequently occurring class of mental
disorders and are often comorbid with each other and with other mental disorders (Kessler, Ruscio, Shear,
& Wittchen, 2009).
Phobia is a Greek word that means fear. A person diagnosed with a specific phobia (formerly known as
simple phobia) experiences excessive, distressing, and persistent fear or anxiety about a specific object or
situation (such as animals, enclosed spaces, elevators, or flying) (APA, 2013). Even though people realize
their level of fear and anxiety in relation to the phobic stimulus is irrational, some people with a specific
phobia may go to great lengths to avoid the phobic stimulus (the object or situation that triggers the fear
and anxiety). Typically, the fear and anxiety a phobic stimulus elicits is disruptive to the person’s life. For
example, a man with a phobia of flying might refuse to accept a job that requires frequent air travel, thus
negatively affecting his career. Clinicians who have worked with people who have specific phobias have
encountered many kinds of phobias, some of which are shown in Table 15.1.
Table 15.1 Specific Phobias
Phobia Feared Object or Situation
Acrophobia heights
Aerophobia flying
Arachnophobia spiders
Claustrophobia enclosed spaces
Cynophobia dogs
Hematophobia blood
Ophidiophobia snakes
Taphophobia being buried alive
Trypanophobia injections
Xenophobia strangers
Specific phobias are common; in the United States, around 12.5% of the population will meet the criteria
for a specific phobia at some point in their lifetime (Kessler et al., 2005). One type of phobia, agoraphobia,
is listed in the DSM-5 as a separate anxiety disorder. Agoraphobia, which literally means “fear of the
marketplace,” is characterized by intense fear, anxiety, and avoidance of situations in which it might be
difficult to escape or receive help if one experiences symptoms of a panic attack (a state of extreme anxiety
that we will discuss shortly). These situations include public transportation, open spaces (parking lots),
enclosed spaces (stores), crowds, or being outside the home alone (APA, 2013). About 1.4% of Americans
experience agoraphobia during their lifetime (Kessler et al., 2005).
Many theories suggest that phobias develop through learning. Rachman (1977) proposed that phobias can
be acquired through three major learning pathways. The first pathway is through classical conditioning.
As you may recall, classical conditioning is a form of learning in which a previously neutral stimulus is
Chapter 15 Psychological Disorders 559
paired with an unconditioned stimulus (UCS) that reflexively elicits an unconditioned response (UCR),
eliciting the same response through its association with the unconditioned stimulus. The response is called
a conditioned response (CR). For example, a child who has been bitten by a dog may come to fear dogs
because of her past association with pain. In this case, the dog bite is the UCS and the fear it elicits is the
UCR. Because a dog was associated with the bite, any dog may come to serve as a conditioned stimulus,
thereby eliciting fear; the fear the child experiences around dogs, then, becomes a CR.
The second pathway of phobia acquisition is through vicarious learning, such as modeling. For example,
a child who observes his cousin react fearfully to spiders may later express the same fears, even though
spiders have never presented any danger to him. This phenomenon has been observed in both humans
and nonhuman primates (Olsson & Phelps, 2007). A study of laboratory-reared monkeys readily acquired
a fear of snakes after observing wild-reared monkeys react fearfully to snakes (Mineka & Cook, 1993).
The third pathway is through verbal transmission or information. For example, a child whose parents,
siblings, friends, and classmates constantly tell her how disgusting and dangerous snakes are may come
to acquire a fear of snakes.
Interestingly, people are more likely to develop phobias of things that do not represent much actual danger
to themselves, such as animals and heights, and are less likely to develop phobias toward things that
present legitimate danger in contemporary society, such as motorcycles and weapons (Öhman & Mineka,
2001). Why might this be so? One theory suggests that the human brain is evolutionarily predisposed
to more readily associate certain objects or situations with fear (Seligman, 1971). This theory argues that
throughout our evolutionary history, our ancestors associated certain stimuli (e.g., snakes, spiders, heights,
and thunder) with potential danger. As time progressed, the mind has become adapted to more readily
develop fears of these things than of others. Experimental evidence has consistently demonstrated that
conditioned fears develop more readily to fear-relevant stimuli (images of snakes and spiders) than to fear-
irrelevant stimuli (images of flowers and berries) (Öhman & Mineka, 2001). Such prepared learning has
also been shown to occur in monkeys. In one study (Cook & Mineka, 1989), monkeys watched videotapes
of model monkeys reacting fearfully to either fear-relevant stimuli (toy snakes or a toy crocodile) or fear-
irrelevant stimuli (flowers or a toy rabbit). The observer monkeys developed fears of the fear-relevant
stimuli but not the fear-irrelevant stimuli.
Social anxiety disorder (formerly called social phobia) is characterized by extreme and persistent fear or
anxiety and avoidance of social situations in which the person could potentially be evaluated negatively
by others (APA, 2013). As with specific phobias, social anxiety disorder is common in the United States;
a little over 12% of all Americans experience social anxiety disorder during their lifetime (Kessler et al.,
The heart of the fear and anxiety in social anxiety disorder is the person’s concern that he may act in a
humiliating or embarrassing way, such as appearing foolish, showing symptoms of anxiety (blushing),
or doing or saying something that might lead to rejection (such as offending others). The kinds of
social situations in which individuals with social anxiety disorder usually have problems include public
speaking, having a conversation, meeting strangers, eating in restaurants, and, in some cases, using public
restrooms. Although many people become anxious in social situations like public speaking, the fear,
anxiety, and avoidance experienced in social anxiety disorder are highly distressing and lead to serious
impairments in life. Adults with this disorder are more likely to experience lower educational attainment
and lower earnings (Katzelnick et al., 2001), perform more poorly at work and are more likely to be
unemployed (Moitra, Beard, Weisberg, & Keller, 2011), and report greater dissatisfaction with their family
lives, friends, leisure activities, and income (Stein & Kean, 2000).
When people with social anxiety disorder are unable to avoid situations that provoke anxiety, they
typically perform safety behaviors: mental or behavioral acts that reduce anxiety in social situations by
reducing the chance of negative social outcomes. Safety behaviors include avoiding eye contact, rehearsing
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sentences before speaking, talking only briefly, and not talking about oneself (Alden & Bieling, 1998).
Other examples of safety behaviors include the following (Marker, 2013):
assuming roles in social situations that minimize interaction with others (e.g., taking pictures,
setting up equipment, or helping prepare food)
asking people many questions to keep the focus off of oneself
selecting a position to avoid scrutiny or contact with others (sitting in the back of the room)
wearing bland, neutral clothes to avoid drawing attention to oneself
avoiding substances or activities that might cause anxiety symptoms (such as caffeine, warm
clothing, and physical exercise)
Although these behaviors are intended to prevent the person with social anxiety disorder from doing
something awkward that might draw criticism, these actions usually exacerbate the problem because they
do not allow the individual to disconfirm his negative beliefs, often eliciting rejection and other negative
reactions from others (Alden & Bieling, 1998).
People with social anxiety disorder may resort to self-medication, such as drinking alcohol, as a means
to avert the anxiety symptoms they experience in social situations (Battista & Kocovski, 2010). The use of
alcohol when faced with such situations may become negatively reinforcing: encouraging individuals with
social anxiety disorder to turn to the substance whenever they experience anxiety symptoms. The tendency
to use alcohol as a coping mechanism for social anxiety, however, can come with a hefty price tag: a
number of large scale studies have reported a high rate of comorbidity between social anxiety disorder and
alcohol use disorder (Morris, Stewart, & Ham, 2005).
As with specific phobias, it is highly probable that the fears inherent to social anxiety disorder can
develop through conditioning experiences. For example, a child who is subjected to early unpleasant
social experiences (e.g., bullying at school) may develop negative social images of herself that become
activated later in anxiety-provoking situations (Hackmann, Clark, & McManus, 2000). Indeed, one study
reported that 92% of a sample of adults with social anxiety disorder reported a history of severe teasing
in childhood, compared to only 35% of a sample of adults with panic disorder (McCabe, Antony,
Summerfeldt, Liss, & Swinson, 2003).
One of the most well-established risk factors for developing social anxiety disorder is behavioral inhibition
(Clauss & Blackford, 2012). Behavioral inhibition is thought to be an inherited trait, and it is characterized
by a consistent tendency to show fear and restraint when presented with unfamiliar people or situations
(Kagan, Reznick, & Snidman, 1988). Behavioral inhibition is displayed very early in life; behaviorally
inhibited toddlers and children respond with great caution and restraint in unfamiliar situations, and they
are often timid, fearful, and shy around unfamiliar people (Fox, Henderson, Marshall, Nichols, & Ghera,
2005). A recent statistical review of studies demonstrated that behavioral inhibition was associated with
more than a sevenfold increase in the risk of development of social anxiety disorder, demonstrating that
behavioral inhibition is a major risk factor for the disorder (Clauss & Blackford, 2012).
Imagine that you are at the mall one day with your friends and—suddenly and inexplicably—you begin
sweating and trembling, your heart starts pounding, you have trouble breathing, and you start to feel
dizzy and nauseous. This episode lasts for 10 minutes and is terrifying because you start to think that you
are going to die. When you visit your doctor the following morning and describe what happened, she
tells you that you have experienced a panic attack (Figure 15.9). If you experience another one of these
episodes two weeks later and worry for a month or more that similar episodes will occur in the future, it
is likely that you have developed panic disorder.
Chapter 15 Psychological Disorders 561
Figure 15.9 Some of the physical manifestations of a panic attack are shown. People may also experience
sweating, trembling, feelings of faintness, or a fear of losing control, among other symptoms.
People with panic disorder experience recurrent (more than one) and unexpected panic attacks, along
with at least one month of persistent concern about additional panic attacks, worry over the consequences
of the attacks, or self-defeating changes in behavior related to the attacks (e.g., avoidance of exercise or
unfamiliar situations) (APA, 2013). As is the case with other anxiety disorders, the panic attacks cannot
result from the physiological effects of drugs and other substances, a medical condition, or another mental
disorder. A panic attack is defined as a period of extreme fear or discomfort that develops abruptly
and reaches a peak within 10 minutes. Its symptoms include accelerated heart rate, sweating, trembling,
choking sensations, hot flashes or chills, dizziness or lightheadedness, fears of losing control or going
crazy, and fears of dying (APA, 2013). Sometimes panic attacks are expected, occurring in response to
specific environmental triggers (such as being in a tunnel); other times, these episodes are unexpected
and emerge randomly (such as when relaxing). According to the DSM-5, the person must experience
unexpected panic attacks to qualify for a diagnosis of panic disorder.
Experiencing a panic attack is often terrifying. Rather than recognizing the symptoms of a panic attack
merely as signs of intense anxiety, individuals with panic disorder often misinterpret them as a sign that
something is intensely wrong internally (thinking, for example, that the pounding heart represents an
impending heart attack). Panic attacks can occasionally precipitate trips to the emergency room because
several symptoms of panic attacks are, in fact, similar to those associated with heart problems (e.g.,
palpitations, racing pulse, and a pounding sensation in the chest) (Root, 2000). Unsurprisingly, those with
panic disorder fear future attacks and may become preoccupied with modifying their behavior in an effort
to avoid future panic attacks. For this reason, panic disorder is often characterized as fear of fear (Goldstein
& Chambless, 1978).
Panic attacks themselves are not mental disorders. Indeed, around 23% of Americans experience isolated
panic attacks in their lives without meeting the criteria for panic disorder (Kessler et al., 2006), indicating
that panic attacks are fairly common. Panic disorder is, of course, much less common, afflicting 4.7%
of Americans during their lifetime (Kessler et al., 2005). Many people with panic disorder develop
agoraphobia, which is marked by fear and avoidance of situations in which escape might be difficult or
help might not be available if one were to develop symptoms of a panic attack. People with panic disorder
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often experience a comorbid disorder, such as other anxiety disorders or major depressive disorder (APA,
Researchers are not entirely sure what causes panic disorder. Children are at a higher risk of developing
panic disorder if their parents have the disorder (Biederman et al., 2001), and family and twins studies
indicate that the heritability of panic disorder is around 43% (Hettema, Neale, & Kendler, 2001). The
exact genes and gene functions involved in this disorder, however, are not well-understood (APA, 2013).
Neurobiological theories of panic disorder suggest that a region of the brain called the locus coeruleus
may play a role in this disorder. Located in the brainstem, the locus coeruleus is the brain’s major source
of norepinephrine, a neurotransmitter that triggers the body’s fight-or-flight response. Activation of the
locus coeruleus is associated with anxiety and fear, and research with nonhuman primates has shown
that stimulating the locus coeruleus either electrically or through drugs produces panic-like symptoms
(Charney et al., 1990). Such findings have led to the theory that panic disorder may be caused by abnormal
norepinephrine activity in the locus coeruleus (Bremner, Krystal, Southwick, & Charney, 1996).
Conditioning theories of panic disorder propose that panic attacks are classical conditioning responses to
subtle bodily sensations resembling those normally occurring when one is anxious or frightened (Bouton,
Mineka, & Barlow, 2001). For example, consider a child who has asthma. An acute asthma attack produces
sensations, such as shortness of breath, coughing, and chest tightness, that typically elicit fear and anxiety.
Later, when the child experiences subtle symptoms that resemble the frightening symptoms of earlier
asthma attacks (such as shortness of breath after climbing stairs), he may become anxious, fearful, and then
experience a panic attack. In this situation, the subtle symptoms would represent a conditioned stimulus,
and the panic attack would be a conditioned response. The finding that panic disorder is nearly three times
as frequent among people with asthma as it is among people without asthma (Weiser, 2007) supports the
possibility that panic disorder has the potential to develop through classical conditioning.
Cognitive factors may play an integral part in panic disorder. Generally, cognitive theories (Clark, 1996)
argue that those with panic disorder are prone to interpret ordinary bodily sensations catastrophically,
and these fearful interpretations set the stage for panic attacks. For example, a person might detect
bodily changes that are routinely triggered by innocuous events such getting up from a seated position
(dizziness), exercising (increased heart rate, shortness of breath), or drinking a large cup of coffee
(increased heart rate, trembling). The individual interprets these subtle bodily changes catastrophically
(“Maybe I’m having a heart attack!”). Such interpretations create fear and anxiety, which trigger additional
physical symptoms; subsequently, the person experiences a panic attack. Support of this contention rests
with findings that people with more severe catastrophic thoughts about sensations have more frequent
and severe panic attacks, and among those with panic disorder, reducing catastrophic cognitions about
their sensations is as effective as medication in reducing panic attacks (Good & Hinton, 2009).
Alex was always worried about many things. He worried that his children would drown when they played
at the beach. Each time he left the house, he worried that an electrical short circuit would start a fire in
his home. He worried that his wife would lose her job at the prestigious law firm. He worried that his
daughter’s minor staph infection could turn into a massive life-threatening condition. These and other
worries constantly weighed heavily on Alex’s mind, so much so that they made it difficult for him to make
decisions and often left him feeling tense, irritable, and worn out. One night, Alex’s wife was to drive their
son home from a soccer game. However, his wife stayed after the game and talked with some of the other
parents, resulting in her arriving home 45 minutes late. Alex had tried to call his cell phone three or four
times, but he could not get through because the soccer field did not have a signal. Extremely worried, Alex
eventually called the police, convinced that his wife and son had not arrived home because they had been
in a terrible car accident.
Alex suffers from generalized anxiety disorder: a relatively continuous state of excessive, uncontrollable,
and pointless worry and apprehension. People with generalized anxiety disorder often worry about
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routine, everyday things, even though their concerns are unjustified (Figure 15.10). For example, an
individual may worry about her health and finances, the health of family members, the safety of her
children, or minor matters (e.g., being late for an appointment) without having any legitimate reason for
doing so (APA, 2013). A diagnosis of generalized anxiety disorder requires that the diffuse worrying and
apprehension characteristic of this disorder—what Sigmund Freud referred to as free-floating anxiety—is
not part of another disorder, occurs more days than not for at least six months, and is accompanied by
any three of the following symptoms: restlessness, difficulty concentrating, being easily fatigued, muscle
tension, irritability, and sleep difficulties.
Figure 15.10 Worry is a defining feature of generalized anxiety disorder. (credit: Freddie Peña)
About 5.7% of the U.S. population will develop symptoms of generalized anxiety disorder during their
lifetime (Kessler et al., 2005), and females are 2 times as likely as males to experience the disorder (APA,
2013). Generalized anxiety disorder is highly comorbid with mood disorders and other anxiety disorders
(Noyes, 2001), and it tends to be chronic. Also, generalized anxiety disorder appears to increase the risk for
heart attacks and strokes, especially in people with preexisting heart conditions (Martens et al., 2010).
Although there have been few investigations aimed at determining the heritability of generalized anxiety
disorder, a summary of available family and twin studies suggests that genetic factors play a modest
role in the disorder (Hettema et al., 2001). Cognitive theories of generalized anxiety disorder suggest that
worry represents a mental strategy to avoid more powerful negative emotions (Aikins & Craske, 2001),
perhaps stemming from earlier unpleasant or traumatic experiences. Indeed, one longitudinal study found
that childhood maltreatment was strongly related to the development of this disorder during adulthood
(Moffitt et al., 2007); worrying might distract people from remembering painful childhood experiences.
15.5 Obsessive-Compulsive and Related Disorders
Learning Objectives
By the end of this section, you will be able to:
Describe the main features and prevalence of obsessive-compulsive disorder, body
dysmorphic disorder, and hoarding disorder
Understand some of the factors in the development of obsessive-compulsive disorder
Obsessive-compulsive and related disorders are a group of overlapping disorders that generally involve
intrusive, unpleasant thoughts and repetitive behaviors. Many of us experience unwanted thoughts from
time to time (e.g., craving double cheeseburgers when dieting), and many of us engage in repetitive
behaviors on occasion (e.g., pacing when nervous). However, obsessive-compulsive and related disorders
elevate the unwanted thoughts and repetitive behaviors to a status so intense that these cognitions and
activities disrupt daily life. Included in this category are obsessive-compulsive disorder (OCD), body
dysmorphic disorder, and hoarding disorder.
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People with obsessive-compulsive disorder (OCD) experience thoughts and urges that are intrusive and
unwanted (obsessions) and/or the need to engage in repetitive behaviors or mental acts (compulsions).
A person with this disorder might, for example, spend hours each day washing his hands or constantly
checking and rechecking to make sure that a stove, faucet, or light has been turned off.
Obsessions are more than just unwanted thoughts that seem to randomly jump into our head from time
to time, such as recalling an insensitive remark a coworker made recently, and they are more significant
than day-to-day worries we might have, such as justifiable concerns about being laid off from a job. Rather,
obsessions are characterized as persistent, unintentional, and unwanted thoughts and urges that are highly
intrusive, unpleasant, and distressing (APA, 2013). Common obsessions include concerns about germs and
contamination, doubts (“Did I turn the water off?”), order and symmetry (“I need all the spoons in the
tray to be arranged a certain way”), and urges that are aggressive or lustful. Usually, the person knows
that such thoughts and urges are irrational and thus tries to suppress or ignore them, but has an extremely
difficult time doing so. These obsessive symptoms sometimes overlap, such that someone might have both
contamination and aggressive obsessions (Abramowitz & Siqueland, 2013).
Compulsions are repetitive and ritualistic acts that are typically carried out primarily as a means to
minimize the distress that obsessions trigger or to reduce the likelihood of a feared event (APA, 2013).
Compulsions often include such behaviors as repeated and extensive hand washing, cleaning, checking
(e.g., that a door is locked), and ordering (e.g., lining up all the pencils in a particular way), and they
also include such mental acts as counting, praying, or reciting something to oneself (Figure 15.11).
Compulsions characteristic of OCD are not performed out of pleasure, nor are they connected in a
realistic way to the source of the distress or feared event. Approximately 2.3% of the U.S. population will
experience OCD in their lifetime (Ruscio, Stein, Chiu, & Kessler, 2010) and, if left untreated, OCD tends
to be a chronic condition creating lifelong interpersonal and psychological problems (Norberg, Calamari,
Cohen, & Riemann, 2008).
Figure 15.11 (a) Repetitive hand washing and (b) checking (e.g., that a door is locked) are common compulsions
among those with obsessive-compulsive disorder. (credit a: modification of work by the USDA; credit b: modification
of work by Bradley Gordon)
An individual with body dysmorphic disorder is preoccupied with a perceived flaw in her physical
appearance that is either nonexistent or barely noticeable to other people (APA, 2013). These perceived
physical defects cause the person to think she is unattractive, ugly, hideous, or deformed. These
preoccupations can focus on any bodily area, but they typically involve the skin, face, or hair. The
preoccupation with imagined physical flaws drives the person to engage in repetitive and ritualistic
behavioral and mental acts, such as constantly looking in the mirror, trying to hide the offending body
part, comparisons with others, and, in some extreme cases, cosmetic surgery (Phillips, 2005). An estimated
Chapter 15 Psychological Disorders 565
2.4% of the adults in the United States meet the criteria for body dysmorphic disorder, with slightly higher
rates in women than in men (APA, 2013).
Although hoarding was traditionally considered to be a symptom of OCD, considerable evidence suggests
that hoarding represents an entirely different disorder (Mataix-Cols et al., 2010). People with hoarding
disorder cannot bear to part with personal possessions, regardless of how valueless or useless these
possessions are. As a result, these individuals accumulate excessive amounts of usually worthless items
that clutter their living areas (Figure 15.12). Often, the quantity of cluttered items is so excessive that
the person is unable use his kitchen, or sleep in his bed. People who suffer from this disorder have great
difficulty parting with items because they believe the items might be of some later use, or because they
form a sentimental attachment to the items (APA, 2013). Importantly, a diagnosis of hoarding disorder is
made only if the hoarding is not caused by another medical condition and if the hoarding is not a symptom
of another disorder (e.g., schizophrenia) (APA, 2013).
Figure 15.12 Those who suffer from hoarding disorder have great difficulty in discarding possessions, usually
resulting in an accumulation of items that clutter living or work areas. (credit: “puuikibeach”/Flickr)
The results of family and twin studies suggest that OCD has a moderate genetic component. The disorder
is five times more frequent in the first-degree relatives of people with OCD than in people without the
disorder (Nestadt et al., 2000). Additionally, the concordance rate of OCD among identical twins is around
57%; however, the concordance rate for fraternal twins is 22% (Bolton, Rijsdijk, O’Connor, Perrin, & Eley,
2007). Studies have implicated about two dozen potential genes that may be involved in OCD; these genes
regulate the function of three neurotransmitters: serotonin, dopamine, and glutamate (Pauls, 2010). Many
of these studies included small sample sizes and have yet to be replicated. Thus, additional research needs
to be done in this area.
A brain region that is believed to play a critical role in OCD is the orbitofrontal cortex (Kopell &
Greenberg, 2008), an area of the frontal lobe involved in learning and decision-making (Rushworth,
Noonan, Boorman, Walton, & Behrens, 2011) (Figure 15.13). In people with OCD, the orbitofrontal cortex
becomes especially hyperactive when they are provoked with tasks in which, for example, they are asked
to look at a photo of a toilet or of pictures hanging crookedly on a wall (Simon, Kaufmann, Müsch,
Kischkel, & Kathmann, 2010). The orbitofrontal cortex is part of a series of brain regions that, collectively,
is called the OCD circuit; this circuit consists of several interconnected regions that influence the perceived
emotional value of stimuli and the selection of both behavioral and cognitive responses (Graybiel & Rauch,
2000). As with the orbitofrontal cortex, other regions of the OCD circuit show heightened activity during
symptom provocation (Rotge et al., 2008), which suggests that abnormalities in these regions may produce
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the symptoms of OCD (Saxena, Bota, & Brody, 2001). Consistent with this explanation, people with OCD
show a substantially higher degree of connectivity of the orbitofrontal cortex and other regions of the OCD
circuit than do those without OCD (Beucke et al., 2013).
Figure 15.13 Different regions of the brain may be associated with different psychological disorders.
The findings discussed above were based on imaging studies, and they highlight the potential importance
of brain dysfunction in OCD. However, one important limitation of these findings is the inability to
explain differences in obsessions and compulsions. Another limitation is that the correlational relationship
between neurological abnormalities and OCD symptoms cannot imply causation (Abramowitz &
Siqueland, 2013).
Conditioning and OCD
The symptoms of OCD have been theorized to be learned responses, acquired and sustained as the result of a
combination of two forms of learning: classical conditioning and operant conditioning (Mowrer, 1960; Steinmetz,
Tracy, & Green, 2001). Specifically, the acquisition of OCD may occur first as the result of classical conditioning,
whereby a neutral stimulus becomes associated with an unconditioned stimulus that provokes anxiety or distress.
When an individual has acquired this association, subsequent encounters with the neutral stimulus trigger anxiety,
including obsessive thoughts; the anxiety and obsessive thoughts (which are now a conditioned response) may
persist until she identifies some strategy to relieve it. Relief may take the form of a ritualistic behavior or mental
activity that, when enacted repeatedly, reduces the anxiety. Such efforts to relieve anxiety constitute an example
of negative reinforcement (a form of operant conditioning). Recall from the chapter on learning that negative
reinforcement involves the strengthening of behavior through its ability to remove something unpleasant or
aversive. Hence, compulsive acts observed in OCD may be sustained because they are negatively reinforcing, in
the sense that they reduce anxiety triggered by a conditioned stimulus.
Suppose an individual with OCD experiences obsessive thoughts about germs, contamination, and disease
whenever she encounters a doorknob. What might have constituted a viable unconditioned stimulus? Also, what
would constitute the conditioned stimulus, unconditioned response, and conditioned response? What kinds of
compulsive behaviors might we expect, and how do they reinforce themselves? What is decreased? Additionally,
and from the standpoint of learning theory, how might the symptoms of OCD be treated successfully?
Chapter 15 Psychological Disorders 567
15.6 Posttraumatic Stress Disorder
Learning Objectives
By the end of this section, you will be able to:
Describe the nature and symptoms of posttraumatic stress disorder
Identify the risk factors associated with this disorder
Understand the role of learning and cognitive factors in its development
Extremely stressful or traumatic events, such as combat, natural disasters, and terrorist attacks, place
the people who experience them at an increased risk for developing psychological disorders such as
posttraumatic stress disorder (PTSD). Throughout much of the 20th century, this disorder was called shell
shock and combat neurosis because its symptoms were observed in soldiers who had engaged in wartime
combat. By the late 1970s it had become clear that women who had experienced sexual traumas (e.g., rape,
domestic battery, and incest) often experienced the same set of symptoms as did soldiers (Herman, 1997).
The term posttraumatic stress disorder was developed given that these symptoms could happen to anyone
who experienced psychological trauma.
PTSD was listed among the anxiety disorders in previous DSM editions. In DSM-5, it is now listed among
a group called Trauma-and-Stressor-Related Disorders. For a person to be diagnosed with PTSD, she be
must exposed to, witness, or experience the details of a traumatic experience (e.g., a first responder), one
that involves “actual or threatened death, serious injury, or sexual violence” (APA, 2013, p. 271). These
experiences can include such events as combat, threatened or actual physical attack, sexual assault, natural
disasters, terrorist attacks, and automobile accidents. This criterion makes PTSD the only disorder listed in
the DSM in which a cause (extreme trauma) is explicitly specified.
Symptoms of PTSD include intrusive and distressing memories of the event, flashbacks (states that can
last from a few seconds to several days, during which the individual relives the event and behaves as
if the event were occurring at that moment [APA, 2013]), avoidance of stimuli connected to the event,
persistently negative emotional states (e.g., fear, anger, guilt, and shame), feelings of detachment from
others, irritability, proneness toward outbursts, and an exaggerated startle response (jumpiness). For PTSD
to be diagnosed, these symptoms must occur for at least one month.
Roughly 7% of adults in the United States, including 9.7% of women and 3.6% of men, experience PTSD
in their lifetime (National Comorbidity Survey, 2007), with higher rates among people exposed to mass
trauma and people whose jobs involve duty-related trauma exposure (e.g., police officers, firefighters,
and emergency medical personnel) (APA, 2013). Nearly 21% of residents of areas affected by Hurricane
Katrina suffered from PTSD one year following the hurricane (Kessler et al., 2008), and 12.6% of Manhattan
residents were observed as having PTSD 2–3 years after the 9/11 terrorist attacks (DiGrande et al., 2008).
Of course, not everyone who experiences a traumatic event will go on to develop PTSD; several factors
strongly predict the development of PTSD: trauma experience, greater trauma severity, lack of immediate
social support, and more subsequent life stress (Brewin, Andrews, & Valentine, 2000). Traumatic events
that involve harm by others (e.g., combat, rape, and sexual molestation) carry greater risk than do other
traumas (e.g., natural disasters) (Kessler, Sonnega, Bromet, Hughes, & Nelson, 1995). Factors that increase
the risk of PTSD include female gender, low socioeconomic status, low intelligence, personal history of
mental disorders, history of childhood adversity (abuse or other trauma during childhood), and family
history of mental disorders (Brewin et al., 2000). Personality characteristics such as neuroticism and
somatization (the tendency to experience physical symptoms when one encounters stress) have been
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shown to elevate the risk of PTSD (Bramsen, Dirkzwager, & van der Ploeg, 2000). People who experience
childhood adversity and/or traumatic experiences during adulthood are at significantly higher risk of
developing PTSD if they possess one or two short versions of a gene that regulates the neurotransmitter
serotonin (Xie et al., 2009). This suggests a possible diathesis-stress interpretation of PTSD: its development
is influenced by the interaction of psychosocial and biological factors.
Research has shown that social support following a traumatic event can reduce the likelihood of PTSD
(Ozer, Best, Lipsey, & Weiss, 2003). Social support is often defined as the comfort, advice, and assistance
received from relatives, friends, and neighbors. Social support can help individuals cope during difficult
times by allowing them to discuss feelings and experiences and providing a sense of being loved and
appreciated. A 14-year study of 1,377 American Legionnaires who had served in the Vietnam War found
that those who perceived less social support when they came home were more likely to develop PTSD
than were those who perceived greater support (Figure 15.14). In addition, those who became involved
in the community were less likely to develop PTSD, and they were more likely to experience a remission
of PTSD than were those who were less involved (Koenen, Stellman, Stellman, & Sommer, 2003).
Figure 15.14 PTSD was first recognized in soldiers who had engaged in combat. Research has shown that strong
social support decreases the risk of PTSD. This person stands at the Vietnam Traveling Memorial Wall. (credit: Kevin
PTSD learning models suggest that some symptoms are developed and maintained through classical
conditioning. The traumatic event may act as an unconditioned stimulus that elicits an unconditioned
response characterized by extreme fear and anxiety. Cognitive, emotional, physiological, and
environmental cues accompanying or related to the event are conditioned stimuli. These traumatic
Chapter 15 Psychological Disorders 569
reminders evoke conditioned responses (extreme fear and anxiety) similar to those caused by the event
itself (Nader, 2001). A person who was in the vicinity of the Twin Towers during the 9/11 terrorist attacks
and who developed PTSD may display excessive hypervigilance and distress when planes fly overhead;
this behavior constitutes a conditioned response to the traumatic reminder (conditioned stimulus of
the sight and sound of an airplane). Differences in how conditionable individuals are help to explain
differences in the development and maintenance of PTSD symptoms (Pittman, 1988). Conditioning studies
demonstrate facilitated acquisition of conditioned responses and delayed extinction of conditioned
responses in people with PTSD (Orr et al., 2000).
Cognitive factors are important in the development and maintenance of PTSD. One model suggests that
two key processes are crucial: disturbances in memory for the event, and negative appraisals of the trauma
and its aftermath (Ehlers & Clark, 2000). According to this theory, some people who experience traumas do
not form coherent memories of the trauma; memories of the traumatic event are poorly encoded and, thus,
are fragmented, disorganized, and lacking in detail. Therefore, these individuals are unable remember
the event in a way that gives it meaning and context. A rape victim who cannot coherently remember
the event may remember only bits and pieces (e.g., the attacker repeatedly telling her she is stupid);
because she was unable to develop a fully integrated memory, the fragmentary memory tends to stand out.
Although unable to retrieve a complete memory of the event, she may be haunted by intrusive fragments
involuntarily triggered by stimuli associated with the event (e.g., memories of the attacker’s comments
when encountering a person who resembles the attacker). This interpretation fits previously discussed
material concerning PTSD and conditioning. The model also proposes that negative appraisals of the
event (“I deserved to be raped because I’m stupid”) may lead to dysfunctional behavioral strategies (e.g.,
avoiding social activities where men are likely to be present) that maintain PTSD symptoms by preventing
both a change in the nature of the memory and a change in the problematic appraisals.
15.7 Mood Disorders
Learning Objectives
By the end of this section, you will be able to:
Distinguish normal states of sadness and euphoria from states of depression and mania
Describe the symptoms of major depressive disorder and bipolar disorder
Understand the differences between major depressive disorder and persistent depressive
disorder, and identify two subtypes of depression
Define the criteria for a manic episode
Understand genetic, biological, and psychological explanations of major depressive
Discuss the relationship between mood disorders and suicidal ideation, as well as factors
associated with suicide
Blake cries all day and feeling that he is worthless and his life is hopeless, he cannot get out of bed. Crystal
stays up all night, talks very rapidly, and went on a shopping spree in which she spent $3,000 on furniture,
although she cannot afford it. Maria recently had a baby, and she feels overwhelmed, teary, anxious, and
panicked, and believes she is a terrible mother—practically every day since the baby was born. All these
individuals demonstrate symptoms of a potential mood disorder.
Mood disorders (Figure 15.15) are characterized by severe disturbances in mood and emotions—most
often depression, but also mania and elation (Rothschild, 1999). All of us experience fluctuations in our
moods and emotional states, and often these fluctuations are caused by events in our lives. We become
elated if our favorite team wins the World Series and dejected if a romantic relationship ends or if we
lose our job. At times, we feel fantastic or miserable for no clear reason. People with mood disorders also
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experience mood fluctuations, but their fluctuations are extreme, distort their outlook on life, and impair
their ability to function.
Figure 15.15 Mood disorders are characterized by massive disruptions in mood. Symptoms can range from the
extreme sadness and hopelessness of depression to the extreme elation and irritability of mania. (credit: Kiran
The DSM-5 lists two general categories of mood disorders. Depressive disorders are a group of disorders
in which depression is the main feature. Depression is a vague term that, in everyday language, refers
to an intense and persistent sadness. Depression is a heterogeneous mood state—it consists of a broad
spectrum of symptoms that range in severity. Depressed people feel sad, discouraged, and hopeless. These
individuals lose interest in activities once enjoyed, often experience a decrease in drives such as hunger
and sex, and frequently doubt personal worth. Depressive disorders vary by degree, but this chapter
highlights the most well-known: major depressive disorder (sometimes called unipolar depression).
Bipolar and related disorders are a group of disorders in which mania is the defining feature. Mania
is a state of extreme elation and agitation. When people experience mania, they may become extremely
talkative, behave recklessly, or attempt to take on many tasks simultaneously. The most recognized of
these disorders is bipolar disorder.
According to the DSM-5, the defining symptoms of major depressive disorder include “depressed mood
most of the day, nearly every day” (feeling sad, empty, hopeless, or appearing tearful to others), and
loss of interest and pleasure in usual activities (APA, 2013). In addition to feeling overwhelmingly sad
most of each day, people with depression will no longer show interest or enjoyment in activities that
previously were gratifying, such as hobbies, sports, sex, social events, time spent with family, and so on.
Friends and family members may notice that the person has completely abandoned previously enjoyed
hobbies; for example, an avid tennis player who develops major depressive disorder no longer plays tennis
(Rothschild, 1999).
To receive a diagnosis of major depressive disorder, one must experience a total of five symptoms for at
least a two-week period; these symptoms must cause significant distress or impair normal functioning,
and they must not be caused by substances or a medical condition. At least one of the two symptoms
mentioned above must be present, plus any combination of the following symptoms (APA, 2013):
Chapter 15 Psychological Disorders 571
significant weight loss (when not dieting) or weight gain and/or significant decrease or increase in
difficulty falling asleep or sleeping too much;
psychomotor agitation (the person is noticeably fidgety and jittery, demonstrated by behaviors like
the inability to sit, pacing, hand-wringing, pulling or rubbing of the skin, clothing, or other objects)
or psychomotor retardation (the person talks and moves slowly, for example, talking softly, very
little, or in a monotone);
fatigue or loss of energy;
feelings of worthlessness or guilt;
difficulty concentrating and indecisiveness; and
suicidal ideation: thoughts of death (not just fear of dying), thinking about or planning suicide, or
making an actual suicide attempt.
Major depressive disorder is considered episodic: its symptoms are typically present at their full
magnitude for a certain period of time and then gradually abate. Approximately 50%–60% of people who
experience an episode of major depressive disorder will have a second episode at some point in the future;
those who have had two episodes have a 70% chance of having a third episode, and those who have had
three episodes have a 90% chance of having a fourth episode (Rothschild, 1999). Although the episodes
can last for months, a majority a people diagnosed with this condition (around 70%) recover within a year.
However, a substantial number do not recover; around 12% show serious signs of impairment associated
with major depressive disorder after 5 years (Boland & Keller, 2009). In the long-term, many who do
recover will still show minor symptoms that fluctuate in their severity (Judd, 2012).
Results of Major Depressive Disorder
Major depressive disorder is a serious and incapacitating condition that can have a devastating effect on
the quality of one’s life. The person suffering from this disorder lives a profoundly miserable existence that
often results in unavailability for work or education, abandonment of promising careers, and lost wages;
occasionally, the condition requires hospitalization. The majority of those with major depressive disorder
report having faced some kind of discrimination, and many report that having received such treatment
has stopped them from initiating close relationships, applying for jobs for which they are qualified, and
applying for education or training (Lasalvia et al., 2013). Major depressive disorder also takes a toll on
health. Depression is a risk factor for the development of heart disease in healthy patients, as well as
adverse cardiovascular outcomes in patients with preexisting heart disease (Whooley, 2006).
Risk Factors for Major Depressive Disorder
Major depressive disorder is often referred to as the common cold of psychiatric disorders. Around 6.6%
of the U.S. population experiences major depressive disorder each year; 16.9% will experience the disorder
during their lifetime (Kessler & Wang, 2009). It is more common among women than among men, affecting
approximately 20% of women and 13% of men at some point in their life (National Comorbidity Survey,
2007). The greater risk among women is not accounted for by a tendency to report symptoms or to seek
help more readily, suggesting that gender differences in the rates of major depressive disorder may reflect
biological and gender-related environmental experiences (Kessler, 2003).
Lifetime rates of major depressive disorder tend to be highest in North and South America, Europe, and
Australia; they are considerably lower in Asian countries (Hasin, Fenton, & Weissman, 2011). The rates
of major depressive disorder are higher among younger age cohorts than among older cohorts, perhaps
because people in younger age cohorts are more willing to admit depression (Kessler & Wang, 2009).
A number of risk factors are associated with major depressive disorder: unemployment (including
homemakers); earning less than $20,000 per year; living in urban areas; or being separated, divorced, or
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widowed (Hasin et al., 2011). Comorbid disorders include anxiety disorders and substance abuse disorders
(Kessler & Wang, 2009).
The DSM-5 lists several different subtypes of depression. These subtypes—what the DSM-5 refer to as
specifiers—are not specific disorders; rather, they are labels used to indicate specific patterns of symptoms
or to specify certain periods of time in which the symptoms may be present. One subtype, seasonal
pattern, applies to situations in which a person experiences the symptoms of major depressive disorder
only during a particular time of year (e.g., fall or winter). In everyday language, people often refer to this
subtype as the winter blues.
Another subtype, peripartum onset (commonly referred to as postpartum depression), applies to women
who experience major depression during pregnancy or in the four weeks following the birth of their child
(APA, 2013). These women often feel very anxious and may even have panic attacks. They may feel guilty,
agitated, and be weepy. They may not want to hold or care for their newborn, even in cases in which the
pregnancy was desired and intended. In extreme cases, the mother may have feelings of wanting to harm
her child or herself. In a horrific illustration, a woman named Andrea Yates, who suffered from extreme
peripartum-onset depression (as well as other mental illnesses), drowned her five children in a bathtub
(Roche, 2002). Most women with peripartum-onset depression do not physically harm their children, but
most do have difficulty being adequate caregivers (Fields, 2010). A surprisingly high number of women
experience symptoms of peripartum-onset depression. A study of 10,000 women who had recently given
birth found that 14% screened positive for peripartum-onset depression, and that nearly 20% reported
having thoughts of wanting to harm themselves (Wisner et al., 2013).
People with persistent depressive disorder (previously known as dysthymia) experience depressed
moods most of the day nearly every day for at least two years, as well as at least two of the other
symptoms of major depressive disorder. People with persistent depressive disorder are chronically sad
and melancholy, but do not meet all the criteria for major depression. However, episodes of full-blown
major depressive disorder can occur during persistent depressive disorder (APA, 2013).
A person with bipolar disorder (commonly known as manic depression) often experiences mood states
that vacillate between depression and mania; that is, the person’s mood is said to alternate from one
emotional extreme to the other (in contrast to unipolar, which indicates a persistently sad mood).
To be diagnosed with bipolar disorder, a person must have experienced a manic episode at least once in
his life; although major depressive episodes are common in bipolar disorder, they are not required for a
diagnosis (APA, 2013). According to the DSM-5, a manic episode is characterized as a “distinct period
of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently
increased activity or energy lasting at least one week,” that lasts most of the time each day (APA, 2013,
p. 124). During a manic episode, some experience a mood that is almost euphoric and become excessively
talkative, sometimes spontaneously starting conversations with strangers; others become excessively
irritable and complain or make hostile comments. The person may talk loudly and rapidly, exhibiting
flight of ideas, abruptly switching from one topic to another. These individuals are easily distracted,
which can make a conversation very difficult. They may exhibit grandiosity, in which they experience
inflated but unjustified self-esteem and self-confidence. For example, they might quit a job in order to
“strike it rich” in the stock market, despite lacking the knowledge, experience, and capital for such an
endeavor. They may take on several tasks at the same time (e.g., several time-consuming projects at work)
and yet show little, if any, need for sleep; some may go for days without sleep. Patients may also recklessly
engage in pleasurable activities that could have harmful consequences, including spending sprees, reckless
driving, making foolish investments, excessive gambling, or engaging in sexual encounters with strangers
(APA, 2013).
Chapter 15 Psychological Disorders 573
During a manic episode, individuals usually feel as though they are not ill and do not need treatment.
However, the reckless behaviors that often accompany these episodes—which can be antisocial, illegal,
or physically threatening to others—may require involuntary hospitalization (APA, 2013). Some patients
with bipolar disorder will experience a rapid-cycling subtype, which is characterized by at least four manic
episodes (or some combination of at least four manic and major depressive episodes) within one year.
In the 1997 independent film Sweetheart, actress Janeane Garofalo plays the part of
Jasmine, a young woman with bipolar disorder. Watch this video
(http://openstaxcollege.org/l/sweetheart) to see a portion of this film in which
Jasmine experiences a manic episode.
Risk Factors for Bipolar Disorder
Bipolar disorder is considerably less frequent than major depressive disorder. In the United States, 1
out of every 167 people meets the criteria for bipolar disorder each year, and 1 out of 100 meet the
criteria within their lifetime (Merikangas et al., 2011). The rates are higher in men than in women,
and about half of those with this disorder report onset before the age of 25 (Merikangas et al., 2011).
Around 90% of those with bipolar disorder have a comorbid disorder, most often an anxiety disorder or
a substance abuse problem. Unfortunately, close to half of the people suffering from bipolar disorder do
not receive treatment (Merikangas & Tohen, 2011). Suicide rates are extremely high among those with
bipolar disorder: around 36% of individuals with this disorder attempt suicide at least once in their lifetime
(Novick, Swartz, & Frank, 2010), and between 15%–19% complete suicide (Newman, 2004).
Mood disorders have been shown to have a strong genetic and biological basis. Relatives of those with
major depressive disorder have double the risk of developing major depressive disorder, whereas relatives
of patients with bipolar disorder have over nine times the risk (Merikangas et al., 2011). The rate of
concordance for major depressive disorder is higher among identical twins than fraternal twins (50% vs.
38%, respectively), as is that of bipolar disorder (67% vs. 16%, respectively), suggesting that genetic factors
play a stronger role in bipolar disorder than in major depressive disorder (Merikangas et al. 2011).
People with mood disorders often have imbalances in certain neurotransmitters, particularly
norepinephrine and serotonin (Thase, 2009). These neurotransmitters are important regulators of the
bodily functions that are disrupted in mood disorders, including appetite, sex drive, sleep, arousal,
and mood. Medications that are used to treat major depressive disorder typically boost serotonin and
norepinephrine activity, whereas lithium—used in the treatment of bipolar disorder—blocks
norepinephrine activity at the synapses (Figure 15.16).
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Figure 15.16 Many medications designed to treat mood disorders work by altering neurotransmitter activity in the
neural synapse.
Depression is linked to abnormal activity in several regions of the brain (Fitzgerald, Laird, Maller, &
Daskalakis, 2008) including those important in assessing the emotional significance of stimuli and
experiencing emotions (amygdala), and in regulating and controlling emotions (like the prefrontal cortex,
or PFC) (LeMoult, Castonguay, Joormann, & McAleavey, 2013). Depressed individuals show elevated
amygdala activity (Drevets, Bogers, & Raichle, 2002), especially when presented with negative emotional
stimuli, such as photos of sad faces (Figure 15.17) (Surguladze et al., 2005). Interestingly, heightened
amygdala activation to negative emotional stimuli among depressed persons occurs even when stimuli are
presented outside of conscious awareness (Victor, Furey, Fromm, Öhman, & Drevets, 2010), and it persists
even after the negative emotional stimuli are no longer present (Siegle, Thompson, Carter, Steinhauer, &
Thase, 2007). Additionally, depressed individuals exhibit less activation in the prefrontal, particularly on
the left side (Davidson, Pizzagalli, & Nitschke, 2009). Because the PFC can dampen amygdala activation,
thereby enabling one to suppress negative emotions (Phan et al., 2005), decreased activation in certain
regions of the PFC may inhibit its ability to override negative emotions that might then lead to more
negative mood states (Davidson et al., 2009). These findings suggest that depressed persons are more
prone to react to emotionally negative stimuli, yet have greater difficulty controlling these reactions.
Chapter 15 Psychological Disorders 575
Figure 15.17 Depressed individuals react to negative emotional stimuli, such as sad faces, with greater amygdala
activation than do non-depressed individuals. (credit: Ian Munroe)
Since the 1950s, researchers have noted that depressed individuals have abnormal levels of cortisol, a
stress hormone released into the blood by the neuroendocrine system during times of stress (Mackin
& Young, 2004). When cortisol is released, the body initiates a fight-or-flight response in reaction to a
threat or danger. Many people with depression show elevated cortisol levels (Holsboer & Ising, 2010),
especially those reporting a history of early life trauma such as the loss of a parent or abuse during
childhood (Baes, Tofoli, Martins, & Juruena, 2012). Such findings raise the question of whether high
cortisol levels are a cause or a consequence of depression. High levels of cortisol are a risk factor for
future depression (Halligan, Herbert, Goodyer, & Murray, 2007), and cortisol activates activity in the
amygdala while deactivating activity in the PFC (McEwen, 2005)—both brain disturbances are connected
to depression. Thus, high cortisol levels may have a causal effect on depression, as well as on its brain
function abnormalities (van Praag, 2005). Also, because stress results in increased cortisol release
(Michaud, Matheson, Kelly, Anisman, 2008), it is equally reasonable to assume that stress may precipitate
A Diathesis-Stress Model and Major Depressive Disorders
Indeed, it has long been believed that stressful life events can trigger depression, and research has
consistently supported this conclusion (Mazure, 1998). Stressful life events include significant losses, such
as death of a loved one, divorce or separation, and serious health and money problems; life events
such as these often precede the onset of depressive episodes (Brown & Harris, 1989). In particular, exit
events—instances in which an important person departs (e.g., a death, divorce or separation, or a family
member leaving home)—often occur prior to an episode (Paykel, 2003). Exit events are especially likely
to trigger depression if these happenings occur in a way that humiliates or devalues the individual. For
example, people who experience the breakup of a relationship initiated by the other person develop major
depressive disorder at a rate more than 2 times that of people who experience the death of a loved one
(Kendler, Hettema, Butera, Gardner, & Prescott, 2003).
Likewise, individuals who are exposed to traumatic stress during childhood—such as separation from
a parent, family turmoil, and maltreatment (physical or sexual abuse)—are at a heightened risk of
developing depression at any point in their lives (Kessler, 1997). A recent review of 16 studies involving
over 23,000 subjects concluded that those who experience childhood maltreatment are more than 2 times
as likely to develop recurring and persistent depression (Nanni, Uher, & Danese, 2012).
Of course, not everyone who experiences stressful life events or childhood adversities succumbs to
depression—indeed, most do not. Clearly, a diathesis-stress interpretation of major depressive disorder, in
which certain predispositions or vulnerability factors influence one’s reaction to stress, would seem logical.
If so, what might such predispositions be? A study by Caspi and others (2003) suggests that an alteration
in a specific gene that regulates serotonin (the 5-HTTLPR gene) might be one culprit. These investigators
found that people who experienced several stressful life events were significantly more likely to experience
episodes of major depression if they carried one or two short versions of this gene than if they carried
two long versions. Those who carried one or two short versions of the 5-HTTLPR gene were unlikely
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to experience an episode, however, if they had experienced few or no stressful life events. Numerous
studies have replicated these findings, including studies of people who experienced maltreatment during
childhood (Goodman & Brand, 2009). In a recent investigation conducted in the United Kingdom (Brown
& Harris, 2013), researchers found that childhood maltreatment before age 9 elevated the risk of chronic
adult depression (a depression episode lasting for at least 12 months) among those individuals having one
(LS) or two (SS) short versions of the 5-HTTLPR gene (Figure 15.18). Childhood maltreatment did not
increase the risk for chronic depression for those have two long (LL) versions of this gene. Thus, genetic
vulnerability may be one mechanism through which stress potentially leads to depression.
Figure 15.18 A study on gene-environment interaction in people experiencing chronic depression in adulthood
suggests a much higher incidence in individuals with a short version of the gene in combination with childhood
maltreatment (Brown & Harris, 2013).
Cognitive Theories of Depression
Cognitive theories of depression take the view that depression is triggered by negative thoughts,
interpretations, self-evaluations, and expectations (Joormann, 2009). These diathesis-stress models propose
that depression is triggered by a “cognitive vulnerability” (negative and maladaptive thinking) and by
precipitating stressful life events (Gotlib & Joormann, 2010). Perhaps the most well-known cognitive
theory of depression was developed in the 1960s by psychiatrist Aaron Beck, based on clinical observations
and supported by research (Beck, 2008). Beck theorized that depression-prone people possess depressive
schemas, or mental predispositions to think about most things in a negative way (Beck, 1976). Depressive
schemas contain themes of loss, failure, rejection, worthlessness, and inadequacy, and may develop early
in childhood in response to adverse experiences, then remain dormant until they are activated by stressful
or negative life events. Depressive schemas prompt dysfunctional and pessimistic thoughts about the
self, the world, and the future. Beck believed that this dysfunctional style of thinking is maintained by
cognitive biases, or errors in how we process information about ourselves, which lead us to focus on
negative aspects of experiences, interpret things negatively, and block positive memories (Beck, 2008). A
person whose depressive schema consists of a theme of rejection might be overly attentive to social cues of
rejection (more likely to notice another’s frown), and he might interpret this cue as a sign of rejection and
automatically remember past incidents of rejection. Longitudinal studies have supported Beck’s theory,
in showing that a preexisting tendency to engage in this negative, self-defeating style of thinking—when
combined with life stress—over time predicts the onset of depression (Dozois & Beck, 2008). Cognitive
therapies for depression, aimed at changing a depressed person’s negative thinking, were developed as an
expansion of this theory (Beck, 1976).
Another cognitive theory of depression, hopelessness theory, postulates that a particular style of negative
thinking leads to a sense of hopelessness, which then leads to depression (Abramson, Metalsky, & Alloy,
Chapter 15 Psychological Disorders 577
1989). According to this theory, hopelessness is an expectation that unpleasant outcomes will occur or
that desired outcomes will not occur, and there is nothing one can do to prevent such outcomes. A key
assumption of this theory is that hopelessness stems from a tendency to perceive negative life events
as having stable (“It’s never going to change”) and global (“It’s going to affect my whole life”) causes,
in contrast to unstable (“It’s fixable”) and specific (“It applies only to this particular situation”) causes,
especially if these negative life events occur in important life realms, such as relationships, academic
achievement, and the like. Suppose a student who wishes to go to law school does poorly on an admissions
test. If the student infers negative life events as having stable and global causes, she may believe that her
poor performance has a stable and global cause (“I lack intelligence, and it’s going to prevent me from
ever finding a meaningful career”), as opposed to an unstable and specific cause (“I was sick the day of the
exam, so my low score was a fluke”). Hopelessness theory predicts that people who exhibit this cognitive
style in response to undesirable life events will view such events as having negative implications for their
future and self-worth, thereby increasing the likelihood of hopelessness—the primary cause of depression
(Abramson et al., 1989). One study testing hopelessness theory measured the tendency to make negative
inferences for bad life effects in participants who were experiencing uncontrollable stressors. Over the
ensuing six months, those with scores reflecting high cognitive vulnerability were 7 times more likely to
develop depression compared to those with lower scores (Kleim, Gonzalo, & Ehlers, 2011).
A third cognitive theory of depression focuses on how people’s thoughts about their distressed
moods—depressed symptoms in particular—can increase the risk and duration of depression. This theory,
which focuses on rumination in the development of depression, was first described in the late 1980s to
explain the higher rates of depression in women than in men (Nolen-Hoeksema, 1987). Rumination is
the repetitive and passive focus on the fact that one is depressed and dwelling on depressed symptoms,
rather that distracting one’s self from the symptoms or attempting to address them in an active, problem-
solving manner (Nolen-Hoeksema, 1991). When people ruminate, they have thoughts such as “Why am
I so unmotivated? I just can’t get going. I’m never going to get my work done feeling this way” (Nolen-
Hoeksema & Hilt, 2009, p. 393). Women are more likely than men to ruminate when they are sad or
depressed (Butler & Nolen-Hoeksema, 1994), and the tendency to ruminate is associated with increases in
depression symptoms (Nolen-Hoeksema, Larson, & Grayson, 1999), heightened risk of major depressive
episodes (Abela & Hankin, 2011), and chronicity of such episodes (Robinson & Alloy, 2003)
For some people with mood disorders, the extreme emotional pain they experience becomes unendurable.
Overwhelmed by hopelessness, devastated by incapacitating feelings of worthlessness, and burdened with
the inability to adequately cope with such feelings, they may consider suicide to be a reasonable way
out. Suicide, defined by the CDC as “death caused by self-directed injurious behavior with any intent to
die as the result of the behavior” (CDC, 2013a), in a sense represents an outcome of several things going
wrong all at the same time Crosby, Ortega, & Melanson, 2011). Not only must the person be biologically
or psychologically vulnerable, but he must also have the means to perform the suicidal act, and he must
lack the necessary protective factors (e.g., social support from friends and family, religion, coping skills,
and problem-solving skills) that provide comfort and enable one to cope during times of crisis or great
psychological pain (Berman, 2009).
Suicide is not listed as a disorder in the DSM-5; however, suffering from a mental disorder—especially
a mood disorder—poses the greatest risk for suicide. Around 90% of those who complete suicides have
a diagnosis of at least one mental disorder, with mood disorders being the most frequent (Fleischman,
Bertolote, Belfer, & Beautrais, 2005). In fact, the association between major depressive disorder and suicide
is so strong that one of the criteria for the disorder is thoughts of suicide, as discussed above (APA, 2013).
Suicide rates can be difficult to interpret because some deaths that appear to be accidental may in fact be
acts of suicide (e.g., automobile crash). Nevertheless, investigations into U.S. suicide rates have uncovered
these facts:
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Suicide was the 10th leading cause of death for all ages in 2010 (Centers for Disease Control and
Prevention [CDC], 2012).
There were 38,364 suicides in 2010 in the United States—an average of 105 each day (CDC, 2012).
Suicide among males is 4 times higher than among females and accounts for 79% of all suicides;
firearms are the most commonly used method of suicide for males, whereas poisoning is the most
commonly used method for females (CDC, 2012).
From 1991 to 2003, suicide rates were consistently higher among those 65 years and older. Since
2001, however, suicide rates among those ages 25–64 have risen consistently, and, since 2006,
suicide rates have been greater for those ages 65 and older (CDC, 2013b). This increase in suicide
rates among middle-aged Americans has prompted concern in some quarters that baby boomers
(individuals born between 1946–1964) who face economic worry and easy access to prescription
medication may be particularly vulnerable to suicide (Parker-Pope, 2013).
The highest rates of suicide within the United States are among American Indians/Alaskan natives
and Non-Hispanic Whites (CDC, 2013b).
Suicide rates vary across the United States, with the highest rates consistently found in the
mountain states of the west (Alaska, Montana, Nevada, Wyoming, Colorado, and Idaho) (Berman,
Contrary to popular belief, suicide rates peak during the springtime (April and May), not during the
holiday season or winter. In fact, suicide rates are generally lowest during the winter months (Postolache
et al., 2010).
Suicidal risk is especially high among people with substance abuse problems. Individuals with alcohol
dependence are at 10 times greater risk for suicide than the general population (Wilcox, Conner, &
Caine, 2004). The risk of suicidal behavior is especially high among those who have made a prior suicide
attempt. Among those who attempt suicide, 16% make another attempt within a year and over 21%
make another attempt within four years (Owens, Horrocks, & House, 2002). Suicidal individuals may
be at high risk for terminating their life if they have a lethal means in which to act, such as a firearm
in the home (Brent & Bridge, 2003). Withdrawal from social relationships, feeling as though one is a
burden to others, and engaging in reckless and risk-taking behaviors may be precursors to suicidal
behavior (Berman, 2009). A sense of entrapment or feeling unable to escape one’s miserable feelings or
external circumstances (e.g., an abusive relationship with no perceived way out) predicts suicidal behavior
(O’Connor, Smyth, Ferguson, Ryan, & Williams, 2013). Tragically, reports of suicides among adolescents
following instances of cyberbullying have emerged in recent years. In one widely-publicized case a few
years ago, Phoebe Prince, a 15-year-old Massachusetts high school student, committed suicide following
incessant harassment and taunting from her classmates via texting and Facebook (McCabe, 2010).
Suicides can have a contagious effect on people. For example, another’s suicide, especially that of a family
member, heightens one’s risk of suicide (Agerbo, Nordentoft, & Mortensen, 2002). Additionally, widely-
publicized suicides tend to trigger copycat suicides in some individuals. One study examining suicide
statistics in the United States from 1947–1967 found that the rates of suicide skyrocketed for the first
month after a suicide story was printed on the front page of the New York Times (Phillips, 1974). Austrian
researchers found a significant increase in the number of suicides by firearms in the three weeks following
extensive reports in Austria’s largest newspaper of a celebrity suicide by gun (Etzersdorfer, Voracek, &
Sonneck, 2004). A review of 42 studies concluded that media coverage of celebrity suicides is more than 14
times more likely to trigger copycat suicides than is coverage of non-celebrity suicides (Stack, 2000). This
review also demonstrated that the medium of coverage is important: televised stories are considerably less
likely to prompt a surge in suicides than are newspaper stories. Research suggests that a trend appears
to be emerging whereby people use online social media to leave suicide notes, although it is not clear
to what extent suicide notes on such media might induce copycat suicides (Ruder, Hatch, Ampanozi,
Thali, & Fischer, 2011). Nevertheless, it is reasonable to conjecture that suicide notes left by individuals on
social media may influence the decisions of other vulnerable people who encounter them (Luxton, June, &
Fairall, 2012).
One possible contributing factor in suicide is brain chemistry. Contemporary neurological research shows
that disturbances in the functioning of serotonin are linked to suicidal behavior (Pompili et al., 2010).
Low levels of serotonin predict future suicide attempts and suicide completions, and low levels have been
observed post-mortem among suicide victims (Mann, 2003). Serotonin dysfunction, as noted earlier, is also
known to play an important role in depression; low levels of serotonin have also been linked to aggression
and impulsivity (Stanley et al., 2000). The combination of these three characteristics constitutes a potential
formula for suicide—especially violent suicide. A classic study conducted during the 1970s found that
patients with major depressive disorder who had very low levels of serotonin attempted suicide more
frequently and more violently than did patients with higher levels (Asberg, Thorén, Träskman, Bertilsson,
& Ringberger, 1976; Mann, 2003).
Suicidal thoughts, plans, and even off-hand remarks (“I might kill myself this afternoon”) should always
be taken extremely seriously. People who contemplate terminating their life need immediate help. Below
are links to two excellent websites that contain resources (including hotlines) for people who are struggling
with suicidal ideation, have loved ones who may be suicidal, or who have lost loved ones to suicide:
http://www.afsp.org and http://suicidology.org.
15.8 Schizophrenia
Learning Objectives
By the end of this section, you will be able to:
Recognize the essential nature of schizophrenia, avoiding the misconception that it involves
a split personality
Categorize and describe the major symptoms of schizophrenia
Understand the interplay between genetic, biological, and environmental factors that are
associated with the development of schizophrenia
Discuss the importance of research examining prodromal symptoms of schizophrenia
Schizophrenia is a devastating psychological disorder that is characterized by major disturbances in
thought, perception, emotion, and behavior. About 1% of the population experiences schizophrenia in
their lifetime, and usually the disorder is first diagnosed during early adulthood (early to mid-20s). Most
people with schizophrenia experience significant difficulties in many day-to-day activities, such as holding
a job, paying bills, caring for oneself (grooming and hygiene), and maintaining relationships with others.
Frequent hospitalizations are more often the rule rather than the exception with schizophrenia. Even when
they receive the best treatments available, many with schizophrenia will continue to experience serious
social and occupational impairment throughout their lives.
What is schizophrenia? First, schizophrenia is not a condition involving a split personality; that is,
schizophrenia is not the same thing as dissociative identity disorder (better known as multiple personality
disorder). These disorders are sometimes confused because the word schizophrenia first coined by the Swiss
psychiatrist Eugen Bleuler in 1911, derives from Greek words that refer to a “splitting” (schizo) of psychic
functions (phrene) (Green, 2001).
Schizophrenia is considered a psychotic disorder, or one in which the person’s thoughts, perceptions, and
behaviors are impaired to the point where she is not able to function normally in life. In informal terms,
one who suffers from a psychotic disorder (that is, has a psychosis) is disconnected from the world in
which most of us live.
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The main symptoms of schizophrenia include hallucinations, delusions, disorganized thinking,
disorganized or abnormal motor behavior, and negative symptoms (APA, 2013). A hallucination is a
perceptual experience that occurs in the absence of external stimulation. Auditory hallucinations (hearing
voices) occur in roughly two-thirds of patients with schizophrenia and are by far the most common form of
hallucination (Andreasen, 1987). The voices may be familiar or unfamiliar, they may have a conversation
or argue, or the voices may provide a running commentary on the person’s behavior (Tsuang, Farone, &
Green, 1999).
Less common are visual hallucinations (seeing things that are not there) and olfactory hallucinations
(smelling odors that are not actually present).
Delusions are beliefs that are contrary to reality and are firmly held even in the face of contradictory
evidence. Many of us hold beliefs that some would consider odd, but a delusion is easily identified because
it is clearly absurd. A person with schizophrenia may believe that his mother is plotting with the FBI to
poison his coffee, or that his neighbor is an enemy spy who wants to kill him. These kinds of delusions are
known as paranoid delusions, which involve the (false) belief that other people or agencies are plotting
to harm the person. People with schizophrenia also may hold grandiose delusions, beliefs that one holds
special power, unique knowledge, or is extremely important. For example, the person who claims to
be Jesus Christ, or who claims to have knowledge going back 5,000 years, or who claims to be a great
philosopher is experiencing grandiose delusions. Other delusions include the belief that one’s thoughts are
being removed (thought withdrawal) or thoughts have been placed inside one’s head (thought insertion).
Another type of delusion is somatic delusion, which is the belief that something highly abnormal is
happening to one’s body (e.g., that one’s kidneys are being eaten by cockroaches).
Disorganized thinking refers to disjointed and incoherent thought processes—usually detected by what
a person says. The person might ramble, exhibit loose associations (jump from topic to topic), or talk
in a way that is so disorganized and incomprehensible that it seems as though the person is randomly
combining words. Disorganized thinking is also exhibited by blatantly illogical remarks (e.g., “Fenway
Park is in Boston. I live in Boston. Therefore, I live at Fenway Park.”) and by tangentiality: responding
to others’ statements or questions by remarks that are either barely related or unrelated to what was
said or asked. For example, if a person diagnosed with schizophrenia is asked if she is interested in
receiving special job training, she might state that she once rode on a train somewhere. To a person
with schizophrenia, the tangential (slightly related) connection between job training and riding a train are
sufficient enough to cause such a response. A Psychological Disorder in Nursing Assignment.
Disorganized or abnormal motor behavior refers to unusual behaviors and movements: becoming
unusually active, exhibiting silly child-like behaviors (giggling and self-absorbed smiling), engaging in
repeated and purposeless movements, or displaying odd facial expressions and gestures. In some cases,
the person will exhibit catatonic behaviors, which show decreased reactivity to the environment, such as
posturing, in which the person maintains a rigid and bizarre posture for long periods of time, or catatonic
stupor, a complete lack of movement and verbal behavior.
Negative symptoms are those that reflect noticeable decreases and absences in certain behaviors,
emotions, or drives (Green, 2001). A person who exhibits diminished emotional expression shows no
emotion in his facial expressions, speech, or movements, even when such expressions are normal or
expected. A volition is characterized by a lack of motivation to engage in self-initiated and meaningful
activity, including the most basic of tasks, such as bathing and grooming. Alogia refers to reduced speech
output; in simple terms, patients do not say much. Another negative symptom is asociality, or social
withdrawal and lack of interest in engaging in social interactions with others. A final negative symptom,
an hedonia, refers to an inability to experience pleasure. One who exhibits anhedonia expresses little
interest in what most people consider to be pleasurable activities, such as hobbies, recreation, or sexual
There is considerable evidence suggesting that schizophrenia has a genetic basis. The risk of developing
schizophrenia is nearly 6 times greater if one has a parent with schizophrenia than if one does not
(Goldstein, Buka, Seidman, & Tsuang, 2010). Additionally, one’s risk of developing schizophrenia
increases as genetic relatedness to family members diagnosed with schizophrenia increases (Gottesman,
2001). A Psychological Disorder in Nursing Assignment.
When considering the role of genetics in schizophrenia, as in any disorder, conclusions based on family
and twin studies are subject to criticism. This is because family members who are closely related (such
as siblings) are more likely to share similar environments than are family members who are less closely
related (such as cousins); further, identical twins may be more likely to be treated similarly by others
than might fraternal twins. Thus, family and twin studies cannot completely rule out the possible effects
of shared environments and experiences. Such problems can be corrected by using adoption studies, in
which children are separated from their parents at an early age. One of the first adoption studies of
schizophrenia conducted by Heston (1966) followed 97 adoptees, including 47 who were born to mothers
with schizophrenia, over a 36-year period. Five of the 47 adoptees (11%) whose mothers had schizophrenia
were later diagnosed with schizophrenia, compared to none of the 50 control adoptees. Other adoption
studies have consistently reported that for adoptees who are later diagnosed with schizophrenia, their
biological relatives have a higher risk of schizophrenia than do adoptive relatives (Shih, Belmonte, &
Zandi, 2004). A Psychological Disorder in Nursing Assignment.
Although adoption studies have supported the hypothesis that genetic factors contribute to schizophrenia,
they have also demonstrated that the disorder most likely arises from a combination of genetic and
environmental factors, rather than just genes themselves. For example, investigators in one study
examined the rates of schizophrenia among 303 adoptees (Tienari et al., 2004). A total of 145 of the adoptees
had biological mothers with schizophrenia; these adoptees constituted the high genetic risk group. The
other 158 adoptees had mothers with no psychiatric history; these adoptees composed the low genetic
risk group. The researchers managed to determine whether the adoptees’ families were either healthy or
disturbed. For example, the adoptees were considered to be raised in a disturbed family environment if
the family exhibited a lot of criticism, conflict, and a lack of problem-solving skills. The findings revealed
that adoptees whose mothers had schizophrenia (high genetic risk) and who had been raised in a disturbed
family environment were much more likely to develop schizophrenia or another psychotic disorder
(36.8%) than were adoptees whose biological mothers had schizophrenia but who had been raised in a
healthy environment (5.8%), or than adoptees with a low genetic risk who were raised in either a disturbed
(5.3%) or healthy (4.8%) environment. A Psychological Disorder in Nursing Assignment.Because the adoptees who were at high genetic risk were likely to
develop schizophrenia only if they were raised in a disturbed home environment, this study supports a
diathesis-stress interpretation of schizophrenia—both genetic vulnerability and environmental stress are
necessary for schizophrenia to develop, genes alone do not show the complete picture.
If we accept that schizophrenia is at least partly genetic in origin, as it seems to be, it makes sense
that the next step should be to identify biological abnormalities commonly found in people with the
disorder. Perhaps not surprisingly, a number of neurobiological factors have indeed been found to be
related to schizophrenia. One such factor that has received considerable attention for many years is the
neurotransmitter dopamine. Interest in the role of dopamine in schizophrenia was stimulated by two
sets of findings: drugs that increase dopamine levels can produce schizophrenia-like symptoms, and
medications that block dopamine activity reduce the symptoms (Howes & Kapur, 2009). A Psychological Disorder in Nursing Assignment.The dopamine
hypothesis of schizophrenia proposed that an overabundance of dopamine or too many dopamine
receptors are responsible for the onset and maintenance of schizophrenia (Snyder, 1976). More recent work
in this area suggests that abnormalities in dopamine vary by brain region and thus contribute to symptoms
in unique ways. In general, this research has suggested that an overabundance of dopamine in the limbic
system may be responsible for some symptoms, such as hallucinations and delusions, whereas low levels
of dopamine in the prefrontal cortex might be responsible primarily for the negative symptoms (avolition,
alogia, asociality, and anhedonia) (Davis, Kahn, Ko, & Davidson, 1991). A Psychological Disorder in Nursing Assignment.In recent years, serotonin has
received attention, and newer antipsychotic medications used to treat the disorder work by blocking
serotonin receptors (Baumeister & Hawkins, 2004).
Brain Anatomy
Brain imaging studies reveal that people with schizophrenia have enlarged ventricles, the cavities within
the brain that contain cerebral spinal fluid (Green, 2001). This finding is important because larger than
normal ventricles suggests that various brain regions are reduced in size, thus implying that schizophrenia
is associated with a loss of brain tissue. In addition, many people with schizophrenia display a reduction
in gray matter (cell bodies of neurons) in the frontal lobes (Lawrie & Abukmeil, 1998), and many show
less frontal lobe activity when performing cognitive tasks (Buchsbaum et al., 1990). The frontal lobes are
important in a variety of complex cognitive functions, such as planning and executing behavior, attention,
speech, movement, and problem solving. Hence, abnormalities in this region provide merit in explaining
why people with schizophrenia experience deficits in these of areas. A Psychological Disorder in Nursing Assignment.
Events During Pregnancy
Why do people with schizophrenia have these brain abnormalities? A number of environmental factors
that could impact normal brain development might be at fault. High rates of obstetric complications in the
births of children who later developed schizophrenia have been reported (Cannon, Jones, & Murray, 2002).
In addition, people are at an increased risk for developing schizophrenia if their mother was exposed to
influenza during the first trimester of pregnancy (Brown et al., 2004). Research has also suggested that a
mother’s emotional stress during pregnancy may increase the risk of schizophrenia in offspring. One study
reported that the risk of schizophrenia is elevated substantially in offspring whose mothers experienced
the death of a relative during the first trimester of pregnancy (Khashan et al., 2008).
Another variable that is linked to schizophrenia is marijuana use. Although a number of reports have
shown that individuals with schizophrenia are more likely to use marijuana than are individuals without
schizophrenia (Thornicroft, 1990), such investigations cannot determine if marijuana use leads to
schizophrenia, or vice versa. However, a number of longitudinal studies have suggested that marijuana
use is, in fact, a risk factor for schizophrenia. A Psychological Disorder in Nursing Assignment.A classic investigation of over 45,000 Swedish conscripts
who were followed up after 15 years found that those individuals who had reported using marijuana at
least once by the time of conscription were more than 2 times as likely to develop schizophrenia during
the ensuing 15 years than were those who reported never using marijuana; those who had indicated
using marijuana 50 or more times were 6 times as likely to develop schizophrenia (Andréasson, Allbeck,
Chapter 15 Psychological Disorders 583
Engström, & Rydberg, 1987). More recently, a review of 35 longitudinal studies found a substantially
increased risk of schizophrenia and other psychotic disorders in people who had used marijuana, with
the greatest risk in the most frequent users (Moore et al., 2007). Other work has found that marijuana use
is associated with an onset of psychotic disorders at an earlier age (Large, Sharma, Compton, Slade, &
Nielssen, 2011). Overall, the available evidence seems to indicate that marijuana use plays a causal role
in the development of schizophrenia, although it is important to point out that marijuana use is not an
essential or sufficient risk factor as not all people with schizophrenia have used marijuana and the majority
of marijuana users do not develop schizophrenia (Casadio, Fernandes, Murray, & Di Forti, 2011). One
plausible interpretation of the data is that early marijuana use may disrupt normal brain development
during important early maturation periods in adolescence (Trezza, Cuomo, & Vanderschuren, 2008). Thus,
early marijuana use may set the stage for the development of schizophrenia and other psychotic disorders,
especially among individuals with an established vulnerability (Casadio et al., 2011). A Psychological Disorder in Nursing Assignment.
Early detection and treatment of conditions such as heart disease and cancer have improved survival rates
and quality of life for people who suffer from these conditions. A new approach involves identifying
people who show minor symptoms of psychosis, such as unusual thought content, paranoia, odd
communication, delusions, problems at school or work, and a decline in social functioning—which are
coined prodromal symptoms—and following these individuals over time to determine which of them
develop a psychotic disorder and which factors best predict such a disorder. A number of factors have been
identified that predict a greater likelihood that prodromal individuals will develop a psychotic disorder:
genetic risk (a family history of psychosis), recent deterioration in functioning, high levels of unusual
thought content, high levels of suspicion or paranoia, poor social functioning, and a history of substance
abuse (Fusar-Poli et al., 2013). Further research will enable a more accurate prediction of those at greatest
risk for developing schizophrenia, and thus to whom early intervention efforts should be directed. A Psychological Disorder in Nursing Assignment.
15.9 Dissociative Disorders
Learning Objectives
By the end of this section, you will be able to:
Describe the essential nature of dissociative disorders
Identify and differentiate the symptoms of dissociative amnesia, depersonalization/
derealization disorder, and dissociative identity disorder
Discuss the potential role of both social and psychological factors in dissociative identity
Dissociative disorders are characterized by an individual becoming split off, or dissociated, from her
core sense of self. Memory and identity become disturbed; these disturbances have a psychological
rather than physical cause. Dissociative disorders listed in the DSM-5 include dissociative amnesia,
depersonalization/derealization disorder, and dissociative identity disorder.
Amnesia refers to the partial or total forgetting of some experience or event. An individual with
dissociative amnesia is unable to recall important personal information, usually following an extremely
stressful or traumatic experience such as combat, natural disasters, or being the victim of violence. The
memory impairments are not caused by ordinary forgetting. Some individuals with dissociative amnesia
will also experience dissociative fugue (from the word “to flee” in French), whereby they suddenly
wander away from their home, experience confusion about their identity, and sometimes even adopt a
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new identity (Cardeña & Gleaves, 2006). Most fugue episodes last only a few hours or days, but some
can last longer. One study of residents in communities in upstate New York reported that about 1.8%
experienced dissociative amnesia in the previous year (Johnson, Cohen, Kasen, & Brook, 2006).
Some have questioned the validity of dissociative amnesia (Pope, Hudson, Bodkin, & Oliva, 1998); it
has even been characterized as a “piece of psychiatric folklore devoid of convincing empirical support”
(McNally, 2003, p. 275). Notably, scientific publications regarding dissociative amnesia rose during the
1980s and reached a peak in the mid-1990s, followed by an equally sharp decline by 2003; in fact, only
13 cases of individuals with dissociative amnesia worldwide could be found in the literature that same
year (Pope, Barry, Bodkin, & Hudson, 2006). Further, no description of individuals showing dissociative
amnesia following a trauma exists in any fictional or nonfictional work prior to 1800 (Pope, Poliakoff,
Parker, Boynes, & Hudson, 2006). However, a study of 82 individuals who enrolled for treatment at a
psychiatric outpatient hospital found that nearly 10% met the criteria for dissociative amnesia, perhaps
suggesting that the condition is underdiagnosed, especially in psychiatric populations (Foote, Smolin,
Kaplan, Legatt, & Lipschitz, 2006). A Psychological Disorder in Nursing Assignment.
Depersonalization/derealization disorder is characterized by recurring episodes of depersonalization,
derealization, or both. Depersonalization is defined as feelings of “unreality or detachment from, or
unfamiliarity with, one’s whole self or from aspects of the self” (APA, 2013, p. 302). Individuals who
experience depersonalization might believe their thoughts and feelings are not their own; they may feel
robotic as though they lack control over their movements and speech; they may experience a distorted
sense of time and, in extreme cases, they may sense an “out-of-body” experience in which they see
themselves from the vantage point of another person. Derealization is conceptualized as a sense of
“unreality or detachment from, or unfamiliarity with, the world, be it individuals, inanimate objects, or
all surroundings” (APA, 2013, p. 303). A person who experiences derealization might feel as though he
is in a fog or a dream, or that the surrounding world is somehow artificial and unreal. Individuals with
depersonalization/derealization disorder often have difficulty describing their symptoms and may think
they are going crazy (APA, 2013).
By far, the most well-known dissociative disorder is dissociative identity disorder (formerly called
multiple personality disorder). People with dissociative identity disorder exhibit two or more separate
personalities or identities, each well-defined and distinct from one another. They also experience memory
gaps for the time during which another identity is in charge (e.g., one might find unfamiliar items in her
shopping bags or among her possessions), and in some cases may report hearing voices, such as a child’s
voice or the sound of somebody crying (APA, 2013). The study of upstate New York residents mentioned
above (Johnson et al., 2006) reported that 1.5% of their sample experienced symptoms consistent with
dissociative identity disorder in the previous year. A Psychological Disorder in Nursing Assignment.
Dissociative identity disorder (DID) is highly controversial. Some believe that people fake symptoms to
avoid the consequences of illegal actions (e.g., “I am not responsible for shoplifting because it was my other
personality”). In fact, it has been demonstrated that people are generally skilled at adopting the role of a
person with different personalities when they believe it might be advantageous to do so. As an example,
Kenneth Bianchi was an infamous serial killer who, along with his cousin, murdered over a dozen females
around Los Angeles in the late 1970s. Eventually, he and his cousin were apprehended. At Bianchi’s trial,
he pled not guilty by reason of insanity, presenting himself as though he had DID and claiming that a
different personality (“Steve Walker”) committed the murders. When these claims were scrutinized, he
admitted faking the symptoms and was found guilty (Schwartz, 1981).
A second reason DID is controversial is because rates of the disorder suddenly skyrocketed in the 1980s.
More cases of DID were identified during the five years prior to 1986 than in the preceding two centuries
Chapter 15 Psychological Disorders 585
(Putnam, Guroff, Silberman, Barban, & Post, 1986). Although this increase may be due to the development
of more sophisticated diagnostic techniques, it is also possible that the popularization of DID—helped in
part by Sybil, a popular 1970s book (and later film) about a woman with 16 different personalities—may
have prompted clinicians to overdiagnose the disorder (Piper & Merskey, 2004). Casting further scrutiny
on the existence of multiple personalities or identities is the recent suggestion that the story of Sybil was
largely fabricated, and the idea for the book might have been exaggerated (Nathan, 2011).
Despite its controversial nature, DID is clearly a legitimate and serious disorder, and although some
people may fake symptoms, others suffer their entire lives with it. People with this disorder tend to report
a history of childhood trauma, some cases having been corroborated through medical or legal records
(Cardeña & Gleaves, 2006). Research by Ross et al. (1990) suggests that in one study about 95% of people
with DID were physically and/or sexually abused as children. Of course, not all reports of childhood
abuse can be expected to be valid or accurate. However, there is strong evidence that traumatic experiences
can cause people to experience states of dissociation, suggesting that dissociative states—including the
adoption of multiple personalities—may serve as a psychologically important coping mechanism for
threat and danger (Dalenberg et al., 2012). A Psychological Disorder in Nursing Assignment.
15.10 Personality Disorders
Learning Objectives
By the end of this section, you will be able to:
Describe the nature of personality disorders and how they differ from other disorders
List and distinguish between the three clusters of personality disorders
Identify the basic features of borderline personality disorder and antisocial personality
disorder, and the factors that are important in the etiology of both
The term personality refers loosely to one’s stable, consistent, and distinctive way of thinking about, feeling,
acting, and relating to the world. People with personality disorders exhibit a personality style that differs
markedly from the expectations of their culture, is pervasive and inflexible, begins in adolescence or early
adulthood, and causes distress or impairment (APA, 2013). A Psychological Disorder in Nursing Assignment.Generally, individuals with these disorders
exhibit enduring personality styles that are extremely troubling and often create problems for them and
those with whom they come into contact. Their maladaptive personality styles frequently bring them into
conflict with others, disrupt their ability to develop and maintain social relationships, and prevent them
from accomplishing realistic life goals.
The DSM-5 recognizes 10 personality disorders, organized into 3 different clusters. Cluster A disorders
include paranoid personality disorder, schizoid personality disorder, and schizotypal personality
disorder. People with these disorders display a personality style that is odd or eccentric. Cluster B
disorders include antisocial personality disorder, histrionic personality disorder, narcissistic personality
disorder, and borderline personality disorder. People with these disorders usually are impulsive, overly
dramatic, highly emotional, and erratic. Cluster C disorders include avoidant personality disorder,
dependent personality disorder, and obsessive-compulsive personality disorder (which is not the same
thing as obsessive-compulsive disorder). A Psychological Disorder in Nursing Assignment.People with these disorders often appear to be nervous and
fearful. Table 15.2 provides a description of each of the DSM-5 personality disorders:
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Description Cluster
Paranoid harbors a pervasive and unjustifiable suspiciousness and mistrust of
others; reluctant to confide in or become close to others; reads hidden
demeaning or threatening meaning into benign remarks or events; takes
offense easily and bears grudges; not due to schizophrenia or other
psychotic disorders. A Psychological Disorder in Nursing Assignment.
Schizoid lacks interest and desire to form relationships with others; aloof and
shows emotional coldness and detachment; indifferent to approval or
criticism of others; lacks close friends or confidants; not due to
schizophrenia or other psychotic disorders, not an autism spectrum
Schizotypal exhibits eccentricities in thought, perception, emotion, speech, and
behavior; shows suspiciousness or paranoia; has unusual perceptual
experiences; speech is often idiosyncratic; displays inappropriate
emotions; lacks friends or confidants; not due to schizophrenia or other
psychotic disorder, or to autism spectrum disorder
Antisocial continuously violates the rights of others; history of antisocial tendencies
prior to age 15; often lies, fights, and has problems with the law; impulsive
and fails to think ahead; can be deceitful and manipulative in order to gain
profit or pleasure; irresponsible and often fails to hold down a job or pay
financial debts; lacks feelings for others and remorse over misdeeds
Histrionic excessively overdramatic, emotional, and theatrical; feels uncomfortable
when not the center of others’ attention; behavior is often inappropriately
seductive or provocative; speech is highly emotional but often vague and
diffuse; emotions are shallow and often shift rapidly; may alienate friends
with demands for constant attention. A Psychological Disorder in Nursing Assignment.
Narcissistic overinflated and unjustified sense of self-importance and preoccupied
with fantasies of success; believes he is entitled to special treatment from
others; shows arrogant attitudes and behaviors; takes advantage of others;
lacks empathy
Borderline unstable in self-image, mood, and behavior; cannot tolerate being alone
and experiences chronic feelings of emptiness; unstable and intense
relationships with others; behavior is impulsive, unpredictable, and
sometimes self-damaging; shows inappropriate and intense anger; makes
suicidal gestures
Description Cluster
Avoidant socially inhibited and oversensitive to negative evaluation; avoids
occupations that involve interpersonal contact because of fears of criticism
or rejection; avoids relationships with others unless guaranteed to be
accepted unconditionally; feels inadequate and views self as socially inept
and unappealing; unwilling to take risks or engage in new activities if they
may prove embarrassing. A Psychological Disorder in Nursing Assignment.
Dependent allows others to take over and run her life; is submissive, clingy, and fears
separation; cannot make decisions without advice and reassurance from
others; lacks self-confidence; cannot do things on her own; feels
uncomfortable or helpless when alone
pervasive need for perfectionism that interferes with the ability to
complete tasks; preoccupied with details, rules, order, and schedules;
excessively devoted to work at the expense of leisure and friendships;
rigid, inflexible, and stubborn; insists things be done his way; miserly with
Slightly over 9% of the U.S. population suffers from a personality disorder, with avoidant and schizoid
personality disorders the most frequent (Lezenweger, Lane, Loranger, & Kessler, 2007). Two of these
personality disorders, borderline personality disorder and antisocial personality disorder, are regarded by
many as especially problematic. A Psychological Disorder in Nursing Assignment.
The “borderline” in borderline personality disorder was originally coined in the late 1930s in an effort to
describe patients who appeared anxious, but were prone to brief psychotic experiences—that is, patients
who were thought to be literally on the borderline between anxiety and psychosis (Freeman, Stone, Martin,
& Reinecke, 2005). Today, borderline personality disorder has a completely different meaning. Borderline
personality disorder is characterized chiefly by instability in interpersonal relationships, self-image, and
mood, as well as marked impulsivity (APA, 2013). People with borderline personality disorder cannot
tolerate the thought of being alone and will make frantic efforts (including making suicidal gestures
and engaging in self-mutilation) to avoid abandonment or separation (whether real or imagined). Their
relationships are intense and unstable; for example, a lover may be idealized early in a relationship, but
then later vilified at the slightest sign she appears to no longer show interest. These individuals have
an unstable view of self and, thus, might suddenly display a shift in personal attitudes, interests, career
plans, and choice of friends.A Psychological Disorder in Nursing Assignment. For example, a law school student may, despite having invested tens of
thousands of dollars toward earning a law degree and despite having performed well in the program,
consider dropping out and pursuing a career in another field. People with borderline personality disorder
may be highly impulsive and may engage in reckless and self-destructive behaviors such as excessive
gambling, spending money irresponsibly, substance abuse, engaging in unsafe sex, and reckless driving.
They sometimes show intense and inappropriate anger that they have difficulty controlling, and they can
be moody, sarcastic, bitter, and verbally abusive.
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The prevalence of borderline personality disorder in the U.S. population is estimated to be around
1.4% (Lezenweger et al., 2007), but the rates are higher among those who use mental health services;
approximately 10% of mental health outpatients and 20% of psychiatric inpatients meet the criteria for
diagnosis (APA, 2013). Additionally, borderline personality disorder is comorbid with anxiety, mood, and
substance use disorders (Lezenweger et al., 2007).
Biological Basis for Borderline Personality Disorder
Genetic factors appear to be important in the development of borderline personality disorder. For example,
core personality traits that characterize this disorder, such as impulsivity and emotional instability, show
a high degree of heritability (Livesley, 2008). Also, the rates of borderline personality disorder among
relatives of people with this disorder have been found to be as high as 24.9% (White, Gunderson, Zanarani,
& Hudson, 2003). Individuals with borderline personality disorder report experiencing childhood
physical, sexual, and/or emotional abuse at rates far greater than those observed in the general population
(Afifi et al., 2010), indicating that environmental factors are also crucial. A Psychological Disorder in Nursing Assignment.These findings would suggest
that borderline personality disorder may be determined by an interaction between genetic factors and
adverse environmental experiences. Consistent with this hypothesis, one study found that the highest rates
of borderline personality disorder were among individuals with a borderline temperament (characterized
by high novelty seeking and high harm-avoidance) and those who experienced childhood abuse and/or
neglect (Joyce et al., 2003).
Most human beings live in accordance with a moral compass, a sense of right and wrong. Most individuals
learn at a very young age that there are certain things that should not be done. We learn that we should not
lie or cheat. We are taught that it is wrong to take things that do not belong to us, and that it is wrong to
exploit others for personal gain. We also learn the importance of living up to our responsibilities, of doing
what we say we will do. People with antisocial personality disorder, however, do not seem to have a moral
compass. These individuals act as though they neither have a sense of nor care about right or wrong. Not
surprisingly, these people represent a serious problem for others and for society in general.
According to the DSM-5, the individual with antisocial personality disorder (sometimes referred to as
psychopathy) shows no regard at all for other people’s rights or feelings. This lack of regard is exhibited a
number of ways and can include repeatedly performing illegal acts, lying to or conning others, impulsivity
and recklessness, irritability and aggressiveness toward others, and failure to act in a responsible way
(e.g., leaving debts unpaid) (APA, 2013).A Psychological Disorder in Nursing Assignment. The worst part about antisocial personality disorder, however, is
that people with this disorder have no remorse over one’s misdeeds; these people will hurt, manipulate,
exploit, and abuse others and not feel any guilt. Signs of this disorder can emerge early in life; however, a
person must be at least 18 years old to be diagnosed with antisocial personality disorder.
People with antisocial personality disorder seem to view the world as self-serving and unkind. They seem
to think that they should use whatever means necessary to get by in life. They tend to view others not as
living, thinking, feeling beings, but rather as pawns to be used or abused for a specific purpose. They often
have an over-inflated sense of themselves and can appear extremely arrogant. They frequently display
superficial charm; for example, without really meaning it they might say exactly what they think another
person wants to hear. They lack empathy: they are incapable of understanding the emotional point-of-
view of others. People with this disorder may become involved in illegal enterprises, show cruelty toward
others, leave their jobs with no plans to obtain another job, have multiple sexual partners, repeatedly get
into fights with others, and show reckless disregard for themselves and others (e.g., repeated arrests for
driving while intoxicated) (APA, 2013).
A useful way to conceptualize antisocial personality disorder is boiling the diagnosis down to three major
concepts: disinhibition, boldness, and meanness (Patrick, Fowles, & Krueger, 2009). Disinhibition is a
propensity toward impulse control problems, lack of planning and forethought, insistence on immediate
gratification, and inability to restrain behavior. Boldness describes a tendency to remain calm in
threatening situations, high self-assurance, a sense of dominance, and a tendency toward thrill-seeking.
Meanness is defined as “aggressive resource seeking without regard for others,” and is signaled by a lack
of empathy, disdain for and lack of close relationships with others, and a tendency to accomplish goals
through cruelty (Patrick et al., 2009, p. 913). A Psychological Disorder in Nursing Assignment.
Risk Factors for Antisocial Personality Disorder
Antisocial personality disorder is observed in about 3.6% of the population; the disorder is much more
common among males, with a 3 to 1 ratio of men to women, and it is more likely to occur in men who
are younger, widowed, separated, divorced, of lower socioeconomic status, who live in urban areas, and
who live in the western United States (Compton, Conway, Stinson, Colliver, & Grant, 2005). Compared to
men with antisocial personality disorder, women with the disorder are more likely to have experienced
emotional neglect and sexual abuse during childhood, and they are more likely to have had parents who
abused substances and who engaged in antisocial behaviors themselves (Alegria et al., 2013). A Psychological Disorder in Nursing Assignment.
Table 15.3 shows some of the differences in the specific types of antisocial behaviors that men and women
with antisocial personality disorder exhibit (Alegria et al., 2013).
Table 15.3 Gender Differences in Antisocial Personality Disorder
Men with antisocial personality disorder are
more likely than women with antisocial
personality disorder to
Women with antisocial personality disorder
are more likely than men with antisocial
personality to
do things that could easily hurt themselves or
receive three or more traffic tickets for reckless
have their driver’s license suspended
destroy others’ property
start a fire on purpose
make money illegally
do anything that could lead to arrest
hit someone hard enough to injure them
hurt an animal on purpose
run away from home overnight
frequently miss school or work
lie frequently
forge someone’s signature
get into a fight that comes to blows with an
intimate partner. A Psychological Disorder in Nursing Assignment.
live with others besides the family for at
least one month
harass, threaten, or blackmail someone
Family, twin, and adoption studies suggest that both genetic and environmental factors influence the
development of antisocial personality disorder, as well as general antisocial behavior (criminality,
violence, aggressiveness) (Baker, Bezdjian, & Raine, 2006). Personality and temperament dimensions
that are related to this disorder, including fearlessness, impulsive antisociality, and callousness, have
a substantial genetic influence (Livesley & Jang, 2008). Adoption studies clearly demonstrate that the
development of antisocial behavior is determined by the interaction of genetic factors and adverse
environmental circumstances (Rhee & Waldman, 2002). For example, one investigation found that
adoptees of biological parents with antisocial personality disorder were more likely to exhibit adolescent
and adult antisocial behaviors if they were raised in adverse adoptive family environments (e.g., adoptive
parents had marital problems, were divorced, used drugs, and had legal problems) than if they were raised
in a more normal adoptive environment (Cadoret, Yates, Ed, Woodworth, & Stewart, 1995).
590 Chapter 15 Psychological Disorders
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Researchers who are interested in the importance of environment in the development of antisocial
personality disorder have directed their attention to such factors as the community, the structure and
functioning of the family, and peer groups. Each of these factors influences the likelihood of antisocial
behavior. One longitudinal investigation of more than 800 Seattle-area youth measured risk factors for
violence at 10, 14, 16, and 18 years of age (Herrenkohl et al., 2000). The risk factors examined included
those involving the family, peers, and community. A Psychological Disorder in Nursing Assignment.
Figure 15.19 Longitudinal studies have helped to identify risk factors for predicting violent behavior.
Those with antisocial tendencies do not seem to experience emotions the way most other people do.
These individuals fail to show fear in response to environment cues that signal punishment, pain, or
noxious stimulation. For instance, they show less skin conductance (sweatiness on hands) in anticipation
of electric shock than do people without antisocial tendencies (Hare, 1965). Skin conductance is controlled
by the sympathetic nervous system and is used to assess autonomic nervous system functioning. When
the sympathetic nervous system is active, people become aroused and anxious, and sweat gland activity
increases. Thus, increased sweat gland activity, as assessed through skin conductance, is taken as a sign of
arousal or anxiety. For those with antisocial personality disorder, a lack of skin conductance may indicate
the presence of characteristics such as emotional deficits and impulsivity that underlie the propensity for
antisocial behavior and negative social relationships (Fung et al., 2005).
While emotional deficits may contribute to antisocial personality disorder, so too might an inability to
relate to others’ pain. In a recent study, 80 prisoners were shown photos of people being intentionally hurt
by others (e.g., someone crushing a person’s hand in an automobile door) while undergoing brain imaging
(Decety, Skelly, & Kiehl, 2013). Prisoners who scored high on a test of antisocial tendencies showed
significantly less activation in brain regions involved in the experience of empathy and feeling concerned
for others than did prisoners with low scores on the antisocial test. Notably, the prisoners who scored
high on the antisocial test showed greater activation in a brain area involved self-awareness, cognitive
function, and interpersonal experience. The investigators suggested that the heightened activation in this
region when watching social interactions involving one person harming another may reflect a propensity
or desire for this kind of behavior. A Psychological Disorder in Nursing Assignment.
15.11 Disorders in Childhood
Learning Objectives
By the end of this section, you will be able to:
Describe the nature and symptoms of attention deficit/hyperactivity disorder and autism
spectrum disorder
Discuss the prevalence and factors that contribute to the development of these disorders
Most of the disorders we have discussed so far are typically diagnosed in adulthood, although they
can and sometimes do occur during childhood. However, there are a group of conditions that, when
present, are diagnosed early in childhood, often before the time a child enters school. These conditions
are listed in the DSM-5 as neurodevelopmental disorders, and they involve developmental problems in
personal, social, academic, and intellectual functioning (APA, 2013). In this section, we will discuss two
such disorders: attention deficit/ hyperactivity disorder and autism. A Psychological Disorder in Nursing Assignment.
Diego is always active, from the time he wakes up in the morning until the time he goes to bed at night. His
mother reports that he came out the womb kicking and screaming, and he has not stopped moving since.
He has a sweet disposition, but always seems to be in trouble with his teachers, parents, and after-school
program counselors. He seems to accidently break things; he lost his jacket three times last winter, and he
never seems to sit still. His teachers believe he is a smart child, but he never finishes anything he starts and
is so impulsive that he does not seem to learn much in school.
Diego likely has attention deficit/hyperactivity disorder (ADHD). The symptoms of this disorder were
first described by Hans Hoffman in the 1920s. While taking care of his son while his wife was in the
hospital giving birth to a second child, Hoffman noticed that the boy had trouble concentrating on his
homework, had a short attention span, and had to repeatedly go over easy homework to learn the material
(Jellinek & Herzog, 1999). Later, it was discovered that many hyperactive children—those who are fidgety,
restless, socially disruptive, and have trouble with impulse control—also display short attention spans,
problems with concentration, and distractibility. By the 1970s, it had become clear that many children
who display attention problems often also exhibit signs of hyperactivity. In recognition of such findings
the DSM-III (published in 1980) included a new disorder: attention deficit disorder with and without
hyperactivity, now known as attention deficit/hyperactivity disorder (ADHD).
A child with ADHD shows a constant pattern of inattention and/or hyperactive and impulsive behavior
that interferes with normal functioning (APA, 2013). Some of the signs of inattention include great
difficulty with and avoidance of tasks that require sustained attention (such as conversations or reading),
failure to follow instructions (often resulting in failure to complete school work and other duties),
disorganization (difficulty keeping things in order, poor time management, sloppy and messy work),
lack of attention to detail, becoming easily distracted, and forgetfulness. A Psychological Disorder in Nursing Assignment.Hyperactivity is characterized by
excessive movement, and includes fidgeting or squirming, leaving one’s seat in situations when remaining
seated is expected, having trouble sitting still (e.g., in a restaurant), running about and climbing on
things, blurting out responses before another person’s question or statement has been completed, difficulty
waiting one’s turn for something, and interrupting and intruding on others. Frequently, the hyperactive
child comes across as noisy and boisterous. The child’s behavior is hasty, impulsive, and seems to occur
without much forethought; these characteristics may explain why adolescents and young adults diagnosed
with ADHD receive more traffic tickets and have more automobile accidents than do others (Thompson,
Molina, Pelham, & Gnagy, 2007).
ADHD occurs in about 5% of children (APA, 2013). On the average, boys are 3 times more likely to have
ADHD than are girls; however, such findings might reflect the greater propensity of boys to engage in
aggressive and antisocial behavior and thus incur a greater likelihood of being referred to psychological
clinics (Barkley, 2006). Children with ADHD face severe academic and social challenges. Compared to
their non-ADHD counterparts, children with ADHD have lower grades and standardized test scores and
higher rates of expulsion, grade retention, and dropping out (Loe & Feldman, 2007). they also are less well-
liked and more often rejected by their peers (Hoza et al., 2005).
Previously, ADHD was thought to fade away by adolescence. However, longitudinal studies have
suggested that ADHD is a chronic problem, one that can persist into adolescence and adulthood (Barkley,
Fischer, Smallish, & Fletcher, 2002). A recent study found that 29.3% of adults who had been diagnosed
with ADHD decades earlier still showed symptoms (Barbaresi et al., 2013). Somewhat troubling, this study
also reported that nearly 81% of those whose ADHD persisted into adulthood had experienced at least one
other comorbid disorder, compared to 47% of those whose ADHD did not persist. A Psychological Disorder in Nursing Assignment.
Life Problems from ADHD
Children diagnosed with ADHD face considerably worse long-term outcomes than do those children who
do not receive such a diagnosis. In one investigation, 135 adults who had been identified as having ADHD
symptoms in the 1970s were contacted decades later and interviewed (Klein et al., 2012). Compared to a
control sample of 136 participants who had never been diagnosed with ADHD, those who were diagnosed
as children:
had worse educational attainment (more likely to have dropped out of high school and less likely
to have earned a bachelor’s degree);
had lower socioeconomic status;
held less prestigious occupational positions;
were more likely to be unemployed;
made considerably less in salary;
scored worse on a measure of occupational functioning (indicating, for example, lower job
satisfaction, poorer work relationships, and more firings);
scored worse on a measure of social functioning (indicating, for example, fewer friendships and less
involvement in social activities);
were more likely to be divorced; and
were more likely to have non-alcohol-related substance abuse problems. (Klein et al., 2012)
Longitudinal studies also show that children diagnosed with ADHD are at higher risk for substance abuse
problems. One study reported that childhood ADHD predicted later drinking problems, daily smoking,
and use of marijuana and other illicit drugs (Molina & Pelham, 2003). The risk of substance abuse problems
appears to be even greater for those with ADHD who also exhibit antisocial tendencies (Marshal & Molina,
2006). A Psychological Disorder in Nursing Assignment.
Causes of ADHD
Family and twin studies indicate that genetics play a significant role in the development of ADHD. Burt
(2009), in a review of 26 studies, reported that the median rate of concordance for identical twins was .66
(one study reported a rate of .90), whereas the median concordance rate for fraternal twins was .20. This
study also found that the median concordance rate for unrelated (adoptive) siblings was .09; although
this number is small, it is greater than 0, thus suggesting that the environment may have at least some
influence. Another review of studies concluded that the heritability of inattention and hyperactivity were
71% and 73%, respectively (Nikolas & Burt, 2010).
The specific genes involved in ADHD are thought to include at least two that are important in the
regulation of the neurotransmitter dopamine (Gizer, Ficks, & Waldman, 2009), suggesting that dopamine
may be important in ADHD. Indeed, medications used in the treatment of ADHD, such as
methylphenidate (Ritalin) and amphetamine with dextroamphetamine (Adderall), have stimulant
qualities and elevate dopamine activity. People with ADHD show less dopamine activity in key regions
of the brain, especially those associated with motivation and reward (Volkow et al., 2009), which provides
support to the theory that dopamine deficits may be a vital factor in the development this disorder
(Swanson et al., 2007).
Brain imaging studies have shown that children with ADHD exhibit abnormalities in their frontal lobes, an
area in which dopamine is in abundance. Compared to children without ADHD, those with ADHD appear
to have smaller frontal lobe volume, and they show less frontal lobe activation when performing mental
tasks. Recall that one of the functions of the frontal lobes is to inhibit our behavior. Thus, abnormalities in
this region may go a long way toward explaining the hyperactive, uncontrolled behavior of ADHD.
By the 1970s, many had become aware of the connection between nutritional factors and childhood
behavior. At the time, much of the public believed that hyperactivity was caused by sugar and food
additives, such as artificial coloring and flavoring. Undoubtedly, part of the appeal of this hypothesis
was that it provided a simple explanation of (and treatment for) behavioral problems in children. A
statistical review of 16 studies, however, concluded that sugar consumption has no effect at all on
the behavioral and cognitive performance of children (Wolraich, Wilson, & White, 1995). Additionally,
although food additives have been shown to increase hyperactivity in non-ADHD children, the effect is
rather small (McCann et al., 2007). A Psychological Disorder in Nursing Assignment.Numerous studies, however, have shown a significant relationship
between exposure to nicotine in cigarette smoke during the prenatal period and ADHD (Linnet et al.,
2003). Maternal smoking during pregnancy is associated with the development of more severe symptoms
of the disorder (Thakur et al., 2013).
Is ADHD caused by poor parenting? Not likely. Remember, the genetics studies discussed above
suggested that the family environment does not seem to play much of a role in the development of this
disorder; if it did, we would expect the concordance rates to be higher for fraternal twins and adoptive
siblings than has been demonstrated. All things considered, the evidence seems to point to the conclusion
that ADHD is triggered more by genetic and neurological factors and less by social or environmental ones.
A seminal paper published in 1943 by psychiatrist Leo Kanner described an unusual neurodevelopmental
condition he observed in a group of children. He called this condition early infantile autism, and it
was characterized mainly by an inability to form close emotional ties with others, speech and language
abnormalities, repetitive behaviors, and an intolerance of minor changes in the environment and in normal
routines (Bregman, 2005). What the DSM-5 refers to as autism spectrum disorder today, is a direct
extension of Kanner’s work. A Psychological Disorder in Nursing Assignment.
Autism spectrum disorder is probably the most misunderstood and puzzling of the neurodevelopmental
disorders. Children with this disorder show signs of significant disturbances in three main areas: (a)
deficits in social interaction, (b) deficits in communication, and (c) repetitive patterns of behavior or
interests. These disturbances appear early in life and cause serious impairments in functioning (APA,
2013). The child with autism spectrum disorder might exhibit deficits in social interaction by not initiating
conversations with other children or turning their head away when spoken to. These children do not make
eye contact with others and seem to prefer playing alone rather than with others. In a certain sense, it is
almost as though these individuals live in a personal and isolated social world others are simply not privy
to or able to penetrate. Communication deficits can range from a complete lack of speech, to one word
responses (e.g., saying “Yes” or “No” when replying to questions or statements that require additional
elaboration), to echoed speech (e.g., parroting what another person says, either immediately or several
hours or even days later), to difficulty maintaining a conversation because of an inability to reciprocate
others’ comments. A Psychological Disorder in Nursing Assignment.These deficits can also include problems in using and understanding nonverbal cues
(e.g., facial expressions, gestures, and postures) that facilitate normal communication.
Repetitive patterns of behavior or interests can be exhibited a number of ways. The child might engage
in stereotyped, repetitive movements (rocking, head-banging, or repeatedly dropping an object and then
picking it up), or she might show great distress at small changes in routine or the environment. For
example, the child might throw a temper tantrum if an object is not in its proper place or if a regularly-
scheduled activity is rescheduled. In some cases, the person with autism spectrum disorder might show
highly restricted and fixated interests that appear to be abnormal in their intensity. For instance, the
person might learn and memorize every detail about something even though doing so serves no apparent
purpose. Importantly, autism spectrum disorder is not the same thing as intellectual disability, although
these two conditions are often comorbid. The DSM-5 specifies that the symptoms of autism spectrum
disorder are not caused or explained by intellectual disability. A Psychological Disorder in Nursing Assignment.
Life Problems From Autism Spectrum Disorder
Autism spectrum disorder is referred to in everyday language as autism; in fact, the disorder was termed
“autistic disorder” in earlier editions of the DSM, and its diagnostic criteria were much narrower than
those of autism spectrum disorder. The qualifier “spectrum” in autism spectrum disorder is used to
indicate that individuals with the disorder can show a range, or spectrum, of symptoms that vary in
their magnitude and severity: some severe, others less severe. The previous edition of the DSM included
a diagnosis of Asperger’s disorder, generally recognized as a less severe form of autistic disorder;
individuals diagnosed with Asperger’s disorder were described as having average or high intelligence
and a strong vocabulary, but exhibiting impairments in social interaction and social communication, such
as talking only about their special interests (Wing, Gould, & Gillberg, 2011). However, because research
has failed to demonstrate that Asperger’s disorder differs qualitatively from autistic disorder, the DSM-5
does not include it, which is prompting concerns among some parents that their children may no longer
be eligible for special services (“Asperger’s Syndrome Dropped,” 2012). Some individuals with autism
spectrum disorder, particularly those with better language and intellectual skills, can live and work
independently as adults. However, most do not because the symptoms remain sufficient to cause serious
impairment in many realms of life (APA, 2013). A Psychological Disorder in Nursing Assignment.
Here is an instructive and poignant video (http://openstaxcollege.org/l/sevautism)
highlighting severe autism.
Currently, estimates indicate that nearly 1 in 88 children in the United States has autism spectrum disorder;
the disorder is 5 times more common in boys (1 out of 54) than girls (1 out of 252) (CDC, 2012). Rates of
autistic spectrum disorder have increased dramatically since the 1980s. For example, California saw an
increase of 273% in reported cases from 1987 through 1998 (Byrd, 2002); between 2000 and 2008, the rate of
autism diagnoses in the United States increased 78% (CDC, 2012). Although it is difficult to interpret this
increase, it is possible that the rise in prevalence is the result of the broadening of the diagnosis, increased
efforts to identify cases in the community, and greater awareness and acceptance of the diagnosis. In
addition, mental health professionals are now more knowledgeable about autism spectrum disorder and
are better equipped to make the diagnosis, even in subtle cases (Novella, 2008). A Psychological Disorder in Nursing Assignment.
Why Is the Prevalence Rate of ADHD Increasing?
Many people believe that the rates of ADHD have increased in recent years, and there is evidence to
support this contention. In a recent study, investigators found that the parent-reported prevalence of ADHD
among children (4–17 years old) in the United States increased by 22% during a 4-year period, from 7.8%
in 2003 to 9.5% in 2007 (CDC, 2010). Over time this increase in parent-reported ADHD was observed in all
sociodemographic groups and was reflected by substantial increases in 12 states (Indiana, North Carolina,
and Colorado were the top three). The increases were greatest for older teens (ages 15–17), multiracial and
Hispanic children, and children with a primary language other than English. Another investigation found that
from 1998–2000 through 2007–2009 the parent-reported prevalence of ADHD increased among U.S. children
between the ages of 5–17 years old, from 6.9% to 9.0% (Akinbami, Liu, Pastor, & Reuben, 2011).
A major weakness of both studies was that children were not actually given a formal diagnosis. Instead,
parents were simply asked whether or not a doctor or other health-care provider had ever told them their child
had ADHD; the reported prevalence rates thus may have been affected by the accuracy of parental memory. A Psychological Disorder in Nursing Assignment.
Nevertheless, the findings from these studies raise important questions concerning what appears to be a
demonstrable rise in the prevalence of ADHD. Although the reasons underlying this apparent increase in the
rates of ADHD over time are poorly understood and, at best, speculative, several explanations are viable:
ADHD may be over-diagnosed by doctors who are too quick to medicate children as a behavior
There is greater awareness of ADHD now than in the past. Nearly everyone has heard of ADHD, and
most parents and teachers are aware of its key symptoms. Thus, parents may be quick to take their
children to a doctor if they believe their child possesses these symptoms, or teachers may be more
likely now than in the past to notice the symptoms and refer the child for evaluation.
The use of computers, video games, iPhones, and other electronic devices has become pervasive
among children in the early 21st century, and these devices could potentially shorten children’s
attentions spans. Thus, what might seem like inattention to some parents and teachers could simply
reflect exposure to too much technology.
ADHD diagnostic criteria have changed over time.
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Causes of Autism Spectrum Disorder
Early theories of autism placed the blame squarely on the shoulders of the child’s parents, particularly the
mother. Bruno Bettelheim (an Austrian-born American child psychologist who was heavily influenced by
Sigmund Freud’s ideas) suggested that a mother’s ambivalent attitudes and her frozen and rigid emotions
toward her child were the main causal factors in childhood autism. In what must certainly stand as one
of the more controversial assertions in psychology over the last 50 years, he wrote, “I state my belief that
the precipitating factor in infantile autism is the parent’s wish that his child should not exist” (Bettelheim,
1967, p. 125). As you might imagine, Bettelheim did not endear himself to a lot of people with this position;
incidentally, no scientific evidence exists supporting his claims. A Psychological Disorder in Nursing Assignment.
The exact causes of autism spectrum disorder remain unknown despite massive research efforts over
the last two decades (Meek, Lemery-Chalfant, Jahromi, & Valiente, 2013). Autism appears to be strongly
influenced by genetics, as identical twins show concordance rates of 60%–90%, whereas concordance rates
for fraternal twins and siblings are 5%–10% (Autism Genome Project Consortium, 2007). Many different
genes and gene mutations have been implicated in autism (Meek et al., 2013). Among the genes involved
are those important in the formation of synaptic circuits that facilitate communication between different
areas of the brain (Gauthier et al., 2011). A number of environmental factors are also thought to be
associated with increased risk for autism spectrum disorder, at least in part, because they contribute to
new mutations. These factors include exposure to pollutants, such as plant emissions and mercury, urban
versus rural residence, and vitamin D deficiency (Kinney, Barch, Chayka, Napoleon, & Munir, 2009).
Child Vaccinations and Autism Spectrum Disorder
In the late 1990s, a prestigious medical journal published an article purportedly showing that autism is
triggered by the MMR (measles, mumps, and rubella) vaccine. These findings were very controversial and
drew a great deal of attention, sparking an international forum on whether children should be vaccinated.
In a shocking turn of events, some years later the article was retracted by the journal that had published it
after accusations of fraud on the part of the lead researcher. Despite the retraction, the reporting in popular
media led to concerns about a possible link between vaccines and autism persisting. A recent survey
of parents, for example, found that roughly a third of respondents expressed such a concern (Kennedy,
LaVail, Nowak, Basket, & Landry, 2011); and perhaps fearing that their children would develop autism,
more than 10% of parents of young children refuse or delay vaccinations (Dempsey et al., 2011). Some
parents of children with autism mounted a campaign against scientists who refuted the vaccine-autism
link. Even politicians and several well-known celebrities weighed in; for example, actress Jenny McCarthy
(who believed that a vaccination caused her son’s autism) co-authored a book on the matter. However,
there is no scientific evidence that a link exists between autism and vaccinations (Hughes, 2007). Indeed, a
recent study compared the vaccination histories of 256 children with autism spectrum disorder with that of
752 control children across three time periods during their first two years of life (birth to 3 months, birth to
7 months, and birth to 2 years) (DeStefano, Price, & Weintraub, 2013). At the time of the study, the children
were between 6 and 13 years old, and their prior vaccination records were obtained. Because vaccines
contain immunogens (substances that fight infections), the investigators examined medical records to see
how many immunogens children received to determine if those children who received more immunogens
were at greater risk for developing autism spectrum disorder. The results of this study, a portion of which
are shown in Figure 15.20, clearly demonstrate that the quantity of immunogens from vaccines received
during the first two years of life were not at all related to the development of autism spectrum disorder. A Psychological Disorder in Nursing Assignment.
There is not a relationship between vaccinations and autism spectrum disorders.
Chapter 15 Psychological Disorders 597
Figure 15.20 In terms of their exposure to immunogens in vaccines, overall, there is not a significant difference
between children with autism spectrum disorder and their age-matched controls without the disorder (DeStefano et
al., 2013).
Why does concern over vaccines and autism spectrum disorder persist? Since the proliferation of the
Internet in the 1990s, parents have been constantly bombarded with online information that can become
magnified and take on a life of its own. The enormous volume of electronic information pertaining to
autism spectrum disorder, combined with how difficult it can be to grasp complex scientific concepts,
can make separating good research from bad challenging (Downs, 2008). Notably, the study that fueled
the controversy reported that 8 out of 12 children—according to their parents—developed symptoms
consistent with autism spectrum disorder shortly after receiving a vaccination. To conclude that vaccines
cause autism spectrum disorder on this basis, as many did, is clearly incorrect for a number of reasons, not
the least of which is because correlation does not imply causation, as you’ve learned.
Additionally, as was the case with diet and ADHD in the 1970s, the notion that autism spectrum disorder
is caused by vaccinations is appealing to some because it provides a simple explanation for this condition.
Like all disorders, however, there are no simple explanations for autism spectrum disorder. Although
the research discussed above has shed some light on its causes, science is still a long way from complete
understanding of the disorder
antisocial personality disorder
anxiety disorder
attention deficit/hyperactivity disorder
autism spectrum disorder
bipolar and related disorders
bipolar disorder
body dysmorphic disorder
borderline personality disorder
catatonic behavior
comorbidity. A Psychological Disorder in Nursing Assignment.
depersonalization/derealization disorder
depressive disorder
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5)
diathesis-stress model
disorganized thinking
disorganized/abnormal motor behavior
Key Terms
anxiety disorder characterized by intense fear, anxiety, and avoidance of situations in
which it might be difficult to escape if one experiences symptoms of a panic attack
characterized by a lack of regard for others’ rights, impulsivity,
deceitfulness, irresponsibility, and lack of remorse over misdeeds
characterized by excessive and persistent fear and anxiety, and by related disturbances
in behavior
childhood disorder characterized by inattentiveness and/or
hyperactive, impulsive behavior
describes behaviors or feelings that deviate from the norm
childhood disorder characterized by deficits in social interaction and
communication, and repetitive patterns of behavior or interests
group of mood disorders in which mania is the defining feature
mood disorder characterized by mood states that vacillate between depression and
involves excessive preoccupation with an imagined defect in physical
instability in interpersonal relationships, self-image, and mood, as well
as impulsivity; key features include intolerance of being alone and fear of abandonment, unstable
relationships, unpredictable behavior and moods, and intense and inappropriate anger
decreased reactivity to the environment; includes posturing and catatonic stupor
co-occurrence of two disorders in the same individual
belief that is contrary to reality and is firmly held, despite contradictory evidence
dissociative disorder in which people feel detached from the
self (depersonalization), and the world feels artificial and unreal (derealization)
one of a group of mood disorders in which depression is the defining feature
determination of which disorder a set of symptoms represents
authoritative index of
mental disorders and the criteria for their diagnosis; published by the American Psychiatric Association
suggests that people with a predisposition for a disorder (a diathesis) are more
likely to develop the disorder when faced with stress; model of psychopathology
disjointed and incoherent thought processes, usually detected by what a person
highly unusual behaviors and movements (such as child-like
behaviors), repeated and purposeless movements, and displaying odd facial expressions and gestures
A Psychological Disorder in Nursing Assignment.
dissociative amnesia
dissociative disorders
dissociative fugue
dissociative identity disorder
dopamine hypothesis
flight of ideas
generalized anxiety disorder
grandiose delusion
harmful dysfunction
hoarding disorder
hopelessness theory
International Classification of Diseases (ICD)
locus coeruleus
major depressive disorder
dissociative disorder characterized by an inability to recall important personal
information, usually following an extremely stressful or traumatic experience
group of DSM-5 disorders in which the primary feature is that a person becomes
dissociated, or split off, from his or her core sense of self, resulting in disturbances in identity and
symptom of dissociative amnesia in which a person suddenly wanders away from
one’s home and experiences confusion about his or her identity
dissociative disorder (formerly known as multiple personality disorder) in
which a person exhibits two or more distinct, well-defined personalities or identities and experiences
memory gaps for the time during which another identity emerged
theory of schizophrenia that proposes that an overabundance of dopamine or
dopamine receptors is responsible for the onset and maintenance of schizophrenia
cause or causes of a psychological disorder
psychological state lasting from a few seconds to several days, during which one relives a
traumatic event and behaves as though the event were occurring at that moment
symptom of mania that involves an abruptly switching in conversation from one topic to
characterized by a continuous state of excessive, uncontrollable, and
pointless worry and apprehension
characterized by beliefs that one holds special power, unique knowledge, or is
extremely important
perceptual experience that occurs in the absence of external stimulation, such as the
auditory hallucinations (hearing voices) common to schizophrenia
model of psychological disorders resulting from the inability of an internal
mechanism to perform its natural function
characterized by persistent difficulty in parting with possessions, regardless of their
actual value or usefulness
cognitive theory of depression proposing that a style of thinking that perceives
negative life events as having stable and global causes leads to a sense of hopelessness and then to
authoritative index of mental and physical diseases,
including infectious diseases, and the criteria for their diagnosis; published by the World Health
Organization (WHO) area of the brainstem that contains norepinephrine, a neurotransmitter that triggers the
body’s fight-or-flight response; has been implicated in panic disorder
commonly referred to as “depression” or “major depression,” characterized
by sadness or loss of pleasure in usual activities, as well other symptoms
state of extreme elation and agitation
manic episode
mood disorder
negative symptom
neurodevelopmental disorder
obsessive-compulsive and related disorders
obsessive-compulsive disorder
orbitofrontal cortex
panic attack
panic disorder
paranoid delusion
peripartum onset
persistent depressive disorder
personality disorder
posttraumatic stress disorder (PTSD)
prodromal symptom
psychological disorder
period in which an individual experiences mania, characterized by extremely cheerful
and euphoric mood, excessive talkativeness, irritability, increased activity levels, and other symptoms
one of a group of disorders characterized by severe disturbances in mood and emotions; A Psychological Disorder in Nursing Assignment.
the categories of mood disorders listed in the DSM-5 are bipolar and related disorders and depressive
characterized by decreases and absences in certain normal behaviors, emotions, or
drives, such as an expressionless face, lack of motivation to engage in activities, reduced speech, lack of
social engagement, and inability to experience pleasure
one of the disorders that are first diagnosed in childhood and involve
developmental problems in academic, intellectual, social functioning
group of overlapping disorders listed in the DSM-5 that
involves intrusive, unpleasant thoughts and/or repetitive behaviors
characterized by the tendency to experience intrusive and unwanted
thoughts and urges (obsession) and/or the need to engage in repetitive behaviors or mental acts
(compulsions) in response to the unwanted thoughts and urges
area of the frontal lobe involved in learning and decision-making
period of extreme fear or discomfort that develops abruptly; symptoms of panic attacks are
both physiological and psychological
anxiety disorder characterized by unexpected panic attacks, along with at least one
month of worry about panic attacks or self-defeating behavior related to the attacks
characterized by beliefs that others are out to harm them
subtype of depression that applies to women who experience an episode of major
depression either during pregnancy or in the four weeks following childbirth
depressive disorder characterized by a chronically sad and melancholy
group of DSM-5 disorders characterized by an inflexible and pervasive personality
style that differs markedly from the expectations of one’s culture and causes distress and impairment;
people with these disorders have a personality style that frequently brings them into conflict with others
and disrupts their ability to develop and maintain social relationships
experiencing a profoundly traumatic event leads to a constellation
of symptoms that include intrusive and distressing memories of the event, avoidance of stimuli
connected to the event, negative emotional states, feelings of detachment from others, irritability,
proneness toward outbursts, hypervigilance, and a tendency to startle easily; these symptoms must occur
for at least one month
in schizophrenia, one of the early minor symptoms of psychosis
condition characterized by abnormal thoughts, feelings, and behaviors
study of psychological disorders, including their symptoms, causes, and treatment;
manifestation of a psychological disorder
safety behavior
seasonal pattern
social anxiety disorder
somatic delusion
specific phobia
suicidal ideation
in depression, tendency to repetitively and passively dwell on one’s depressed symptoms,
their meanings, and their consequences
mental and behavior acts designed to reduce anxiety in social situations by reducing the
chance of negative social outcomes; common in social anxiety disorder
severe disorder characterized by major disturbances in thought, perception, emotion, and
behavior with symptoms that include hallucinations, delusions, disorganized thinking and behavior, and
negative symptoms
subtype of depression in which a person experiences the symptoms of major depressive
disorder only during a particular time of year
characterized by extreme and persistent fear or anxiety and avoidance of social
situations in which one could potentially be evaluated negatively by others
belief that something highly unusual is happening to one’s body or internal organs
anxiety disorder characterized by excessive, distressing, and persistent fear or anxiety
about a specific object or situation
thoughts of death by suicide, thinking about or planning suicide, or making a suicide
death caused by intentional, self-directed injurious behavior
describes a force beyond scientific understanding
one of the fluid-filled cavities within the brain
15.1 What Are Psychological Disorders?
Psychological disorders are conditions characterized by abnormal thoughts, feelings, and behaviors.
Although challenging, it is essential for psychologists and mental health professionals to agree on what
kinds of inner experiences and behaviors constitute the presence of a psychological disorder. Inner
experiences and behaviors that are atypical or violate social norms could signify the presence of a disorder;
however, each of these criteria alone is inadequate. A Psychological Disorder in Nursing Assignment.Harmful dysfunction describes the view that
psychological disorders result from the inability of an internal mechanism to perform its natural function.
Many of the features of harmful dysfunction conceptualization have been incorporated in the APA’s
formal definition of psychological disorders. According to this definition, the presence of a psychological
disorder is signaled by significant disturbances in thoughts, feelings, and behaviors; these disturbances
must reflect some kind of dysfunction (biological, psychological, or developmental), must cause significant
impairment in one’s life, and must not reflect culturally expected reactions to certain life events.
15.2 Diagnosing and Classifying Psychological Disorders
The diagnosis and classification of psychological disorders is essential in studying and treating
psychopathology. The classification system used by most U.S. professionals is the DSM-5. The first edition
of the DSM was published in 1952, and has undergone numerous revisions. The 5th and most recent
edition, the DSM-5, was published in 2013. The diagnostic manual includes a total of 237 specific
diagnosable disorders, each described in detail, including its symptoms, prevalence, risk factors, and
comorbidity. Over time, the number of diagnosable conditions listed in the DSM has grown steadily,
prompting criticism from some. Nevertheless, the diagnostic criteria in the DSM are more explicit than
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that of any other system, which makes the DSM system highly desirable for both clinical diagnosis and
15.3 Perspectives on Psychological Disorders
Psychopathology is very complex, involving a plethora of etiological theories and perspectives. For
centuries, psychological disorders were viewed primarily from a supernatural perspective and thought to
arise from divine forces or possession from spirits. Some cultures continue to hold this supernatural belief.
Today, many who study psychopathology view mental illness from a biological perspective, whereby
psychological disorders are thought to result largely from faulty biological processes. Indeed, scientific
advances over the last several decades have provided a better understanding of the genetic, neurological,
hormonal, and biochemical bases of psychopathology. The psychological perspective, in contrast,
emphasizes the importance of psychological factors (e.g., stress and thoughts) and environmental factors
in the development of psychological disorders. A contemporary, promising approach is to view disorders
as originating from an integration of biological and psychosocial factors. The diathesis-stress model
suggests that people with an underlying diathesis, or vulnerability, for a psychological disorder are more
likely than those without the diathesis to develop the disorder when faced with stressful events. A Psychological Disorder in Nursing Assignment.
15.4 Anxiety Disorders
Anxiety disorders are a group of disorders in which a person experiences excessive, persistent, and
distressing fear and anxiety that interferes with normal functioning. Anxiety disorders include specific
phobia: a specific unrealistic fear; social anxiety disorder: extreme fear and avoidance of social situations;
panic disorder: suddenly overwhelmed by panic even though there is no apparent reason to be frightened;
agoraphobia: an intense fear and avoidance of situations in which it might be difficult to escape; and
generalized anxiety disorder: a relatively continuous state of tension, apprehension, and dread.
15.5 Obsessive-Compulsive and Related Disorders
Obsessive-compulsive and related disorders are a group of DSM-5 disorders that overlap somewhat in that
they each involve intrusive thoughts and/or repetitive behaviors. Perhaps the most recognized of these
disorders is obsessive-compulsive disorder, in which a person is obsessed with unwanted, unpleasant
thoughts and/or compulsively engages in repetitive behaviors or mental acts, perhaps as a way of coping
with the obsessions. Body dysmorphic disorder is characterized by the individual becoming excessively
preoccupied with one or more perceived flaws in his physical appearance that are either nonexistent or
unnoticeable to others. Preoccupation with the perceived physical defects causes the person to experience
significant anxiety regarding how he appears to others. Hoarding disorder is characterized by persistent
difficulty in discarding or parting with objects, regardless of their actual value, often resulting in the
accumulation of items that clutter and congest her living area.
15.6 Posttraumatic Stress Disorder
Posttraumatic stress disorder (PTSD) was described through much of the 20th century and was referred
to as shell shock and combat neurosis in the belief that its symptoms were thought to emerge from the
stress of active combat. Today, PTSD is defined as a disorder in which the experience of a traumatic or
profoundly stressful event, such as combat, sexual assault, or natural disaster, produces a constellation
of symptoms that must last for one month or more. These symptoms include intrusive and distressing
memories of the event, flashbacks, avoidance of stimuli or situations that are connected to the event,
persistently negative emotional states, feeling detached from others, irritability, proneness toward
outbursts, and a tendency to be easily startled. Not everyone who experiences a traumatic event will
develop PTSD; a variety of risk factors associated with its development have been identified.
15.7 Mood Disorders
Mood disorders are those in which the person experiences severe disturbances in mood and emotion.
They include depressive disorders and bipolar and related disorders. Depressive disorders include major
depressive disorder, which is characterized by episodes of profound sadness and loss of interest or
pleasure in usual activities and other associated features, and persistent depressive disorder, which
marked by a chronic state of sadness. Bipolar disorder is characterized by mood states that vacillate
between sadness and euphoria; a diagnosis of bipolar disorder requires experiencing at least one manic
episode, which is defined as a period of extreme euphoria, irritability, and increased activity. Mood
disorders appear to have a genetic component, with genetic factors playing a more prominent role
in bipolar disorder than in depression. Both biological and psychological factors are important in the
development of depression. People who suffer from mental health problems, especially mood disorders,
are at heightened risk for suicide. A Psychological Disorder in Nursing Assignment.
15.8 Schizophrenia
Schizophrenia is a severe disorder characterized by a complete breakdown in one’s ability to function in
life; it often requires hospitalization. People with schizophrenia experience hallucinations and delusions,
and they have extreme difficulty regulating their emotions and behavior. Thinking is incoherent and
disorganized, behavior is extremely bizarre, emotions are flat, and motivation to engage in most basic life
activities is lacking. Considerable evidence shows that genetic factors play a central role in schizophrenia;
however, adoption studies have highlighted the additional importance of environmental factors.
Neurotransmitter and brain abnormalities, which may be linked to environmental factors such as obstetric
complications or exposure to influenza during the gestational period, have also been implicated. A
promising new area of schizophrenia research involves identifying individuals who show prodromal
symptoms and following them over time to determine which factors best predict the development of
schizophrenia. Future research may enable us to pinpoint those especially at risk for developing
schizophrenia and who may benefit from early intervention. A Psychological Disorder in Nursing Assignment.
15.9 Dissociative Disorders
The main characteristic of dissociative disorders is that people become dissociated from their sense of
self, resulting in memory and identity disturbances. Dissociative disorders listed in the DSM-5 include
dissociative amnesia, depersonalization/derealization disorder, and dissociative identity disorder. A
person with dissociative amnesia is unable to recall important personal information, often after a stressful
or traumatic experience.
Depersonalization/derealization disorder is characterized by recurring episodes of depersonalization
(i.e., detachment from or unfamiliarity with the self) and/or derealization (i.e., detachment from or
unfamiliarity with the world). A person with dissociative identity disorder exhibits two or more well-
defined and distinct personalities or identities, as well as memory gaps for the time during which another
identity was present. A Psychological Disorder in Nursing Assignment.
Dissociative identity disorder has generated controversy, mainly because some believe its symptoms
can be faked by patients if presenting its symptoms somehow benefits the patient in avoiding negative
consequences or taking responsibility for one’s actions. The diagnostic rates of this disorder have increased
dramatically following its portrayal in popular culture. However, many people legitimately suffer over the
course of a lifetime with this disorder.
15.10 Personality Disorders
Individuals with personality disorders exhibit a personality style that is inflexible, causes distress and
impairment, and creates problems for themselves and others. The DSM-5 recognizes 10 personality
disorders, organized into three clusters. The disorders in Cluster A include those characterized by a
personality style that is odd and eccentric. Cluster B includes personality disorders characterized chiefly
by a personality style that is impulsive, dramatic, highly emotional, and erratic, and those in Cluster
C are characterized by a nervous and fearful personality style. Two Cluster B personality disorders,
borderline personality disorder and antisocial personality disorder, are especially problematic. People
with borderline personality disorder show marked instability in mood, behavior, and self-image, as well as
impulsivity. They cannot stand to be alone, are unpredictable, have a history of stormy relationships, and
frequently display intense and inappropriate anger. Genetic factors and adverse childhood experiences
(e.g., sexual abuse) appear to be important in its development. People with antisocial personality display
a lack of regard for the rights of others; they are impulsive, deceitful, irresponsible, and unburdened by
any sense of guilt. Genetic factors and socialization both appear to be important in the origin of antisocial
personality disorder. Research has also shown that those with this disorder do not experience emotions
the way most other people do.
15.11 Disorders in Childhood
Neurodevelopmental disorders are a group of disorders that are typically diagnosed during childhood
and are characterized by developmental deficits in personal, social, academic, and intellectual realms;
these disorders include attention deficit/hyperactivity disorder (ADHD) and autism spectrum disorder.
ADHD is characterized by a pervasive pattern of inattention and/or hyperactive and impulsive behavior
that interferes with normal functioning. Genetic and neurobiological factors contribute to the development
of ADHD, which can persist well into adulthood and is often associated with poor long-term outcomes.
The major features of autism spectrum disorder include deficits in social interaction and communication
and repetitive movements or interests. As with ADHD, genetic factors appear to play a prominent role
in the development of autism spectrum disorder; exposure to environmental pollutants such as mercury
have also been linked to the development of this disorder. Although it is believed by some that autism is
triggered by the MMR vaccination, evidence does not support this claim. A Psychological Disorder in Nursing Assignment.
Review Questions
1. In the harmful dysfunction definition of
psychological disorders, dysfunction involves
a. the inability of an psychological mechanism
to perform its function
b. the breakdown of social order in one’s
c. communication problems in one’s
immediate family
d. all the above
2. Patterns of inner experience and behavior are
thought to reflect the presence of a psychological
disorder if they ________.
a. are highly atypical
b. lead to significant distress and impairment
in one’s life
c. embarrass one’s friends and/or family
d. violate the norms of one’s culture
3. The letters in the abbreviation DSM-5 stand for
a. Diseases and Statistics Manual of Medicine
b. Diagnosable Standards Manual of Mental
c. Diseases and Symptoms Manual of Mental
d. Diagnostic and Statistical Manual of Mental
4. A study based on over 9,000 U. S. residents
found that the most prevalent disorder was
a. major depressive disorder
b. social anxiety disorder
c. obsessive-compulsive disorder
d. specific phobia
5. The diathesis-stress model presumes that
psychopathology results from ________.
a. vulnerability and adverse experiences
b. biochemical factors
c. chemical imbalances and structural
abnormalities in the brain
d. adverse childhood experiences
6. Dr. Anastasia believes that major depressive
disorder is caused by an over-secretion of cortisol.
His view on the cause of major depressive
disorder reflects a ________ perspective.
a. psychological
b. supernatural
c. biological
d. diathesis-stress
7. In which of the following anxiety disorders is
the person in a continuous state of excessive,
pointless worry and apprehension?
a. panic disorder
b. generalized anxiety disorder
c. agoraphobia
Chapter 15 Psychological Disorders 605
d. social anxiety disorder
8. Which of the following would constitute a
safety behavior?
a. encountering a phobic stimulus in the
company of other people
b. avoiding a field where snakes are likely to
be present
c. avoiding eye contact
d. worrying as a distraction from painful
9. Which of the following best illustrates a
a. mentally counting backward from 1,000
b. persistent fear of germs
c. thoughts of harming a neighbor
d. falsely believing that a spouse has been
10. Research indicates that the symptoms of OCD
________. A Psychological Disorder in Nursing Assignment.
a. are similar to the symptoms of panic
b. are triggered by low levels of stress
c. are related to hyperactivity in the
orbitofrontal cortex
d. are reduced if people are asked to view
photos of stimuli that trigger the symptoms
11. Symptoms of PTSD include all of the
following except ________.
a. intrusive thoughts or memories of a
traumatic event
b. avoidance of things that remind one of a
traumatic event
c. jumpiness
d. physical complaints that cannot be
explained medically
12. Which of the following elevates the risk for
developing PTSD?
a. severity of the trauma
b. frequency of the trauma
c. high levels of intelligence
d. social support
13. Common symptoms of major depressive
disorder include all of the following except
a. periods of extreme elation and euphoria
b. difficulty concentrating and making
c. loss of interest or pleasure in usual
d. psychomotor agitation and retardation
14. Suicide rates are ________ among men than
among women, and they are ________ during the
winter holiday season than during the spring
a. higher; higher
b. lower; lower
c. higher; lower
d. lower; higher
15. Clifford falsely believes that the police have
planted secret cameras in his home to monitor his
every movement. Clifford’s belief is an example of
a. a delusion
b. a hallucination
c. tangentiality
d. a negative symptom
16. A study of adoptees whose biological mothers
had schizophrenia found that the adoptees were
most likely to develop schizophrenia ________.
a. if their childhood friends later developed
b. if they abused drugs during adolescence
c. if they were raised in a disturbed adoptive
home environment
d. regardless of whether they were raised in a
healthy or disturbed home environment
17. Dissociative amnesia involves ________.
a. memory loss following head trauma
b. memory loss following stress
c. feeling detached from the self
d. feeling detached from the world
18. Dissociative identity disorder mainly involves
a. depersonalization
b. derealization
c. schizophrenia
d. different personalities
19. People with borderline personality disorder
often ________.
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a. try to be the center of attention
b. are shy and withdrawn
c. are impulsive and unpredictable
d. tend to accomplish goals through cruelty
20. Antisocial personality disorder is associated
with ________.
a. emotional deficits
b. memory deficits
c. parental overprotection
d. increased empathy
21. Which of the following is not a primary
characteristic of ADHD?
a. short attention span
b. difficulty concentrating and distractibility
c. restricted and fixated interest
d. excessive fidgeting and squirming
22. One of the primary characteristics of autism
spectrum disorder is ________.
a. bed-wetting
b. difficulty relating to others
c. short attention span
d. intense and inappropriate interest in others
Critical Thinking Questions
23. Discuss why thoughts, feelings, or behaviors that are merely atypical or unusual would not
necessarily signify the presence of a psychological disorder. Provide an example.
24. Describe the DSM-5. What is it, what kind of information does it contain, and why is it important to
the study and treatment of psychological disorders?
25. The International Classification of Diseases (ICD) and the DSM differ in various ways. What are some
of the differences in these two classification systems?
26. Why is the perspective one uses in explaining a psychological disorder important?
27. Describe how cognitive theories of the etiology of anxiety disorders differ from learning theories.
28. Discuss the common elements of each of the three disorders covered in this section: obsessive-
compulsive disorder, body dysmorphic disorder, and hoarding disorder.
29. List some of the risk factors associated with the development of PTSD following a traumatic event.
30. Describe several of the factors associated with suicide.
31. Why is research following individuals who show prodromal symptoms of schizophrenia so
important? A Psychological Disorder in Nursing Assignment.
32. The prevalence of most psychological disorders has increased since the 1980s. However, as discussed
in this section, scientific publications regarding dissociative amnesia peaked in the mid-1990s but then
declined steeply through 2003. In addition, no fictional or nonfictional description of individuals showing
dissociative amnesia following a trauma exists prior to 1800. How would you explain this phenomenon?
33. Imagine that a child has a genetic vulnerability to antisocial personality disorder. How might this
child’s environment shape the likelihood of developing this personality disorder?
34. Compare the factors that are important in the development of ADHD with those that are important in
the development of autism spectrum disorder.
Chapter 15 Psychological Disorders 607
Personal Application Questions
35. Identify a behavior that is considered unusual or abnormal in your own culture; however, it would be
considered normal and expected in another culture.
36. Even today, some believe that certain occurrences have supernatural causes. Think of an event, recent
or historical, for which others have provided supernatural explanation.
37. Think of someone you know who seems to have a tendency to make negative, self-defeating
explanations for negative life events. How might this tendency lead to future problems? What steps do
you think could be taken to change this thinking style?
38. Try to find an example (via a search engine) of a past instance in which a person committed a horrible
crime, was apprehended, and later claimed to have dissociative identity disorder during the trial. What
was the outcome? Was the person revealed to be faking? If so, how was this determined?
39. Discuss the characteristics of autism spectrum disorder with a few of your friends or members of your
family (choose friends or family members who know little about the disorder) and ask them if they think
the cause is due to bad parenting or vaccinations. If they indicate that they believe either to be true, why do you think this might be the case? What would be your response? A Psychological Disorder in Nursing Assignment.

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