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ABNORMAL
PSYCHOLOGY
Prof. Dr. Timothea Toulopoulou, B.A.,
M.Sc., Ph.D., PGCAP
 What to Expect today

Welcome
Course in a nutshell
Warming exercise
Syllabus
Assessments
Class Expectations
©McGraw-Hill Education
 Defining Abnormality - Example

Is body piercing a form of self-expression?

Can we use our bodies as a canvas to

express ourselves or

Is it an indicator to mental illness?

Roberti, J. W., & Storch, E. A. (2005). Psychosocial adjustment of college students with
tattoos and piercings. Journal of College Counseling, 8(1), 14–19.
 Defining Abnormality - Example I
In Western world, body piercing is a fad.

In other countries it:

1. Marks status
2. May be performed as ritualistic ceremony

Some research suggests that numerous body

piercings may be a form of self-mutilation.
 Defining Abnormality – Example II
Rate on a scale from 1–5 your feelings about the kinds
of sexual behaviors listed below.

1. Premarital sex when the couple is engaged

2. Premarital sex among casual acquaintances
3. Masturbation 1—strongly disapprove
4. Homosexuality 2—disapprove somewhat
3—neutral
5. Extramarital affairs 4—approve somewhat
6. Oral-genital sex 5—strongly approve

7. Anal intercourse
8. Cross-dressing to achieve sexual arousal
9. Watching nonviolent pornographic films
10. Watching violent pornographic films
 Warm up - Exercise
Break up in small groups.

Arrive at a consensus of the definition of

abnormality.
 Warm up - Exercise

Discuss the difficulties & the influence of:

Gender
Age
Culture
Religion
 Where Do You Draw The Line?
What Is Abnormal Behavior?

-Nontypical or uncommon
-Socially unacceptable
• Behavior that deviates from the norm
-Distressing to the person who exhibits it or to the
people around them
-Maladaptive
• Behavior that limits the ability to function or fulfill life
responsibilities
 Class Structure

- Lectures (feel free to ask questions)

Case studies
You be the judge (e.g. psychologists as
prescribers)
Videos
Demonstrations
- Debates, Classroom Exercises
 Example of A Classroom Exercise
When do you begin to feel uncomfortable placing
the client’s need to confidentiality ahead of the
duty-to-warn?

• Oh, I am so mad at my husband, I could just kill

him (spouse laughs).
• Oh, I am so mad at my husband, I could just kill
him (spouse doesn’t laugh).
• My husband has cheated on me. I want
revenge. I think I’ll run him over with the car.
 Demonstrations and Classroom Exercises
• My husband has cheated on me. I want to
hire someone to kill him. I couldn’t do it
myself.
• After I leave here, I am going to buy a gun
and shoot my husband. Oh, I’m only kidding;
but boy does it feel good to say it.
• After I leave here, I am going to buy a gun
and shoot my husband.
Syllabus
 Syllabus
This course will be a comprehensive
introduction to the field

We will aim to understand abnormal

behavior & offer a clinical perspective on
psychological disorders
 Syllabus
This course will teach you about:

Diagnosis & treatment

Theoretical perspectives

The ethical & legal issues relating to

psychological disorders

We will focus on DSM-5 disorders

 Timetable: Lectures
Week Wednesdays Lecture
1 18-09 Overview to Understanding Abnormal Psychology (Chapter 1)
2 25-09 Diagnosis and Treatment (Chapter 2)
3 02-10 Assessment (Chapter 3)
4 09-10 Theoretical Perspectives I (Chapter 4)
5 16-10 Neurodevelopmental Disorders (Chapter 5)*
6 23-10 Theoretical Perspectives II (Chapter 4)
7 30-10 Schizophrenia Spectrum & Other Psychotic Disorders (Chapter 6)
8 6-11 Anxiety, Obsessive-Compulsive, and Trauma-and Stressor-Related
Disorders (Chapter 8)
9 13-11 Dissociative and Somatic Symptom Disorders (Chapter 9)
10 20-11 Paraphilic Disorders, Sexual Dysfunctions, and Gender Dysphoria
(Chapter 11)
11 27-11 Neurocognitive Disorders (Chapter 13)
12 4-12 Personality Disorders (Chapter 14)
13 11-12 Ethical and Legal Issues (Chapter 15)
14 18-12 Review and Q & A
 Timetable/Provisional
Debates/Exercises/Small-Group activities
Week Mondays Interactive Classes
1 16-09 Syllabus and Introduction to the Course
2 23-09 Exercises/Small-Group activities/RolePlay
3 30-09 Exercises/Small-Group activities/Roleplay
4 07-10 Debate Group 1 Topic 1
5 14-10 Debate Group 2 Topic 2*
6 21-10 Debate Group 3 Topic 3
7 28-10 No Class Due to National Holiday
8 4-11 Debate Group 4 Topic 4
9 11-11 Debate Group 5 Topic 5
10 18-11 Debate Group 6 Topic 6
11 25-11 Debate Group 7 Topic 7
12 2-12 Debate Group 8 Topic 8
13 9-12 Debate Group 9 Topic 9
14 16-12 Debate Group 10 Topic 10
15 23-12 Exercises/Small-Group activities/Roleplay
Phones:
o Cell phones should be turned off for the
duration of the class.
o Cell phones are not allowed on the
desks, chairs or near you for the class
duration.
Recording:
No recording of any kind is allowed under
any circumstances.
General Rules of Respect:
Talking with classmates during class,
eating, drinking or otherwise engaging in
behavior that distracts the instructor or the
other students will not be tolerated.
Attendance:
Students must attend at least 32 out of the
42 hours. 32 hours includes medical leave.
(FZ criterion)
 Assessments
- Midterm (40%). It will consist of a series of
questions that assess factual, conceptual, &
applied knowledge.

It will be administered in class.

- Debate (10%). Debates will be styled to the

"Maudsley Debates“
 Assessments
- Exam (40% + 10%).

The exam will consist of questions that assess

factual conceptual and applied understanding
(40%)

Writing Case Reports and Treatment plans

(10%).
 Debates – Examples of Topics
Debates will be styled to the "Maudsley Debates”
TOPIC: “This house believes that Ritalin in children for
ADHD-related symptoms is over-prescribed”.
Chair: Timothea Toulopoulou
Speaking for the motion: (10 min)
Name of student 1:
Speaking against the motion: (10 min)
Name of student 2:
Summary for the motion: (4 min) Student 1
Summary for the motion: (4 min) Student 2
 Debates – Examples of Topics

TOPIC: “The house believes that the long-term

use of psychiatric medications is causing more
harm than good”.

TOPIC: “This house believes that

electroconvulsive therapy (ECT) has no place in
modern medicine”.
 Debates – Examples of Topics

TOPIC: “This house believes that personality

disorders are merely exaggerations of one’s
personality traits, and as such are not true
‘disorders’ ”.
 Group activity – Debates
TOPIC: "This House believes that psychiatric
diagnosis has not advanced the care of people
with mental health problems."
TOPIC: “This house believes that psychoanalysis
has a valuable place in modern mental health
service”.
TOPIC: “This House believes that CBT for
psychosis has been oversold".
 Small-group activity
Some argue that a rigorously standardized
system of classification of mental disorders
forms an essential role in conceptualizing a
patient's problem, in predicting what treatments
are likely to be effective, and in conducting valid
scientific research. Others consider psychiatric
diagnoses to be no more than labels, which lack
scientific and predictive validity and serve only
to stigmatize and objectify those who suffer
from mental disorders. Discuss.