Abnormal Behaviour and Mental Health

PYC3712
PYC3712/Theme I/2025

Introduction

Learning Unit 1 Abnormal Behaviour

(Chapter 1 in Sue et al., 2024)

Learning Unit 2 Prevention of Abnormal Behaviour

Learning Unit 3 Perspectives/Models of Abnormal Behaviour

(Chapter 2 in Sue et al., 2024)

Learning Unit 4 Psychopathology from an African Perspective

Learning Unit 5 Assessment and Classification of Abnormal

Behaviour (Chapter 3 in Sue et al., 2024)

Learning Unit 6 Personality Psychopathology and Disruptive,

Impulse-Control and Conduct Disorders
(Chapter 15 in Sue et al., 2024)
Personality Disorders-DSM-5-TR)

Learning Unit 7 Anxiety, Obsessive-Compulsive and Related

Disorders (Chapter 5 in Sue et al., 2024)

PYC3712/Theme Il/2025

Learning Unit 8 Somatic Symptom and Dissociative Disorders

(Chapter 7 in Sue et al., 2024)

Learning Unit 9 Trauma- and Stressor-Related Disorders

(Chapter 6 in Sue et al., 2024)

Learning Unit 10 Substance-Use Disorders

(Chapter 11 in Sue et al., 2024)

Learning Unit 11 Sexual Dysfunction and Gender Dysphoria

(Chapter 14 in Sue et al., 2024)

Learning Unit 12 Depressive and Bipolar Disorders

(Chapter 8 in Sue et al., 2024)

Learning Unit 13 Suicide (Chapter 9 in Sue et al., 2024)

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PYC73712/Theme III/2025

Learning Unit 14 Schizophrenia and Other Psychotic Disorders

(Chapter 12 in Sue et al., 2024)
(Schizophrenia Spectrum and Other Psychotic Disorders-DSM-5)

Learning Unit 15 Neurocognitive Disorders

(Chapter 13 in Sue et al., 2024)

Learning Unit 16 Disorders of Childhood and Adolescence

(Chapter 16 in Sue et al., 2024)
(Neurodevelopmental Disorders-DSM-5-TR; Elimination Disorders-DSM-5-TR)

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 Abnormal Behaviour and Mental Health
PYC3712 Learning Unit 00

Introduction
Our blue, green and white planet Earth is an incredibly
beautiful, diverse spherical space that floats serenely in a
universe of moons, planets, stars and galaxies of
mysteriously unknown dimensions. Earth is surrounded by
a unique life-giving and life-supporting atmospheric space
that enables breathing life for an array of abundant, rich
and varied soil and rock formations, plant and animal
systems, as well as human beings. Life on earth is supported and maintained by the same
mechanisms and systems for all living organisms, which all depend on clean sources of air and
water.

This makes us aware that everything depends on everything else and that Earth is an ecosystemic
unit. Thus, by deciding to neglect, destroy or eradicate aspects of what constitutes a part of the
earth system, we opt to destroy parts of ourselves.

If we want to protect something, we must first be able to appreciate it, and by learning to
appreciate something, we need to learn as much as possible about everything. This philosophy
is particularly valid in the hybrid knowledge space we call psychology.

The discipline of psychology can be referred to as both a science and an art. These two
dimensions, namely generating knowledge (science) and expressing knowledge (art), mutually
interact with each other. This interaction of science and art in psychology forms the basis of the
problems we encounter when we engage in psychological research. For example, to
conceptualise abnormality (objective science), we need to have experienced a world in which
normality exists (subjective experience). However, when we experience a world in which
abnormality exists (subjective experience), we need to have objective conceptualisations of what
constitutes normality (someone else's subjective experience) to understand our own experiences
of abnormality.

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When we express our subjective experience in a story (art), we are communicating to the readers
what it feels like to have such a normal or abnormal experience (subjective experience). As you
can see, it can become quite complicated to think psychologically. It is therefore important to learn
as much as possible about the subjective normal and abnormal experiences of others to
understand our own experiences in the context of our complicated multicultural world of complex
family systems, customs, rituals, rites, traditions, parenting practices, languages, personal
interests, thought patterns, emotions, interactions and patterns within our social systems,
religious thought and practices, political thought, environmental circumstances and economic
conditions. It is equally important to learn as much as possible about our biological reality in the
context of the space in which we live on Earth, and as organisms that transmute air (gases), water
(minerals), plants (minerals and vitamins) and meat (protein and minerals), as well as the scientific
understanding of the relevant metabolic and systemic processes in our bodies.

Much of what we have mentioned, you have already touched upon in other undergraduate
courses. Therefore, by studying this module, Abnormal Behaviour and Mental Health, you aim to
expand your previous knowledge base by building upon what you have already learnt.

MORE ABOUT THIS MODULE

People have always been fascinated by the strange and unusual. So, it is understandable that
abnormal behaviour, and more specifically abnormal behaviour that is bizarre or dramatic, has
always drawn people's attention. The scientific study of abnormal behaviour, or adult and child
pathology, does not cover only the dramatic or bizarre. The field of study of abnormal behaviour
is vast and includes the study of psychological problems that vary from minor disorders to
disorders that are so intense and serious that individuals suffering from them experience extreme
discomfort and impaired functioning. In this module, we focus on behaviour that deviates from the
normal and on factors that contribute to the development and maintenance of abnormal
behaviour. An important consideration throughout this study of abnormal behaviour is that we can
very seldom attribute abnormal behaviour to a single causative factor. Hence, we use what we
refer to as the multipath model of mental disorders to understand the cause or aetiology of
abnormal behaviour from various perspectives (e.g., biological, psychological, sociocultural and
social dimensions).

Whereas the emphasis was previously on identifying and explaining abnormal behaviour, the
emphasis in our modern society is increasingly on preventing abnormal behaviour and promoting
mental health. This is in response to the United Nations' Sustainable Development Goal (SDG) 3
(Targets 3.4 and 3.5).
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SDG 3: Good Health and Well-Being

Goal 3 of the SDGs advocates for healthy lives through the prevention of mental health issues
and promoting well-being for all at all ages.

Key targets under SDG 3 relevant to mental health include:

• Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable

diseases through prevention and treatment and promote mental health and well-being.
• Target 3.5: Strengthen the prevention and treatment of substance abuse, including
narcotic drug abuse and harmful use of alcohol.

Access to mental health in several African countries is limited. This module is centred on making
mental health accessible to communities through learning about psychological disorders and
advocating for mental health support. Hence, students are encouraged to learn and actively
promote mental health in their communities as a strategy to broaden knowledge about mental
health, encourage community members to seek mental health support and increase access to
mental health services. As a result, this could help reduce inequalities relating to access to mental
health services as espoused by the UN's SDG 10 to reduce inequalities.

Goal 10: Reduce inequality within and among countries

Goal 10 of the SGDs advocates for reduced inequalities across facets including social affairs.
This is also applicable to increasing equitable access to social welfare services, including mental
healthcare services.

• Target 10.2: By 2030, empower and promote the social, economic and political inclusion
of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other
status.
• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by
eliminating discriminatory laws, policies and practices and promoting appropriate
legislation, policies and action in this regard.
• Target 10.4: Adopt policies, especially fiscal, wage and social protection policies, and
progressively achieve greater equality.

Knowledge of abnormal behaviours and their possible etiological factors will enable you to initiate
interventions that will improve people's quality of life in your community. In this module, we focus
on primary and tertiary prevention. When you qualify as a counsellor or psychologist, you will be
able to work at the secondary level (that of therapeutic treatment).

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Remember that the authors of the prescribed book are Americans and wrote it for the American
market. Although the book mentions the incidence of psychological problems in other countries,
it does not specifically refer to the situation in South Africa. We have therefore included
supplementary material in some learning units (e.g., case studies and study tasks) that we trust
you will find helpful in identifying and understanding abnormal behaviour in your community.

THE PRESCRIBED BOOK

The prescribed book for this module is:

Sue, D., Sue, D.W., Sue, D., & Sue, S. (2024). Understanding Psychological Disorders
(Enhanced 12th ed.). Cengage Learning.

RECOMMENDED AND ADDITIONAL SOURCES

While the prescribed book provides a comprehensive foundation for understanding psychological
disorders, engaging in additional reading is crucial for a deeper and broader understanding of the
subject matter. Additional reading allows you to explore various perspectives, stay updated with
the latest research and developments in the field and enhance your critical thinking skills.

By exploring supplementary materials such as scholarly articles, current research papers and
other reputable sources, you can expand your knowledge, draw connections between different
concepts and develop a more nuanced understanding of abnormal behaviour and mental health.
This proactive approach to learning will not only enrich your academic experience but also better
prepare you for professional practice in the field of psychology.

HOW IS THIS MODULE STRUCTURED?

This module is divided into three themes (as indicated in the table of contents) that constitute 16
learning units, some of which correspond to the relevant chapters in the prescribed book.
Additional sections, which are not covered in the prescribed book, such as prevention, the African
perspective and DSM-5-TR diagnostic criteria for some disorders can be found across the three

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themes covered in the module. Please note that there are three chapters in the prescribed book
that you do not have to study, namely chapter 4 (Research Methods for Studying Mental
Disorders), chapter 10 (Eating Disorders) and chapter 17 (Law and Ethical Clinic Practice).

This study material will assist you in negotiating your way through the enormously complicated
subject matter of identifying, classifying and describing abnormal behaviour, and it will act as your
body of lecturers who speak to you through written words. By means of the written word, we will
guide you systematically through the content of 14 chapters of the prescribed book, indicating
along the way what you are expected to study to gain the necessary skills for enabling you to
recognise abnormal behaviour and make informed diagnostic choices. The time we have at our
disposal to teach you as many mental disorders as possible does not allow us to include
everything we would like to teach you. We have therefore selected a few disorders from every
category that will provide you with a good understanding of a number of disorders people suffer
from. These disorders are no more or less important than the ones we did not select. Our choice
is simply made on account of the time constraints of this course and we hope that you will fill in
the gaps left by this course in your own time.

We have compiled the study material for this module in such a way that you can work from the
specific learning units to the prescribed book. We strongly recommend that you diligently study
all the sections in the prescribed book that are pointed out to you in the study material.

In some cases, we have added additional information to the learning units to clarify aspects that
were inadequately dealt with in the prescribed book. We would like you to incorporate this
additional material as part of your study plan. As you come across new words in the prescribed
book, make sure that you learn to understand and use these new words. For this task, you need
to consult the glossary at the end of the prescribed book or a good dictionary of psychology. For
other general words you do not understand, you need to consult a good English dictionary, such
as the Oxford English Dictionary (UK) or the Collins English Dictionary (USA).

WHAT ARE THE MODULE OUTCOMES?

When you have completed this module, you should be able to do the following:

• Distinguish between normal and abnormal behaviour in various cultural contexts.

• Define abnormal behaviour from different perspectives.
• Understand the concept of mental health.
• Discuss the interplay of cultural contexts, social issues and the manifestations of abnormal
behaviour.

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• Contextualise abnormal behaviour in a traditional African context, a traditional Western

context and sensitivity to the interplay of traditional and contemporary belief systems or
worldviews.
• Critically discuss the history of psychopathology in Africa.
• Demonstrate knowledge of the different classification systems of abnormal behaviour.
• Analyse human behaviour and identify abnormal behaviour in diverse social and cultural
contexts.
• Discuss the signs and symptoms of instances of abnormal behaviour and psychological
disorders or conditions.
• Demonstrate a comprehensive knowledge and understanding of the different psychological
disorders or conditions by applying your knowledge of the signs and symptoms of these
disorders or conditions to case studies.
• Compare different mental disorders and conditions.
• Recognise and compare the manifestation of abnormal behaviour and mental disorders or
conditions from within different social and cultural contexts and belief systems.
• Explain the course, duration, intensity and prognosis of the different mental disorders and
conditions.
• Explain the theoretical perspectives (e.g., traditional African taxonomy; biological,
psychodynamic, behavioural and cognitive) of abnormal behaviour.
• Explain the theoretical foundations of abnormal behaviour.
• Apply theoretical explanations of abnormal behaviour to case studies.
• Identify, describe and evaluate the risk factors and incidence of abnormal behaviour and the
status of mental health in your community.
• Describe relevant community resources aimed at primary prevention of abnormal behaviour
and promotion of mental health in your community.
• Explain how to promote mental health and implement referral networks for the prevention
and management of abnormal behaviour.
• Identify abnormal behaviour within communities and ethically and correctly make referrals
regarding such instances to relevant mental health service providers, registered community
organisations (like NPOs) and mental health practitioners.
• Promote mental health in a creative and ethically responsible manner in your community
and various sociocultural contexts.

Some of the outcomes can be achieved by studying the diagnostic criteria of the disorders we
require you to study (that includes all the symptoms, duration and severity of every disorder) or a
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description of certain disorders or the complete DSM-5-TR diagnostic criteria for selected
disorders. Due to the scientific nature of this subject matter as well as the combination of
biological, psychological, social and social-cultural factors in interaction with each other, the
requirement for specific, detailed knowledge and understanding is very high, perhaps much
higher than in any other subject you have studied thus far.

WHAT WILL I BE EXPECTED TO STUDY?

To achieve the outcomes, we will refer and expose you to case studies of individuals who were
diagnosed with one or more mental disorders. By reading and analysing these case studies, it
becomes much easier to identify, classify and understand abnormal behaviour.

In line with the South African Qualifications Authority (SAQA) level descriptors for National
Qualifications Framework (NQF) Level 7, as a student, you are expected to be an active gatherer
of information and engage in active research. This involves not only studying the provided case
studies but also seeking out additional resources, conducting independent research and critically
engaging with the material. Your active participation and research efforts are crucial in developing
a deeper understanding of abnormal behaviour and mental health.

CLASSIFYING ABNORMAL BEHAVIOUR

We classify abnormal behaviour in different ways. The ICD-11 is the World Health Organisation's
(WHO) International Classification of Diseases that originated in 1850. The latest version of the
ICD was introduced in 2019 in all WHO member states and constitutes the international standard
diagnostic classification for all general epidemiological cases, health management, clinical use
and mortality and morbidity statistics (https://www.who.int/standards/classifications/classification-
of-diseases).

The other classification system for classifying abnormal behaviour is the Diagnostic and Statistical
Manual of Mental Disorders (DSM), published by the American Psychiatric Association, which is
used in the United States of America and to varying degrees across the world. It provides standard
criteria for the classification of mental disorders since its first publication in 1952.

The previous edition of the DSM-5 (2013) is the fifth edition of the Diagnostic and Statistical
Manual of Mental Disorders published by the American Psychiatric Association in 2013. This
edition has since been revised and is now referred to as DSM-5-TR (Text Revision) (2022). The
DSM-5-TR provides a more comprehensive, updated presentation of criteria, diagnostic codes
and differential diagnosis.

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For this module, we have chosen the DSM-5-TR to teach you the criteria for identifying and
classifying selected mental disorders. The DSM is considered to be suitable for teaching and
researching mental disorders due to its descriptive character. (The ICD on the other hand
categorises not only mental disorders but also all the other diseases.) It is therefore the preferred
classification system for clinicians, doctors and psychiatrists. The coding system, which is used
in the DSM-5-TR, is designed to correspond with the codes that are used in the ICD manual. The
codes may not match at all times because the two publications are usually not revised
synchronously.

We wish you a fruitful journey through the study material. Remember to reflect upon and think
about what you read and study, maintain your focus consistently on what matters and ignore what
does not matter. Success comes to those who are aware that time is short and detail is essential.

To begin with, familiarise yourself with the words and terminology used by mental health
practitioners so that you do not find yourself lost in the process of studying this module. The
following terms are important for you to know and understand as a student enrolled in this module.
You must understand the meaning of these terms as they constitute clinicians' everyday lexicon
in the diagnosis of mental disorders.

Some limitations to keep in mind as you study this module

While we use DSM-5-TR and ICD-10 to help us understand abnormal behaviour, we must draw
your attention to the fact that these diagnostic tools may have some sociocultural limitations since
abnormal behaviour has a contextual aetiology and may therefore be understood from specific
context lenses. This will be discussed more in learning unit 4 to help you broaden your
understanding of abnormal behaviour from locally informed perspectives.

THE GLOSSARY

Co-morbid/ Comorbidity More than one disorder or disease in the same

individual at the same time.

Disease A medical syndrome or cluster of physical symptoms,

or a physiological disease that manifests in parts of the
body.

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 Hybrid Offspring of a mixed union, which in this case refers to
psychology as being partially art and partially science.

Psychological disorder A mental abnormality that manifests on the level of

thinking, feeling or behaving.

INSTRUCTION WORDS USED MOSTLY IN THE MODULE PYC3712

The following is a list of instruction words. If you take note of the instruction word, you will know
what is expected of you in each question in the activities and assessment questions. Make sure
that you know the meaning of each of the following instruction words:

Explain
If you are asked to explain something, you should give a reasonably comprehensive answer.
You have to make a phenomenon clear by showing how it is caused. Formulate your
explanation as if it is for a reader who knows nothing about this subject or for someone who is
familiar with the technical vocabulary but who does not understand the point you are trying to
make. Concrete examples are very useful here.

Indicate/show
When you are asked to indicate or show something, you have to give proof or evidence to
support the issue or point of view. Your answer should include a logical and systematic
presentation of supporting evidence (proof) and appropriate conclusions.

Characterise
Describe only the most obvious or important characteristic.

Compare
Indicate similarities and differences. Students often make the mistake of giving only similarities
and disregarding the differences or vice versa.

Contrast
Point out the differences.

Distinguish/differentiate

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Point out details or characteristics that will help the reader to see the difference between two or
more things; in other words, compare things by constantly pointing out the differences.

Define
Give the accurate meaning of a concept.

Substantiate
Give evidence and arguments to justify your point of view.

Discuss
Look at an issue from different points of view and give supporting evidence for each point of
view. Unless you are asked to do so, it is not necessary to give a synthesis of the different
points of view.

Describe
You have to draw a "picture" with words so that the reader can clearly "see" what you are
describing. Describing something requires a clear, systematic and logical demonstration of
facts.

Report
This instruction is usually given in connection with research. The purpose of the research should
be given, the research procedure should be explained and the research results should be given.

Outline/sketch
Give a framework that consists of main ideas (summarised in single words) and supporting
information (in concise sentences).

Evaluate
Here you have to make a value judgment using criteria that are provided or which you have to
formulate yourself. It is a difficult task in the sense that the reasons for your value judgment
have to be stipulated clearly. An evaluation question usually ends with a summary of your
conclusions.

Classify
Divide information into categories. Sometimes the categories are given and sometimes not.

Identify

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 This involves recognising a phenomenon, issue or concept that belongs to a specific class.

Abstract
Find the essence of the topic under discussion and put it in your own words. In this instance,
never give concrete examples.

We hope you will enjoy studying this module and that you will find it enriching. We wish you all
the best in your studies.

Your Lecturers: PYC3712 Team

REFERENCES

American Psychiatric Association (2022). Diagnostic and Statistical Manual of Mental Disorders
(5th ed., text rev.). American Psychiatric Association.

American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders
(5th ed.). American Psychiatric Association.

World Health Organisation (2024). International Statistical Classification of Diseases and

Related Health Problems (ICD). World Health Organisation.
https://www.who.int/standards/classifications/classification-of-diseases

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