Standard Area: Psychological Disorders

Standard Area: Psychological Disorders
Content Standards
After concluding this unit, students understand:
1. Characteristics and origins of abnormal behavior
2. Methods used in exploring abnormal behavior
3. Major categories of abnormal behavior
4. Impact of mental disorders

Content Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD 1: Characteristics and origins of abnormal behavior
Students are able to (performance standards):
1.1 Distinguish the common characteristics of abnormal behavior. Students may indicate this by (performance indicators):
• Listing criteria that distinguish normal from disordered behavior
• Identifying patterns of behavior that constitute abnormality
• Describing how some abnormal behaviors may be designated as abnormal only in particular historical or cultural contexts
1.2 Cite examples of abnormal behavior.
Students may indicate this by (performance indicators):
• Describing observable symptoms of abnormal behavior
• Distinguishing disorders on the basis of severity of interference with functioning, such as psychotic versus nonpsychotic disorders
1.3 Relate judgments of abnormality to contexts in which those judgments occur.
Students may indicate this by (performance indicators):
• Recognizing the influence of context in designating abnormal behavior
• Identifying how judgments about abnormality have changed through history (e.g., homosexuality or epilepsy)
• Describing some abnormal behaviors specific to particular contexts or circumstances
• Acknowledging sociocultural implications of labeling behavior as abnormal
• Citing examples of misdiagnosis that may result from evaluator ignorance of relevant cultural and situational norms for behavior
1.4 Describe major explanations for the origins of abnormality.
Students may indicate this by (performance indicators):
• Describing biological approaches as explaining disorders arising from physiological sources
• Characterizing psychological approaches as explaining disorders derived from psychological sources, such as emotional turmoil, distorted thinking, and learning
• Identifying sociocultural approaches as explaining how sociocultural factors, such as class, influence diagnosis
• Defending spiritually based explanations for abnormal behavior (e.g., soul loss, transgression against ancestor)
• Recognizing that a label, such as schizophrenia, does not explain, but only describes abnormal behavior patterns
• Exploring the long-term impact of diagnostic labels even after successful treatment

CONTENT STANDARD 2: Methods used in exploring abnormal behavior
Students are able to (performance standards):
2.1 Identify the purpose of different research methods. Students may indicate this by (performance indicators):
• Describing methods used in research on abnormal behavior, such as case studies, experiments, and surveys
• Justifying the use of one method over another to answer a specific research question
• Discussing how animal models of abnormality offer insight into human problems
2.2 Characterize the advantages and limitations of different research methods for studying abnormal behavior.
Students may indicate this by (performance indicators):
• Evaluating the quality of research conclusions derived in a specific study
• Speculating about the preferred method for answering a specific research question
• Discussing validity of findings of research methods with different cultural groups

CONTENT STANDARD 3: Major categories of abnormal behavior
Students are able to (performance standards):
3.1 Discuss major categories of abnormal behavior. Students may indicate this by (performance indicators):
• Explaining selected categories of abnormal behavior, such as anxiety disorders, mood disorders, substance abuse disorders, and schizophrenia
• Identifying symptoms of selected categories of disorders
3.2 Explore the challenges associated with accurate diagnosis.
Students may indicate this by (performance indicators):
• Examining the influence of class, gender, ethnic, or age bias on diagnosis
• Explaining how psychologists with different orientations produce different diagnostic conclusions about the same case example
• Exploring how definitions of abnormality differ over time and across cultures

CONTENT STANDARD 4: Impact of mental disorders
Students are able to (performance standards):
4.1 Consider factors that influence vulnerability to abnormal behavior. Students may indicate this by (performance indicators):
• Exploring how sociocultural factors influence vulnerability to abnormal behavior
• Describing the role of heredity as it influences risk for abnormal behavior
4.2 Discuss the stigma associated with abnormal behavior.
Students may indicate this by (performance indicators):
• Citing historic or fictional examples of stigmatized behavior
• Speculating about how abnormal conditions might influence acceptance in contemporary life
4.3 Speculate about means for promoting greater understanding of abnormal behavior.
Students may indicate this by (performance indicators):
• Describing historic efforts to promote tolerance of those stigmatized by mental disorder
• Developing a strategy to promote support for individuals with specific mental disorders