1. Theoretical
Perspectives

2. The importance of paradigms
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005
1. It is necessary to have a paradigm in order to guide the
questions that are asked--otherwise, research &
conceptualization of problems would be aimless.
2) It is important to be aware of the assumptions or beliefs
that are implicit to the paradigm.
3) It is important to be aware of other available
paradigms--other possible explanations.

3. Major paradigms in psychopathology
Biological models
Psychological models
Psychoanalytic models
 Behavioral models
 Cognitive-behavioral models
 Humanistic models
Social environmental models
Vulnerability models/ biopsychosocial models
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

4. Major paradigms in psychopathology
Biological models:
Genetic ↔
Structural ↔
Biochemical (especially neurotransmitter models) ↔
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

5. An example of Behavioral Genetic Results
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

6. The Nervous System
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

7. Brain structures and functions
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

8. Neurotransmission
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

9. Major paradigms in psychopathology
Psychoanalytic models
Sigmund Freud ↔
The Vienna Circle (Carl Jung; Alfred Adler)
The Ego Analysts (Karen Horney; Eric Fromm)
The Interpersonal School (Harry S. Sullivan)
Object Relations
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

10. Key Freudian Concepts:
 Psychic determinism; the role of unconscious
conflicts
 Personality is a closed energy system
 Sexuality, aggression and other instinctual drives
shape the nature of personality
 Personality has 3 major components (id, ego and
superego) ↔
 Defense mechanisms
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

11. Dimensions of the Mind: Freud
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

12. Key Freudian Concepts:
 Psychosexual stages of development model
 oral stage (birth to 1 year)
 anal stage (1 to 3 years)
 phallic stage (3 to 6 years)--Oedipal & Electra complexes
 latency stage (6 to 12 years)
 genital (adolescence to adulthood)
 Fixation; the importance of early development
 Psychoanalysis - the talking cure (free association,
dream analysis, interpretation, analysis of defenses,
interpretation of transference).
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

13. Major paradigms in psychopathology
Psychoanalytic models:
Sigmund Freud ↔
The Vienna Circle (Carl Jung; Alfred Adler)
The Ego Analysts (Karen Horney; Eric Fromm)
The Interpersonal School (Harry S. Sullivan)
Object Relations School (Heinz Kohut)
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

14. Behavioral models
Classical Conditioning (I. Pavlov) ↔
Operant Conditioning
The Law of Effect (Thorndike)
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

15. Classical Conditioning
Step 1: Unconditioned stimulus (UCS) > Unconditioned response (UCR)
Conditioned Stimulus (CS) No response
Step 2: Pairing UCS and CS > Conditioned Response (CR)
+
Step 3: Conditioned Stimulus (CS) > Conditioned Response (CR)
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

16. Operant Conditioning
Positive reinforcement- increasing a behavior by
providing a positive reinforcer when the behavior occurs
Negative reinforcement- increasing a behavior by
removing a negative reinforcer when the behavior occurs
Punishment- decreasing a behavior by providing a
negative reinforcer when the behavior occurs
Extinction (omission training)- decreasing a behavior by
removing a positive reinforcer when the behavior occurs
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

17. Operant Conditioning
Other concepts:
- Shaping
- Schedules of reinforcement
- Primary and secondary reinforcers
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

18. Recent variations of behavioral theory
Social learning theory
 Delay of reinforcement
 Social modeling
Cognitive- behavioral theory
 Information processing models of abnormal behavior
 Cognitive restructuring of mis-perceptions
 Irrational and Core beliefs
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

19. The Humanistic/ Existential or “3rd force” in
psychotherapy
 Reacted against the determinism of psychoanalysis and
behavior therapy (Carl Rogers)
 Focus is on conscious experiences, trying to
understand the person from his/her frame of reference.
 Positive opinion about human nature--basically good, &
if conditions are right, will grow & develop.
 Emphasis is on health, self-concept, self-actualization--
humans have an inborn need for growth.
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

20. Abraham Maslow’s Hierarchy of Needs
Self-actualization
Esteem Needs
Belongingness Needs
Safety Needs
Physiological Needs
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

21. Client-centered therapy (C. Rogers)
Major techniques:
1. Empathic listening/ unconditional positive regard
2. Reflection of content
3. Reflection of intent/ feeling
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005

22. The Community-Cultural Perspective
Abnormal Psychology, 11/e
by Sarason & Sarason © 2005
1. Recognizes the importance of the context of problems--
poverty, homelessness, lack of education or personal
resources, stigma & labeling, etc.
2. Maladaptive behavior is seen as a result of the inability to
cope with external demands or stresses.
3. Recognizes role of families and social support in either
increasing or reducing risk of mental disorder.