Clinically Oriented Psychology

We intend to adapt OpenStax Psychology and make it clinically relevant. The textbook will contain more clinical scenarios and applications, psychological basis of psychiatric disorders, therapies, clinical scales and psychotherapeutic techniques will be the focus of our book. We Welcome conributors.

Preface

Welcome to Psychology, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

About OpenStax

OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 25 books for college and AP® courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.

About OpenStax Resources

Customization

Psychology is licensed under a Creative Commons Attribution 4.0 International (CC BY) license, which means that you can distribute, remix, and build upon the content, as long as you provide attribution to OpenStax and its content contributors.

Because our books are openly licensed, you are free to use the entire book or pick and choose the sections that are most relevant to the needs of your course. Feel free to remix the content by assigning your students certain chapters and sections in your syllabus, in the order that you prefer. You can even provide a direct link in your syllabus to the sections in the web view of your book.

Instructors also have the option of creating a customized version of their OpenStax book. The custom version can be made available to students in low-cost print or digital form through their campus bookstore. Visit your book page on openstax.org for more information.

Errata

All OpenStax textbooks undergo a rigorous review process. However, like any professional-grade textbook, errors sometimes occur. Since our books are web based, we can make updates periodically when deemed pedagogically necessary. If you have a correction to suggest, submit it through the link on your book page on openstax.org. Subject matter experts review all errata suggestions. OpenStax is committed to remaining transparent about all updates, so you will also find a list of past errata changes on your book page on openstax.org.

Format

You can access this textbook for free in web view or PDF through openstax.org, and in low-cost print and iBooks editions.

About Psychology

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Coverage and Scope

This book is designed to make psychology, as a discipline, interesting and accessible to students research and examples that represent and include the various sociocultural backgrounds of the many students who take this course. The result is a book that covers the breadth of psychology topics with variety and depth that promote student engagement. The organization and pedagogical features were developed and vetted with feedback from psychology educators dedicated to the project.

Chapter 1: Introduction to Psychology
Chapter 2: Psychological Research
Chapter 3: Biopsychology
Chapter 4: States of Consciousness
Chapter 5: Sensation and Perception
Chapter 6: Learning
Chapter 7: Thinking and Intelligence
Chapter 8: Memory
Chapter 9: Lifespan Development
Chapter 10: Motivation and Emotion
Chapter 11: Personality
Chapter 12: Social Psychology
Chapter 13: Industrial-Organizational Psychology
Chapter 14: Stress, Lifestyle, and Health
Chapter 15: Psychological Disorders
Chapter 16: Therapy and Treatment {: data-bullet-style=“bullet”}

Pedagogical Foundation

Throughout Psychology, you will find features that draw the students into psychological inquiry by taking selected topics a step further.

Everyday Connection features tie psychological topics to everyday issues and behaviors that students encounter in their lives and the world. Topics include the validity of scores on college entrance exams, advertising and associative learning, and cognitive mapping.
What Do You Think? features provide research-based information and ask students their views on controversial issues. Topics include “Brain Dead and on Life Support,” “Hooters and BFOQ Laws,” and “Intellectually Disabled Criminals and Capital Punishment.”
Dig Deeper features discuss one specific aspect of a topic in greater depth so students can dig more deeply into the concept. Examples include a discussion on the distinction between evolutionary psychology and behavioral genetics, an analysis of the increasing prevalence rate of ADHD, and a presentation of research on strategies for coping with prejudice and discrimination.
Connect the Concepts features revisit a concept learned in another chapter, expanding upon it within a different context. Features include “Autism Spectrum Disorder and the Expression of Emotions,” “Tweens, Teens, and Social Norms,” and “Conditioning and OCD.”

Art, Interactives, and Assessments That Engage

Our art program is designed to enhance students’ understanding of psychological concepts through simple, effective graphs, diagrams, and photographs. Psychology also incorporates links to relevant interactive exercises and animations that help bring topics to life. Selected assessment items touch directly on students’ lives.

Link to Learning features direct students to online interactive exercises and animations that add a fuller context to core content and provide an opportunity for application.
Personal Application Questions engage students in topics at a personal level to encourage reflection and promote discussion.

Additional Resources

Student and Instructor Resources

We’ve compiled additional resources for both students and instructors, including Getting Started Guides, an instructor solution guide, a test bank, and PowerPoint slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on openstax.org. Take advantage of these resources to supplement your OpenStax book.

Partner Resources

OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.

About the Authors

Senior Contributing Authors

Rose M. Spielman (Content Lead)* * * {: data-type=“newline”}

Dr. Rose Spielman has been teaching psychology and working as a licensed clinical psychologist for 20 years. Her academic career has included positions at Quinnipiac University, Housatonic Community College, and Goodwin College. As a licensed clinical psychologist, educator, and volunteer director, Rose is able to connect with people from diverse backgrounds and facilitate treatment, advocacy, and education. In her years of work as a teacher, therapist, and administrator, she has helped thousands of students and clients and taught them to advocate for themselves and move their lives forward to become more productive citizens and family members.

Kathryn Dumper, Bainbridge State College* * * {: data-type=“newline”}

William Jenkins, Mercer University* * * {: data-type=“newline”}

Arlene Lacombe, Saint Joseph’s University* * * {: data-type=“newline”}

Marilyn Lovett, Livingstone College* * * {: data-type=“newline”}

Marion Perlmutter, University of Michigan

Reviewers

Daniel Bellack, Trident Technical College* * * {: data-type=“newline”}

Jerimy Blowers, Cayuga Community College* * * {: data-type=“newline”}

Salena Brody, Collin College* * * {: data-type=“newline”}

Bettina Casad, University of Missouri–St. Louis* * * {: data-type=“newline”}

Sharon Chacon, Northeast Wisconsin Technical College* * * {: data-type=“newline”}

Barbara Chappell, Walden University* * * {: data-type=“newline”}

James Corpening* * * {: data-type=“newline”}

Frank Eyetsemitan, Roger Williams University* * * {: data-type=“newline”}

Tamara Ferguson, Utah State University* * * {: data-type=“newline”}

Kathleen Flannery, Saint Anselm College* * * {: data-type=“newline”}

Johnathan Forbey, Ball State University* * * {: data-type=“newline”}

Laura Gaudet, Chadron State College* * * {: data-type=“newline”}

William Goggin, University of Southern Mississippi* * * {: data-type=“newline”}

Jeffery K. Gray, Charleston Southern University* * * {: data-type=“newline”}

Heather Griffiths, Fayetteville State University* * * {: data-type=“newline”}

Mark Holder, University of British Columbia* * * {: data-type=“newline”}

Rita Houge, Des Moines Area Community College* * * {: data-type=“newline”}

Colette Jacquot, Strayer University* * * {: data-type=“newline”}

John Johanson, Winona State University* * * {: data-type=“newline”}

Andrew Johnson, Park University* * * {: data-type=“newline”}

Shaila Khan, Tougaloo College* * * {: data-type=“newline”}

Carol Laman, Houston Community College* * * {: data-type=“newline”}

Thomas Malloy, Rhode Island College* * * {: data-type=“newline”}

Jan Mendoza, Golden West College* * * {: data-type=“newline”}

Christopher Miller, University of Minnesota* * * {: data-type=“newline”}

Lisa Moeller, Beckfield College* * * {: data-type=“newline”}

Hugh Riley, Baylor University* * * {: data-type=“newline”}

Juan Salinas, University of Texas at Austin* * * {: data-type=“newline”}

Brittney Schrick, Southern Arkansas University* * * {: data-type=“newline”}

Phoebe Scotland, College of the Rockies* * * {: data-type=“newline”}

Christine Selby, Husson University* * * {: data-type=“newline”}

Brian Sexton, Kean University* * * {: data-type=“newline”}

Nancy Simpson, Trident Technical College* * * {: data-type=“newline”}

Robert Stennett, University of Georgia* * * {: data-type=“newline”}

Jennifer Stevenson, Ursinus College* * * {: data-type=“newline”}

Eric Weiser, Curry College* * * {: data-type=“newline”}

Valjean Whitlow, American Public University

Human Memory

class=“introduction”

class=“summary” title=“Summary”

class=“review-questions” title=“Review Questions”

class=“critical-thinking” title=“Critical Thinking Questions”

class=“personal-application” title=“Personal Application Questions”

class=“references” title=“References”

An illustration shows the outlines of two human heads facing toward one another, with several photographs of people spread across the background. {:}

Clive Wearing is an accomplished musician who lost his ability to form new memories when he became sick at the age of 46. While he can remember how to play the piano perfectly, he cannot remember what he ate for breakfast just an hour ago (Sacks, 2007). James Wannerton experiences a taste sensation that is associated with the sound of words. His former girlfriend’s name tastes like rhubarb (Mundasad, 2013). John Nash is a brilliant mathematician and Nobel Prize winner. However, while he was a professor at MIT, he would tell people that the New York Times contained coded messages from extraterrestrial beings that were intended for him. He also began to hear voices and became suspicious of the people around him. Soon thereafter, Nash was diagnosed with schizophrenia and admitted to a state-run mental institution (O’Connor & Robertson, 2002). Nash was the subject of the 2001 movie A Beautiful Mind. Why did these people have these experiences? How does the human brain work? And what is the connection between the brain’s internal processes and people’s external behaviors? This textbook will introduce you to various ways that the field of psychology has explored these questions.

References

American Board of Forensic Psychology. (2014). Brochure. Retrieved from http://www.abfp.com/brochure.asp

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American Psychological Association. (2011). Psychology as a career. Retrieved from http://www.apa.org/education/undergrad/psych-career.aspx

Ashliman, D. L. (2001). Cupid and Psyche. In Folktexts: A library of folktales, folklore, fairy tales, and mythology. Retrieved from http://www.pitt.edu/~dash/cupid.html

Betancourt, H., & López, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48, 629–637.

Black, S. R., Spence, S. A., & Omari, S. R. (2004). Contributions of African Americans to the field of psychology. Journal of Black Studies, 35, 40–64.

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Buss, D. M. (1989). Sex differences in human mate preferences: Evolutionary hypotheses tested in 37 cultures. Behavioral and Brain Sciences, 12, 1–49.

Carlson, N. R. (2013). Physiology of Behavior (11th ed.). Boston, MA: Pearson.

Confer, J. C., Easton, J. A., Fleischman, D. S., Goetz, C. D., Lewis, D. M. G., Perilloux, C., & Buss, D. M. (2010). Evolutionary psychology. Controversies, questions, prospects, and limitations. American Psychologist, 65, 100–126.

Crawford, M., & Marecek, J. (1989). Psychology reconstructs the female 1968–1988. Psychology of Women Quarterly, 13, 147–165.

Danziger, K. (1980). The history of introspection reconsidered. Journal of the History of the Behavioral Sciences, 16, 241–262.

Darwin, C. (1871). The descent of man and selection in relation to sex. London: John Murray.

Darwin, C. (1872). The expression of the emotions in man and animals. London: John Murray.

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Endler, J. A. (1986). Natural Selection in the Wild. Princeton, NJ: Princeton University Press.

Fogg, N. P., Harrington, P. E., Harrington, T. F., & Shatkin, L. (2012). College majors handbook with real career paths and payoffs (3rd ed.). St. Paul, MN: JIST Publishing.

Franko, D. L., et al. (2012). Racial/ethnic differences in adults in randomized clinical trials of binge eating disorder. Journal of Consulting and Clinical Psychology, 80, 186–195.

Friedman, H. (2008), Humanistic and positive psychology: The methodological and epistemological divide. The Humanistic Psychologist, 36, 113–126.

Gordon, O. E. (1995). A brief history of psychology. Retrieved from http://www.psych.utah.edu/gordon/Classes/Psy4905Docs/PsychHistory/index.html#maptop

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Green, C. D. (2001). Classics in the history of psychology. Retrieved from http://psychclassics.yorku.ca/Krstic/marulic.htm

Greengrass, M. (2004). 100 years of B.F. Skinner. Monitor on Psychology, 35, 80.

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Hock, R. R. (2009). Social psychology. Forty studies that changed psychology: Explorations into the history of psychological research (pp. 308–317). Upper Saddle River, NJ: Pearson.

Hoffman, C. (2012). Careers in clinical, counseling, or school psychology; mental health counseling; clinical social work; marriage & family therapy and related professions. Retrieved from http://www.indiana.edu/~psyugrad/advising/docs/Careers%20in%20Mental%20Health%20Counseling.pdf

Jang, K. L., Livesly, W. J., & Vernon, P. A. (1996). Heritability of the Big Five personality dimensions and their facets: A twin study. Journal of Personality, 64, 577–591.

Johnson, R., & Lubin, G. (2011). College exposed: What majors are most popular, highest paying and most likely to get you a job. Business Insider.com. Retrieved from http://www.businessinsider.com/best-college-majors-highest-income-most-employed-georgetwon-study-2011-6?op=1

Knekt, P. P., et al. (2008). Randomized trial on the effectiveness of long- and short-term psychodynamic psychotherapy and solution-focused therapy on psychiatric symptoms during a 3-year follow-up. Psychological Medicine: A Journal of Research In Psychiatry And The Allied Sciences, 38, 689–703.

Landers, R. N. (2011, June 14). Grad school: Should I get a PhD or Master’s in I/O psychology? [Web log post]. Retrieved from http://neoacademic.com/2011/06/14/grad-school-should-i-get-a-ph-d-or-masters-in-io-psychology/#.UuKKLftOnGg

Macdonald, C. (2013). Health psychology center presents: What is health psychology? Retrieved from http://healthpsychology.org/what-is-health-psychology/

McCrae, R. R. & Costa, P. T. (2008). Empirical and theoretical status of the five-factor model of personality traits. In G. J. Boyle, G. Matthews, & D. H. Saklofske (Eds.), The Sage handbook of personality theory and assessment. Vol. 1 Personality theories and models. London: Sage.

Michalski, D., Kohout, J., Wicherski, M., & Hart, B. (2011). 2009 Doctorate Employment Survey. APA Center for Workforce Studies. Retrieved from http://www.apa.org/workforce/publications/09-doc-empl/index.aspx

Miller, G. A. (2003). The cognitive revolution: A historical perspective. Trends in Cognitive Sciences, 7, 141–144.

Munakata, Y., McClelland, J. L., Johnson, M. H., & Siegler, R. S. (1997). Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104, 689–713.

Mundasad, S. (2013). Word-taste synaesthesia: Tasting names, places, and Anne Boleyn. Retrieved from http://www.bbc.co.uk/news/health-21060207

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O’Connor, J. J., & Robertson, E. F. (2002). John Forbes Nash. Retrieved from http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Nash.html

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Sacks, O. (2007). A neurologists notebook: The abyss, music and amnesia. The New Yorker. Retrieved from http://www.newyorker.com/reporting/2007/09/24/070924fa_fact_sacks?currentPage=all

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Weisstein, N. (1993). Psychology constructs the female: Or, the fantasy life of the male psychologist (with some attention to the fantasies of his friends, the male biologist and the male anthropologist). Feminism and Psychology, 3, 195–210.

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Introduction

class=“introduction”

class=“summary” title=“Summary”

class=“review-questions” title=“Review Questions”

class=“critical-thinking” title=“Critical Thinking Questions”

class=“personal-application” title=“Personal Application Questions”

class=“references” title=“References”

Children sit in front of a bank of television screens. A sign on the wall says, “Some content may not be suitable for children.” {:}

Have you ever wondered whether the violence you see on television affects your behavior? Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen? Or, could seeing fictional violence actually get aggression out of your system, causing you to be more peaceful? How are children influenced by the media they are exposed to? A psychologist interested in the relationship between behavior and exposure to violent images might ask these very questions.

The topic of violence in the media today is contentious. Since ancient times, humans have been concerned about the effects of new technologies on our behaviors and thinking processes. The Greek philosopher Socrates, for example, worried that writing—a new technology at that time—would diminish people’s ability to remember because they could rely on written records rather than committing information to memory. In our world of quickly changing technologies, questions about the effects of media continue to emerge. Many of us find ourselves with a strong opinion on these issues, only to find the person next to us bristling with the opposite view.

How can we go about finding answers that are supported not by mere opinion, but by evidence that we can all agree on? The findings of psychological research can help us navigate issues like this.

References

American Academy of Pediatrics, American Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, American Psychiatric Association. (2000). Joint statement on the impact of entertainment violence on children. Retrieved from http://www2.aap.org/advocacy/releases/jstmtevc.htm.

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American Psychological Association. (n.d.). Research with animals in psychology. Retrieved from https://www.apa.org/research/responsible/research-animals.pdf

Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.

Barton, B. A., Eldridge, A. L., Thompson, D., Affenito, S. G., Striegel-Moore, R. H., Franko, D. L., … Crockett, S. J. (2005). The relationship of breakfast and cereal consumption to nutrient intake and body mass index: The national heart, lung, and blood institute growth and health study. Journal of the American Dietetic Association, 105(9), 1383–1389. Retrieved from http://dx.doi.org/10.1016/j.jada.2005.06.003

Chwalisz, K., Diener, E., & Gallagher, D. (1988). Autonomic arousal feedback and emotional experience: Evidence from the spinal cord injured. Journal of Personality and Social Psychology, 54, 820–828.

Clayton, R. R., Cattarello, A. M., & Johnstone, B. M. (1996). The effectiveness of Drug Abuse Resistance Education (Project DARE): 5-year follow-up results. Preventive Medicine: An International Journal Devoted to Practice and Theory, 25(3), 307–318. doi:10.1006/pmed.1996.0061

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Ennett, S. T., Tobler, N. S., Ringwalt, C. L., & Flewelling, R. L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84(9), 1394–1401. doi:10.2105/AJPH.84.9.1394

Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58, 224–254.

Fiedler, K. (2004). Illusory correlation. In R. F. Pohl (Ed.), Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 97–114). New York, NY: Psychology Press.

Frantzen, L. B., Treviño, R. P., Echon, R. M., Garcia-Dominic, O., & DiMarco, N. (2013). Association between frequency of ready-to-eat cereal consumption, nutrient intakes, and body mass index in fourth- to sixth-grade low-income minority children. Journal of the Academy of Nutrition and Dietetics, 113(4), 511–519.

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Introduction

class=“introduction”

class=“summary” title=“Summary”

class=“review-questions” title=“Review Questions”

class=“critical-thinking” title=“Critical Thinking Questions”

class=“personal-application” title=“Personal Application Questions”

class=“references” title=“References”

Three brain-imaging scans are shown. {:}

Have you ever taken a device apart to find out how it works? Many of us have done so, whether to attempt a repair or simply to satisfy our curiosity. A device’s internal workings are often distinct from its user interface on the outside. For example, we don’t think about microchips and circuits when we turn up the volume on a mobile phone; instead, we think about getting the volume just right. Similarly, the inner workings of the human body are often distinct from the external expression of those workings. It is the job of psychologists to find the connection between these—for example, to figure out how the firings of millions of neurons become a thought.

This chapter strives to explain the biological mechanisms that underlie behavior. These physiological and anatomical foundations are the basis for many areas of psychology. In this chapter, you will learn how genetics influence both physiological and psychological traits. You will become familiar with the structure and function of the nervous system. And, finally, you will learn how the nervous system interacts with the endocrine system.

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Introduction

class=“introduction”

class=“summary” title=“Summary”

class=“review-questions” title=“Review Questions”

class=“critical-thinking” title=“Critical Thinking Questions”

class=“personal-application” title=“Personal Application Questions”

class=“references” title=“References”

A painting shows two children sleeping. {:}

Our lives involve regular, dramatic changes in the degree to which we are aware of our surroundings and our internal states. While awake, we feel alert and aware of the many important things going on around us. Our experiences change dramatically while we are in deep sleep and once again when we are dreaming.

This chapter will discuss states of consciousness with a particular emphasis on sleep. The different stages of sleep will be identified, and sleep disorders will be described. The chapter will close with discussions of altered states of consciousness produced by psychoactive drugs, hypnosis, and meditation.

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