Tutorial Letter 101/0/2020: Psychopathology

PYC4802/101/0/2020
Tutorial letter 101/0/2020
Psychopathology
PYC4802
Year module
Department of Psychology
IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
BARCODE
PYC4802/101
CONTENTS
Page
1. INTRODUCTION ................................................................................................... 3
2. PURPOSE OF AND OUTCOMES FOR THE MODULE ........................................ 4
2.1 Purpose ................................................................................................................. 4
2.2 Outcomes .............................................................................................................. 4
3. LECTURER(S) AND CONTACT DETAILS ........................................................... 6
3.1 Lecturer(s) ............................................................................................................. 6
3.2 Department ............................................................................................................ 7
3.3 University ............................................................................................................. 7
4. MODULE-RELATED RESOURCES ...................................................................... 7
4.1 Prescribed book ..................................................................................................... 7
4.2 Recommended books (subject to availability) ........................................................ 7
4.3 Electronic Reserves (e-Reserves) ....................................................................... 37
5. STUDENT SUPPORT SERVICES FOR THE MODULE ...................................... 41
5.1 myUnisa ................................................................................................................ 41
5.1.1 What is myUnisa? ................................................................................................ 41
6. MODULE-SPECIFIC STUDY PLAN .................................................................... 44
7. MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING .......... 45
8. ASSESSMENT .................................................................................................... 45
8.1 Assessment plan ................................................................................................. 46
8.2 General assignment numbers .............................................................................. 48
8.2.1 Unique assignment numbers ............................................................................... 48
8.2.2 Due dates for assignments .................................................................................. 48
8.3 Submission of assignments ................................................................................. 49
8.4 Assignments ........................................................................................................ 49
End of Assignment 02 ..................................................................................................... 62
8.5. Other assessment methods ................................................................................. 46
8.6. The examination .................................................................................................. 46
9. EXAMINATION.................................................................................................... 46
10. FREQUENTLY ASKED QUESTIONS .......................................................... 71
11. CONCLUSION .................................................................................................. 72
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1. INTRODUCTION
Dear Student
Welcome to our postgraduate module in Psychopathology! We trust that you will find
the experience of studying abnormal behaviour at honours level rich and rewarding.
We also hope that the module proves to be interesting, informative, and useful for
deepening and developing your expertise in researching, identifying, and classifying
abnormal behaviour.
This Tutorial Letter PYC4802/101/0/2020 is vitally important for your studies in

psychopathology. It is your only guide that contains the information you need
concerning this module.
All study material indicated in this tutorial letter (including this tutorial letter) can be
downloaded from myUnisa, and study related queries can be found in Study @
Unisa.
Please read this tutorial letter carefully and completely. Since tutorial material is the
major means of distance teaching, it is essential to make regular use of the internet
and myUnisa. Should you encounter academic problems, do not hesitate to contact
us by writing a letter, e-mailing, phoning, sending a fax, or making an appointment
to come and see us. Wherever we can we will strive to assist you with regard to
academic and personal problems.
Prior learning we assume to be in place:

We assume that you have previously acquired the following levels of learning and
competencies in order to gain from this course:
You have successfully completed a BA, BA (BSW), or a BSc degree on NQF level
7.
• You have successfully completed Psychology 3, with an average of at least

60%.
• You are able to take responsibility for your own learning in a structured learning
environment.
• You are able to identify, analyse and reflect upon complex texts with regard to
real life problems.
• You are able to communicate your views coherently and reliably by using basic
conventions of academic discourse.
• You are committed to strive for life-long learning within the context of ethical
behaviour.
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1.1 Tutorial material
Your tutorial material consists of the following:
1. Tutorial Letter PSYHONM/301 (which contains the rules and regulations

for all honours courses).
2. This tutorial letter PYC4802/101 (which serves as your study guide and
examination guide).
3. The booklet entitled Study @ Unisa (which provides you with

assistance for the following:
▪ Contact addresses for the various departments

▪ How to submit assignments via myUnisa
▪ Other questions you may have.
Some of this tutorial material may not have been available when you registered.
Tutorial material that was not available when you registered will be posted to you as
soon as possible, but is also available on myUnisa, and can be obtained by
downloading, saving, and/or printing the documents.
2. PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1 Purpose
The purpose of this module is to deepen your understanding of the complexity of
Psychopathology within different contexts.
Range statements for the whole module: The scope of this module ranges from an
in-depth study of selected themes with regard to psychological disorders/
phenomena in the world with the aim of researching, analysing, discussing, and
synthesising these disorders/phenomena in the context of the physical,
psychological and social environment of individuals.
2.2 Outcomes
A range of tasks in tutorial letters, assignments, and an examination will show that
you can do the following:
Outcome 1: Use general and qualitative research skills.
Assessment criteria:
We will know that you are competent in using general and qualitative research skills
when you can do the following:
Analyse, explain, describe and discuss new information from many recommended
books, journal articles and additional sources within the framework of, and relevant
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to the selected themes, by critically synthesising the new information with the DSM
criteria.
Select, order, and relate the new information according to the focus of each theme
into a coherent discussion with specific emphasis on relevance to the problem
statement or question.
Outcome 2: Use relevant theories, models, and the latest DSM classification
system for describing, explaining, assessing, and classifying abnormal behaviour.
We will know that you are competent in using relevant theories, models, and the
latest DSM classification system for describing, explaining, assessing, and
classifying abnormal behaviour, when you can do the following:
Analyse questions and select relevant data and underlying knowledge (also from
other modules) in order to describe, explain, assess, and classify abnormal
behaviour, identify connections, and infer hidden meanings from a theme and
across themes, by means of discussing the process and choice of arguments.
Outcome 3: Use academic discourse and referencing techniques.
We will know that you are competent in using academic discourse and referencing
techniques, when you can do the following:
Analyse questions and select relevant data in order to evaluate psychological
disorders, abnormal behaviour, and dysfunctional interactional patterns, identify
connections, and infer hidden meanings within and across themes, by justifying
and referencing the process and choice of arguments.
Apply the APA style of referencing and acknowledge all literary sources
appropriately in the text and in the reference section (refer to Tutorial Letter
PSYHONM/301).
Cross-field outcomes and embedded knowledge
The following competencies and cross-field outcomes with regard to the honours
course in psychopathology are assessed indirectly. The three formative assessment
tasks that will assist you in acquiring the skills that should enable you to demonstrate
your competence during the one cumulative assessment task should have
developed your proficiency, mind and character in the following ways:
• The ability to conduct literature studies in preparation for further studies.
• An increase in awareness of your responsibility for primary and tertiary

prevention and for the promotion of mental health within your family,
community, and other contexts.
• An increase in sensitivity and compassion towards all individuals who suffer

from mental disorders.
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• The ability to promote the eradication of a judgmental attitude within

contexts of minimal information, strangeness, difference, and otherness.
• The ability to actively participate in eradicating bad behaviour, violence,

child abuse, substance related problems, depression, and environmental
destruction.
3. LECTURER(S) AND CONTACT DETAILS

You can communicate in the following ways: by telephone, fax, e-mail, pre-arranged
personal visit, and by letter (surface- and airmail). The following telephone numbers
and e-mail addresses are provided for your convenience. (Always provide your
student number and a contact number where you can be reached when e-mailing
your lecturers.) Although lecturers are always willing to help you with your academic
problems, they may not always be sitting next to their telephone. They are required
to give and attend courses, go to meetings, attend conferences, provide masters
and doctoral supervision, do research, read, write, conduct discussion classes, and
do community work. They may also be on study leave, sick leave or on vacation. It
is therefore important to adhere to the following principles when you want to contact
a lecturer.
Please phone lecturers for academic queries and direct all other queries and
requests to Ms Phuthi. When you cannot reach the person you have phoned, phone
Ms Phuthi or the departmental secretary, who will connect you to an available
lecturer. You can also send an e-mail to Ms Phuthi, who will forward your e-mail to
the relevant lecturer.
If you wish to contact a lecturer by sending a letter to the fax number of the
Department of Psychology please indicate the paper code (PYC4802) and the
lecturer’s name.
Note: No study material may be sent to students by fax, since you can download all
study materials from myUnisa.
3.1 Lecturer(s)
Your Psychopathology team consists of the following lecturers:
Mr B Palakatsela +27 12 429 3778 palakbr@unisa.ac.za
Dr C Laidlaw +27 12 4298294 laidlc@unisa.ac.za
Dr JK Moodley +27 12 429 8069 moodljk@unisa.ac.za
Mrs PB Mokgatlhe +27 12 429 8238 Mokgapb@unisa.ac.za

(Module Leader)
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3.2 Department
Ms MG Phuthi +27 12 429 8309 phuthmg@unisa.ac.za

(Honours Secretary)
Ms MM Molepo +27 12 429 6934 machomm@unisa.ac.za

Departmental Secretary
3.3 University
Postal Address: PO Box 392

UNISA
0003
SMS 32695
Website www.unisa.ac.za
E-mail Study-info@unisa.ac.za
4. MODULE-RELATED RESOURCES
4.1 Prescribed book
Burke, A. (Ed.). (2019). Abnormal Psychology: A South African Perspective (3rd
ed.Revised). Cape Town, South Africa: Oxford University Press Southern Africa.
ISBN: 13: 9780190722562
The prescribed book needs to be purchased as soon as possible from any official
bookseller, by consulting the list of official booksellers and their addresses in the
brochure Study @ Unisa. Should you encounter any difficulties with obtaining books
from these bookshops, please contact the Prescribed Book section at e-mail
vospresc@unisa.ac.za or telephone +27 12 429 4152.
4.2 Recommended books (subject to availability)
The preferred way of requesting recommended or additional books is online via the
library’s catalogue.
Go to http://oasis.unisa.ac.za, or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
for mobile access (AirPAC), go to http://oasis.unisa.ac.za/airpac
Recommended books may also be requested telephonically from the Main Library in
Pretoria. Please refer to section 5 Student support services for this module
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List of recommended books for PYC4802 for 2020

TITLE AUTHOR
SHELF NUMBER
Abnormal child psychology Mash, Eric J

618.9289 MASH
Abnormal psychology Davison, Gerald C

616.89 DAVI
Abnormal psychology Nolen-Hoeksema, Susan

616.89 NOLE
Abnormal psychology: An integrative approach Barlow, David H.

616.89 BARL
Abnormal psychology: media & Nolen-Hoeksema, Susan

research update
616.89 NOLE
Child abuse: implications for Wolfe, David A.

child development
362.76 WOLF
Child abuse and culture: working with Fontes, Lisa Aronson

diverse families
362.7653 FONT
Child abuse and neglect: facing the Stainton Rogers, Wendy.

challenge
362.76 CHIL
Child clinician's handbook Kronenberger, Willia

618.9289 KRON
Development through the lifespan Berk, Laura E.

155 BERK
Effective interventions for child Macdonald, Geraldine

abuse and neglect
362.768 MACD
Family therapy: a systemic integration Dorothy Stroh Becvar,

Raphael Becvar
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616.89156 BECV
Family therapy techniques Minuchin, Salvador.

616.89156 MINU
Psychopathology and social prejudice Hook, Derek

362.20968 PSYC
To be old and sad: understanding Billig, Nathan

Depression in the elderly
618.9768527 BILL
Understanding abnormal behavior Sue, D., Sue, D.W., Sue, D, &

Sue, S.
616.89 SUED
Understanding child abuse and neglect Crosson-Tower, Cynth

362.760973 TOWE
Understanding child maltreatment Scannapieco, Maria.

362.76 SCAN
4.3 Electronic Reserves (e-Reserves)
Recommended material can be downloaded from the library’s catalogue at

http://oasis.unisa.ac.za. Under search options, click on Course code search and type
in your course code, for example, PYC4802. Click on the Electronic reserves for the
current year. The recommended articles are available in PDF (portable document
format).
Requests for photocopies of journal articles (or extracts from books) must be made
on the standardised PERIODICAL REQUEST CARDS. Fully completed request
cards should be posted or faxed to the Main Library (fax no. (012) 429-8128).
Requests in faxed or mailed letters or lists will be referred back to you.
Periodical request cards are available from the Library (tel. +27 12 429 3134).
Photocopies will be sent by air-mail only if request cards are accompanied by the
appropriate air-mail postage. See Study @ Unisa for tariffs.
Requests for photocopies to be air-mailed may, therefore, not be faxed.
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ELECTRONIC RESERVES ARTICLE LIST
PYC4802 2020
First Author Year Title Journal/Publication Volume Pages
Alexander, 1985 A systems theory Family Process. 24 (1 ) 79-88.

Pamela C. conceptualization of incest /
Pamela C. Alexander.
Posttraumatic stress disorder

Averill, P. M., Journal of Anxiety 133-
2000 in older adults: a conceptual 14(2)
& Beck, J. G. disorders 156.
review.
An historical perspective on
family violence and child Allegations of Family
Bala, N. 2007 12 2-3.
abuse: Comment on Moloney Violence
et al.
When the black dog barks: An

New Directions for
autoethnography of adult
Brookfield, S. 2011 Adult and Continuing 2011(132) 35-42.
learning in and on clinical
Education
depression.
Substance abuse and post-

Brown, P. J., Drug and alcohol
1994 traumatic stress disorder 35(1) 51-59.
& Wolfe, J. dependence
comorbidity.
High risk infants and child

maltreatment: Conceptual and
Browne, D. Early Child
1988 research model for 31(1-4) 43-53.
H. Development and Care
determining factors predictive
of child maltreatment.
The lntergenerational
transmission of family
289-
Carroll, J. C. 1977 violence: The long‐term Aggressive Behavior 3(3)
299.
effects of aggressive
behavior.
Working with couples and

Cox Jr, R. B.,
substance abuse: The American Journal 160-
Ketner, J. S., 2013 41(2)
Recommendations for clinical of Family Therapy 172.
& Blow, A. J.
practice.
Flemons, D. An ecosystemic view of family

1989 Family Therapy 16(1) 1
G. violence.
Exploring the relationship

Frederick, J., between poverty, childhood
323-
& Goddard, 2007 adversity and child abuse Child abuse review 16(5)
341.
C. from the perspective of
adulthood.
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Psychosocial processes in International Journal of
Giel, R. 1990 19(1) 7-20.
disasters. Mental Health
Developmental perspectives Psychoanalytic 200-

Hill, J. 2009 23(3)
on adult depression. Psychotherapy 212.
Understanding post-traumatic
Joseph, S.,
stress: A psychosocial
Williams, R., 1997 Wiley. . 51-67.
perspective on PTSD and
& Yule, W.
treatment.
Symptoms of depression and

Kagee, A., & anxiety among a sample of 159-
2010 AIDS care 22(2)
Martin, L. South African patients living 165.
with HIV.
Differentiating post-traumatic
Keane, T. M.,
stress disorder (PTSD) from
Taylor, K. L., Journal of Anxiety 317-
1997 major depression (MDD) and 11(3)
& Penk, W. Disorders 328.
generalized anxiety disorder
E.
(GAD).
Codependency, perceived
Knudson, T.
interparental conflict, and The American Journal 245-
M., & Terrell, 2012 40(3)
substance abuse in the family of Family Therapy 257.
H. K.
of origin.
Krestan, J. Codependency: The social 60(3)

Smith College Studies 216-
A., & Bepko, 1990 reconstruction of female
in Social Work 232.
C. experience.
Le Grange,
The meaning of ‘self-
D., Louw, J.,
starvation’in impoverished Culture, medicine and 439-
Breen, A., & 2004 28(4)
black adolescents in South psychiatry 461.
Katzman, M.
Africa.
A.
Development and validation of

135-
Maj, M. 2012 the current concept of Major Psychopathology 45(3)
146.
Depression
McFarlane,
A. C.,
Atchison, M., Journal of
Rafalowicz, Physical symptoms in post- 715-
1994 psychosomatic 38(7)
E., & Papay, traumatic stress disorder. 726.
research
P.
Depression in adults: Some Psychoanalytic 225-

McQueen, D. 2009 23(3)
basic facts. Psychotherapy 235.
Menard, C. Epidemiology of multiple

B., Bandeen- childhood traumatic events: Social psychiatry and 39(11) 857-
Roche, K. J., 2004 child abuse, parental psychiatric
865.
& Chilcoat, H. psychopathology, and other epidemiology
D. family-level stressors.
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Milevsky, A., Maternal and paternal

Schlechter, parenting styles in
Journal of Child and
M., Netter, 2007 adolescents: Associations 16(1) 39-47.
Family Studies
S., & Keehn, with self-esteem, depression
D. and life-satisfaction.
Journal of clinical 47(5) 720-

Morgan, J. P. 1991 What is codependency?
psychology 729.
Body image satisfaction

Mwaba, K., & Social Behavior and
among a sample of black 905-
Roman, N. 2009 Personality: an 37(7)
female South African 909.
V. international journal
students.
Post-traumatic Stress
147-
Nutt, D. (Ed.) 2000 Disorder: Diagnosis, . .
161.
Management and Treatment
Pedro, T. M.,
Micklesfield,
Body image satisfaction,
L. K., Kahn,
eating attitudes and
K., Tollman,
2016 perceptions of female body PloS one 11(5) .
S. M.,
silhouettes in rural South
Pettifor, J.
African adolescents.
M., & Norris,
S. A.
Family of origin addiction

The Forum on Public
Ponder, F.T. 2009 patterns amongst counselling . 11-Jan
Policy
and psychology students
Richter, L.
Child abuse in South Africa:
M., & Dawes, 2008 Child Abuse Review 17(2) 79-93.
rights and wrongs.
A. R.
Posttraumatic Stress
147-
Rosen, G.M. 2004 Disorder: Issues and Blackwell Science .
161.
controversies
Rus-
Makovec, M.,
Sernec, K.,
Adolescent substance
Rus, V., Slovenian Journal of
2010 dependency in relation to 49(1) 1-10.
Čebašek- Public Health
parental substance (ab) use.
Travnik, Z.,
Tomori, M., &
Ziherl, S.
Schumm, J. The double‐barreled burden

A., Stines, L. of child abuse and current
R., Hobfoll, stressful circumstances on Journal of Traumatic 467-
2005 18(5)
S. E., & adult women: The kindling Stress 476.
Jackson, A. effect of early traumatic
P. experience.
Evaluation of body shape,

Senekal, M.,
eating disorders and weight
Steyn, N. P.,
management related South African Journal
Mashego, T. 2001 31(1) 45-53.
parameters in black female of Psychology
A. B., & Nel,
students of rural and urban
J. H.
origins.
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Family dynamics and
Sheridan, M.
individual characteristics of Journal of Social
J., & Green, 1993 17(1-2 73-97.
adult children of alcoholics: Service Research
R. G.
An empirical analysis.
A proposed intergenerational
Sheridan, model of substance abuse, 519-
1995 Child abuse & neglect 19(5)
Michael J. family functioning, and 530.
abuse/neglect
Post-traumatic stress
International Review of 5(2-3) 217-
Silva, P. D. 1993 disorder: Cross-cultural
Psychiatry 229.
aspects.
Suprina, J. Child Abuse, Society, and

Journal of Individual
S., & Chang, 2005 Individual Psychology: What's 61(3) .
Psychology
C. Y. Power Got to Do with It?
Body figure preference in
Szabo, C. P.,
South African adolescent African Health
& Allwood, C. 2006 6(4) .
females: a cross cultural Sciences
W.
study.
Takeuchi, M. The effect of interpersonal

S., Miyaoka, touch during childhood on
H., Tomoda, adult attachment and Journal of Child and 109-
2010 19(1)
A., Suzuki, depression: a neglected area Family Studies 117.
M., Liu, Q., & of family and developmental
Kitamura, T. psychology?
Teychenne,M., Sedentary behavior and
International journal 246-
Ball, K., & 2010 depression among adults: 17(4)
of behavioral medicine 254.
Salmon, J. a review.
Understanding and
modifying the impact
Velleman,R.,& Advances in
2007 of parents’ substance 13(2) 79-89.
Templeton, L. Psychiatric treatment
misuse on children.
5. STUDENT SUPPORT SERVICES FOR THE MODULE
Important information appears in your Study @ Unisa brochure.
5.1 myUnisa
5.1.1 What is myUnisa?
myUnisa is an Internet facility offered free of charge to all registered Unisa students.
With the aid of this, you will ultimately be able to perform all study-related functions on
the Internet. The following functions have been implemented on myUnisa:
• you can contact your lecturers via e-mail

• you can download study material placed on myUnisa
• you can check whether your assignments have been received and marked
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• you can submit written assignments via myUnisa

• you can look up your assignment or exam marks as soon as they are released
• you can join a discussion forum (e.g. to discuss your course with other students
doing the same module)
• you can order books from the library, and search for books on the library
database
To make use of myUnisa, you will need a computer and an Internet connection, as
well as a browser such as Mozilla Firefox, Google Chrome or Internet Explorer. See
Study @ Unisa for further information.
5.2 UNISA LIBRARY
Library services and resources information
• for brief information go to : http://www.unisa.ac.za/contents/studies/docs/myStudies-

at-Unisa201-brochure.pdf
• for more detailed information, go to the Unisa website : http://www.unisa.ac.za/, click
on Library
• for research support and services of Personal Librarians , go to :
http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=7102
The Library has compiled numerous library guides:

• find recommended reading in the print collection and e-reserves -
http://libguides.unisa.ac.za/request/undergrad
• request material - http://libguides.unisa.ac.za/request/request
• postgraduate information services - http://libguides.unisa.ac.za/request/postgrad
• finding , obtaining and using library resources and tools to assist in doing research
http://libguides.unisa.ac.za/Research_Skills
• how to contact the Library/find us on social media/frequently asked questions -
http://libguides.unisa.ac.za/ask
Unisa Library services information and login
In order to access the library’s online resources and services you will be required to
provide your login details, that is, your student number and your myUnisa password.
This will enable you to do the following:
• View or print your electronic course material

• Request library material
• View and renew your library material
• Download, print and study the library’s e-resources
Requesting books from the library
Electronic book requests
The preferred way of requesting recommended or additional books is online via the
library’s catalogue.
Go to http://oasis.unisa.ac.za, or
via
42myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
PYC4802/101
Telephonic book requests
This can be done on +27 12 429 3133. Please supply the reservation order number
(RON).
Postal requests
Books may also be requested by completing one library book request card for each
book. Request cards are included in your study package. These should be faxed to
+27 12 429 8128, or mailed to:
The Head: Request Services

Department of Library Services
PO Box 392
UNISA 0003
Enquiries about requested books should be addressed to bib-circ@unisa.ac.za

Please note: Book requests should not be sent to this email address.
Telephonic enquiries can be made at +27 12 429 3133/3134, and an after-hour

voicemail service is also available at these numbers.
Requesting journal articles from the library
Electronic course material / e-Reserves
Recommended material can be downloaded from the library’s catalogue at

http://oasis.unisa.ac.za. Under search options, click on Course code search and type
in your course code, for example, PYC4802. Click on the Electronic reserves for the
current year. The recommended articles are available in PDF (portable document
format).
The Adobe Reader should be loaded on your computer so that you can view or print
scanned PDF documents. This can be done free of charge at http://www.adobe.com.
Additional journal articles

The preferred way of requesting journal articles is online via the library’s catalogue.
Go to http://oasis.unisa.ac.za or
via myUnisa, go to http://my.unisa.ac.za > Login > Library > Library catalogue, or
Telephonic requests
Telephonic requests can be done at +27 12 429 3133/3134. Please supply the
reservation order number (RON) if available.
Postal requests
Journal articles may also be requested by completing an article request card for each
item.
These should be mailed to the same address as postal requests above or faxed to +27
12 429 8128.
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Enquiries about requested articles should be addressed to bib-circ@unisa.ac.za, and

telephonic enquiries can be made at +27 12 429 3432.
Requesting literature searches from the library
You may request a list of references on your topic from the library’s Information Search
Librarians if you are enrolled for an undergraduate course which has a research essay.
To request a literature search, go to the catalogue’s homepage, and click on Request
a Literature Search, fill in the form and return it to the address provided.
Services offered by the Unisa Library
The Study @ Unisa booklet, which is part of your registration package, lists all the
services offered by the Unisa Library at
http://www.unisa.ac.za/contents/myStudies/docs/myStudies_unisa2012.pdf
Group discussions
There are no group discussions for this module.
6. MODULE-SPECIFIC STUDY PLAN
General time management and planning
Use the brochure Study @ Unisa for general time management and planning skills.
General outline for this module
The honours module in Psychopathology differs from your previous experience of

undergraduate studies. It consists of an introduction to a research method approach
to studying a small selection of disorders more in-depth than you have done before.
The aim is to do the following:
Explore the five (5) themes by reading and studying all the prescribed and preferably
all the recommended literature sources mentioned in this tutorial letter.
View the selected disorders in a way that allows you to understand and apply different
theoretical perspectives from which the selected disorders can be explained. (These
perspectives formed part of your undergraduate studies as part of the abnormal
behaviour and mental health and personality theory modules.) Integrate the knowledge
from your undergraduate modules with the more in-depth knowledge of your honours
modules, and apply your newly synthesised knowledge to the disorders in each theme.
(Boundaries between subjects are artificial, and everything you have learnt from the
first year modules until now forms part of your repertoire of knowledge that is in the
process of becoming wider and deeper with every further application of your intellect
in the field of psychology.)
Write about what you have read and studied by applying scholarly methods of
presenting your thoughts in the form of a scholarly essay (in Assignment 03) by solving
the problems posed in the assignment question.
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Should you have forgotten or missed aspects of your psychological foundational
training on one or more undergraduate levels, you need to fill the gaps on your own
by engaging in extra reading. The short summaries of the different psychological
approaches to understanding abnormal behaviour and mental health on pages 22 to
27 in this tutorial letter are an indication of which theories/ modules/ approaches/
perspectives amongst others are used to explain abnormal and normal behaviour.
However, for the purpose of this module, you are required to explain the disorders
covered in the five (5) themes from the perspective of the following models:
• The psychoanalytic and psychodynamic models/approaches/perspectives

• The cognitive and behavioural models/approaches/perspectives
• The family systems model/approach/perspective
• The medical model in the context of the DSM 5 classification system.
The five (5) themes we focus on this year form some of the core problem areas in our
African and South African society. Most of these disorders can be prevented, but
before we can do so, we need to study diligently what is already known about these
disorders, how we can identify them, how we explain them, and how we classify them
according to the DSM 5, (which is the short form for The American Psychiatric
Association’s (2013). Diagnostic and Statistical Manual of Mental Disorders (5th
Edition). Washington, DC: American Psychiatric Association.) Ideally we would like
you to engage in your own learning by finding recent publications on this year’s themes
in order to deepen your understanding even further. That is however not always
possible, but certainly something to aspire towards. Reading extensively is however
within every individual’s reach; so, let that be your goal – it is the secret habit of every
true academic.
7. MODULE PRACTICAL WORK AND WORK-INTEGRATED

LEARNING
No practical work is required for this module.
8. ASSESSMENT
Assessment strategy and plan
Three formative assessment tasks (assignments) and one cumulative assessment

task (examination) are set for this module spaced over a period of 10 months. Three
compulsory assignments need to be submitted for gaining admission to the
examination.
Assessing assignments
Assignments 1 and 2 consist of multiple choice questions which will be marked by

computer. In the case of wrong answers, students are required to re-work the
prescribed and recommended literature with the aim of understanding the material
better.
Assignment 3 consists of an essay that will be marked. Feedback will be provided.
The purpose of the first three formative tasks (assignments) involves the acquisition
of new knowledge and the demonstration of your capability to systematically order the
new information by making distinctions between the content and process literature,
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between the general and specific information, and the implicit and explicit outcomes
of your literature study by applying your critical thinking skills to the selected literature
sources.
The tasks will be structured in such a way that you are required to complete a number
of steps that will enable you to acquire new knowledge by studying the literature for
every theme, analyse a particular question on a particular theme, compile a profile for
a scholarly discussion (table of contents), and comprehensively reply to the question,
or solve the problem statement (by writing an essay) within certain limits by relating
the new information to the DSM-5 diagnostic criteria for each disorder.
Throughout the essay task, frequent in-text referencing in the latest APA (American
Psychological Association, 6th edition) style of referencing with regard to the literary
material, indicates that you are familiar with the literature. A complete reference list of
the sources you have consulted, referred to and cited in your essay, needs to be
included at the end of the essay, according to the latest APA style of referencing.
Assessing the examination
The cumulative assessment task (examination) consists of a three hour examination

at the end of the academic year around October. You are expected to demonstrate
your acquired skills with regard to solving problems in the context of critically engaging
in psychological discourse, without having to reference your reading list.
The primary lecturers/assessors will know that you are competent when you provide
well thought through responses to a number of new, unseen problems/questions
during a limited time span of three hours. Four short essays with reference to the year’s
selection of themes will be the compulsory requirement for demonstrating your
academic competence in psychopathology, based on the selection of prescribed and
recommended books, journal articles, and additional material you studied throughout
the year. Use the focus points to direct your learning, since the examination questions
are often directly or indirectly related to all or some focus points of each theme.
A second examiner/assessor reviews your answers to the set questions by checking

for consistency in the assessment process. An external examiner/assessor reviews a
representative sample of all student answers in conjunction with the marks allocated
by the primary lecturers/assessors and the course content.
All assessors are registered with the relevant ETQA.
Supplementary examinations
Students who fail to obtain the required 50% (with a sub-minimum of 40%) for the year
are provided with the opportunity to write a supplementary examination in the following
year.
8.1 Assessment plan
Admission to the examination
You are required to submit Assignments 01, 02, and 03 in order to obtain admission
to the examination.
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Mark distribution: Year mark 20% + Examination mark 80% = Final mark 100%
Active student
Assignment 1 counts 100 marks. It records you as an active student.
Year mark
Assignment 2 counts 100 marks. 10% of your mark out of 100 contributes to your final
mark for the course.
Assignment 3 counts 100 marks. 10% of your mark out of 100 contributes to your final
mark for the course.
Examination mark
The examination counts 100 marks. 80% of your examination mark out of 100
contributes to your final mark for the course.
Your final mark consists of your year mark (20% of your results for assignments 2 and
3) plus your examination mark (80% of your results for the examination).
Examination
The format of the examination paper is the same as last year’s examination paper,
which can be viewed on myUnisa. Please note that the content has changed. You are
required to answer 4 essay questions that can range between 20 and 30 marks each,
with a total of 100 marks.
Examination guidelines
You will receive four (4) questions from Themes 2 to 5 (Theme 1: Eating Disorders will
not be examined, since you have already received marks in the form of the year mark
for the content of that theme in Assignment 03.) Your examination answers should be
in essay style, and you do not need to add references.
Your examination answers are assessed by evaluating the following:

• Did you answer the question comprehensively?
• Did you use the recommended literature, and your additional reading to
answer the question?
• Have you presented the full DSM 5 criteria and integrated them with the
recommended journal articles and books?
• Have you thought about the information by integrating it meaningfully in your
answer?
• Have you introduced your answer to each question adequately by a brief
introduction, which includes necessary definitions of the terms you are using,
important diagnostic criteria, and other important details for creating the
relevant context for your discussion with regard to answering the question?
• Is your conclusion of each essay relevant to and essential for bringing your
discussion to a close, by rounding it off with an appropriately placed final
conclusive comment?
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Assignment 3 Guidelines
Assignment 03 is assessed according to the same criteria as the examination.

However, you are required to provide a list of references in APA style and cite
extensively within your text as you use the thoughts, ideas and conclusions of the
people whose articles and books you have consulted. You will receive personalised
feedback for Assignment 03. We urge you to engage with this feedback as a part of
your examination preparation. The questions in the examination will be similar in kind
to the assignment question, and if you are able to construct one answer by following
the process for your assignment, you should be able to respond adequately in the
examination, provided you have studied the literature, engaged in critical thinking and
thoughtfully incorporated the full DSM 5 criteria.
8.2 General assignment numbers

Assignments are numbered consecutively per module from 01 to 03. Each assignment
for each module has a unique assignment number listed under 8.2.1.
For this module you are required to submit Assignments 01, 02, and 03 on the dates
listed in 8.2.2, together with each assignment’s unique assignment number listed
under 8.2.1 for your module code.
8.2.1 Unique assignment numbers
Attach the relevant unique assignment number for your course to each assignment
before submitting it.
Assignment No. Unique No.

01 645131
02 739028
03 864340
8.2.2 Due dates for assignments
Assignment 01: Closing date 09 April 2020
Assignment 01 consists of 10 multiple-choice questions which count 100 marks.

Examination admission can be earned by handing in Assignment 01, 02, and 03
irrespective of the marks you receive. Unfortunately, no extension can be granted for
Assignment 01, since this Assignment serves to record you as an active student.
Assignment 02: Closing date 11 May 2020
Assignment 02 consists of 10 multiple-choice questions which count 100 marks.

Examination admission can be earned by handing in Assignment 01, 02, and 03
irrespective of the marks you receive. Unfortunately, no extension can be granted for
Assignment 02. 10% of your marks for Assignment 02 will contribute towards your year
mark.
Assignment 03: Closing date: 10 July 2020

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Assignment 03 consists of a comprehensive answer to the question on Eating

Disorders (Length: Twelve pages in Arial, Font size 12, Line spacing 1.5, without
counting the cover page, the page of contents, and the reference page, submitted in
PDF format). 10% of your marks for Assignment 03 will contribute towards your year
mark. When you receive your marks by SMS, please wait until you have received your
assignment with the feedback before you phone or e-mail the lecturer who marked
your assignment. (Contact Ms Phuthi for the telephone numbers of the
lecturers/markers not listed in this Tutorial Letter.)
NB: Always save and keep a copy of your assignment before making your final
submission as this protects your work in the case of loss. Please note that it is
your responsibility to keep records of your assignments.
NB: We have a different theme for 2020 as a result we cannot consider any
request for exemption from writing assignments for repeating students.
8.3 Submission of assignments
For detailed information and requirements as far as the submission of assignments is

concerned, see Study @ Unisa, which you received with your tutorial material.
This is the short version for submitting an assignment via myUnisa:

• Go to myUnisa
• Log in with your student number and password.
• Select the module from the orange bar.
• Click on assignments in the menu on the left-hand side of the screen.
• Click on the assignment number you want to submit.
• Follow the instructions
• If the system is down, do not panic. Stay calm and re-submit your
assignment until the system has recovered, even if that means the
assignment will be three days late. You will not be penalised for system
failures.
8.4 Assignments
ASSIGNMENT 01
Closing date 09 April 2020
Unique Assignment number for PYC4802:
No extension can be granted for this assignment.
Assignment 01 is based on the revision of a small portion of some of your

undergraduate modules, in particular Personality Theories, and Abnormal Behaviour
and Mental Health. At the end of this section, you will find a list of recommended
reading sources you can consult to refresh your memory.
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Introduction and orientation
Reflect for a moment on what you consider to be the purpose of studying

psychopathology. Very often we are perplexed about people's behaviour. For instance,
why does a father kill his whole family and then himself? Some people appear to
behave in self-defeating ways by slowly destroying themselves through the abuse of
drugs, alcohol or food. What is the basis of such destructive life-styles? Of course
there are no hard and fast rules for finding conclusive answers to these questions, but
there are many stimulating and thought-provoking theories and views on the nature,
origin, and maintenance of abnormal behaviour, and in our study of psychopathology
we use them to understand more about the complex nature of problematic human
behaviour, including our own.
What follows is a brief outline of the different models of mental illness, each presenting
possibilities as well as limitations. Each of the perspectives presents its own unique
explanation and identification of abnormal behaviour. In some respects these
viewpoints may seem incompatible and in others they overlap. Some are broad
enough to encompass most kinds of mental disturbance, while others are more limited
in scope. A thorough knowledge of each of these perspectives is, however, essential
to understanding abnormal behaviour.
The medical model
Probably the single most influential theoretical perspective on Abnormal Behaviour is

the medical model, the influence of which can be seen in the common acceptance of
the term “mental illness”. As the name of this model indicates, it approaches mental
illness as medical science would approach any other illness. When studying Abnormal
Behaviour, this model typically focuses on underlying physiological defects within the
individual. The traditional model of psychopathology emphasises disease and
symptomatology in abnormal mental and interpersonal functioning. Other names used
for this model include “biochemical”, “psycho-medical” or “psychiatric” model. The
DSM diagnostic system is based on this model.
The psychodynamic model
The psychodynamic perspective is a collection of theories and therapies united by a

common concern with the dynamics (that is, the motivating or driving forces of the
mind) and the critical influential role the first years of life play in human development.
This model encompasses Freud's original psychoanalytical views and takes his ideas
much further. When studying abnormal behaviour this model typically focuses on the
underlying intra-psychic conflicts and maintains, furthermore, that psychological
problems in later life can always be traced back to unresolved childhood conflicts.
The cognitive-behavioural models
Historically, the learning-theory approach has confined itself to identifying abnormal

behaviour and the mechanisms that underlie them. A recent trend includes a focus on
certain patterns of thought, or cognitions that seem to contribute to maladaptive
behaviour. This model, also called “learning theory”, emphasises the role of learning,
whether it be the simple conditioning of a response to a stimulus (the central theme of
behaviourism), or the processing of information in learning (the central theme of the
cognitive approach). The cognitive approach emphasizes that the way in which people
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interpret events may be almost as important as the events themselves. Another trend
in this approach is termed social learning theory.
The humanistic-existential models
These perspectives regard human beings as decision-making, reality-creating agents

at the centre of their experiential world. The humanistic approach emphasizes human
positive potential and abilities within their contexts of living, and abnormal behaviour
is seen as the result of the fact that these potentials were blocked. The existential
approach emphasizes the individual's ability or inability to take responsibility or not for
their decisions or indecisions, as well as being responsible for their resultant existential
anxiety, fear of death and satisfaction or dissatisfaction. The humanistic-existential
perspective, however, is optimistic by placing great faith in people's ability to learn to
make new choices that will liberate their unique human qualities.
The family systems model
A shift away from the narrow focus of linear thinking has gradually occurred by placing
symptomatology in the context of the family. This shift, known as “family systems
theory”, gives new meanings to symptoms and so-called abnormal (or deviant)
behaviour by recognising the communicative function of symptoms. This model is
based on cybernetics (circular thinking). Note that this approach focuses on interaction
and the interrelatedness of the parts of a family system.
The family-systems approach sees mental disorders as necessarily involving the

network of relationships binding the individual. The abnormality of the individual, in this
view, can only be understood in the context of the family system in which it arises.
The ecosystemic model
Ecosystemic thinking embodies a further shift, from so-called “first-order cybernetics"

to “second-order cybernetics”, where the focus is no longer on interaction, but on
meanings and the co-creation and attribution of meaning within systems. Ecosystemic
thinking acknowledges that philosophical and scientific theories and findings about the
nature of humanity are not objective, but are situated within our culture and influence
our conceptions of what constitutes adaptive and maladaptive behaviour, or, in other
words, what it is to be a person. The ecosystemic approach, like the family systems
approach, looks not only at the individual for the meaning of abnormal behaviour but
also beyond the individual, to his/her context. The ecosystemic perspective is
important in calling attention to the meanings attributed to psychological problems by
everyone involved in the particular situation, including the therapist.
By working through each of the perspectives pertaining to psychopathology

concentrate on the basic tenets (principles/ideas) of each approach.
For example:
The classical medical model emphasises the similarities between psychological

disorders and medical diseases and is based on three main assumptions:
• the patient suffers from a disease

• a specific symptom reflects this disease
• each disease has a specific cause.
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Diagnosis and classification of symptoms are of prime importance. If a specific

syndrome (set of symptoms) can be determined, then there should be a corresponding
treatment of a somatic type. The correct treatment is assumed to relieve the symptoms
and to restore the patient back to health. Modern thinking of the medical model focuses
on biochemistry of brain functioning and indicates that there is interaction of mind and
body which produces the maladaptive behaviour.
Another example:
A viewpoint respecting cybernetic epistemology includes the following essential

characteristics:
• an observing system (i.e. the inclusion of the therapist's own context)

• a collaborative rather than a hierarchical structure
• goals that emphasise setting a context for change, not specifying a change
• ways to guard against too much instrumentality
• a circular assessment of the problem
• a nonperjorative, nonjudgmental view
(Becvar & Becvar, 2009)
Each of the perspectives mentioned above presents with its own unique explanation
and identification of abnormal behaviour. Here you need to consider the following:
• How is abnormality viewed in each model?
For example: The medical model
In the medical model the abnormality is viewed as an organic dysfunction which results
in maladaptive behaviour. This view of psychopathology is thus linear, deterministic
and reductionistic because human behaviour is considered to be caused by
physiological processes existing prior to the behaviour in question, and the influence
and effect of interactional processes is, by and large, ignored (except the interview
between patient and doctor). In fact, in its extreme form, the medical model considers
social and psychological influences as insignificant. Thus, from this theoretical
standpoint, for the human being to function normally a biochemical balance must be
maintained in the body and brain in conjunction with a particular brain structure. The
one who determines this normality is the expert - the objective, neutral and value-free
specialist in his/her field. The subjective views of the person-in-the-street have no
significance and s/he is thus not directly involved in the diagnostic process.
For example: The family-systems approach
The family-systems approach sees mental disorders as necessarily involving the

network of relationships around the individual. The abnormality of the individual, in this
view, can only be understood in the context of the family system in which it arises.
In order to understand the way in which the family-systems approach differs from
and/or resembles other theoretical orientations, you need to consider that this process
does not refer to a group of similar theories but to the epistemological base they share.
Here, for instance, you may want to consider issues such as:
• biological versus psychological processes

• intrapsychic versus interpsychic processes
• innate versus learned causes
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• holism versus reductionism [atomism]
• empirical reality versus subjective reality
• context versus individual
• linear versus circular causality
• seat of responsibility
• the role of the diagnostician/therapist.
Linear versus circular causality, for example, has to do with the direction of cause,
NOT with the number of causes as some literature sources indicate. Linear causality
means that a particular cause (or more than one cause in combination) leads to a
specific effect (e.g. a virus causes an illness). Circular causality means that two (or
more) elements reciprocally cause each other (e.g. a virus in the body creates extreme
pain and discomfort which can be interpreted as laziness by ignorant others, or
diagnosed as an infection by those who have insight. Such an interpretation or
diagnosis can affect the patient’s life in terms of demonstrating depressive symptoms
and feelings of being misunderstood/misdiagnosed or taking charge of their health for
assisting in the healing process. These feelings or positive actions are then fed back
into the system by reciprocally changing the patient by either confirming unfounded
judgements by others through continuing depression or by recuperating and rejecting
those who made unfounded judgements due to a lack of knowledge or insight.)
For example: The humanistic-existential perspective
The humanistic-existential perspective does not see abnormal behaviour as the result
of organic dysfunction, childhood trauma or inappropriate learning, but as a linear
consequence of conditional regard from others, especially during the developmental
years. The humanistic-existential model differs from the others in the importance it
assigns to individual responsibility. Human beings are seen as born with an innate
tendency to actualise themselves and often problems can be linearly traced to poor
choices. The humanistic-existential perspective is optimistic by placing great faith in
people's ability to learn to make new choices that will liberate their unique human
qualities.
With its emphasis on the importance of each individual's experience of the world, this
perspective necessarily lacks a precise, universal theory and rejects the idea that a
single set of psychological formulas can be applied to all people. It emphasises the
positive rather than the negative (such as people's capacity to change and to make
new choices) rather than only focusing on the immediate problems they are
experiencing.
The limitations and specific contributions of each model to the understanding of what
it means to be human.
For example: The medial model
The medical model has done much to elevate the position of the mentally disturbed in
our society. The contention that mentally disturbed people are ill, rather than
possessed by demons or punished by gods, serves to focus attention on the fact that
these people need help, humane care and treatment.
Like the psychodynamic, cognitive-behavioural and humanistic-existential

approaches, the medical model places the origin of psychological abnormality primarily
within the individual’s body and brain. Unlike the psychodynamic and humanistic-
existential approaches, the medical model regards the individual's subjective
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experience (e.g. hallucinations, feelings of despondency) only as symptoms with

regard to diagnosis. The general focus on observable behavioural symptoms of
abnormality is shared by the medical and cognitive-behavioural approaches. The
medical model has been criticised for reducing a person to the status of an object, not
capable of intentional thought and action, resulting in the dehumanisation of people.
By understanding the aetiology of abnormality as within the individual, this model
contrasts with the family systems and ecosystemic approaches as it only considers
the impact of social or cultural contexts on individual pathology in a linear way, as for
example in the diathesis-stress view.
Psychopathology cannot be divorced from mental health, which explains why strong
emphasis is currently being placed on attempts to prevent psychopathology and
abnormal behaviour. From the basic assumptions you have gleaned from the study of
each model, formulate how each perspective views mental health. It is also important
to examine current generally-accepted notions of mental health.
For example: The humanistic-existential paradigm
Within the humanist-existential paradigm individual psychological health is understood

to include the fostering of satisfying relationships and a socially constructive way of
life. Thus, through the concept of self-actualisation, the humanistic-existential
perspective displays an understanding of the individual as functioning within a broader
context. This displays a similarity with the family-systems approach in understanding
people.
Another example
Davison and Neale (1990) discuss several popularly used general definitions of
abnormal behaviour such as the following:
• it is behaviour which is statistically infrequent

• it is a state which involves personal suffering
• it is behaviour which creates disability
• it is behaviour which violates social norms and causes observer discomfort.
And another example
Rosenhan and Seligman (1995), also from a general perspective, suggest that mental
health is a transient, relative state of optimal living which normal people experience at
different levels at different times. Any relevant understanding of mental health must
take into account the fact that the specific meaning of mental health is borne of a
particular context and is thus related to prevailing ideologies. A definition which
perhaps partially fulfils this requirement is one which states that:
Mental health refers to those conditions in a society leading to a situation where people
in their individual capacities and in interaction with one another as members of groups
and communities, are able to live lives of quality in all contexts of their existence, and
where the option for actualising their potential are present (Report by the Council
Committee: Mental Health, 1989).
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For example
Considering Jahoda's six criteria for mental health add depth to the Council
Committee's definition and also provides a context for developing a definition of
abnormal behaviour:
• the attitude of the individual toward him-/herself

• the nature of an individual's personal growth and self-actualisation
• the degree to which an individual exhibits integration of personality
• the degree of autonomy or self-determination an individual exhibits
• the degree to which, what the individual sees corresponds to what is actually
there
• the degree to which an individual exhibits environmental mastery.
These criteria explain mental health in terms of degree and dimensions. Thus an
individual may exhibit little mental illness along one dimension, much disturbance
along another dimension and may function normally along yet another.
Additional reading
Books
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative approach.
(5th ed.). Belmont: Wadsworth/Cengage Learning. (Chapters 1 to 3)
Becvar, D.S., & Becvar, R.J. (2006 or 2009). Family therapy: A systemic integration
(6th ed. or 7th ed.). Boston: Allyn & Bacon.
Davison, G.C. (2004, 2007, or 2011). Abnormal psychology (9th ed., 10th ed., or 11th
ed.) Hoboken NJ: Wiley.
Hook, D., & Eagle, G. (2002). Psychopathology and social prejudice. Cape Town:
University of Cape Town Press.
Nolen-Hoeksema, S. (2008). Abnormal Psychology (4th ed.). New York: McGraw-Hill.
Any child and adult developmental psychology book.

Any personality theory book.
Journal articles
Bateson, G. (1971). A systems approach. International Journal of Psychiatry, 9, 242-
244.
Cottone, R.R. (1989). Defining the psychomedical and systemic paradigms in marital
and family therapy. Journal of Marital and Family Therapy, 15(3), 225-235.
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Aim of Assignment 01
Awakening your awareness to important aspects of your undergraduate studies that

have a bearing on the honours module in Psychopathology.
Recall the information from your undergraduate studies, or study the books and
articles mentioned above and do the following:
Answer the following 10 questions by using the mark-reading sheet you should have
received with your study material. Attach the unique assignment numbers for
PYC4802 and submit your answers as Assignment 01.
1. Circular causality means
(1) A causes B and B causes C

(2) A causes B and C causes B
(3) A and B together cause C
(4) A causes B and B causes A
2. A psychologist who believes that people’s behaviour is pre-determined and views

human beings as having no freedom of choice might be using the … model of
psychopathology
(1) biological
(2) psychodynamic
(3) humanistic
(4) 1 and 2
3. A psychologist who believes that abnormal behaviour can be eliminated by

making the client aware of the underlying intrapsychic processes is using the …
model
(1) biochemical
(2) behaviourist
(3) psychoanalytic
(4) humanistic
4. The medical model focuses on …

(1) intrapsychic conflicts
(2) underlying physiological defects
(3) the driving forces of the mind
(4) the communicative function of symptoms
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5. Identify the statement which is NOT true with regard to the integrative approach.
(1) The integration of psychological theories leads to a better understanding of

psychopathology.
(2) Both abnormal and normal behaviour are the product of a continual
interaction of psychological, biological and social influences.
(3) Our thoughts, feelings and actions can influence the structure and function
of our brain.
(4) Explanations of psychopathology need to include multidimensional,
integrative and reciprocal influences.
6. The structure of the mind is the locus for explaining abnormal behaviour by the....
(1) Freudians
(2) Humanistic-existentialists
(3) Neuroscientists
(4) Family systems therapists
7. From a cognitive perspective abnormal behaviour can be explained as...
(1) the subjective experiences of conditioning.

(2) a need for restructuring social relations.
(3) a neglect of the inner determinants of behaviour.
(4) the result of maladaptive thinking.
8. Which one of the following statements is an aspect of labelling people’s

impairment in cognitive or behavioural functioning?
(1) A deviation from normal behaviour is evidence of a psychological disorder.

(2) The spastic is booked for a brain scan and mental status exam tomorrow.
(3) Abnormal behaviour is the result of poor ego defence mechanisms.
(4) Personal discomfort signals the presence of a psychological disorder.
9. The diagnostic report states: “The patient was oriented to time and place, showed
appropriate affect, and could do simple calculations. Short and long-term memory
were intact.” The health professional has conducted . . . .
(1) A mental status exam.

(2) Psycho-physiological testing.
(3) Projective testing.
(4) A reliability evaluation.
10. Which research study/studies focuses/focus on the interaction between the

environment and genetics in the development of psychological disorders?
(1) Adoption studies.

(2) Family studies.
(3) Genetic linkage analysis.
(4) All of the above.
End of Assignment 01
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Submit your answers to assignment 01 not later than the 09 April 2020, since
no extension can be granted for this assignment.
ASSIGNMENT 02:
Closing date 11 May 2020
10% of your mark contributes towards the year mark.
Assignment 02 is based on your prescribed book, chapter 1 and Chapter 4:

ed.Revised). Cape Town, South Africa: Oxford University Press Southern
Africa.
In order to do this assignment you are required to familiarise yourself with a

different view on mental health, mental wellness and abnormal psychology.
Study the entire Chapter 4: Abnormal Psychology from a Mental Wellness
Perspective and answer the following 10 questions.
In order to do this assignment you are required to familiarise yourself with

alternative worldviews to western aetiology models, in addition to a different view
on mental health, mental wellness and abnormal psychology. Study pages 5-43
of Chapter 1 and pages 107 – 115 of chapter 4: Western and African Aetiological
Models, and the entire Chapter 4: Abnormal Psychology from a Mental Wellness
Perspective and answer the following 10 questions.
1. According to Burke et al. (2014), ethnocentrism…
(a) refers to judging other people from within one’s own cultural perspective.
(b) encourages cultural diversity and sensitivity.
(c) is an important challenge in understanding the role of culture, ethnicity
and race in the socio-political and economic development of diverse
ethnic and cultural populations.
(d) is problematic when one views one’s own culture as superior to other
cultures.
Choose the correct answer:
1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
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2. According to African Personality Theory:
a) A person exists because of other people.

b) There is a powerful being that supersedes all of us.
c) Ancestors play a crucial role in people’s lives by communicating with
God on behalf of the living.
d) The ‘spirit principle’ represents a soul that dies once outside the
existence of the body.
1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
3. According to African Personality Theory
a) A rupture in the connection between a person and their ancestors

leads to serious chronic psychotic states.
b) A rupture in the connection between a person and their family leads to
organic illness.
c) A disequilibrium in the connection between a person and their
community leads to more benign organic and psychosomatic
illnesses as well as neurotic states.
d) A person is autonomous from the world of spirits.
1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
4. Go thwasa (Sesotho) or ukuthwasa (isiZulu) is explained by
a) Growth or pain in the stomach due to sorcery/ witchcraft.

b) A disorder associated with stepping on a concoction of herbs of sorcery.
c) The calling by the ancestors to become a traditional healer, if ignored, it
can cause illness and even death.
d) Spirit possession as a result of witchcraft and sorcery.
1) a
2) b
3) c
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4) d
5. Positive Clinical Psychology proposes a new approach to abnormal

psychology which should:
a) Be more integrated and reject illness ideology.

b) Predict disorders in alignment with the presence of negative
characteristics.
c) Foster positive characteristics to treat clinical disorders.
d) Promote resilience in non-clinical populations.
1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
6. Keyes (1998)
a) argues for the study of optimal social functioning of individuals in terms of

their social engagement and societal embeddedness.
b) provides a conceptual analysis of social well- being that consists of five
dimensions i.e. social coherence, social awareness, social conceptualization,
social actualisation and social integration.
c) proposes that well-being may be defined along the continuums of
eudamonic and social well- being.
d) identified a psychological well- being factor consisting of satisfaction with
life, positive affect balance and a sense of coherence.
1) (a), (b) and (c)

2) (a) only
3) (d) only
4) All of the above
7. Positive psychology argues…
a) for symptom reduction in mental illness as only one component in treatment.

b) that treatment is to promote levels of well-being or build upon a person’s
existing strengths.
c) that the medical approach be rejected all together.
d) that ill-being and well-being are understood as a continuum of experience
rather than distinct categories.
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1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
8. As a strength that protects against mental illness
a) Post-traumatic growth is defined as the traumatic experiences that shatter

or disrupt goals and purposes which may aid in life being perceived as
meaningless.
b) emotional intelligence involves the ability to monitor one’s own and other’s
feelings and emotions, to discriminate among them, and to use the
information to guide’s one’s thinking.
c) mindfulness refers to paying attention to the world around us in a way that
allows openness and flexibility.
d) resilience is characterised by good outcomes in spite of serious threats to
adaptation or development.
1) (a), (b) and (c)

2) (a), (b) and (d)
3) (a), (c) and (d)
4) (b), (c) and (d)
9. According to indigenous African aetiological explanations, Letswalo

(Sesotho) or uvalo (isiZulu) can be described as: -
(1) Anxiety attributed to witchcraft or sorcery.

(2) Growth or pain in the stomach due to sorcery/witchcraft.
(3) The calling by the ancestors to become a traditional healer.
(4) Spirit possession as a result of witchcraft or sorcery.
10. Ryff (Ryff and Keyes, 1995) lists the six basic elements to positive
functioning as:
1) Maturity, balance, productivity, purpose in life, self- acceptance, autonomy

2) Self- acceptance, purpose in life, autonomy, positive relations with others,
environmental mastery, personal growth
3) Self-acceptance, personal growth, maturity, balance, self- transcendence,
self- actualisation
4) Creativity, citizenship, self- regulation, kindness, maturity, purpose in life.
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Submit your Assignment 02 answers not later than the 11 May 2020,
since NO extension can be granted for this assignment.
ASSIGNMENT 03:
Closing date 10 July 2020
10% of your mark contributes towards the year mark
THEME 01
THEME 01: Eating Disorders
Focus: Eating Disorders, DSM-5 Diagnostic Criteria, Clinical Picture, Types of

Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Binge-eating Disorder
Introduction
Description
The aim of this learning opportunity is to guide you through the main / important
aspects of Eating Disorders. The subthemes mentioned above will form the basic
structure and/or path that you will follow in reaching an understanding of Eating
Disorders and how they present within the South African context. An Eating Disorder
is a challenging psychiatric disorder for those who suffer from it and the family
members living with the individual who has an Eating Disorder. In addition,
Eating Disorders can present with unique difficulties for those professional
individuals, psychiatrists, psychologists, dieticians and the like who attempt to treat
the different facets of eating disorders.
In working through the course material, you will gain specific knowledge in addition
to a better understanding of Eating Disorders
Assessment Criteria
You will have sufficient knowledge of if you display adequate knowledge of the
following:
01 Definitions of Anorexia Nervosa, Bulimia Nervosa, Binge-eating Disorder
02 DSM-5 Diagnostic Criteria of Anorexia Nervosa, Bulimia Nervosa, Binge-

eating Disorder
03 Clinical Picture of Anorexia Nervosa, Bulimia Nervosa, Binge-eating Disorder
04 Factors that influence the assessment of eating disorders
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Method
In this theme we will consider the complexity of Eating Disorders within the diverse
cultural context of South Africa. You will be guided through the information
systematically. Activities 01 to 04 build upon one another and it is important that
you complete every activity and master the information contained in each Activity
before proceeding to the next one. However, you may also need to revise completed
activities and elaborate on the content of previously completed activities, thereby
ensuring a dynamic, consistent and continuous engagement with the learning
material.
1) Introduction to Activity 01:
Restrictive eating, anorexia nervosa and bulimia nervosa are noted for the causal
conundrum that they present to the practice of psychology. Although eating disorders
have no single identifiable cause, many sufferers are apparently victims of the
Western culture’s obsession with thinness and feminine attractiveness (Carson,
Butcher & Mineka, 2000). Mash and Wolfe (2002) advocate that the causes of eating
disorders seem to be disproportionately related to sociocultural, rather than
psychological and biological influences, in that restrictive eating is closely linked to
Western culture wherein physical appearance is highly emphasised. Within their
sociocultural context young women are constantly being bombarded with the
message that thin is beautiful and fat is repugnant, and thus they fear that womanly
curves and the added weight that comes with puberty will make them unattractive
and undesirable (Carson et al., 2000).
Eating disorders are deemed relevant in the South African context for despite the
country being part of the Third World, it has pockets that would be considered First
World, and overall the country is not isolated from the destructive influences of
Western modern culture; resulting in mental health resources being utilised to
alleviate the suffering incurred at the hands of global influences. Vandereycken
and Meerman (1984, cited in Nelson, 1999) highlight epidemiologic studies of
anorexia nervosa conducted in South Africa which indicate eating disorders have
reached epidemic proportions, at least among certain groups of female adolescents.
Krane, Stiles-Shipley, Waldron, and Michalenok (2001) argue that the media cannot
be easily dismissed as a distant influence; instead it is a socialising agent which
reinforces the ‘cult of femininity’ (Brake, 1990), and the desirability of a thin, fit body,
one that resembles the cultural ideal of the super-thin body (Chang,
1998). In essence, the media provides the backdrop for self-presentation concerns
amongst young women (Krane et al., 2001).
More so, the media perpetuates acculturation or cultural diffusion by conveying

attractive Western- originated messages which feed into the minds of all who buy
into the ideal of thinness guarantees one’s attractiveness (Lake, Staiger & Glowinski,
2000). Nasser (1997) postulates youth populations are particularly prone to
adopting Western values due to their high consumption of global media
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and information technology. Becker (1999, 2002, cited in Sohn, 2002), in her study
of Fijian young women found with the introduction of television in 1995, broadcasting
its Western media portrayals of thin women, three out of 10 Fijian young women
became at risk of developing eating disorders to be thin. Self-induced vomiting as a
method to lose weight, reportedly non-existent in 1995, by 1998 affected 11% of
young women in Fiji. Thus the cultural demand of the West to be thin appears to be
overriding the traditional Fijian custom of a big ample woman being seen as beautiful.
Similarly, in South Africa there is evidence demonstrating that black women are also
becoming susceptible to the Western ‘thin is beautiful’ message at the hands of
globalisation and rapid social change, and thereby eating disorders act as an
expression of the conflicts imbued in forming one’s identity (Szabo & Le Grange,
2001). In that non-Western (of African or Asian descent) women desire a thinner
body like that of Western young women (Seed, quoted in BBC News, 2002).
Therefore, restrictive eating practices are seen as a cultural bound syndrome of
Western industrialised countries that has become unbound due to Westernisation
(Gordon, 2001; Swartz, 1998).
The ample black figure exemplified in Saartjie Bartman the “Hottentot Venus” has
historically in Apartheid South Africa been degraded (Sangweni, 2003). The
remnants of this humiliation of the body of black women are still being played out
in South African society despite the installation of a non-racialised democracy and
the message of “black is beautiful” being resurrected from the 1960 Black- American
protests to find expression in the fledgling democracy of South Africa. For the
thinness/lightness of Twiggy (1960’s model: Leslie Hornby), is not confined to ‘race’
but rather is often adopted as a ‘Western’ ideal. Nasser (1997) argues thinness is
often regarded as a parameter of black accomplishment in terms of inhabiting a
middle-class position within wider society. Therefore, the Western cultural ideal of
thinness, amongst other Western cultural values of individualism, and self-control,
is being equated with personal and economic success regardless of the race of the
young woman (e.g., Szabo & Le Grange, 2001).
The socioeconomic status of eating disordered sufferers historically has been
assumed to be in the upper strata of society, where abundance is greater; the
participants in this study are likely to represent the middle to upper socioeconomic
strata in South Africa due to their educational opportunities. However, the
economic/social ladder demographic as a factor remains unconfirmed, as Polivy
(2002) stresses as Western culture becomes increasingly homogenised with media
images of the thin-ideal physique being so ubiquitous in society, eating disorders
have become more democratic in terms of economics. Therefore, what becomes
alarming is the disturbing trend that eating disorders are no longer confined to white,
upper middle-class women but are now affecting all economic groups, all races,
cultures (Seed, quoted in BBC News, 2002; Edwards & Moldan,
2004), and men (O’Dea & Abraham, 2002; Woodside, 2002).
39
Activity 01: Definitions of Anorexia Nervosa and Bulimia Nervosa and Binge-
eating Disorder.
Compile adequate and comprehensive definitions of Anorexia Nervosa, Bulimia

Nervosa and Binge-eating Disorder.
Use your prescribed book Chapter 11 as a resource:

ed.). Cape Town, South Africa: Oxford University Press Southern Africa. (Chapter
6)
2) Introduction to Activity 02:
The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5,
APA, 2013) identifies the following diagnostic criteria for Anorexia Nervosa Bulimia
Nervosa and Binge-eating Disorder:
According to the DSM-5 criteria, to be diagnosed as having Anorexia Nervosa a

person must display:
• Persistent restriction of energy intake leading to significantly low body weight

(in context of what is minimally expected for age, sex, developmental
trajectory, and physical health).
• Either an intense fear of gaining weight or of becoming fat, or persistent
behaviour that interferes with weight gain (even though significantly low
weight).
• Disturbance in the way one's body weight or shape is experienced, undue
influence of body shape and weight on self-evaluation, or persistent lack of
recognition of the seriousness of the current low body weight.
Sub-types:
Restricting type
Binge-eating/purging type
According to the DSM-5 criteria, to be diagnosed as having Bulimia Nervosa a

person must display:
• Recurrent episodes of binge eating. An episode of binge eating is

characterised by both of the following:
o Eating, in a discrete period of time (e.g. within any 2-hour period), an
amount of food that is definitely larger than most people would eat
during a similar period of time and under similar circumstances.
o A sense of lack of control over eating during the episode (e.g. a feeling
that one cannot stop eating or control what or how much one
is eating).
• Recurrent inappropriate compensatory behaviour in order to prevent weight
gain, such as self-induced vomiting, misuse of laxatives, diuretics, or other
medications, fasting, or excessive exercise.
• The binge eating and inappropriate compensatory behaviours both occur,
on average, at least once a week for three months.
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• Self-evaluation is unduly influenced by body shape and weight.

• The disturbance does not occur exclusively during episodes of Anorexia
Nervosa.
According to the DSM-5 criteria, to be diagnosed as having Binge Eating Disorder

a person must display:
• Recurrent episodes of binge eating. An episode of binge eating is

characterised by both of the following:
o Eating, in a discrete period of time (e.g., within any 2-hour period), an
amount of food that is definitely larger than most people would eat
during a similar period of time and under similar circumstances.
o A sense of lack of control over eating during the episode (e.g. a feeling
that one cannot stop eating or control what or how much one is
eating).
• The binge eating episodes are associated with three or more of the
following:
o eating much more rapidly than normal
o eating until feeling uncomfortably full
o eating large amounts of food when not feeling physically hungry
o eating alone because of feeling embarrassed by how much one is
eating
o feeling disgusted with oneself, depressed or very guilty afterward
• Marked distress regarding binge eating is present

• Binge eating occurs, on average, at least once a week for three months
• Binge eating not associated with the recurrent use of inappropriate
compensatory behaviours as in Bulimia Nervosa and does not occur
exclusively during the course of Bulimia Nervosa, or Anorexia Nervosa
methods to compensate for overeating, such as self-induced vomiting.
Note: Binge Eating Disorder is less common but much more severe than
overeating. Binge Eating Disorder is associated with more subjective distress
regarding the eating behaviour, and commonly other co-occurring psychological
problems.
The section above was adapted from:
American Psychiatric Association (2013). Diagnostic and Statistical Manual of

Mental Disorders: Fifth Edition (DSM-5). Arlington VA: American Psychiatric
Association.
Activity 02: Diagnostic Criteria of Anorexia Nervosa
Discuss and clearly compare the diagnostic criteria for Anorexia Nervosa, Bulimia
Nervosa and Binge-eating Disorder.
Activity 03: Clinical Picture of Eating Disorders
Provide a Clinical Picture of Eating Disorders
41
Use chapter 11 of your prescribed book as a resource, particularly focus on pages
411- 414, 415 – 428.
Burke, A. (Ed.). (2012). Abnormal psychology: A South African perspective (2nd

ed.). Cape Town, South Africa: Oxford University Press Southern Africa.
Study
You are now ready to study chapter in your prescribed book and the articles below
in order to compile your answers to the questions in assignment 03.
Prescribed Reading
Book
Burke, A. (Ed.). (2019). Abnormal Psychology: A South African Perspective (Third

Edition). Cape Town, South Africa: Oxford University Press Southern Africa.
Focus particularly on Chapter 11 by Jordaan (pages 409-446).
Articles (obtain these from the list of e-Reserves)
Le Grange, D., Louw, J., Breen, A., & Katzman, M. A. (2004). The meaning of ‘self-
starvation’ in impoverished black adolescents in South Africa. Culture, Medicine &
Psychiatry, 28, 439-461.
Mwaba, K., & Roman, N.V. (2009). Body image satisfaction among a sample of
black female South African students. Social Behavior & Personality, 37(7), 905-
910.
Pedro, T. M., Micklesfield, L. K., Kahn, K., Tollman, S. M., Pettifor, J. M., & Norris,
S.A. (2016). Body image satisfaction, eating attitudes and perceptions of female
body silhouettes in rural South African adolescents. PLS ONE, 11(5), 1-13.
Senekal, M., Steyn, N. P., Mashego, T. B., & Nel, J. H. (2001). Evaluation of body
shape, eating disorders and weight management related parameters in black female
students of rural and urban origins. South African Journal of Psychology,
31(1), 45-53.
Szabo, C.P., & Allwood, C. W. (2006). Body figure preference in South African
adolescent females a cross-cultural study. African Health Sciences, 6(4), 201-206.
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Additional Reading
Books
American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders: Fifth edition (DSM-5). Arlington VA: American Psychiatric
Association
Butcher, J. N., Mineka, S. & Hooley, J. M. (2010). Abnormal psychology. (14th
ed.). Boston, MA: Allyn & Bacon.
Sadock, B. J. & Sadock, V. A. (2004). Kaplan & Sadock’s synopsis of psychiatry. (9th
ed.). Philadelphia, PE: Lippincott Williams & Wilkins.
Theme 01: Eating Disorders
Critically discuss the following statement: “South African black females are no
longer perceived to be ‘immune’ from eating disorders”. In your discussion include
the three most prominent Eating Disorders, namely, Anorexia Nervosa, Bulimia
Nervosa and Binge-eating Disorder as well as factors that can be considered when
assessing the aforementioned disorders.
(12-15 pages content in addition to a Title page, Table of Contents and Reference list.)
•Your essay argument must have an introduction and conclusion
•You must provide and differentiate the DSM-5 diagnostic criteria and hallmark
features of Anorexia Nervosa, Bulimia Nervosa and Binge-eating disorder
•Marks will also be allocated for the layout of the essay and using the correct
referencing style and for additional use of your own references
[Total: 100 Marks]
43
HOT TIP:
Analyse the question before you begin to structure your discussion by

making use of relevant headings according to your analysis of the question.
The focus throughout your final writing process should be the question you
are required to answer by thinking about whether what you have learnt/read
is or could be feasible under which conditions and why, and which is not
feasible under which conditions and why.
A comprehensive presentation of the literature you have consulted is not

considered to be a critical discussion - it is only the preliminary conscious
making of the information you will need in order to think critically about the
literature you have consulted in relation to your analysis of the question.
Please submit your Assignment 03 in PDF format with the Plagiarism

Declaration on the next page. Take your time and take care in submitting
your assignment with all the correct codes and numbers in the prescribed
spaces.
Plagiarism is the act of taking words, ideas and thoughts of others and passing them
off as your own. It is a form of theft which involves a number of dishonest academic
activities.
The Disciplinary Code for Students is given to all students at registration. You are
advised to study the Code, especially Sections 2.1.13 and 2.1.14 (pp. 3-4). Kindly
read the University’s Policy on Copyright Infringement and Plagiarism as well.
Please cut out and include the declaration below on the cover page of your
Assignment 3
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PLAGIARISM DECLARATION
1. I know that plagiarism is wrong. Plagiarism is using another’s

work and pretending that it is one’s own work.
2. I have used the American Psychological Association (APA) as

the convention for citation and referencing. Each significant
contribution to, and quotation in, this assignment from the work,
or works of other people has been attributed and has been
cited and referenced.
3. This assignment is my own work.
4. I have not allowed, and will not allow, anyone to copy my work
with the intention of passing it off as his or her own work.
5. I acknowledge that copying someone else's assignment, or part

of it, is wrong, and declare that this assignment is my own work
SIGNATURE: __________________________
DATE: _________________
45
8.5. Other assessment methods
There are no other assessment methods for this module.
8.6. The examination
Use the Study @ Unisa brochure for general examination guidelines and
examination preparation guidelines.
9. EXAMINATION
Use the Study @ Unisa brochure for general examination guidelines and
examination preparation guidelines.
Examination admission
To qualify for examination admission, you are required to submit Assignments 01,
02, and 03 irrespective of the marks you obtain. Assignments must be submitted on
their particular closing dates. However, we urge you to try and submit your
assignments before the due date in order to avoid possible system problems that
may result in student-panic-attacks and stress-related-confusion.
Study
Themes 02 to 05 consist of your examination curriculum that you are required to
study on your own. Apply the same process you have learnt for preparing
assignments 03, or use your own process.
THEME 02
Trauma and Stressor Related Disorders

Acute and Posttraumatic Stress Disorders
Introduction to the theme
The relationship between illness and stress is embedded in complex mutual

interactions between biological, psychological, social, and socio-cultural factors, and
although stressor-related effects have always been present, there was no stressor-
related category name in the DSM until now. In the past, Acute and Posttraumatic
Stress Disorders were categorized as Anxiety Disorders in the DSM-IV-TR until the
end of 2012. However, since the inception of the DSM-5 in May 2013, a new DSM-
5 category, Trauma- and Stressor-Related Disorders, has become the officially
recognized diagnostic category for the following two childhood disorders - Reactive
Attachment Disorder and Disinhibited Social Engagement Disorder - and three
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childhood/adulthood disorders - Acute Stress Disorder, Posttraumatic Stress
Disorder and Adjustment Disorders.
Focus
This module will specifically focus on the following:
1. DSM-5 Diagnostic Criteria of Acute Stress Disorder

2. DSM-5 Diagnostic Criteria of Posttraumatic Stress Disorder
3. Causative Factors (Aetiology)
4. Impact of these disorders on human functioning.
5. Factors that influence the assessment of PTSD
The presence of psychological distress which usually follows the exposure to such
a traumatic or stressful event typically manifests as symptoms of anhedonia (loss of
experiencing pleasure), dysphoria (a state of feeling sad, unwell or unhappy),
externalising angry and aggressive symptoms, or dissociative symptoms, in addition
to the typical presence of anxiety- and fear-based symptoms. This combination of
anxiety, dissociative, depressive, aggressive, angry, and fear based symptoms has
therefore baffled clinicians for many years, and stress and trauma related disorders
were thus relegated to a wide spectrum of different DSM categories. This
heterogeneous group of symptoms has also been recognised in the Adjustment
Disorders, Reactive Attachment Disorder and Disinhibited Social Engagement
Disorder. In the case of Reactive Attachment Disorder and Disinhibited Social
Engagement Disorder, social neglect was found to be the common etiological
foundation for traumatic experiences in children below the age of 5. Social neglect
of children can lead to either internalising, depressive, withdrawn behaviour, as
depicted in Reactive Attachment Disorder, or Disinhibiting and Externalising
behaviour, as depicted in Disinhibited Social Engagement Disorder.
Outcomes
When you have studied the DSM-5 diagnostic criteria for Acute Stress Disorder and
for Posttraumatic Stress Disorder below you should be able to do the following:
• define Acute Stress Disorder

• define Posttraumatic Stress Disorder
• identify individuals who are suffering from Acute Stress Disorder
• identify individuals who are suffering from Posttraumatic Stress Disorder
• know the DSM 5 diagnostic criteria for Acute and Posttraumatic Stress
Disorder
47
DSM-5 diagnostic criteria for Acute Stress Disorder
(APA, 2013, pp. 280-281)
A. Exposure to actual or threatened death, serious injury, or sexual

violation in one (or more) of the following ways:
1. Directly experiencing the traumatic event(s).
2. Witnessing in person the event(s) as it occurred to others.
3. Learning that the traumatic event(s) occurred to a close family
member or close friend. In cases of actual or threatened death of
a family member or friend, the event(s) must have been violent or
accidental.
4. Experiencing repeated or extreme exposure to aversive details of the
traumatic event(s) (e.g., first responders collecting human remains;
police officers repeatedly exposed to details of child abuse).
Note: Criterion A4 does not apply to exposure through electronic media,

television, movies, or pictures, unless this exposure is work related.
B. Presence of nine (or more) of the following symptoms from any of the
five categories of intrusion, negative mood, dissociation, avoidance, and
arousal, beginning or worsening after the traumatic event(s) occurred:
Intrusion Symptoms
1. Recurrent, involuntary, and intrusive distressing memories of the
traumatic events.
Note: In children repetitive play may occur in which themes or aspects

of the traumatic event(s) are expressed.
2. Recurrent distressing dreams in which the content and/or effect of
the dream are related to the traumatic event(s).
Note: In children, there may be frightening dreams without recognizable
content.
3. Dissociative reactions (e.g., flashbacks) in which the individual feels
or acts as if the traumatic event(s) were recurring. (Such reactions
may occur on a continuum, with the most extreme expression being
a complete loss of awareness of present surroundings.)
Note: In children, trauma-specific re-enactment may occur in play.
4. Intense or prolonged psychological distress or marked
physiological reactions in response to internal or external cues
that symbolize or ensemble an aspect of the traumatic event(s).
Negative Mood
5. Persistent inability to experience positive emotions (e.g., inability
to experience happiness, satisfaction, or loving feelings).
Dissociative Symptoms
6. An altered sense of reality of one’s surroundings or oneself (e.g.,
seeing oneself from another’s perspective, being in a daze, time
slowing).
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7. Inability to remember an important aspect of the traumatic event(s)

typically due to dissociative amnesia and not to other factors such
as head injury, alcohol, or drugs).
Avoidance Symptoms
8. Efforts to avoid distressing memories, thoughts, or feelings about
or closely associated with the traumatic event(s).
9. Efforts to avoid external reminders (people, places,
conversations, activities, objects, situations) that arouse
distressing memories, thoughts, or feelings about or closely
associated with the traumatic event(s).
Arousal Symptoms
10. Sleep disturbance (e.g., difficulty falling or staying asleep, or
restless sleep.
11. Irritable behavior and angry outbursts (with little or no provocation)
typically expressed as verbal or physical aggression toward people
or objects.
12. Hypervigilance.
13. Problems with concentration.
14. Exaggerated startle response.
C. Duration of the disturbance (symptoms in Criterion B) is 3 days to 1

month after trauma exposure.
Note: Symptoms t y p i c a l l y begin immediately after the trauma,
but persistence for at least three days and up to a month is needed
to meet disorder criteria
D. The disturbance causes clinically significant distress or impairment in

social occupational, or other important areas of functioning.
E. The disturbance is not attributable to the physiological effects of a

substance (e.g., medication, alcohol) or another medical condition
(e.g., mild traumatic brain injury) and is not better explained by brief
psychotic disorder.
(APA, 2013, pp. 280-281)
49
DSM-5 diagnostic criteria for Posttraumatic Stress Disorder
(APA, 2013, pp. 271-272)
Note: The following criteria apply to adults, adolescents, and children older
than 6 years.
A. Exposure to actual or threatened death, serious injury, or sexual

violence in one (or more) of the following ways:
1.Directly experiencing the traumatic event(s).
2.Witnessing in person the event(s) as it occurred to others.
3.Learning that the traumatic event(s) occurred to a close family
member or close friend. In cases of actual or threatened death of
a family member or friend, the event(s) must have been violent or
accidental.
4. Experiencing repeated or extreme exposure to aversive details of
the traumatic event(s) (e.g., first responders collecting human
remains; police officers repeatedly exposed to details of child
abuse).
Note: Criterion A4 does not apply to exposure through electronic
media,
television, movies, or pictures, unless this exposure is work related.
B. Presence of one (or more) of the following intrusion symptoms

associated with the traumatic event(s), beginning after the traumatic
event(s) occurred:
1.Recurrent, involuntary, and intrusive distressing memories of
the traumatic events.
Note: In children older than 6 years’ repetitive play may occur in which
themes or aspects of the traumatic event(s) are expressed
2. Recurrent distressing dreams in which the content and/or effect of

the dream are related to the traumatic event(s).
Note: In children, there may be frightening dreams without
recognizable content.
3. Dissociative reactions (e.g., flashbacks) in which the individual
feels or acts as if the traumatic event(s) were recurring. (Such
reactions may occur on a continuum, with the most extreme
expression being a complete loss of awareness of present
surroundings.)
Note: In children, trauma-specific re-enactment may occur in play.
4.Intense or prolonged psychological distress at exposure to internal
or external cues that symbolize or resemble an aspect of the
traumatic event(s).
5. Marked physiological reactions to internal or external cues that
symbolize or resemble an aspect of the traumatic events.
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C. Persistent a v o i d a n c e o f s t i m u l i a s s o c i a t e d w i t h t h e t r a u m a t i c
e ve n t (s), beginning after the traumatic event(s) occurred, as evidenced
by one or both of the following:
1. Avoidance of or efforts to avoid distressing memories, thoughts,
or feelings about or closely associated with the traumatic
event(s).
2. Avoidance of or efforts to avoid external reminders (people,
places, conversations, activities, objects, situations) that arouse
distressing memories, thoughts, or feelings about or closely
associated with the traumatic event(s).
D. Negative alterations in cognitions and mood associated with the
traumatic event(s), beginning or worsening after the traumatic event(s)
occurred, as evidenced by two (or more) of the following:
1. Inability to remember an important aspect of the traumatic event(s)
(typically due to dissociative amnesia and not to other factors such
as head injury, alcohol or drugs).
2. Persistent and exaggerated negative beliefs or expectations about
oneself, others, or the world (e.g., “I am bad,” “No one can be
trusted”, “The world is completely dangerous”, “My whole nervous
system is permanently ruined”).
3. Persistent, distorted cognitions about the cause or consequences of
the traumatic event(s) that lead the individual to blame
himself/herself or others.
4. Persistent negative emotional state (e.g., fear, horror, anger, guilt
or shame).
5. Markedly diminished interest or participation in significant activities.
6. Feelings of detachment or estrangement from others.
7. Persistent inability to experience positive emotions (e.g., inability
to experience happiness, satisfaction, or loving feelings).
E. Marked alterations in arousal and reactivity associated with the traumatic

event(s), beginning or worsening after the traumatic event(s) occurred, as
evidenced by two (or more) of the following:
1. Irritable behavior and angry outbursts (with little or no provocation)
typically expressed as verbal or physical aggression toward people
or objects.
2. Reckless or self-destructive behavior.
3. Hypervigilance.
4. Exaggerated startle response.
5. Problems with concentration.
6. Sleep disturbance (e.g., difficulty falling or staying asleep, or
restless sleep.
F. Duration of the disturbance (Criteria B, C, D, and E) is more than 1 month.
G. The disturbance causes clinically significant distress or impairment in

social occupational, or other important areas of functioning.
51
H. The disturbance is not attributable to the physiological effects of a
substance
(e.g., medication, alcohol) or another medical condition.
Specify whether:
With dissociative symptoms: The individual’s symptoms meet the
criteria for posttraumatic stress disorder, and in addition, in response to
the
stressor, the individual experiences persistent or recurrent symptoms of
either of the following:
1. Depersonalization: Persistent or recurrent experiences of feeling
detached from, as if one were an outside observer of, one’s
mental processes or body (e.g., feeling as though one were in a
dream; feeling a sense of unreality of self or body or of time
moving slowly.)
2. Derealization: Persistent or recurrent experiences of unreality
of surroundings (e.g., the world around the individual is
experienced as
unreal, dreamlike, distant, or distorted.)
Note: To use this subtype, the dissociative symptoms must not be

attributable to the physiological effects of a substance (e.g., blackouts,
behavior during alcohol intoxication) or another medical condition (e.g.,
complex partial seizures).
Specify if:
With delayed expression: If the full diagnostic criteria are not met
until at least 6 months after the event (although the onset and
expression of some symptoms may be immediate).”
(APA, 2013, pp. 271-272)
Anxiety is part of human existence and it is often a normal adaptive and positive
response. Anxiety can also serve as a drive that leads to functional behaviour, for
example, preparing the body for the fight-or-flight response. Most people feel
anxiety sometimes, while others feel anxiety most of the time.
Making a psychological diagnosis when anxiety is evident is not always as clear-

cut as theory would have us believe. Anxiety features not only in the anxiety
disorders, but in many other psychological disorders as well. Consider for
example a mood disorder involving a major depressive episode where, according
to the DSM-5 classification system (APA, 2013), frequently presented symptoms
involve anxiety, phobias and even panic attacks (which might even occur in a
pattern that meets the criteria for a full blown panic disorder). In children the
presence of separation anxiety is often a feature of a major depressive episode.
Other pathological behaviors that have a high correlation with the experience of
anxiety are substance-related disorders, especially Alcohol Use Disorder. (You
52
PYC4802/101
might find it useful to refer to the theme on substance-related disorders.) It is,
however, not always clear which one of these abnormal behaviors was the
cause and which the result.
Another difficulty with identifying a disorder is that the symptoms of various

disorders overlap. For instance, many individuals who have experienced a panic
attack may subsequently develop phobic avoidance behaviour or individuals with
obsessive thoughts might also be considered chronic worriers.
The question that needs to be asked is: “When is a trauma- or stressor-related

response abnormal?”
A trauma- or stressor-related response is considered to be abnormal if it leads to
negative consequences (e.g. poor job-performance, social withdrawal,
anhedonia).
Include the following points in your exploration of this theme
In t r a u m a - and s t r e s s o r -related d i s o r d e r s e xp o s u r e to a traumatic or

s t r e s s f u l event is listed as the major diagnostic criterion. Anxiety, dissociation,
or obsessive- compulsive responses may also be part of the psychological distress
response to experiencing a traumatic event.
Familiarise yourself with the following:
• The impact of these disorders on human functioning.
• You may want to study this theme in relation to the other themes in
this module e.g. mood disorders, substance related disorders and
Borderline Personality Disorder.
Acute Stress Disorder (ASD) and Post-Traumatic Stress Disorder (PTSD) are the
two disorders that have special relevance to our country with its high rates of
violence and crime. These disorders are extreme psychological reactions to an
intensely traumatic or violent event such as assault, sexual assault, natural
disasters, accidents and wartime trauma.
In working through this theme you need to pay attention to the following issues:
• theories as to why some people who experience a traumatic even

develop
ASD or PTSD, whereas others who experience the same event do not
• factors that seem to predispose individuals towards developing

ASD/PTSD, factors operating simultaneously with the traumatic event,
and factors operating after the trauma that might have an influence on
prognosis
53
• the o c c u r r e n c e o f v i c a r i o u s l y a c q u i r e d P T S D , e s p e c i a l l y
b y c h i l d r e n observing domestic violence
• the influence that the specific life-stage of the individual suffering from
PTSD has on the manner in which this disorder will manifest
• the difficulty in differentiating between ASD/PTSD and other pre-morbid

and co-morbid psychological disorders.
Another issue worth addressing is the role of anxiety disorders, obsessive-

compulsive and related disorders, and dissociative disorders as possible aetiological
factors in the development of ASD/PTSD. The aetiology and manifestation of these
disorders are closely related to the presence and role of anxiety, which can play
a part in the development of ASD/PTSD.
Here you need to concentrate on the following:
• the clinical manifestation and aetiology of anxiety disorders, obsessive-

compulsive and related disorders, and dissociative disorders
• the relationship between the anxiety disorders and other disorders in

which anxiety features strongly and the resultant difficulty in making a
clear-cut diagnosis of ASD/PTSD based on the manifestation of symptoms
• the role of anxiety in the individual anxiety disorders as well as in

the relevant dissociative, mood and substance-related disorders
• the relationship between anxiety disorders as well as dissociative, mood

and substance-related disorders and the possible underlying presence
of PTSD.
Study the chapter on trauma- and stress-related disorders in your prescribed book
by keeping in mind that ASD/PTSD are no longer a part of the Anxiety Disorders.
They are now officially classified as Trauma- and Stress-Related Disorders in the
DSM 5 classification system.
Prescribed Reading
Book
Burke, A. (Ed.). (2014). Abnormal Psychology: A South African Perspective (2

ed. Revised). Cape Town, South Africa: Oxford University Press Southern
Africa.
Recommended Reading
Journal articles (Refer to the list of e-Reserves)
Averill, P.M. (2000). Posttraumatic stress disorder in older adults: A Conceptual

54
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Review. Journal of Anxiety Disorders, 14(2), 133-156.
Brown, P.J., & W olfe, J. (1994). Substance abuse and post-traumatic stress
disorder comorbidity. Drug and Alcohol Dependence, 35, 51-59.
De Silva, P. (1993). Post-traumatic stress disorder: Cross-cultural aspects.

International Review of Psychiatry, 5, 217-229.
Giel, R. (1990). Psychosocial processes in disasters. International Journal of

Mental Health, 19(1), 7-20.
Joseph, S. (1997). Understanding post-traumatic stress (pp. 51-67). West

Sussex: Wiley & Sons.
Keane, M.T., Taylor, K.L., & Penk, W .E. (1997). Differentiating post-traumatic
stress disorder (PTSD) from major depression (MDD) and generalized anxiety
disorder (GAD). Journal of Anxiety Disorders, 11(3), 317-328.
McFarlane, A.C., Atchison, M., Rafalowicz, E., & Papay, P. (1994). Physical
symptoms in post-traumatic stress disorder. Journal of Psychosomatic
Research,
38(7), 715-726.
Nutt, D., Davidson, J.R.T., & Zohar, J., (Eds.) (2000). Post-traumatic stress
disorder diagnosis, management and treatment (pp. 147-161). Malden, MA:
Blackwell Science.
Rosen, G.M., (Ed.) (2004). Posttraumatic Stress Disorder: Issues and

controversies
(pp.147-161). West Sussex, England: John Wiley & Sons.
Schumm, J. A., Stines, L. R., Hobfoll, S. E., & Jackson, A. P. (2005). The double‐
barreled burden of child abuse and current stressful circumstances on adult
women: The kindling effect of early traumatic experience. Journal of Traumatic
Stress, 18(5), 467-476.
Additional Reading
Journal Articles
Brown, P. J., & Wolfe, J. (1994). Substance abuse and post-traumatic stress
disorder comorbidity. Drug and alcohol dependence, 35(1), 51-59.
Burger, L., Van Staden, F., & Nieuwoudt, J. (1989). The Free State floods: A
case study. South African Journal of Psychology, 19(4), 205-209.
Connors, M.E. (1994). Symptom formation: An integrative self - psychological

perspective. Psychoanalytic Psychology, 11(4), 509-523.
Dobson, K.S. (1985). The relationship between anxiety and depression. Clinical
55
Psychology Review, 5, 307-324.
Dohrenwend, B.P. (2000). The role of adversity and stress in psychopathology:

Some evidence and its implications for theory and research. The Journal of
Health and Social Behavior, 41,1-19.
Edwards, David J.A. 'Treating Posttraumatic Stress Disorder in South Africa:

An Integrative Model Grounded in Case-Based Research'. Pragmatic Case
Studies in Psychotherapy 6.4 (2010).
Green, B.L., & Lindy, J.D. (1994). Post-traumatic stress disorder in victims of
disasters. Psychiatric Clinics of North America, 17(2), 301-309.
Horne, Felicity. 'Can Personal Narratives Heal Trauma? A Consideration

of Testimonies Given at The South African Truth and Reconciliation
Commission'. Social Dynamics 39.3 (2013): 443-456.
Kume, G.D. (2006). Posttraumatic stress: New research (pp. 23-80). New York:
Nova
Science.
McFarlane, A. C., Atchison, M., Rafalowicz, E., & Papay, P. (1994). Physical
symptoms in post-traumatic stress disorder. Journal of psychosomatic
research,
38(7), 715-726. Meichenbaum, D. (1994). Treating post-traumatic stress disorder:
A handbook and
Practice Manual for Therapy (pp. 14-257). New York: W iley & Sons.
Miller, T.W . (1995). Stress adaption in children: Theoretical models. Journal

of
Contemporary Psychotherapy, 25(1), 5-14.
Msimanga, Nondumiso. 'De-Stressing Race: Documenting The˜Trauma

Of
Freedom in Post-Apartheid South Africa from The Viewpoint of a Black Female
Born During the National State of Emergency (1990)'. South African Theatre
Journal 28.1 (2015): 17-28.
Padmanabhanunni, Anita, and David Edwards. 'A Case Study of Social

Cognitive Treatment of PTSD in A South African Rape Survivor: The Central
Role of Case Formulation'. Journal of Child Sexual Abuse 24.2 (2015): 174-
194.
Perrin, S., Smith, P., & Yule, W. (2000). Practitioner Review: The assessment and
treatment of post-traumatic stress disorder in children and adolescents. Journal
of Child Psychology and Psychiatry, 41(3), 277-289.
56
PYC4802/101
Stevens, J.L., & Goosen, J. (1995). The nature of post-traumatic stress disorder
(PTSD) in the gold mine industry: A pilot study. Paper presented at the first
Annual Congress of the Psychological Society of South Africa. University of
Natal- Pietermaritzburg.
Turnbull, J.M. (1989). Anxiety and physical illness in the elderly. Journal of
Clinical
Psychiatry, 50(11), 40-45.
End of Theme 2
THEME 03
Substance-Related and Addictive Disorders
The aim of this theme is to present an overarching context (epistemological,

neurological, social, interpersonal, and personal) within which Substance-Related
and Addictive Disorders occur. This theme therefore identifies and defines
substance related, substance induced and addictive disorders, and examines the
physiological, psychological and social variables considered in making a diagnosis.
Objectives
• To assess accurately those individuals regarded as having a Substance-

Related or Addictive Disorder.
• To understand the use of the DSM-5 in the process of diagnosis.
• To understand the role of an individual's support system in his/her treatment.
Focus points
• Define S u b st a n ce Use D i s o rd e r a n d d e s c r i b e t h e so cia l , ph ys ica l

a n d psychological signs and symptoms associated with Substance-Related
and Addictive Disorders. The notions of causality are fundamental in
assessment. The drinking patterns that lead to Alcohol-Related and Addictive
Disorders, for instance, are diverse but all can be considered from four
interconnecting aspects: sociocultural, behavioral/psychological, physical,
and spiritual.
• Distinguish between intoxication and withdrawal by referring to essential

features of each.
• Identify symptoms of Substance-Induced Disorders.
57
• Identify the specific subtypes of Substance-Related Disorders
• Define co-morbidity.
• Theories offer behavioral scientists a general conceptual framework for

understanding individuals in a wide range of situations. Assess the literature
concerning the origins of Alcohol Use Disorder.
• Study the concept of co-dependency in couples who are diagnosed with

an Alcohol-Related and Addictive Disorder.
There are two types of bias common among practitioners in their approach
to social problems, namely the bias toward intrapersonal qualities and a bias toward
extraneous or situational factors. The former or psychodynamic orientation to
Alcohol-Related and Addictive Disorder is considered risky in so far as the client's
relapse is concerned and not very conducive to recovery. At the other extreme, the
situational bias may furnish the client with just the rationale needed to drink some
more. The ecological-interactionist perspective offers a framework that focuses
directly and continuously upon the specific aspects of the unique social setting and
the individual's dynamic role within it. The development of the ecological therapies,
for example, has given to alcohol-related therapy tools to launch a multi-effort
attack on both the intrapsychic and interpersonal components of the alcohol- related
and addictive syndrome.
The multidimensional nature of Alcohol-Related and other Addictive Disorders

dictates that the biological dynamics, the individual's peculiar style of cognitive
functioning and the sociocultural aspects of the individual should be considered.
Explore, therefore, the biological realm, the psychological dimension and the social
dynamics pertaining to Substance-Related Disorders, when you focus on the effects
of any Addictive Disorder on family dynamics, and the major characteristics of co-
dependency.
Study
Study the chapter of substance related and addictive disorders in your prescribed
book, the prescribed and recommended journal articles, and the DSM-5 diagnostic
criteria for Alcohol Use Disorder presented below.
DSM-5 diagnostic criteria for Alcohol Use Disorder

(APA, 2013, pp.490-491)
A A problematic pattern of alcohol use leading to clinically significant

impairment or distress, as manifested by 2 (or more) of the following,
occurring within a 12- month period:
1. Alcohol is often taken in larger amounts or over a longer period than was
intended.
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PYC4802/101
2. There is a persistent desire or unsuccessful efforts to cut down or control

alcohol use.
3. A great deal of time is spent in activities necessary to obtain alcohol, use

alcohol, o recover from the effects.
4. Craving, or a strong desire or urge to use alcohol.
5. Recurrent alcohol use resulting in a failure to fulfil major role obligations

at work, school, or home.
6. Continued alcohol use despite having persistent or recurrent social or

interpersonal problems caused or exacerbated by the effects of alcohol.
7. Important Social, occupational, or recreational activities are given up or

reduced because of alcohol use.
8. Recurrent alcohol use in situations in which it is physically hazardous.
9. Alcohol use is continued despite knowledge of having a persistent or

recurrent physical or psychological problem that is likely to have been
caused or exacerbated by alcohol.
10. Tolerance, as defined by either of the following:
a. A need for markedly increased amounts of alcohol to achieve

intoxication or desired effect.
b. A markedly diminished effect with continued use of the same amount

of alcohol (Note: Tolerance is not counted for those taking medications
under medical supervision such as analgesics, antidepressants, ant-
anxiety medications or beta-blockers.)
11. W ithdrawal, as manifested by either of the following:
a. The characteristic withdrawal syndrome for alcohol (refer to Criteria

A and B of the criteria set for alcohol withdrawal, pp. 499-500).
b. Alcohol (or a closely related substance such as a benzodiazepine)
is taken to relieve or avoid withdrawal symptoms.
(Note: W ithdrawal is not counted for those taking medications under

medical supervision such as analgesics, antidepressants, anti-anxiety
medications or beta-blockers.)
Specify current severity:

Mild: Presence of 2-3 symptoms. Moderate: Presence of 4 to 5 symptoms
Severe: Presence of 6 or more symptoms
(APA, 2013, pp.490-491)
59
Prescribed Reading
Book
Burke, A. (Ed.) (2014). Abnormal Psychology: A South African Perspective (2nd

ed. Revised). Cape Town, South Africa: Oxford University Press, Southern Africa.
Journal Articles (Refer to the list of e-Reserves)
Cox, R. B., Ketner, J. S., & Blow, A. J. (2013). Working with couples and substance
abuse: recommendations for clinical practice. American Journal of Family
Therapy, 41(2), 160-172.
Knudson, T. M. & Terrell, H.K. (2012). Codependency, perceived interparental
conflict, and substance abuse in the family of origin. The American Journal
of Family Therapy, 40 245–257. DOI: 10.1080/01926187.2011.610725
Makovec, M. R., Sernec, K., Rus, V. S., Čebašek-Travnik, Z., Tomori, M. & Ziherl,
S. (2010). Adolescent substance dependency in relation to parental substance
(ab)use. Zdrav Var, 49, 1-10. DOI 10.2478/v10152-010-0001-1
Ponder, F. T. & Slate, J. R. (2009). Family of origin addiction patterns amongst

counseling and psychology students. Published by the Forum on Public Policy
Copyright © The Forum on Public Policy 2009, 1-11. All Rights Reserved.
Recommended Reading
Brown, P. J., & Wolfe, J. (1994). Substance abuse and post-traumatic stress disorder
comorbidity. Drug and alcohol dependence, 35(1), 51-59.
Krestan, J. & Bepko, C. (1990). Codependency: The social reconstruction of female

experience. Smith College Studies in Social Work, 60(3), 216-232.
Morgan, J.P. (1991). What is co-dependency? Journal of Clinical Psychology, 5,

Sheridan, M. J. (1995). A proposed intergenerational model of substance abuse,
family functioning, and abuse/neglect. Child Abuse and Neglect, 19(5), 519-
530.
Sheridan, M. J. & Green, R. G. (1993). Family dynamics and individual characteristics

of adult children of alcoholics: An empirical study. Journal of Social Service
Research, 17(1/2), 73-97.
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Weybright, Elizabeth H. et al. 'Boredom Prone or Nothing to Do? Distinguishing
Between State and Trait Leisure Boredom and Its Association with Substance
Use in South African Adolescents'. Leisure Sciences 37.4 (2015):
311-331. Web.
Weybright, Elizabeth H. et al. 'The Dynamic Association Between Healthy

Leisure and Substance Use in South African Adolescents: A State and Trait
Perspective'. World Leisure Journal 56.2 (2014): 99-109. Web.
Books
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative

approach
(5th ed.). Belmont: Wadsworth/Cengage Learning. (Or 4th ed.)
Davison, G.C. (2004). Abnormal psychology (9th ed.). New York:
Wiley. Davison, G.C. (2007). Abnormal psychology (10th ed.). New

York: Wiley.
Nolen-Hoeksema, S. (2008). Abnormal psychology (4th ed.). New York:

McGraw- Hill.
Sue, D., Sue, D., & Sue, S. (2010). Understanding abnormal behaviour (9th ed.).
Boston: Houghton Mifflin. (Or any other edition.)
Additional Reading
Books
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of

Mental Disorders: Fifth Edition (DSM-5). Arlington VA: American Psychiatric
Association
Brown, S. (1985). Treating the alcoholic. New York: W iley.
McNee, C. A. & Di Nitto, D. M. (2012). Chemical Dependency: a systems approach

(4thed). Boston: Pearson publications.
Metzgar, L. (1988). From denial to recovery. Washington, D.C.: Josey-Bass.
Journal Articles
Gleeson, A. (1991). Family therapy and substance abuse. Australian and New
Zealand Journal of Family Therapy, 12(2), 91-98.
61
Sandoz, C.J. (1991). Locus of control, emotional maturity and family dynamics as
components of recovery in recovering alcoholics. Alcoholism Treatment Quarterly,
8(4), 17-31.
Sayre, L., Cornille, T.A., Rohrer, G., & Hicks, M.W. (1992). Family outreach
residential addiction treatment: Changes in addicts’ beliefs about social support.
Alcoholism Treatment Quarterly, 9(1), 51-66.
Swaim, R.C., Oetting, E.R., Thurman, P.J., Beauvais, F., & Edwards, R.W .
(1993).
American Indian adolescent drug use and socialization characteristics: A
cross- cultural comparison. Journal of Cross-cultural Psychology, 24(1), 53-70.
Velleman, R. & Templeton, L. (2007). Understanding and modifying the impact of

parents’ substance misuse on children. Advances in Psychiatric Treatment, 13,
79-89.
End of Theme 03
Theme 04
Depressive Disorders
Adult Depression
A mood can be defined as a sustained emotional state that lasts over a period of
time, unlike emotions which are more spontaneous and reactive to a particular
stimulus or event. According to the DSM-5 classification system (APA, 2013) a
Depressive Disorder is a mental disorder where an individual feels depressed and
outwardly displays signs/symptoms of depression for a significant duration of time.
Importantly, the individual’s mood impairs social, occupational, or other
important areas of functioning. The disorder also occurs in the absence of a clearly
identifiable stressor or trigger. According to the DSM-5 classification system (APA,
2013, p. 155), “depressive disorders are identified by the presence of sad, empty,
or irritable mood, accompanied by somatic and cognitive changes that significantly
affect the individual’s capacity to function”. All depressive disorders by definition
will include a depressive episode, while their differences lie in their duration, timing
or aetiology.
Major Depressive Disorder symptoms must occur for at least two weeks.
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Objectives
You are required to obtain the prescribed and recommended literature listed below
by downloading the articles from the e-Reserves list on myUnisa. Study the
chapter on the depressive disorders in your prescribed book as well as the journal
articles by focusing on the following:
• Identifying Major Depressive Disorder according to the DSM-5 classification

system
• Identifying the causes (aetiology) of a Major Depressive Disorder
• Identifying, explaining and describing the interactions among the various
factors that play a role in the causation (aetiology) of a Major Depressive
Disorder
Note: Since the DSM-5 was only published in June 2013, the available prescribed
books and articles are based on the DSM-IV-TR. We have thus provided you with
the DSM-5 diagnostic criteria for Major Depressive Disorder below.
Diagnostic criteria for Major Depressive Disorder

(APA, 2013, pp.160-162)
A. Five (or more) of the following symptoms have been present during the
same
2- week period and represent a change from previous functioning; at l
east one of the symptoms is either (1) depressed mood or (2) loss of
interest or pleasure.
Note: Do not include symptoms that are clearly due to another medical
condition.
1. Depressed mood most of the day, nearly every day, as indicated by either
subjective report (e.g., feels sad or empty) or observation made by others
(e.g., appears tearful). Note: In children and adolescents, can be irritable
mood.
2. Markedly diminished interest or pleasure in all, or almost all, activities most

of the day, nearly every day (as indicated by either subjective account or
observation made by others).
3. Significant weight loss when not dieting or weight gain (e.g., a change
of more than 5% of body weight in a month), or decrease or increase in
appetite nearly every day.
(Note: In children, consider failure to make expected weight gain.)
4. Insomnia or hypersomnia nearly every day.

63
5. Psychomotor agitation or retardation nearly every day (observable by
others, not merely subjective feelings of restlessness or being slowed
down).
6. Fatigue or loss of energy nearly every day.
7. Feelings of worthlessness or excessive or inappropriate guilt (which may

be delusional) nearly every day (not merely self-reproach or guilt about
being sick).
8. Diminished ability to think or concentrate, or indecisiveness, nearly every

day (either by subjective account or as observed by others).
9. Recurrent thoughts of death (not just fear of dying), recurrent suicidal

ideation without a specific plan, or a suicide attempt or a specific plan for
committing suicide.
B. The symptoms cause clinically significant distress or impairment in social,

occupational, or other important areas of functioning.
C. The episode is not attributable to the physiological effects of a substance

or to another medical condition.
Note: Criteria A-C represent a major depressive episode.
D. The occurrence of the major depressive episode is not better explained
by schizoaffective disorder, schizophrenia, schizophreniform disorder,
delusional disorder, or other specified and unspecified schizophrenia
spectrum and other psychotic disorders.
E. There has never been a manic episode or a hypomanic episode.
Note: This exclusion does not apply if all of the manic-like or hypomanic-
like episodes are substance-induced or are attributable to the
physiological effects of another medical condition.
(APA, 2013, pp.160-162)
Specify the following:

• Whether it is a single episode or a recurrent episode.
• The current severity (e.g., mild, moderate, severe, with psychotic
features, in partial remission, in full remission, unspecified).
• Whether it is with anxious distress, with mixed features, with
melancholic features, with atypical features, with mood-congruent
psychotic features, with mood incongruent psychotic features, with
catatonia, with post-partum onset, with seasonal pattern.
(Adapted from: APA, 2013, pp.160-162)
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Prescribed Reading
Book
Burke, A. (Ed.) (2014). Abnormal Psychology: A South African Perspective (2nd ed.
Revised). Cape Town, South Africa: Oxford University Press, Southern Africa.
(Chapter 5)
Hill, J. (2009). Developmental perspectives on adult depression. Psychoanalytic

Psychotherapy, 23(3), 200-212. DOI: 10.1080/02668730903227263
Kagee, A., & Martin, L. (2010). Symptoms of depression and anxiety among a
sample of South African patients living with HIV. AIDS Care: Psychological and
Socio-medical Aspects of AIDS/HIV, 22(2), 159-165. DOI:
10.1080/09540120903111445
McQueen, D. (2009). Depression in adults: Some basic facts. Psychoanalytic
Psychotherapy, 23(3), 225-235. DOI: 10.1080/02668730903226463
Maj, M. (2012). Development and validation of the current concept of Major

Depression. Psychopathology, 45,135–146. DOI: 10.1159/000329100
Recommended Reading
Books (Refer to the recommended book list)
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative

approach
(5th ed.). Belmont, CA: Wadsworth/Cengage Learning. (Or 4thedition.)
Davison, G.C. (2004). Abnormal psychology (9th ed.). New York: W iley. Davison,
G.C. (2007). Abnormal psychology (10th ed.). New York: W iley. Kronenberger,
W.G., & Meyer, R.G. (2001). The child clinician's handbook (2nd
ed.). Boston, MA: Allyn & Bacon.
Nolen-Hoeksema, S. (2008). Abnormal Psychology (4th ed.). New York: McGraw-

Hill.
American Psychiatric Association. (2013). Diagnostic and statistical manual of
mental disorders: Fifth edition (DSM-5). Arlington VA: American Psychiatric
Association
65
Brookfield, S. (2011). When the black dog barks: An autoethnography of adult

learning in and on clinical depression. New Directions for Adult and Continuing
Education (132), 35-42. DOI: 10.1002/ace.
Fekadu, N., Shibeshi, W., & Engidawork, E. (2016). Major Depressive Disorder:
Pathophysiology and Clinical Management. J Depress Anxiety, 6(255),
2167-1044.
Ghadirian, A. L. M. (2015). Depression: Biological, Psychosocial, and Spiritual

Dimensions and Treatment. The Journal of Baha'i Studies, 25(4), 25.
Halvorsen, Marianne et al. 'Cognitive Function in Unipolar Major Depression: A

Comparison of Currently Depressed, Previously Depressed, And Never
Depressed Individuals'. Journal of Clinical and Experimental
Neuropsychology
34.7 (2012): 782-790. Web.
Kagee, Ashraf, and Lindi Martin. 'Symptoms of Depression and Anxiety Among
a Sample of South African Patients Living W ith HIV'. AIDS Care 22.2 (2010):
159-165. Web.
Kuo, Caroline, Don Operario, and Lucie Cluver. 'Depression Among Carers of
AIDS-Orphaned and Other-Orphaned Children in Umlazi Township,
South Africa'. Global Public Health 7.3 (2012): 253-269. Web.
Milevsky, A., Schlechter, M., Netter, S., & Keehn, D. (2007). Maternal and
paternal parenting styles in adolescents: Associations with self-les
depression and life-satisfaction. Journal of Child and Family Studies,
16(1), 39-47.
Takeuchi, M. S., Miyaoka, H., Tomoda A., Suzuki, M., Liu, Q., & Kitamura,
T. (2012). The effect of interpersonal touch during childhood on adult
attachment and depression: A neglected area of family and developmental
psychology? Journal of Child and Family Studies, 19, 109–117. DOI
10.1007/s10826-009-
9290-x
Teychenne, M., Ball, K., & Salmon, J. (2010). Sedentary behavior and depression
among adults: a review. International journal of behavioral medicine, 17(4),
246-254.
Williams, L.M. (2002). The Seven Ps for fighting depression. Journal of

Clinical
66
PYC4802/101
Activities, Assignments & Handouts in Psychotherapy Practice, 2(1), 51-57.
DOI:
10.1300/J182v02n01_06
Wedig, Michelle M. et al. 'Predictors of Depressive Symptoms at Hospital
Discharge in Patients with Major Depressive Disorder'. International
Journal of Psychiatry in Clinical Practice 17.2 (2013): 144-147. W eb.
End of Theme 04
THEME 05
Child Abuse
Focus
• In this theme the focus falls on Child Abuse in general as well as how it
contextually presents in South African society.
• Your aim should be to grasp the difficulty in explaining the aetiological
pathways of child abuse and how it impacts the mental health of individuals
Study
In order to achieve the above aim, you need to study the following:
The prescribed journal articles (e-Reserves).
The DSM-5 criteria related to child abuse
Introduction
The context in which children grow is a critical component in their development.

The family system needs to provide stimulation, care, and nurturance, as well as
inculcate values and behavioural models for children.
Bronfenbrenner defines a developmental context as a “socially constructed system

of external influences that is mediated by individuals’ minds ... whatever influences
local environments have on children must be seen as a product of how these
environments are perceived and interpreted by parents and children” (Furstenberg
& Hughes, 1997, p. 27). W ithin the ecological model are four interacting dimensions
that can be used to develop an understanding of social phenomena for example,
child abuse, namely:
67
• Individual factors (e.g., the temperament of the child or parent);
• Process factors (e.g., the forms of interaction process that occur in a family);
• Contextual factors (e.g., poor neighbourhoods, corporal punishment); and
• Time factors (e.g., developmental changes over time in the child or in the
environment)
In South Africa, not all children grow up in safe environments rather they are
exposed to abuse and neglect. Childhood abuse is related to psychological
health of individuals.
Importantly, we will examine how child abuse occurs in society and the impact
that it has to those individuals who are victims and the implications child abuse
and neglect has within the South African society. This exploration will aid us as
citizens to assist in preventing child abuse.
DSM-5 diagnostic criteria for Pedophilic Disorder
(Refer to APA, 2013, p. 697-698)

A Over a period of at least six months, recurrent, intense sexually arousing fantasies,
sexual urges, or behaviors involving sexual activity with a prepubescent child or children
(generally 13 years or younger).
B The fantasies, sexual urge, or behaviors cause clinically significant
distress or impairment in social, occupational or other important areas of
functioning.
C The person is at least 16 years of age and at least 5 years older than the
child or children in Criterion A.
•Note: Do not include an individual in late adolescence involved in an ongoing

sexual relationship with a 12- or 13-year-old.
Specify whether:
•Exclusive type (attracted only to children)
•Non-exclusive type
•Specify if:
•Sexually attracted to males
•Sexually attracted to females
•Sexually attracted to both
•Specify if:
•Limited to incest
68
PYC4802/101
Other Conditions that May Be a Focus of Clinical Attention
(Refer to APA, p.715)
• Abuse and Neglect: DSM-5 specifies whether an initial encounter or a

subsequent encounter and whether abuse is confirmed or suspected.
• For example: Child maltreatment and Neglect problems (Child Physical
Abuse, Child Sexual Abuse, Child Neglect, Child Psychological Abuse),
Focus Points
• Define the various types of child abuse: physical, emotional, sexual and
cyber-sexual abuse
• Distinguish between child abuse and neglect.
• Define paedophilia and child abuse in line with DSM-5 criteria
• Using the prescribed articles, outline the systemic contextual factors that
need to be taken into account when explaining the aetiological factors that
influence the occurrence of child abuse in South Africa.
• Discuss the interactive nature of child abuse by examining factors that
interplay between the family and the wider community in relation to child
abuse
• Using the prescribed articles and your knowledge from other previous themes
explain how child abuse often occurs co-morbidly with other psychiatric
disorders.
Prescribed Book
Burke, A. (Ed.). (2014). Abnormal Psychology: A South African Perspective
(2nd ed. Revised). Cape Town, South Africa: Oxford University Press Southern
Africa. (Refer to page 372 to learn about Paedophilic Disorder)
Prescribed Journal Articles (Refer to the list of e-Reserves)
Alexander, P. C. (1985). A systems conceptualization of incest. Family Process,

24, 79-88.
Atilola, O. (2014). Where is the risk? An ecological approach to

understanding child mental health risk and vulnerabilities in sub-Saharan Africa.
Psychiatry Journal http://dx.doi.org/10.1155/2014/698348
Brown, J.D., Keller, S., Stern, S. (2009). Sex, sexuality, sexting, and sexEd.
The
Prevention Researcher, 16(40), 12-16.
Hendricks, M. L. (2014). Mandatory reporting of child abuses in South

Africa: Legislation explored. South African Medical Journal, 104(8), 550-552
69
Recommended book:
Bronfenbrenner, U. (1979). The ecology of human development: Experiments
by nature and design. Cambridge, MA: Harvard University Press.
Recommended journals:
Bala, N. (2008). An historical perspective on family violence and child abuse:
Comment on Moloney et al, Allegations of Family Violence, 12 June 2007.
Journal of Family Studies, 14(2-3), 271-278.
Browne, D. H. (1988). High risk infants and child maltreatment: Conceptual and
research model for determining factors predictive of child maltreatment. Early
Child Development and Care, 31(1-4), 43-53.
Carroll, J. C. (1977). The intergenerational transmission of family violence: The

long‐term effects of aggressive behavior. Aggressive Behavior, 3(3), 289-299.
Frederick, J., & Goddard, C. (2007). Exploring the relationship between

poverty, childhood adversity and child abuse from the perspective of
adulthood. Child abuse review, 16(5), 323-341.
Menard, C. B., Bandeen-Roche, K. J., & Chilcoat, H. D. (2004). Epidemiology of

multiple childhood traumatic events: child abuse, parental psychopathology,
and other family-level stressors. Social psychiatry and psychiatric
epidemiology,
39(11), 857-865.
Richter, L. M., & Dawes, A. R. (2008). Child abuse in South Africa: rights
and wrongs. Child Abuse Review, 17(2), 79-93.
Schumm, J. A., Stines, L. R., Hobfoll, S. E., & Jackson, A. P. (2005). The double‐
barreled burden of child abuse and current stressful circumstances on adult
women: The kindling effect of early traumatic experience. Journal of Traumatic
Stress, 18(5), 467-476.
Suprina, J. S., & Chang, C. Y. (2005). Child Abuse, Society, and Individual
70
PYC4802/101
Psychology: What's Power Got to Do with It? Journal of Individual Psychology,
61(3).
End of Theme 05
End of Examination Preparation
10. FREQUENTLY ASKED QUESTIONS

Q: How long should Assignment 03 be?
A: 12-15 pages without the cover page, table of contents, and the list
references
Q: What must we study for the examination?

A: Themes 2, 3, 4, and 5.
Q: Are we going to receive guidelines for the examinations in another tutorial

letter?
A: No. The guidelines are in this tutorial letter.
Q: Do you have any special advice for us for the examination?

A: Yes. Study the themes well.
Take note of the focus points, outcomes and aims.
Study the diagnostic criteria.
In the examiniation:
Analyse the examination question before you attempt to answer it.
Think and answer the examination question comprehensively.
Q: How many questions are we going to get in the exam?

A: 4 compulsory questions.
Q: Where can I get help with regard to study methods?

A: The my Studies @ Unisa brochure contains an A-Z guide of the most
relevant study information.
Q: I do not want to waste my time by studying irrelevant information. Could you

please clarify for me exactly what I need to study for the examination?
A: The course content for the examination is contained and limited to 4 themes.
The prescribed literature (book and journal articles) needs to be studied,
understood, thought about and integrated. A synthesised relevant answer to
the question needs to be presented.
71
11. CONCLUSION
May you find the information you need, the understanding you require, and the
insight you have been waiting for with regard to acquiring an appreciation of the
complexity of conceptualising mental health and abnormal behaviour in our society!
Good luck with your studies and SUCCESS in the examination!
Your PYC4802 Team
72

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PYC4802/101/0/2020

Tutorial letter 101/0/2020

10. FREQUENTLY ASKED QUESTIONS .......................................................... 71

11. CONCLUSION .................................................................................................. 72

This Tutorial Letter PYC4802/101/0/2020 is vitally important for your studies in

Prior learning we assume to be in place:

• You have successfully completed Psychology 3, with an average of at least

1.1 Tutorial material

Your tutorial material consists of the following:

1. Tutorial Letter PSYHONM/301 (which contains the rules and regulations

3. The booklet entitled Study @ Unisa (which provides you with

▪ Contact addresses for the various departments

2. PURPOSE OF AND OUTCOMES FOR THE MODULE

Outcome 1: Use general and qualitative research skills.

Outcome 3: Use academic discourse and referencing techniques.

• An increase in awareness of your responsibility for primary and tertiary

• An increase in sensitivity and compassion towards all individuals who suffer

• The ability to promote the eradication of a judgmental attitude within

• The ability to actively participate in eradicating bad behaviour, violence,

3. LECTURER(S) AND CONTACT DETAILS

Mr B Palakatsela +27 12 429 3778 palakbr@unisa.ac.za

Dr C Laidlaw +27 12 4298294 laidlc@unisa.ac.za

Dr JK Moodley +27 12 429 8069 moodljk@unisa.ac.za

Mrs PB Mokgatlhe +27 12 429 8238 Mokgapb@unisa.ac.za

Ms MG Phuthi +27 12 429 8309 phuthmg@unisa.ac.za

Ms MM Molepo +27 12 429 6934 machomm@unisa.ac.za

Postal Address: PO Box 392

ISBN: 13: 9780190722562

4.2 Recommended books (subject to availability)

List of recommended books for PYC4802 for 2020

Abnormal child psychology Mash, Eric J

Abnormal psychology Davison, Gerald C

Abnormal psychology Nolen-Hoeksema, Susan

Abnormal psychology: An integrative approach Barlow, David H.

Abnormal psychology: media & Nolen-Hoeksema, Susan

Child abuse: implications for Wolfe, David A.

Child abuse and culture: working with Fontes, Lisa Aronson

Child abuse and neglect: facing the Stainton Rogers, Wendy.

Child clinician's handbook Kronenberger, Willia

Development through the lifespan Berk, Laura E.

Effective interventions for child Macdonald, Geraldine

Family therapy: a systemic integration Dorothy Stroh Becvar,

Family therapy techniques Minuchin, Salvador.

Psychopathology and social prejudice Hook, Derek

To be old and sad: understanding Billig, Nathan

Understanding abnormal behavior Sue, D., Sue, D.W., Sue, D, &

Understanding child abuse and neglect Crosson-Tower, Cynth

Understanding child maltreatment Scannapieco, Maria.

4.3 Electronic Reserves (e-Reserves)

Recommended material can be downloaded from the library’s catalogue at

Requests for photocopies to be air-mailed may, therefore, not be faxed.

ELECTRONIC RESERVES ARTICLE LIST

First Author Year Title Journal/Publication Volume Pages

Alexander, 1985 A systems theory Family Process. 24 (1 ) 79-88.

Posttraumatic stress disorder

When the black dog barks: An

Substance abuse and post-

High risk infants and child

Working with couples and

Flemons, D. An ecosystemic view of family

Exploring the relationship

Developmental perspectives Psychoanalytic 200-

Symptoms of depression and