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c. studying behaviors in animals that are abnormal to better understand human behaviors.
d. applying techniques of psychology to perform reverse-psychology.
ANS: A DIF: moderate REF: p. 2 OBJ: introduction

MSC: TYPE: conceptual
2
7. Your textbook describes normal behavior as
a. behaviors we see in all people at all times.
b. behaviors observed in a ritual for a particular culture
c. behavior that characterizes most people.
d. behaviors that allow an individual to adapt to life’s demands.
ANS: C DIF: easy REF: p. 3 OBJ: what is a mental disorder

MSC: TYPE: factual
8. Normal behavior is described in your textbook as
a. behaviors we see in students at all times.
b. behaviors observed in only a particular culture.
c. behaviors that allow individuals to adapt to their environment.
d. behavior that characterizes most people.
ANS: D DIF: easy REF: p. 3 OBJ: what is a mental disorder

KEY: WWW MSC: TYPE: factual
9. Deviance, adaptation difficulties, and personal distress are concepts used to describe
a. mental retardation.
b. students on probation from college.
c. abnormal behavior.
d. psychological maladjustment.
ANS: C DIF: moderate REF: p. 3 OBJ: what is a mental disorder

MSC: TYPE: factual
10. Which of the following criteria are considered when determining normalcy of behavior?
a. ability to learn from mistakes
b. poor academic performance
c. experience of personal distress
d. traditions for a culture

MSC: TYPE: factual
11. Patterns of behavior that deviate from the norms of society would be called
a. prosocial behavior.
b. normal behavior.
c. abnormal behavior.
d. college behavior.

KEY: WWW
12. Treva Throneberry was considered to exhibit abnormal behavior because it
a. was deviant from the norm.
b. caused difficulty for individuals who worked with her.
c. caused her significant personal distress.
d. resulted in failing grades in school.
ANS: A DIF: moderate REF: p. 3 OBJ: what is a mental disorder

3
13. John has been diagnosed with having a mental disorder when he was found repeatedly cutting himself. Cutting behavior clodube considered
a. deviant from the norm.
b. disappointing to people watching
c. disturbing.
d. ritualistic.
ANS: A DIF: moderate REF: p. 3 OBJ: what is a mental disorder

MSC: TYPE: application
14. A statistical method of defining abnormality would include
a. extremely high levels of activity.
b. extremely low levels of activity.
c. extremely high and low levels of activity.
d. average levels of activity.
ANS: C DIF: easy REF: p. 3 OBJ: deviance from the norm

MSC: TYPE: factual
15. Identification of deviance from the norm would be beneficial to
a. assess abnormality.
b. diagnose normalcy.
c. develop a prognosis.
d. establish treatment guidelines.
ANS: A DIF: moderate REF: p. 3 OBJ: deviance from the norm

16. Statistical methods would be used to assess abnormality in
a. case studies.
b. abnormal behavior frequency studies.
c. deviance from the norm.
d. consequences of abnormal behavior analysis.
ANS: C DIF: moderate REF: p. 3 OBJ: deviance from the norm

17. Less frequent or less probable behaviors are considered to be abnormal or
a. statistically deviant.
b. statistically significant.
c. statistically irrelevant.
d. statistically modifiable.
ANS: A DIF: easy REF: p. 3 OBJ: deviance from the norm

MSC: TYPE: factual
18. One disadvantage of the deviation-from-the-norm criterion for mental disorders is that
a. not all behaviors are maladaptive.
b. cultures differ in how they define what is normal.
c. daily problems prompt people to seek treatment.
d. statistical deviance offers clear guidelines for researchers.
ANS: B DIF: moderate REF: p. 4 OBJ: deviance from the norm

MSC: TYPE: factual
4
19. Different cultures have different ideas about what normal behavior is. This is a key limitation of which of the follow
ngi ideas about defining
abnormal behavior?
a. deviance from the norm.
b. presence of depression.
c. difficulties adapting to life demands.
d. experience of personal distress.

MSC: TYPE: factual
20. Dr. Jones is working with a client from a culture other than his own. He would like to use the deviation-from-the-norcmriteria. This would be
inappropriate to use because
a. daily problems prompt people to seek treatment.
b. statistical deviance only offers guidelines for researchers.
c. cultures differ in how they define what is normal
d. none of these – there is no reason why he cannot use this criteria.
ANS: C DIF: moderate REF: p. 4 OBJ: deviance from the norm

21. How does the Einstein example illustrate a drawback of the statistical abnormality distinction?
a. deviance is always a disorder
b. the measurement accuracy is limited
c. too many people have high intelligence
d. high intelligence is not a disorder
ANS: D DIF: moderate REF: p. 4 OBJ: deviance from the norm

MSC: TYPE: factual
22. Suddenly disappearing from home and assuming a new identity, as Treva did, would be considered
a. statistically far from the norm.
b. statistically within the norm.
c. statistically close to the norm.
d. statistically irrelevant.
ANS: A DIF: easy REF: p. 4 OBJ: deviance from the norm

23. When a mental health professional treats someone from another culture it is important for them to remember that
a. a uniform approach to mental disorder may be used cross-culturally.
b. symptoms of mental disorders vary from culture to culture.
c. cultural analysis of scores is nearly impossible to perform.
d. scoring high on an intelligence score may indicate culturally biased questions.
ANS: B DIF: moderate REF: p. 4 OBJ: deviance from the norm

MSC: TYPE: factual
24. The fact that symptoms of mental disorders vary from culture to culture is important when
a. a professional treats someone from another culture.
b. studying abnormal psychology.
c. identifying causes of a disorder.
d. researching medical records.

5
25. One difficulty of using the deviation-from-the-norm criterion in determining if a behavior is abnormal is deciding
a. the statistical point at which a behavior is abnormal.
b. who will be responsible for determining statistical cut-off points
c. the definition of maladaptive behavior.
d. the definition of deviance.

26. In determining whether a behavior is abnormal, one key judgment that is often made by mental health professionals is
a. deciding how long a specific behavior has occurred.
b. to determine if a cultural bias exists within the therapeutic relationship.
c. whether the individual is experiencing sadness and irritability at the same time.
d. whether the behavior interferes with a person’s ability to function effectively.
ANS: D DIF: easy REF: p. 4

OBJ: difficulties adapting to life demands MSC: TYPE: factual
27. Josh is 18, and believes that something outside of him is controlling his thoughts and that he must retrace his steps t4imes to keep them under
control. This behavior causes him to be released from his job due to tardiness. A mental health professional would satyhat his behavior is
abnormal because it
a. interferes with his ability to function effectivel
b. has presented abnormally early in life.
c. is not accepted in his culture.
d. exposes him to ridicule.
ANS: A DIF: moderate REF: p. 4

OBJ: difficulties adapting to life demands MSC: TYPE: application
28. According to the textbook, a behavior is one that interferes with a person’s life, including ability to carfeor oneself, have good
relationships with others, and function well at school or at work.
a. useless.
b. withdrawn.
c. depressed.
d. maladaptive.

OBJ: difficulty adapting to life demands MSC: TYPE: factual
29. Sasha worries about her mother’s cancer so much that she cannot concentrate on her schoolwork, causing it to suffer. Hrecontinual thoughts
about her mother and trouble concentrating would be considered maladaptive because she
a. deviated from the norm of her family.
b. presented difficulties adapting to life’s demands.
c. expressed personal distress to her therapist.
d. was hospitalized for suicidal ideation.
ANS: B DIF: easy REF: p. 4

OBJ: difficulty adapting to life demands MSC: TYPE: conceptual
30. Bob has always been a clean-shaven, well-kept individual. Lately he has failed to shower on a regular basis, neglectehdis oral care, and has not
been able to eat as much as previously. It is clear that Bob has begun to exhibit
a. damage to the occipital lobe
b. maladaptive behavior.
c. suicidal tendencies.
d. personal distress.
ANS: B DIF: moderate REF: p. 4

OBJ: difficulty adapting to life demands KEY: WWW MSC: TYPE: application
6
31. Emotional experience and expression are clearly influenced by
a. IQ.
b. the experience of maladaptive behavior
c. genetics.
d. culture.
ANS: D DIF: easy REF: p. 5 OBJ: focus on diversity

MSC: TYPE: factual
32. One problem with the difficulties-adapting-to-life-demands criterion is that people
a. may engage in odd behaviors that do not harm others.
b. may engage in odd behaviors that do not affect family members.
c. may engage in odd behaviors that are seen as normal in other cultures.
d. may engage in odd behaviors that do not interfere in daily functioning.
ANS: D DIF: moderate REF: p. 5

OBJ: difficulties adapting to life demands MSC: TYPE: conceptual
33. Terrance refuses to leave home due to the belief that there are too many free radicals which are specifically aiming thoarm him and his
complexion. He works from home, has all of his food and other needs delivered to him, and communicates on a regular bisaswith friends and
family. The above illustrates the problem with the difficulties-adapting -to-life-demands criteria because people
a. engage in behaviors that harm others from birth
b. engage in behaviors to become self-actualizing.
c. engage in behaviors that are normal in other cultures than their own.
d. engage in odd behaviors that do not interfere with their daily functioning.

OBJ: difficulties adapting to life demands KEY: WWW
34. Problems with interpreting difficulty-adapting-to-life demands include
a. people often do not recognize the problems.
b. nature and nurture become confused.
c. difficulty to measure, variance by person, and functional behavior.
d. being too judgmental and harsh.
ANS: C DIF: moderate REF: p. 5

OBJ: difficulties adapting to life demands MSC: TYPE: conceptual
35. Maladaptive behavior may result in
a. changing one’s environment to better accommodate the behavior.
b. seeking professional assistance.
c. not seeking treatment.
d. any of the above may be responses to maladaptive behavior.

OBJ: experience of personal distress MSC: TYPE: conceptual
36. Margarette has an irrational fear of entering tunnels. As a result, she experiences a high level of personal distress.Jason is highly disruptive in
school and does not experience personal distress, but his behavior is still considered abnormal because
a. it produces a high level of distress for others around him.
b. his parents experience the same behaviors outside of school.
c. his actions occur in public.
d. none of these would be reasons for identifying his behavior as abnormal.

OBJ: experience of personal distress MSC: TYPE: conceptual
7
37. One problem that mental health professionals encounter when using personal distress as a measure of maladaptive behavioisr
a. establishing a cutoff point that indicates abnormality.
b. establishing therapeutic guidelines
c. combining culture and emotional response.
d. all of these may present as problems that must be negotiated.

OBJ: experience of personal distress MSC: TYPE: factual
38. Which of the following limitations does the text cite regarding deviance from the norm?
a. labels solve everything
b. culture conflict is quite minimal
c. identification is always cut and dry
d. there are arbitrary cutoffs
ANS: D DIF: moderate REF: pp. 6-7 OBJ: defining abnormality

KEY: WWW MSC: TYPE: conceptual
39. Defining abnormality successfully involves identifying
a. thoughts, movements, and intentions.
b. deviance, dysfunction, and personal distress.
c. time, date, and place.
d. measures developed by each practitioner.
ANS: B DIF: easy REF: p. 6 OBJ: defining abnormality

MSC: TYPE: factual
40. To successfully define abnormality one needs to identify
a. behaviors, thoughts, intentions.
b. deviance, dysfunction, personal distress.
c. social distress, behaviors.
d. intentions, behaviors, distress.
ANS: B DIF: moderate REF: p. 6 OBJ: defining abnormality

41. One critical aspect of being able to understand and effectively treat mental disorders relative to partner abuse is
a. a necessity for standard or consistent definition.
b. the use of counter conditioning and reciprocal abuse.
c. the admission of the behavior.
d. to distinguish the abuser from the abuse.
ANS: A DIF: easy REF: p. 6 OBJ: defining abnormality

42. We refer to emotions, thoughts or behaviors as abnormal when they
a. are statistically in the mean.
b. interfere with functioning.
c. are seen by the legal system as being abnormal.
d. cause minimal distress to self or others.

MSC: TYPE: factual
8
43. John’s thoughts of death are causing him to lose sleep, eat poorly, and constantly worry. He expresses much concern ovehris current mental
state, so much so that he has made an appointment to see a counselor. We would refer to his thoughts as abnormal sincehety
a. are statistically in the mean.
b. interfere with pursuing career goals.
c. cause great personal distress.
d. are seen by others as abnormal.
ANS: C DIF: easy REF: p. 6 OBJ: defining abnormality

MSC: TYPE: factual
44. Which of the following study mental problems to see how disorders develop and continue and how they can be preventedaolrleviated?
a. developmentalists.
b. psychopathologists.
c. mentalists.
d. preventivists.

MSC: TYPE: factual
45. A standard or consistent definition of partner abuse is important because individuals who are physically violent againsatpartner may
a. differ from those who are emotionally or sexually violen
b. use multiple forms of abuse against their partner.
c. be resistant to therapeutic interventions.
d. impede our understanding of abnormal psychology.
ANS: A DIF: moderate REF: p. 6 OBJ: defining abnormality

MSC: TYPE: factual
46. Experts in abnormal psychology view the abnormality of emotions, thoughts, or behaviors as
a. either abnormal or normal.
b. a matter of degree.
c. a matter of kind
d. dependent on the environmental context.

OBJ: dimensions underlying mental disorders KEY: WWW
MSC: TYPE: factual
47. Applying a judgment about abnormality relative to deviance requires an understanding of
a. the all or none phenomenon.
b. maximizing or minimizing the assessment.
c. the person's alter ego.
d. matter of degree.

OBJ: dimensions underlying mental disorders MSC: TYPE: factual
48. When mental health professionals say that behaviors exist on a continuum they are describing
a. the possible magnitude of a potential problem behavior.
b. how they believe a disorder developed.
c. how many similar behaviors exist in a population.
d. none of these are related to the continuum concept.

OBJ: dimensions underlying mental disorders MSC: TYPE: application
9
49. An important consideration when identifying anxiety and stress levels of an individual is
a. how much of the stress they create themselves.
b. the amount of impairment of daily functioning
c. if they are labeled or not.
d. levels of isolation.

OBJ: dimensions underlying mental disorders MSC: TYPE: conceptual
50. A person’s overall mood is also known as their
a. cognitive state.
b. self-esteem.
c. emotional state.
d. cognitive style
ANS: C DIF: easy REF: p. 7

51. When a mental health clinician describes an individual’s emotional state, they are referring to their
a. overall mood.
b. behavioral mood.
c. cognitive mood.
d. emotional quotient.

52. A person’s cognitive style is represented in their
a. behaviors.
b. friendships.
c. psycho-social development.
d. intensity of thoughts and emotions.

53. A mental disorder characterized by avoidance of social situations, intense anxiety, and clinically significant impairmteinn functioning is
a. social anxiety disorder.
b. phobic disorder.
c. dissociation disorder.
d. antisocial personality disorder.

54. Research suggests that the same causal factors are responsible for the following levels of anxiety-related symptoms:
a. mild and moderate
b. moderate and severe
c. mild and severe
d. mild, moderate and severe

10
55. As you read the textbook you will undoubtedly identify with some of the symptoms and disorders that are presented. This
a. most likely indicates that you have a mental disorder.
b. does not necessarily mean that you or someone you know has a mental disorde
c. indicate abnormal behavior that should be evaluated immediately.
d. confirms that a high percentage of the population suffers from mental disorders.

56. The incidence of mental disorders among adults on a yearly basis is estimated to be
a. 1 in 20.
b. 1 in 10.
c. 1 in 4.
d. 1 in 3.

OBJ: dimensions underlying mental disorders KEY: WWW
MSC: TYPE: factual
57. Approximately adults in the United States will experience a mental disorder every year.
a. five in ten
b. two in three
c. one in ten
d. one in four

58. The text example on neatness and OCD is meant to point out
a. having a symptom that does not cause dysfunction is not a disorder.
b. everyone is susceptible to OCD if given enough stress.
c. OCD is an entirely genetic predisposition.
d. all anxiety disorders are interchangeable.

59. During times of political conservatism and economic hardship, people tend to emphasize
a. individual causes of abnormal behavior.
b. physical causes of abnormal behavior.
c. biological treatments such as psychosurgery.
d. all of these

OBJ: history of abnormal psychology MSC: TYPE: factual
60. Research has suggested that social, political, and economic forces
a. have had little to do with trends in mental health and treatment.
b. have shaped ideas concerning mental health and disorders.
c. have shown to be inconsistent toward mental health influences.
d. only influence the lower socioeconomic strata.

OBJ: history of abnormal psychology MSC: TYPE: conceptual
11
61. Examining the development of abnormal psychology over time is important:
a. to help understand modern-day conceptualizations of abnormal psychology.
b. to help understand modern-day attitudes toward abnormal psychology
c. to help understand modern-day treatment approaches to abnormal psychology.
d. All of these are reasons to examine the development of abnormal psychology over time.
ANS: D DIF: easy REF: p. 10 OBJ: history of abnormal behavior

MSC: TYPE: factual
62. Early writings of the Egyptians, Chinese and Greek identify patterns of, and concerns about
a. identifying maladaptive behaviors.
b. identifying personal distress.
c. cultural impacts on abnormal behavior.
d. treating abnormal behavior.
ANS: D DIF: easy REF: p. 10 OBJ: early perspectives

63. Early attempts at treating abnormal behavior have a predominant belief in
a. the mind brain connection.
b. rejuvenation and experimentation.
c. how community elders diagnosed that disorder.
d. the supernatural.
ANS: D DIF: easy REF: p. 10 OBJ: early perspectives

MSC: TYPE: factual
64. Which of the following involves cutting a hole in a person’s skull to help release a harmful spirit?
a. exorcism.
b. excision.
c. trephination.
d. tumorization.
ANS: C DIF: easy REF: p. 10 OBJ: early perspectives

MSC: TYPE: factual
65. According to your text, all of the following were early treatments for mental disorder EXCEPT:
a. casting out the demonic spirit.
b. making the person an unpleasant host for the demon.
c. driving unwanted thoughts from the body.
d. altering maladaptive behaviors.
ANS: C DIF: moderate REF: p. 10 OBJ: early perspectives

MSC: TYPE: factual
66. The development of medical concepts among Egyptians and Greeks helped to
a. replace supernatural theories with natural ones.
b. restore normal brain function through electro-convulsive therapy.
c. provide a rationale for the dissection of human cadavers.
d. none of these resulted from the development of medical concepts.
ANS: A DIF: easy REF: p. 11

OBJ: early Greek and Roman thought MSC: TYPE: conceptual
12
67. The earliest known practitioner who believed that brain dysfunction, not demons and evil spirits, was the cause of abnm
oral behavior was
a. Socrates.
b. Hippocrates.
c. Plato.
d. Bhutto.

OBJ: early Greek and Roman thought MSC: TYPE: factual
68. The father of modern medicine who believed the brain was the central organ of the body and a cause of abnormal behavioisr:
a. Plato.
b. Socrates.
c. Hippocrates.
d. Bhutto.

69. Throughout Greece and Rome, physicians emphasized a approach to learning about the causes of abnormal behavior.
a. theoretical
b. spiritual
c. scientific
d. theological

70. The Middle Ages had continued scientific progress in the Middle East while post-Roman empire Europe
a. discovered many natural drug substances.
b. returned to supernatural theories.
c. was polarized between humane treatment and torture.
d. reverted to Neanderthal morphology.
ANS: B DIF: moderate REF: p. 11 OBJ: middle ages

MSC: TYPE: factual
71. During the Renaissance period, treatment for abnormality
a. continued on a dismal path of superstition and torture.
b. sought a total abandonment of the concept.
c. often portrayed insanity.
d. had a rebirth of natural and scientific approaches.
ANS: D DIF: easy REF: p. 11 OBJ: Renaissance

72. The asylums created during the Renaissance were generally
a. highly therapeutic with first rate treatment.
b. lacking in treatment with poor living conditions.
c. about the same as the community center punishment corridors.
d. nonexistent.
ANS: B DIF: easy REF: p. 11 OBJ: Renaissance

13
73. Treatment during the Middle Ages focused on
a. confinement and exorcism.
b. holy objects or relics
c. pilgrimages to holy places.
d. All of these were focus of treatment.
ANS: A DIF: easy REF: p. 11 OBJ: Middle Ages

MSC: TYPE: factual
74. Mass madness occurred during which historical period?
a. Middle Ages.
b. Stone Ages.
c. Renaissance.
d. Reform movement.
ANS: A DIF: easy REF: p. 11 OBJ: Middle Ages

MSC: TYPE: factual
75. One possible cause of mass hysteria that occurred during the Middle Ages is
a. lack of emotional stability.
b. lack of feelings such as fear and panic.
c. ingestion of fungi on food.
d. belief that a person with mental disorders would undergo transformation into a werewolf.
ANS: C DIF: easy REF: p. 11 OBJ: Middle Ages

MSC: TYPE: factual
76. New approaches to treating people with mental disorder in the Renaissance period included which of the following?
a. psychogenicism.
b. lycanthropy.
c. asylums.
d. tarantism.
ANS: C DIF: easy REF: p. 11 OBJ: Renaissance

MSC: TYPE: factual
77. Paracelsus introduced the notion of psychic or mental causes for abnormal behavior and posed a treatment that would becmoe known as
a. behaviorism.
b. hypnosis.
c. asylums.
d. tarantism.
ANS: B DIF: moderate REF: p. 11 OBJ: Renaissance

78. During the Renaissance, were places set aside for people with mental disorder.
a. asylums
b. developmental centers
c. psychiatric hospitals
d. psychiatric prisons
ANS: A DIF: easy REF: p. 11 OBJ: Renaissance

MSC: TYPE: factual
14
79. An individual who was key to the movement to change the deplorable conditions found in asylums was
a. Hippocrates.
b. Aristotle.
c. William James.
d. Philippe Pinel.
ANS: D DIF: easy REF: p. 12 OBJ: reform movement

MSC: TYPE: factual
80. Shocked by the living conditions of patients, Pinel introduced changes that included
a. more humane treatment.
b. the availability of exercise.
c. sunny rooms.
d. all of these.
ANS: D DIF: easy REF: p. 12 OBJ: reform movement

81. The Reform Movement is characterized by
a. a slogan with no meaningful progress.
b. government takeover of mental illness diagnosis.
c. advances in the humane treatment of mental patients.
d. isolation to small towns in France.
ANS: C DIF: easy REF: p. 12 OBJ: reform movement

82. Pinel’s reforms in France soon spread to other locations. In America, is credited with making the most signifincta changes in treating
individuals with mental disorder.
a. William Tuke
b. Clifford Beers
c. Dorothea Dix
d. All of these individuals shared in making changes within the United States.
ANS: C DIF: easy REF: p. 12 OBJ: reform movement

MSC: TYPE: factual
83. The modern era, with significant emphasis from the mental hygiene movement, was initiated by
a. Clifford Beers.
b. Dorothea Dix.
c. Philip Pinel.
d. Dorothea Beers.
ANS: A DIF: easy REF: p. 12 OBJ: modern era

MSC: TYPE: factual
84. The somatogenic perspective deals with causes, while the psychogenic perspective is about causes.
a. psychological; physical
b. physical; psychological
c. arbitrary; concrete
d. metaphysical; behavioral
ANS: B DIF: moderate REF: p. 12 OBJ: modern era

15
85. The modern approach to abnormal psychology includes
a. accepting those with mental disorder as people who need professional attention.
b. placing person’s with a mental disorder into a psychiatric hospita
c. allowing police the ability to perform a mental hygiene arrest when necessary.
d. placing individuals into asylums for their own protection.

86. In the modern era, methods are used to understand and treat mental disorder.
a. scientific
b. biomedical
c. psychological
d. All of these are methods used in the modern era.
ANS: D DIF: easy REF: p. 12 OBJ: modern era

MSC: TYPE: factual
87. A Mind That Found Itself was considered to be a highly influential book because it provided the basis for the
a. hospitalization of patients.
b. formation of group homes.
c. mental hygiene movement.
d. development of the DSM.
ANS: C DIF: moderate REF: p. 12 OBJ: modern era

MSC: TYPE: factual
88. Several theoretical perspectives were developed during the late 1th9 century and throughout the 20th century. Which of the following perspectives
was NOT one of these early perspectives?
a. biopsychosocial
b. psychodynamic
c. sociocultural
d. cognitive

MSC: TYPE: factual
89. The somatogenic perspective emphasizes
a. bodily causes of behavior.
b. psychological causes of behavior.
c. mind-related causes of behavior.
d. psychosomatic causes of behavior.

MSC: TYPE: factual
90. Clifford Beers’ autobiography recounted his experience as
a. a patient in a mental institution.
b. a physician in the 1800s.
c. a mental health counselor.
d. the first psychiatrist in America.

MSC: TYPE: factual
16
91. Self-help gurus and their messages seem to fall into two categories, victimization and
a. delusion.
b. hysteria.
c. empowerment.
d. support.
ANS: C DIF: easy REF: p. 13 OBJ: focus on ethics

MSC: TYPE: factual
92. The self-help industry promotes
a. victimization.
b. empowerment.
c. both victimization and empowerment.
d. neither victimization nor empowerment.
ANS: C DIF: easy REF: p. 13 OBJ: focus on ethics

MSC: TYPE: factual
93. The main emphasis in the dimensional perspective is on
a. how many symptoms are present.
b. how long the symptoms have been present.
c. the degree of symptoms.
d. isolating the effects of how long a symptom has been present.
ANS: C DIF: easy REF: p. 13 OBJ: dimensional perspective

94. The prevention perspective has its origins in
a. personal hardiness.
b. mental hygiene.
c. yearly checkups.
d. consistent denial.
ANS: B DIF: easy REF: p. 13 OBJ: prevention perspective

MSC: TYPE: factual
95. The science of promoting mental health and thwarting mental disorder through education, early treatment, and public hethalmeasures is known as
a. public health.
b. psychogenics.
c. somatogenics.
d. mental hygiene.
ANS: D DIF: easy REF: p. 13 OBJ: prevention perspective

MSC: TYPE: factual
96. The key to disorder prevention is
a. subjective criteria.
b. memorizing all disorder symptoms.
c. interpreting others' behavior as disorder.
d. identifying, responding to, and coping with risk factors.
ANS: D DIF: moderate REF: p. 14 OBJ: prevention perspective

17
97. A prevention approach is consistent with
a. alternative therapies.
b. being aware of the unconscious
c. a public health model.
d. a private health model.
ANS: C DIF: easy REF: p. 14 OBJ: prevention perspective

98. Regarding mental disorders and physical health,
a. they seem to be unrelated.
b. mental disorders have been associated with physical health decline.
c. it seems to be totally hereditary.
d. a more disorder to culture, the lower the health.
ANS: B DIF: easy REF: p. 14 OBJ: prevention perspective

MSC: TYPE: factual
99. The model of prevention that focuses on promoting good health and good health practices to avert disease is known as
a. the public health model.
b. psychogenics.
c. somatogenics.
d. mental hygiene.
ANS: A DIF: easy REF: p. 14 OBJ: prevention perspective

100. Primary prevention is aimed at
a. people in primary education
b. first time onset subjects
c. large numbers of people not yet experiencing mental disorder
d. the first efforts to influence someone
ANS: C DIF: easy REF: p. 14 OBJ: types of prevention

101. Secondary prevention targets
a. problems early on—while still manageable.
b. the second onset of symptoms.
c. people who contacted the subject.
d. factors not yet known.
ANS: A DIF: easy REF: p. 14 OBJ: types of prevention

102. Tertiary prevention is about
a. preventing disorder through social programs.
b. reducing the severity, time length, and adverse effects of a disorder.
c. the third attempt to intervene and help.
d. allowing the disorder to run its course naturally.
ANS: B DIF: easy REF: p. 14 OBJ: types of prevention

MSC: TYPE: factual
18
103. Addressing emerging problems while they are still manageable and before they become resistant to intervention describes
a. primary prevention.
b. secondary prevention
c. tertiary prevention.
d. combinational prevention.
ANS: B DIF: easy REF: p. 14 OBJ: types of prevention

104. Reducing the severity, duration, and negative effects of a mental disorder after it has occurred describes
a. primary prevention.
b. secondary prevention.
c. tertiary prevention.
d. combinational prevention.
ANS: C DIF: easy REF: p. 14 OBJ: types of prevention

105. The consumer perspective offered in your text
a. provides tips on over consumption and addiction.
b. is all-encompassing.
c. systematically rejects dissimilar perspectives.
d. helps readers become informed about scientific information on mental health.
ANS: D DIF: easy REF: p. 14 OBJ: consumer perspective

106. When a person is characterized by others based on a single characteristic, such as being shunned or rejected, they arexeperiencing the effects of
a. stigma.
b. maladaptive behavior.
c. social deviance.
d. stereotypical response.
ANS: A DIF: easy REF: p. 14 OBJ: stigma

107. Stigma may occur when government or other institutional policies negatively affect opportunities for people who are seeans
a. threatening.
b. dangerous.
c. less deserving of support.
d. all of these
ANS: D DIF: easy REF: p. 14 OBJ: stigma

MSC: TYPE: factual
108. Many people avoid psychological treatment and diagnosis because of
a. excessive cost of treatment
b. the stigma associated with being labeled with a disorder
c. believing they have no problems whatsoever
d. feeling that they can handle it themselves
ANS: B DIF: moderate REF: p. 15 OBJ: stigma

MSC: TYPE: factual
19
109. The stigma of mental disorder is associated with
a. a real tendency toward imbalance behavior.
b. the stereotype of being unpredictable, dangerous, violent, and incompeten
c. a high number of actual events.
d. an accurate understanding of mental factors.
ANS: B DIF: easy REF: p. 15 OBJ: stigma

MSC: TYPE: factual
110. When the media focuses on negative aspects and outcomes of mental disorders
a. the public reacts with positive support.
b. it results in prejudice and discrimination.
c. massive public paranoia results.
d. it seems to have no consequence.
ANS: B DIF: easy REF: p. 15 OBJ: stigma

111. Stigma likely arises from a stereotype that people with mental disorder include all of the following EXCEPT
a. dangerous and violent.
b. incompetent.
c. irresponsible and unpredictable.
d. caring and concerned.
ANS: D DIF: easy REF: p. 15 OBJ: stigma

MSC: TYPE: factual
112. One type of stigma that refers to the general disgrace the public confers on people with mental disorder that can resuilnt prejudice, stereotyping,
and discrimination is
a. personal stigma.
b. group stigma.
c. public stigma.
d. self stigma.
ANS: C DIF: easy REF: p. 15 OBJ: effects of stigma

113. One type of stigma that refers to the disgrace a person assigns to themselves is
a. group stigma
b. self-stigma
c. personal stigma
d. public stigma
ANS: B DIF: easy REF: p. 15 OBJ: effects of stigma

KEY: WWW MSC: TYPE: conceptual
114. stigma happens when the public conveys a general disgrace, while stigma is more when a person assigns a disgcrea to themselves
a. Private; public
b. Public; self
c. General; specific
d. Specific; general
ANS: B DIF: moderate REF: p. 15 OBJ: effects of stigma

20
115. The two main methods to fight stigma are
a. rejection of labels and denial of symptoms.
b. communication and denunciation
c. education and promoting personal contact.
d. influencing and refuting.
ANS: C DIF: easy REF: p. 15 OBJ: fighting stigma

MSC: TYPE: factual
116. The text attempts to fight stigma by
a. isolated reports, sympathy building, and repetition.
b. giving factual information to dispel myths.
c. providing positive information and omitting negative information.
d. appealing to emotions.
ANS: B DIF: easy REF: p. 16 OBJ: fighting stigma

MSC: TYPE: factual
117. Stigma can be fought by
a. distributing flyers to increase education.
b. presenting factual information in courses regarding mental disorder.
c. promoting personal contact with a mental disorder.
d. all of the above may help reduce stigma.
ANS: D DIF: easy REF: p. 16 OBJ: fighting stigma

MSC: TYPE: factual
118. Stigma of mental disorder may best be fought by
a. promoting personal contact with a person who has a mental disorder.
b. scanning Internet social sites for information.
c. attending church on a regular basis.
d. none of these will help reduce stigma of mental disorder.
ANS: A DIF: easy REF: p. 16 OBJ: fighting stigma

MSC: TYPE: factual
119. Larry was diagnosed with schizophrenia. One part of his treatment involves attending group therapy where he explains wthiat is like living with
the disorder. His description is called a(n)
a. scenario.
b. narrative.
c. discourse.
d. explanation.
ANS: B DIF: moderate REF: p. 16 OBJ: fighting stigma

ESSAY
1. Define and describe mental disorder.
ANS:
Student responses should include
- a mental disorder is a group of emotions, cognition, or behavioral symptoms that cause distress or significant problems
2. Define and describe the three components to abnormality.
ANS:
- emotions, thoughts, and behaviors are considered abnormal when they deviate greatly from the norm, interfere with daifluynctioning, or
cause substantial personal distress
21
3. Identify the history of abnormal psychology up to the Renaissance.
ANS:
- early theoreticians attributed abnormal behavior to supernatural causes such as demon possession with exorcism and trepinhation as
primary forms of treatment
- development of medicine among Egyptians and Greeks helped replace ancient supernatural areas with natural ones, and trtemaent
focusing on creating therapeutic environments via healthy diet, exercise, massage, and education
- the fall of the Roman empire led supernatural theories of abnormal behavior such as demon possession with treatment fosciung on prayer,
holy objects, pilgrimages, confinement, and exorcism
4. Identify the history of abnormal psychology from the Renaissance to the modern era.
ANS:
- during the end of the Middle Ages and beginning of the Renaissance, natural and scientific approaches to health and hum
n abehavior
reemerged
- asylums were built for those with mental disorder, but generally provided poor care and treatment
- the reform movement introduced significant changes to treating mental disorder and led to modern approach, which inclusdaeccepting
those with mental disorder as individuals needing treatment and applying biomedical and psychological methods
5. Identify and describe prevention of mental disorders and stigma as described in the text.
ANS:
- primary prevention targets groups of people who have not developed a disorder—to decrease overall rates of a given proebml
- secondary prevention addresses problems while they are still manageable and before they become resistant to intervention
- tertiary prevention reduces duration and negative effects of a mental disorder after it occurs in an individual
- stigma associated with mental disorder can result in discrimination, social avoidance, and failure to seek treatment
- stigma can be fought via education and by promoting personal contact with those with a mental disorder
22
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BELÄGRINGEN AV SPANGAR
En söndag, när som vanligt kyrkofolket stod rådvillt skockat vid den
stängda porten, bespisat rikligen med lagens lut, men törstande till
evangeliskt vatten, som äntligt velat släcka våndans brand — en
sådan dag kom vandrande på vägen profeten Josua från Vägasked.
Hans gråa långskägg svallade i solen, hans panna lyste hög och
siarklar, det syntes genast på hans karska hållning: förkunnar andan
jäste i hans bröst. Han plöjde sig en väg igenom mängden och
klättrade på kyrkomuren upp. Han väntade ett ögonblick, tills alla fått
syn på honom, där han upphöjd stod. Då vart han blek av andan,
och han talte:
»När icke folket finner väg till mig, så måste jag omsider söka
folket. Ty skammen går på torra landet, vänner, och eder ynkedom
vet ingen hut. Här stå ni darrande av djävulsfruktan, begapande
varann som vilsna får, fast sommarn blommar härliga mot höjden. Ni
ränna runt som fanen satt i baken, ni skria bibelsprängt på tusen
möten och tugga svavlet om, som prästen spytt, men hemmen,
fälten, fänaden försummas. Och vadan detta allt? Ni ropa: straffet!
Jag frågar vilket? Jo, det skall ni höra: det är er egen ynkedom som
hämnas. Så långt man minns har denna leda by ej aktat på naturens
visa ordning och låtit oförhindrad var få sitt. Ty penningpungen var er
enda gud tillhopa med sin broder, högfärdsdjävuln, — där har du
dina förstår, leda by! Här handlades med allting. Barnens kroppar
blev bytesvara mellan gård och gård. Jag frågar eder: höjdes det en
hand förutom min mot sista slemma dådet, då Gammelgårdens
Klara såldes bort?»
Han höll ett ögonblick. Ett ovisst mummel steg upp ur

mänskohopen, halvt förargat, men halvt bejakande den sturska
läxan. Och mitt ur högen kom en häpen röst: »Förbanne mig, han
kan ha rätt, den tokern!» Då tog profeten ännu högre vid:
»Det händer dock, när köttets köpenskap bedrives alltför fräckt, att
anden reser sig upp till nödvärn mot det råa våldet, fast präst och
kyrka stå på köttets sida. Si, andens långmod är förvisso stort, och
därför frågas föga om hans mening, men kränkes han för svårt — då
står han upp och mejar, liksom lien mejar säden, beräkningarnas
jämmerliga fält. Platt ingenting blir kvar — blott svarta marken, där
skator flaxa skrattande omkring. Då menar man att djävulen tog
växten, och löper ylande till kyrkan hän och gömmer huvudet vid
prästens mage och skyggar till för allt som far och flyger, anamma,
som en vettvill tvåårsmärr.»
»Har du förstått mig, ynkansvärda by? Jag frågar nu: kom ej er

själanöd från denna vita vandrerska i natten, hon, som förpinad gick i
drömmen ut, förunderligt av trofast längtan vägledd? Si, ingen häxa
var hon, ingen vålnad, men utsänd var hon till er egen bot. Ty där
hon nattliga gick sjuk förbi, där gick ert kranka samvete på vägen. Är
icke detta sanningen, gottfolk?»
Bekräftande steg mumlet upp ur hopen, och huvud nickade sitt ja

och amen, men mitt ur högen kom en röst på nytt: »Du talar svåra
tankedigert, gubbe, men vet du någon råd, så raska på!»
Då greps profeten av ett mäktigt löje, som hoppade som grodor i
hans drag men dog omsider i det stora skägget. Han rätade sig ut i
all sin längd, och muntert skrek han ned från kyrkomuren:
»Om jag vet råd? Det var en fråga det! —

Vrid rätt igen vad vrånga viljor vrängde!
Ge drängen åter flickan, som är hans,
och signad sommar skall besöka bygden!»
Han hade sagt vad mången länge tänkt, fast klenmod tystat
tungan på dem alla. Nu brast den bundna vreden lös, den steg som
när en jättegryta kokar över och kastar locket som ett spån ifrån sig.
Det sjöd och bubblade i hundra bröst, man fäktade med nävarna,
man skrek: »Ge drängen flickan hans! Ge Spangar svinskjuts!»
Tumultet växte. Det sög till sig snabbt vad allt som fanns i kyrkbyns
fyra hörn av hundar, barn och påkbehängda sällar. Förenade vid
kyrkan stodo snart de tvenne stränderna som ständigt trätat,
upptända av en helig endräkt nu. »Mot Spangar!» skreks det — »hej,
framåt mot Spangar!» — Men ned från kyrkomuren klev profeten och
vandrade sin väg till söndagssång.
Dock spred sig hären icke, ned mot bron den rullade sin vredes
tunga bränning. En biflod väste upp mot Gammelgård, som låg där
grå och stilla, snett mot kyrkan. Man hötte vilt med nävarna mot
knuten, där änkan visstes ligga i sin säng, och röster skreko:
kopplerska och packa! Då syntes bröderna på farstutrappan, den
hederlige Gusten, Jan och Lill-Matt, beväpnade med var sitt tjocka
grimskaft. Man lyfte påken… Det var ingen fara, de vinkade på
sammansvurnas sätt och drogo med de andra bort mot Spangar.
På bron hölls krigsråd några ögonblick. Så stormade med ens den

morska hären mot Spangarstranden som en getingsvärm, med
mycken ilska surrande på brinken. Omslutet snart stod
nämndemannens hus av ring på ring med hotfullt höjda påkar, och
gården fylldes som det regnat gubbar utav en hundrahövdad,
skränig hop. »Ge flickan åter, som du stal av drängen! Ge flickan fri,
din djävla kvinnotjuv!»
Det kom ej svar. I bommad myndighet stod breda farstudörren

järnbeslagen, och fönstren sågo oberörda ned, som kunde intet
bryta deras tystnad. Det kom ej svar. Men skränet växte till, bemängt
ibland med klang av sprängda rutor, ty nu begynte stenarna att
hagla. Och redan sprungo Jan och Lill-Matt upp på farstubron och
började med sparkar behamra dörren, dundrande som trummor.
Då hördes ej hur bommen lyftes av, men plötsligt växte Spangar

fram på trappan, av vrede vit och jättelik att skåda. Den äldre
brodern fälldes med en spark, så han sjönk dubbelviken hop och
spydde; men Lill-Matt kramades av nämndemannen med nacken
ned mot knäna till en boll, så slungade han bollen ut på gården, och
karlar stöpo radvis, där den kom. Men lika plötsligt var han åter
borta, och dörren small igen, och bommen föll.
Betänksamhet grep hundramanna hären, och skränet krympte

snopet efter hand. Det hade ingen väntat! Omkring trappan
förmärktes hastigt ett respektfullt rum. Man stod och morrade i
mörka klungor och svor ohyggligt, hötande ibland: i morron, gubbe,
vänta du, i morron! Man skelade i smyg mot närmsta grannen: skall
inte snart du ge dig av, så jag med heder kan gå hem till
aftongröten? Fanflykten började. Där någon smet försiktigt bort i
skydd av uthuslängan, som var han stadd i trängande bestyr, där
följde genast tjugu trängda efter. Och när det nattades låg brinken
tom, och ej ett liv var synligt mer på gården. Ett fäste likt låg
nämndemannens hus, tillbommat, tyst, och stirrade omkring sig med
sina ödelagda fönsterögon.
***
Då tändes där det grubbelsjuka ljuset. Det lyste över midnatt långt
mot morgon, helt sakta flämtade det stundom till för kylans andning
ur de öde fönstren. Så släcktes det. En ensam man steg ut på
farstubron i första gryningsskenet. Han vandrade till stallet, låste upp
och spände för den vackra travarhingsten.
En kärra körde långsamt över bron. Det var ej någon fart i dag på
hästen, och piskan vilade förglömd i knät på mannen, som i tankar
satt försjunken. Han såg sig aldrig om, han körde bara likt den som
äntligt vet sin enda väg, fast den är mödosam och intet brådskar.
Det låg en sällsam ro kring denna man, där han i röda

morgonljuset åkte igenom rågarna mot bergen bort.
I RÅGEN
Som elden varit lös i själva kyrkan, så hastigt lopp ett bud från dörr
till dörr:
»Säg, har ni hört det — han är kommen, drängen, han vart av

Spangar egenhändigt hämtad. Nu sitter han som bäst på Vägasked,
förplägas rikligen och fejas fin — här skall bli muntert, jädrar och
anfäkta!» Så ropte ryktet jublande kring byn, och julihimlen log och
kyrkotuppen.
Det blev ett spring i bodar och kontor, klädkammaren blev plockad
i ett huj på helgdagsvästar och på silkesdukar, och varje yngling som
var snäll att spela tog länge glömda felan från sin spik. Han
kvintilerade som hin en stund, tills lådan åter lydde gamla konster,
och spottade i nävarna och sprang.
Snart var det tomt i gårdarna. Blott farmor satt vaktande den
övergivna grytan, och några ungar stodo runt omkring och frågte
ängsligt: farmor, blir det krig? Men utåt Vägasked gick strömmen
jämn längs sockenvägens middagsheta fåra, välkomnande den
äntligt funna frälsarn.
Han satt i stugan. Men profeten stod och stängde vägen, talande
från trappan. Ty sjuttiåringen höll på som bäst och hyfsade den vilda
junkarluggen — det sågo pojkarna, som klättrat upp till fönstren,
stångande varann i höjden. Då gav man sig till tåls en stund ännu.
Man spände för den välbekanta hästen, byns blankaste och lataste
och äldsta, för gubbens sällan sedda söndagsschäs. Man pyntade till
hyllning ekipaget med blom och strå, från närmsta tegar brutna av
flinka flickor, och ur rian sjöd en storm av stråkar, prövande till
samspel.
Nu var han äntligt färdig. Ett hurra bröt löst kring trappan, svällde
ut och steg ur trängseln upp mot sommarstilla molnen. Och hela
gården vred sig runt en stund som när en stordeg knådas i ett tråg,
tills allt var ordnat efter stånd och ställning. Då bröt man upp, och
detta var ett festtåg, vars make ingen lär ha sett i byn.
Först gingo tjugu drillande fioler. Så kom profetens häst, av

gubben körd med mycken värdighet i väldig respäls.
Han satt och svettades och sken, men drängen, den sjuttiåriga,
stod bak i bygeln så styv i ryggen som en kejsarknekt. Kring båda
hjulen rullade en sol av granna rågax, och ur hästens sele stack
blåklint ut i vajande buketter.
Och tronande med hatten i sin hand satt högst i kärran

Spangardrängen Markus, han viftade ibland mot följet ut, men för det
mesta var han svårt förlägen. Ty efter kärran i allvarlig takt kom rad
på rad av kyrkobyns förnämste, behållna bönder, myndiga i min,
med guldked guppande på svarta västar. Så kommo kvinnofolken i
en flock med snack och snytningar och glädjetårar, så
slagsmålssällar, pojkar, hundar, barn. Allt lägre sjönko stånden, varv
på varv, precis som taken gjorde det kring kyrkan, tills allt omsider
tog en ändalykt med fiskar Filus och hans barnbarnsbarn. Nej, sist
av alla, kryssande i dammet kom brännvinsbrännar Janne med sin
bock, han svang en kutting lallande i luften, frampuffad
understundom av den röde.
Så drog man festligen i kyrkbyn in. Från gård till gård gick tåget,
överallt det viftade från trapporna välkommen. Och när man äntligt
gjorde halt på bron, stod aftonsolen lutande mot nedan.
Det blev en natt, som byn besjunger än! Från alla vallar ljöd det
muntert spel, och bössor knallade mot ljumma himlen, från vilken
stjärnskott föllo ned till svar. Det flammade på ån: en jätteflotte av
tjärigt stapelvirke tändes på, och båtar rodde svängande med bloss
kring stränderna, som dansade i skenet. På Vägasked var fest tills
morgon kom: rigolvet dundrade av hundra klackar, då sjuttiåra
drängen förde an det stolta purpuriet, högtidsdansen. Det var den
natten som profetens golv mot morgonsidan rämnade med brak —
det är bevarat än till minnesmärke.
Men långt från gästabud och dryck och dans försvunno de i

sädeshavets skymning, de två som bygden hyllade i natt. De gingo
tigande från ren till ren, för häpna för att ännu töras tala. Blott axen
viskade sitt sus som förr ur när och fjärran i den mörkblå natten. Allt
längre gingo de, alltmer de sjönko i rågens varma, välbekanta famn.
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Test Bank for Abnormal Psychology

and Life A Dimensional Approach, 1st

Test Bank for Abnormal Psychology and Life A

Abnormal Psychology A Scientist Practitioner Approach

Test Bank for Abnormal Psychology, 1st Canadian

Test Bank for Abnormal Psychology: An Integrative

Test Bank for Abnormal Psychology, 1st Australian

Test Bank for Abnormal Psychology: An Integrative

Test Bank for Medical Dosage Calculations A Dimensional

Test Bank for Abnormal Psychology An Integrative

d. applying techniques of psychology to perform reverse-psychology.

ANS: A DIF: moderate REF: p. 2 OBJ: introduction

a. behaviors we see in all people at all times.

b. behaviors observed in a ritual for a particular culture

c. behavior that characterizes most people.

d. behaviors that allow an individual to adapt to life’s demands.

ANS: C DIF: easy REF: p. 3 OBJ: what is a mental disorder

8. Normal behavior is described in your textbook as

a. behaviors we see in students at all times.

b. behaviors observed in only a particular culture.

c. behaviors that allow individuals to adapt to their environment.

d. behavior that characterizes most people.

ANS: D DIF: easy REF: p. 3 OBJ: what is a mental disorder

b. students on probation from college.

ANS: C DIF: moderate REF: p. 3 OBJ: what is a mental disorder

a. ability to learn from mistakes

b. poor academic performance

c. experience of personal distress

d. traditions for a culture

ANS: C DIF: moderate REF: p. 3 OBJ: what is a mental disorder

ANS: C DIF: moderate REF: p. 3 OBJ: what is a mental disorder

12. Treva Throneberry was considered to exhibit abnormal behavior because it

a. was deviant from the norm.

b. caused difficulty for individuals who worked with her.

c. caused her significant personal distress.

d. resulted in failing grades in school.

ANS: A DIF: moderate REF: p. 3 OBJ: what is a mental disorder

a. deviant from the norm.

b. disappointing to people watching

ANS: A DIF: moderate REF: p. 3 OBJ: what is a mental disorder

14. A statistical method of defining abnormality would include

a. extremely high levels of activity.

b. extremely low levels of activity.

c. extremely high and low levels of activity.

d. average levels of activity.

ANS: C DIF: easy REF: p. 3 OBJ: deviance from the norm

15. Identification of deviance from the norm would be beneficial to

d. establish treatment guidelines.

ANS: A DIF: moderate REF: p. 3 OBJ: deviance from the norm

16. Statistical methods would be used to assess abnormality in

b. abnormal behavior frequency studies.

c. deviance from the norm.

d. consequences of abnormal behavior analysis.

ANS: C DIF: moderate REF: p. 3 OBJ: deviance from the norm

17. Less frequent or less probable behaviors are considered to be abnormal or

ANS: A DIF: easy REF: p. 3 OBJ: deviance from the norm

a. not all behaviors are maladaptive.

b. cultures differ in how they define what is normal.

c. daily problems prompt people to seek treatment.

d. statistical deviance offers clear guidelines for researchers.

ANS: B DIF: moderate REF: p. 4 OBJ: deviance from the norm

a. deviance from the norm.

c. difficulties adapting to life demands.