CHAPTER - 4

PSYCHOLOGICAL DISORDERS

CONCEPT OF ABNORMALITY :

 There are many definitions of abnormality but none has got universal acceptance
 Most definitions have certain common features called four Ds’ : Deviance Distress
Dysfunction Danger

Psychological Disorders are –

 deviant - different, extreme, unusual, even bizarre,

 Distressing - unpleasant and upsetting to the person and to others,
 dysfunctional – interfering with the person's ability to carry out daily activities in
a constructive way
 and possibly dangerous to the person or to others.

The word 'abnormal' literally means "away from the normal"

 It implies deviation from some clearly defined norms or standards.

 There are two basic and conflicting views :

The first approach views

 abnormal behaviour as a deviation from social norms. Many psychologists have

stated that 'abnormal' is simply a label that is given to a behaviour which is deviant
from social expectations.
 Each society has norms, which are stated or unstated rules for proper conduct.
 Behaviours, thoughts and emotions that break social norms are called abnormal.
 A society's norms grow from its particular culture - its history, values, institutions,
habits, skills, technology, and arts.
 Thus, a society whose culture values competition and assertiveness may accept
aggressive behaviour as normal whereas
 Society that gives importance to cooperation and family values (such as in India)
may consider aggressive behaviour as unacceptable or even abnormal.
 A society's values may change over time, causing its views of what is
psychologically abnormal to change as well.
 Serious questions have been raised about this definition. It is based on the
assumption that socially accepted behaviour is not abnormal, and that normality is
nothing more than conformity to social norms.

The second approach views

 abnormal behaviour as maladaptive.

 Many psychologists believe that the best criterion for determining the normality of
behaviour is not whether society accepts it but whether it fosters the well-being of
the Individual and eventually of the group to which he/she belongs
  Well-Being is not simply maintenance and survival but also Includes growth and
fulfillment, i.e. the actualization of potential.
 According to this criterion, conforming behaviour can be seen as abnormal if it is
maladaptive, i.e. if it interferes with optimal functioning and growth. For example, a
student in the class prefers to remain silent even when s/he has questions in her/ his
mind.
 Describing behaviour as maladaptive implies that a problem exists.

Psychological disorders :

 Often characterised by superstition, ignorance and fear.

 It is commonly believed that psychological disorders is something to be ashamed of.
 The stigma (shame, disgrace or dishonor) attached to mental illness means that
people are hesitant to consult a doctor or psychologist because they are ashamed of
their problems.
 Psychological Disorder which indicates a failure in adaptation should be viewed as
any other illness.

Historical Background of Psychological Disorder :

The history of abnormal psychology has been viewed through different periods of history :

The Ancient Theory

 It States that abnormal behavior can be explained by the operation of supernatural

and magical forces such as evil spirits (bhoot-pret), or the devil (shaitan).
 Exorcism, i.e. removing the evil that resides in the individual through counter magic
and prayer, is still commonly used.
 In many societies, the shaman, or medicine man (ojha) is a person who is believed
to have contact with supernatural forces and is the medium through which spirits
communicate with human beings.
 Through the shaman, an afflicted person can learn which spirits are responsible for
her/his problems and what needs to be done to appease them.

The Biological Or Organic Approach

 A recurring (persistent) thing in the history of abnormal psychology is : The belief

that individuals behave strangely because their bodies and their brains are not
working properly.
 In the modern era, there is evidence that body and brain processes have been linked
to many types of maladaptive behaviour.
 For certain types of disorders, correcting these defective biological processes results
in improved functioning.

The Psychological Approach

 Psychological problems are caused by inadequacies in the way an individual thinks,

feels, or perceives the world.
 All three of these perspectives — supernatural, biological or organic, and
psychological have recurred throughout the history of Western civilization.
The Organism Approach

 Pertains to ancient western world .

 Approach was given by Hippocrates, Socrates in general and Plato in particular.
They viewed disturbed behaviour as arising out of conflicts between emotion and reason.
 Galen elaborated on the role of the four humours in personal character and
temperament. According to him. the material world was made up of four elements
Earth, Air, Fire and Water which combined to form four essential body fluids, viz,
blood, black bile, yellow bile, and phlegm. Each of these fluids was seen to be
responsible for a different temperament. Imbalances among the humours were
believed to cause various disorders.
 This is similar to the Indian notion of the three doshas of vata, pitta and kapha,
which were mentioned in the Atharva Veda and Ayurvedic texts.

In the Middle Ages,

 demonology and superstition gained renewed importance in the explanation of

abnormal behaviour.
 Demonology related to a belief that people with mental problems were evil and there
are numerous instances of 'witch-hunts' during this period.
 During the early Middle Ages, the Christian spirit of charity prevailed and St.
Augustine wrote extensively about feelings, mental anguish and conflict. This laid
the groundwork for modern psychodynamic theories of abnormal behaviour.

The Renaissance Period was marked by increased humanism and curiosity about
behaviour. Johann Weyer emphasized

 psychological conflict and disturbed interpersonal relationships as causes of

psychological disorders.
 He also insisted that 'witches' were mentally disturbed and required medical, not
theological, treatment.

The Age of Reason and Enlightenment

 The seventeenth and eighteenth centuries was the age of Reason and Enlightenment.
 During this age scientific method replaced faith and dogma as ways of
understanding abnormal behaviour.

The Reform Movement

 The growth of scientific attitude towards PD in the 18th Century contributed to the
reform movement and to increased compassion for people who suffered from these
disorders.
 Reforms of asylums were initiated in both Europe and America. One aspect of the
reform movement was the new inclination for deinstitutionalization which placed
emphasis on providing community care for recovered mentally ill individuals.

In recent years, there has been a convergence of these approaches, which has resulted in an
Interactional or Bio – Psycho - Social approach. From this perspective all three factors, i.e.
BIOLOGICAL. PSYCHOLOGICAL AND SOCIAL play important I roles in influencing the
expression and outcome of psychological disorders.

CLASSIFICATION OF PSYCHOLOGICAL DISORDERS (PD)

 To understand PD we have to do classification of PD.

 Classification of psychological disorders is done in groups based on the shared
characteristics of the group.

Why Classification ?

Classifications are useful because they enable psychologists, psychiatrists and

social workers

 to communicate with each other about the disorder

 to help in understanding the causes of psychological disorders and
 to know the processes involved in their development and maintenance.

DSM
 The American Psychiatric Association (APA) has published an official manual
describing and classifying various kinds of psychological disorders.
 The current version of it is ―The Diagnostic and Statistical Manual of Mental
Disorders, V Edition (DSM- V)”
 presents discrete clinical criteria which indicate the presence or absence of disorders.

ICD
 The classification scheme officially used in India is the 10th revision of International
Classification of Diseases ICD -10 which is known as ICD-10 Classification of
Behavioural and Mental Disorders.
 It was prepared by the World Health Organization (WHO).
 For each disorder, a description of the main clinical features or symptoms, and of
other associated features including diagnostic guidelines is provided in this scheme

FACTORS UNDERLYING ABNORMAL BEHAVIOUR

 Psychologists used different approaches.

 Each approach in use today emphasizes a different aspect of human behaviour, and
explains and treats abnormality in line with that aspect.
 These approaches also emphasize the role of different factors such as biological,
psychological and interpersonal, and soclo-cultural factors.

I. Biological Factors

 Influence all aspects of our behaviour.

 Biological factors such as faulty genes, endocrine imbalances, malnutrition,
injuries and other conditions may interfere with normal development and
functioning of the human body. These factors may be potential causes of abnormal
behavior.
  According to this biological model, abnormal behaviour has a biochemical or
physiological basis.
 Biological researchers have found that psychological disorders are often related to
problems in the transmission of messages from one neuron to another.
 A tiny space called synapse separates one neuron from the next, and the message
must move across that space. When an electrical impulse reaches a neuron's ending,
the nerve ending is stimulated to release a chemical, called a neurotransmitter.
 Studies indicate that abnormal activity by certain neurotransmitters can lead to
specific psychological disorders.
 Anxiety disorders have been linked to low activity of the neurotransmitter gamma
amino butyric acid (GABA),
 schizophrenia linked to excess activity of dopamine, and
 depression linked to low activity of serotonin.

II. Genetic factors

 Linked to mood disorders, schizophrenia, mental retardation and other

psychological disorders.
 Researchers have not been able to identify the specific genes that are the culprits.
 It appears that no single gene is responsible for a particular behaviour or a
psychological disorder.
 Infact, many genes combine to help bring about our various behaviours and
emotional reactions, both functional and dysfunctional.
 Although there is sound evidence to believe that genetic biochemical factors are
involved in mental disorders as diverse as schizophrenia, depression, anxiety, etc.
and biology alone cannot account for most mental disorders.

III Psychological models

 Provides a psychological explanation of mental disorder.

 As per this model Psychological and interpersonal factors plays an important role
in abnormal behaviour. These factors include

o maternal deprivation (separation from the mother, or lack of warmth and

stimulation during early years of life),
o Faulty parent-child relationships (rejection, overprotection, over- permissiveness,
faulty discipline, etc.),
o Maladaptive family structures (inadequate or disturbed family), and
o Severe stress.

 The psychological models include the psychodynamic, behavioural, cognitive, and

humanistic-existential models.

The psychodynamic model (is the oldest and most famous of the modern psychological -
models. )

Psychodynamic theorists believe that

 psychological forces within the person of which he/she is not consciously aware,
whether normal or abnormal, determine behaviour.
  These internal forces are considered dynamic, i.e. they interact with one another and
their interaction gives shape to behaviour, thoughts and emotions.
 Abnormal symptoms are viewed as the result of conflicts between these forces.
 This model was first formulated by Freud who believed that three central forces
shape personality — instinctual needs, drives and impulses (id), rational thinking
(ego), and moral standards (superego).
 Freud stated that abnormal behaviour is a symbolic expression of unconscious
mental conflicts that can be generally traced to early childhood or infancy.

The Behavioural Model.

 This model states that both normal and abnormal behaviours are learned and psychological
disorders are the result of learning maladaptive ways of behaving.
 The model concentrates on behaviours that are learned through conditioning and
proposes that what has been learned can be unlearned.
 Learning can take place by

o classical conditioning (temporal association in which two events repeatedly

occur close together in time)
o operant conditioning (behaviour is followed by a reward), and
o social learning (learning by imitating others' behaviour)

 These three types of conditioning account for behaviour, whether adaptive or

maladaptive.

The Cognitive Model.

 This model states that abnormal functioning can result from cognitive problems.
 People may hold assumptions and attitudes about themselves that are irrational and
inaccurate.
 People may also repeatedly think in illogical ways and make overgeneralizations.
that is, they may draw broad, negative conclusions on the basis of a single
insignificant event.

The humanistic-existential model

 Humanists believe that human beings are born with a natural tendency to be
friendly, cooperative and constructive, and are driven to self-actualize, i.e. to fulfill
this potential for goodness and growth.
 Existentialists believe that from birth we have total freedom to give meaning to our
existence or to avoid that responsibility. Those who shirk from this responsibility
would live empty, inauthentic and dysfunctional lives.

IV. The socio-cultural model

 Socio-cultural factors such as war and violence, group prejudice and

discrimination, economic and employment problems, and rapid social change,
put stress on most of us and can also lead to psychological problems in some
individuals.
  Behaviour is shaped by societal forces. Factors such as family structure and
communication, social networks, societal conditions, and societal labels and roles
become more important.
 Certain family systems are likely to produce abnormal functioning in individual
members. Some families have an enmeshed structure in which the members are
over involved in each other's activities, thoughts, and feelings. Children from this
kind of family may have difficulty in becoming independent in life.
 The broader social networks in which people operate include their social and
professional relationships. Studies have shown that people who are isolated and
lack social support, i.e. strong and fulfilling interpersonal relationships in their
lives are likely to become more depressed and remain depressed longer than
those who have good friendships.
 Socio-cultural theorists also believe that abnormal functioning is influenced by
the societal labels and roles assigned to troubled people. When people break the
norms of their society, they are called deviant and 'mentally ill'. Such labels tend
to stick, so that the person may be viewed as 'crazy' and encouraged to act sick.
The person gradually learns to accept and play the sick role, and functions in a
disturbed manner.

V. The diathesis-stress model.

 This model states that psychological disorders develop when a diathesis (biological
predisposition to the disorder) is set off by a stressful situation. This model has
three components as under :

o Diathesis or the presence of some biological aberration, which may be inherited.

o Diathesis may carry a vulnerability to develop a psychological disorder. i.e. This
means that the person is 'at risk' or 'predisposed' to develop the disorder.
o Presence of pathogenic stressors, i.e. factors/stressors that may lead to
psychopathology.

 If such "at risk" persons are exposed to these stressors, their predisposition may
actually evolve into a disorder.
 This model has been applied to several disorders including anxiety, depression, and
schizophrenia.

MAJOR PSYCHOLOGICAL DISORDERS

ANXIETY DISORDERS

 We experience anxiety when we are waiting to take an examination, or to visit a

dentist, or even to give a solo performance. This is normal and expected and even
motivates us to do our task well.
 On the other hand, high levels of anxiety that are distressing and interfere with
effective functioning indicate the presence of an anxiety- disorder — the most
common category of psychological disorders.
 Anxiety : Anxiety is usually defined as a diffuse, vague, very unpleasant feeling of
fear and apprehension. Everyone has worries and fears.
  The anxious Individual also shows combinations of the following symptoms:

o Rapid heart rate o Dizziness

o Shortness of breath o Sweating
o Diarrhea o Sleeplessness
o Loss of appetite o Frequent urination
o Fainting o Tremors

Major Anxiety Disorders

Generalise
d Anxiety
Disorder

Separation Major Panic

Anxiety Anxiety disorder
Disorder Disorders

Phobias

Generalised Anxiety Disorder :

consists of prolonged, vague, unexplained and intense fears that are not attached to any
particular object. The symptoms include

 Worry and apprehensive feelings about the future.

 Hyper vigilance, which involves constantly scanning the environment for dangers.
It is marked by motor tension, as a result of which the person is unable to relax, is
restless, and visibly shaky and tense.
Panic disorder

 Consists of frequent anxiety attacks in which the person experiences intense terror.
 dreads palpitations, trembling, dizziness, and a sense of losing control or even
dying.
 A panic attack denotes an abrupt surge of intense anxiety rising to a peak when
thoughts of a particular stimuli are present. Such thoughts occur in an unpredictable
manner.

 Symptoms include :
 Shortness of breath,  Choking
 Dizziness  Nausea
 Trembling  Chest pain or discomfort
 Palpitations  Fear of going crazy
 Losing control or dying

Phobias :

 Phobias often develop gradually or begin with a generalized anxiety disorder.

 People who have phobias have irrational fears related to specific objects, people, or
situations.
 People who was afraid to travel in a lift or climb to the tenth floor of a building, or
refused to enter a room if s/he saw a lizard, unable to speak a word of a well-
memorized and rehearsed speech before an audience.
 Phobias can be grouped into three main types, i.e.

Specific phobias Social phobias Agoraphobia.

 Specific phobias (Are the most commonly occurring type of phobias) This group
includes irrational fears such as intense fear of a certain type of animal, or of being in
an enclosed space.

 Social phobias Intense and incapacitating fear and embarrassment when dealing
with others characterizes social phobias.

 Agoraphobia Phobias : is the term used when people develop a fear of entering
unfamiliar situations. Many agoraphobics are afraid of leaving their home. So their
ability to carry out normal life activities is severely limited.

Separation anxiety disorder (SAD)

 SAD is another type of anxiety disorder.

 Individuals with separation anxiety disorder are fearful and anxious about
separation from attachmen to an extent that is developmentally not appropriate.
 Children with SAD may have difficulty being in a room by themselves, going to
school alone, are fearful of entering new situations, and cling to and shadow their
parents’ every move.
  To avoid separation, children with SAD may fuss, scream, throw severe tantrums, or
make suicidal gestures.

Obsessive Compulsive And Related Disorders

 People affected by obsessive compulsive disorder are unable to control their

preoccupation with specific ideas or are unable to prevent themselves from
repeatedly carrying out a particular act or series of acts that affect their ability to
carry out normal activities.

 Obsessive behaviour is the inability to stop thinking about a particular idea or

topic. The person involved, often finds these thoughts to be unpleasant and shameful.
 Compulsive behaviour is the need to perform certain behaviours over and over again.
Many compulsions deal with counting, ordering, checking, touching and washing.
Examples: Someone washing their hands every time they touch something or
washing even things like coins or stepping only within the patterns on the floor or
road while walking?
 Other disorders in this category include hoarding disorder, trichotillomania (hair-
pulling disorder), excoriation (skin-picking) disorder etc.

Trauma- and Stressor-Related Disorders

 People who have been caught in a natural disaster (such as tsunami) ,victims of
bomb blasts by terrorists ,serious accident in a war-related situation experience post-
traumatic stress disorder (PTSD).
 PTSD symptoms vary widely but may include recurrent dreams, flashbacks
impaired concentration emotional numbing.
 Adjustment Disorders and Acute Stress Disorder are also included under this
category.

Somatic Symptom and Related Disorders

These are conditions in which there are physical symptoms in the absence of a physical
disease.
 Individual has psychological difficulties and complains of physical symptoms for
which there is no biological cause.
 Somatoform disorders include somatic symptom disorders, illness anxiety
disorders, and conversion disorders.
 SOMATIC
SYMPTOM

SOMATIC
SYM AND
RELATED
CONVERSI RELATED
ILLNESS
ON RERELATE
DDISORERS ANXIETY
DISORDER
DISORDE
R

Somatic symptom disorder i

 Involves a person having persistent body-related symptoms which may or may not
be related to any serious medical condition.
 People with this disorder tend to be overly preoccupied with their symptoms and
they continually worry about their health and make frequent visits to doctors.
 As a result, they experience significant distress and disturbances in their daily life.

Illness Anxiety Disorder

 Involves persistent preoccupation about developing a serious illness and constantly

worrying about this possibility. This is accompanied by anxiety about one’s health.
 Individuals with illness anxiety disorder are overly concerned about undiagnosed
disease, negative diagnostic results, do not respond to assurance by doctors, and are
easily alarmed about illness such as on hearing about someone else's ill-health or
some such news.

Comparing Somatic symptom disorder with Illness Anxiety Disorder

 In general, both somatic symptom disorder and illness anxiety disorder are
concerned with medical illnesses.
 But, the difference lies in the way this concern is expressed. In the case of somatic
symptom disorder, this expression is in terms of physical complaints while in
case of illness anxiety disorder, as the name suggests, it is the anxiety which
is the main concern.

Conversion disorders: The symptoms include

 Loss of part or all of some basic body functions.

 Paralysis, blindness, deafness and difficulty in walking are generally among the
symptoms reported.
 These symptoms often occur after a stressful experience and may be quite sudden.
DISSOCIATIVE DISORDERS

 Dissociation can be viewed as severance (divisions, separation) of the connections

between ideas and emotions.
 Dissociation involves feelings of unreality, estrangement, depersonalization and
sometimes a loss or shift of identity.
 Sudden temporary alterations of consciousness that blot out painful experiences are
defining characteristic of Dissociative disorders.
 Three conditions are included in this group: Dissociative amnesia, dissociative
identity disorder, and depersonalization/derealization.

Dissociative
Disorders

Dissociative amnesia & Dissociative identity Depersonalization

disorder
Dissociative fugue

Dissociative amnesia

 The person is unable to tell important, personal information often related to a

stressful and traumatic report.
 The extent of forgetting is beyond normal.
 This disorder is often associated with overwhelming stress.
 A part of dissociative amnesia is dissociative fugue.

Dissociative fugue

 The person suffers from a rare disorder that combines amnesia with,
traveling away from a stressful environment.
 Explanation : Dissociative fugue has, as its essential feature, an unexpected
travel away from home and workplace, the assumption of a new identity, and the
inability to recall the previous identity. The fugue usually ends when the person
suddenly 'wakes up' with no memory of the events that occurred during the fugue.

Dissociative identity disorder (multiple personality)

 The person exhibits two or more separate and contrasting personalities associated
with a history of physical abuse.
 Explanation : Dissociative identity disorder, often referred to as multiple personality, is
the most dramatic of the dissociative disorders. It is often associated with traumatic
experiences in childhood. In this disorder, the person assumes alternate personalities that may
or may not be aware of each other.
Depersonalization

 involves a dreamlike state in which the person has a sense of being separated both
from self and from reality.
 In depersonalization there is a change of self-perception, and the person's sense of
reality is temporarily lost or changed.

DEPRESSIVE DISORDERS

 One of the most widely prevalent and recognised of all mental disorders is
depression. Depression covers a variety of negative moods and behavioural changes.
 Depression can refer to a symptom or a disorder. In day-to-day life, we often use the
term depression to refer to normal feelings after a significant loss, such as the break-
up of a relationship, or the failure to attain a significant goal.

Major Depressive Disorder

 Major depressive disorder is defined as a period of depressed mood and/or loss of

interest or pleasure in most activities, together with other symptoms which may
include
 Change In body weight
 Constant sleep problem
 Tiredness
 Inability to think clearly
 Agitation
 Greatly slowed behaviour,
 Thoughts of death and suicide
 excessive guilt or feelings of worthlessness.

 Factors Predisposing (prompting, influencing) towards Depression:

o Genetic make-up
o Heredity is an important risk factor for major depression and bipolar
disorders.
o Age is also a risk factor. For instance, women are particularly at risk during
young adulthood, while for men the risk is highest in early middle age.
o Similarly gender also plays a great role in this differential risk addition. For
example, women in comparison to men are more likely to report a depressive
disorder.
o Other risk factors are experiencing negative life events and lack of social
support. Both mania and depression alternately present, sometimes
interrupted by periods of normal mood

Bipolar Disorders

 Depression alternates with periods of mania and shows behaviour that is quite
opposite to depression
 In the manic state – person develops grandiose cognitions and doesn’t consider the
negative consequences before acting on these grandiose plans; speech is often rapid
 The risk of suicide attempt is highest
Types of Bipolar Disorders

1. Bipolar 1
2. Bipolar 2
3. Cyclothemia

BIPOLAR 1 BIPOLAR 2
You must have had at least one manic Bipolar 2 disorder involves a major
episode and one major depressive episode depressive episode lasting at least two
to be diagnosed with bipolar 1 disorder. weeks and at least one hypomanic
The depressive episode must have occurred episode. People with bipolar 2 typically
either before or after the manic episode. The don’t experience manic episodes intense
symptoms of a manic episode may be so enough to require hospitalization.
severe that you require hospital care.

Comparing Bipolar 1 and 2

1.The main difference between bipolar 1 and bipolar 2 disorders lies in the severity of the
manic episodes caused by each type. The depressive episodes are similar between bipolar 1
and bipolar 2 disorder. But with bipolar 1 disorder, the mania is more severe than it is with
bipolar disorder

2. Bipolar 2 causes something called hypomania, which is essentially a less severe form of
mania. Hypomanic behaviors might be considered atypical for a person, but maybe not
abnormal. Manic behaviors, on the other hand, are more extreme and would typically be
considered abnormal.

Cyclothemia : In cyclothymic disorder, moods swing between short periods of

mild depressionand hypomania, an elevated mood. The low and high mood swings never reach
the severity or duration of major depressive or full mania episodes. People with cyclothymic
disorder have milder symptoms than occur in full-blown bipolar disorder.

SUICIDE
Every suicide is a misfortune. Suicide takes place throughout the lifespan. Suicide is a result
of complex interface of biological, genetic, psychological, sociological, cultural and
environmental factors.
Often, suicidal behavior indicates difficulties in problem-solving, stress management, and
emotional expression.
Suicidal thoughts lead to suicidal action only when acting on these thoughts seems to be the
only way out of a person’s difficulties. These thoughts are heightened under acute
emotional and other distress.
The ramifications of suicide on social circle and communities tend to be devastating and
long-lasting. The stigma surrounding suicide continues despite recent advances in research
in this field. Due to this, many people who are contemplating or even attempting suicide do
not seek help thus, preventing timely help from reaching them. Therefore improving
identification, referral, and management of behaviour are crucial for preventing
suicide.Therefore we need to identify vulnerability; comprehend the circumstances leading
to such behaviour and accordingly plan interventions.
Risk Factors in suicide

• Mental disorders
• Going through natural disaster,
• Experiencing violence, abuse,or loss and isolation
• Previous suicidal attempt

MEASURES TO PREVENT SUICIDE (BY WHO)

Suicides are preventable. There is a need for comprehensive multi-sectoral approach where
the government, media and civil society all play important role as stakeholders.

• limiting access to the means of suicide;

• reporting of suicide by media in a responsible way;
• bringing in alcohol-related policies;
• early identification, treatment and care of people at risk;
• training health workers in assessing and managing for suicide;
• care for people who attempted suicide and
• providing community support
IDENTIFYING STUDENTS IN DISTRESS
• lack of interest in common activities
• declining grades
• decreasing effort
• misbehaviour in the classroom
• mysterious or repeated absence
• smoking or drinking, or drug misuse

HOW TO STRENGTHEN SELF ESTEEM IN CHILDREN

• accentuating positive life experiences to develop positive identity. This increases

confidence in self.
• providing opportunities for development of physical, social and vocational skills.
• establishing a trustful communication.
• goals for the students should be specific, measurable, achievable, relevant, to be
completed within a relevant time frame.

SCHIZOPHRENIA SPECTRUM AND OTHER PSYCHOTIC DISORDERS

 It is a term used for a group of psychotic disorders. There are

 Disturbed thought processes

 Strange perceptions
 Unusual emotional states, and
 Motor abnormalities

• Personal, social and occupational functioning deteriorate

• It’s a debilitating disorder in which psychological costs is tremendous to both
patients as well as to their families
SYMPTOMS OF SCHIZOPHRENIA

POSITIVE NEGATIVE PSYCHOMOTOR

 Excesses of thought,  Called ‘pathological  Less spontaneous

emotion and behaviour deficits’. movement
 Called ‘pathological  Deficits of thought,  Make odd grimaces and
excesses’ or ‘bizarre emotion and behaviour movements
additions’

POSITIVE SYMPTOMS ( See the description of each type from the book )

Delusions
A delusion is a false belief that is firmly held on inadequate grounds. It is not affected by
rational argument, and has no basis in reality.

Delusions of persecution are the most common in schizophrenia. People with this delusion
believe that they are being plotted against, spied on, slandered, threatened, attacked or
deliberately victimised.
Delusions of reference : People attach special and personal meaning to the actions of others
or to objects and events.
Delusions of grandeur: People believe themselves to be specially empowered persons.
Delusions of control: People believe that their feelings, thoughts and actions are controlled
by others.

Formal thought disorders

People with schizophrenia may not be able to think logically and may speak in peculiar ways.
These formal thought disorders can make communication extremely difficult.
These include
 loosening of associations, derailment : rapidly shifting from one topic to another so
that the normal structure of thinking is muddled and becomes illogical .
 neologisms: inventing new words or phrases), and
 perseveration: Persistent and inappropriate repetition of the same thoughts .

Hallucinations
These are perceptions that occur in the absence of external stimuli.
 Auditory hallucinations are most common in schizophrenia. Patients hear sounds or
voices that speak words, phrases and sentences directly to the patient (second-person
hallucination) or talk to one another referring to the patient as s/he (third-person
hallucination).
 tactile hallucinations (i.e. forms of tingling, burning),
 somatic hallucina-tions (i.e. something happening inside the body such as a snake
crawling inside one’s stomach),
 visual hallucinations (i.e. vague perceptions of colour or distinct visions of people or
objects),
 gustatory hallucina-tions (i.e. food or drink taste strange), and
 olfactory hallucinations (i.e. smell of poison or smoke).

Inappropriate affect: emotions that are unsuited to the situation.

NEGATIVE SYMPTOMS

 Alogia or poverty of speech is a reduction in speech and speech content.

 blunted affect: Many people with schizophrenia show less anger, sadness, joy, and
other feelings than most people do.
 flat affect.: show no emotions at all
 Avolition: inability or lack of energy to engage in routine (e.g., personal hygiene)
and/or goal-directed (e.g., work, school) activities, apathy and an inability to start or
complete a course of action.
 Asociability: impairments in social relationships; few friends, poor social skills, little
interest in being with other people.People with this disorder may withdraw socially
and become totally focused on their own ideas and fantasies.
 PSYCHOMOTO
R SYMPTOMS

MAKE ODD MOVES LESS

GRIMACES AND SPONTANEOUS
GESTURES LY

CATATONIA
(IN
EXTREME
FORMS)
CATATONIC CATATONIC CATATONIC
STUPOR RIGIDITY POSTURING

psychomotor symptoms

Catatonia: They move less spontaneously or make odd grimaces and gestures.
catatonic stupor remain motionless and silent for long stretches of time.
catatonic rigidity, i.e. maintaining a rigid, upright posture for hours.
catatonic posturing, i.e. assuming awkward, bizarre positions for long periods

NEURODEVELOPMENTAL DISORDERS
A common feature of the neurodevelopmental disorders is that they manifest in the early
stage of development. Often the symptoms appear before the child enters school or during
the early stage of schooling. These disorders result in hampering personal, social, academic
and occupational functioning. These get characterised as deficits or excesses in particular
behaviour or delays in achieving a particular age-appropriate behaviour.

Types
 Attention-deficit Hyperactivity Disorder (ADHD),
 Autism Spectrum Disorder
 Intellectual Disability, and
 Specific Learning Disorder.

Attention-deficit Hyperactivity Disorder (ADHD)

The two main features of ADHD are inattention and hyperactivity-impulsivity.

Children who are inattentive
 find it difficult to sustain mental effort during work or play.
 They have a hard time keeping their minds on any one thing or in following
instructions.
 Common complaints are that the child does not listen,
 cannot concentrate,
  is disorganised,
 easily distracted
 forgetful
 does not finish assignments, and
 is quick to lose interest in boring activities.
 Hyperactivity also takes many forms. Children with ADHD are in constant motion.
Sitting still through a lesson is impossible for them. The child may fidget, squirm,
climb and run around the room aimlessly. Parents and teachers describe them as
‘driven by a motor’, always on the go, and talk incessantly.
 Children who are impulsive
 seem unable to control their immediate reactions or to think before they act.
 They find it difficult to wait or take turns,
 have difficulty resisting immediate temptations or delaying gratification.
 Minor mishaps such as knocking things over are common whereas more serious
accidents and injuries can also occur.
Boys are four times more likely to be given this diagnosis than girls..

Autism Spectrum Disorders

 These disorders are characterised by severe and widespread impairments in social

interaction and communication skills, and stereotyped patterns of behaviours,
interests and activities.
 Autistic disorder or autism is one of the most common of these disorders.
 Children with autistic disorder have marked difficulties in social interaction and
communication.
 Due to difficulties in social interactions they experience profound difficulties in
relating to other people. They are unable to initiate social behaviour and seem
unresponsive to other people’s feelings. They are unable to share experiences or
emotions with others.
 They also show serious abnormalities in communication and language that persist
over time. Many autistic children never develop speech and those who do, have
repetitive and deviant speech patterns.
 Children with autism often show a restricted range of interests and
 strong desire for routine and repetitive behaviours such as lining up objects or
stereotyped body movements such as rocking. These motor movements may be self-
stimulatory such as hand flapping or self-injurious such as banging their head
against the wall.
 About 70 per cent of children with autism are also mentally retarded.

Intellectual Disability

 Intellectual disability refers to below average intellectual functioning (with an IQ of

approximately 70 or below), and deficits or impairments in adaptive behaviour (i.e.
in the areas of communication, self-care, home living, social/interpersonal skills,
functional academic skills, work, etc.) which are manifested before the age of 18
years. ( Table 4.2 of the NCERT book describes characteristics of intellectually
disability at different levels.)

Specific Learning Disorder
 the individual experiences difficulty in perceiving or processing information
efficiently and accurately.
 These get manifested during early school years and the individual encounters
problems in basic skills in reading, writing and/or mathematics.
 The affected child tends to perform below average for her/his age. However,
individuals may be able to reach acceptable performance levels with additional
inputs and efforts.
 Specific learning disorder is likely to impair functioning and performance in
activities/ occupations dependent on the related skills.

DISRUPTIVE, IMPULSE-CONTROL AND CONDUCT DISORDERS

 Opposition Defiance Disorder

 Conduct Disorder

Oppositional Defiant Disorder (ODD)

 Children with Oppositional Defiant Disorder (ODD)
 display age-inappropriate amounts of stubbornness,
 are irritable,
 defiant
 , disobedient, and
 behave in a hostile manner.
 Individuals with ODD do not see themselves as angry, oppositional, or defiant and
often justify their behaviour as reaction to circumstances/demands. Thus, the
symptoms of the disorder become entangled with the problematic interactions with
others.

Conduct Disorder and Antisocial Behaviour

 The terms Conduct Disorder and Antisocial Behaviour refer to age-inappropriate

actions and attitudes that violate family expectations, societal norms, and the
personal or property rights of others.
 The behaviours typical of conduct disorder include
o aggressive actions that cause or threaten harm to people or animals,
o non-aggressive conduct that causes property damage,
o major deceitfulness or theft, and serious rule violations.
 Children show many different types of aggressive behaviour, such as
1. verbal aggression (i.e. name-calling, swearing),
2. physical aggression (i.e. hitting, fighting),
3. hostile aggression (i.e. directed at inflicting injury to others), and
4. proactive aggression (i.e. dominating and bullying others without
provocation).
FEEDING AND EATING DISORDERS

Feeding and

Eating Disorders
Disorders

Anorexia Nervosa Bulimia Binge Eating

Anorexia Nervosa
 In anorexia nervosa, the individual has a distorted body image that leads her/him to
see herself/himself as overweight.
 Symptoms include often refusing to eat, exercising compulsively and developing
unusual habits such as refusing to eat in front of others.
 The anorexic may lose large amounts of weight and even starve herself/himself to
death.

Bulimia Nervosa

 In bulimia nervosa, the individual may eat excessive amounts of food, then purge
her/ his body of food by using medicines such as laxatives or diuretics or by
vomiting.
 The person often feels disgusted and ashamed when s/he binges and is relieved of
tension and negative emotions after purging.
Binge eating
 In binge eating, there are frequent episodes of out-of-control eating. . In fact, large
amount of food may be eaten even when the individual is not feeling hungry.

 The individual tends to eat at a higher speed than normal and continues eating
till s/he feels uncomfortably full

Substance related and addictive disorders

Disorders relating to maladaptive behaviours resulting from regular and consistent use of
the substance involved are included under substance related and addictive disorders.
These disorders include problems associated with the use and abuse of alcohol, cocaine,
tobacco and opiods among others, which alter the way people think, feel and behave. While
there are many disorders listed under this category, few frequently used substances are
discussed below:

Alcohol
 People who abuse alcohol drink large amounts regularly and rely on it to help them
face difficult situations.
 Eventually the drinking interferes with their social behaviour and ability to think
and work.
  Their bodies then build up a tolerance for alcohol and they need to drink even
greater amounts to feel its effects.
 They also experience withdrawal responses when they stop drinking.
 Alcoholism destroys millions of families, social relationships and careers.
 Intoxicated drivers are responsible for many road accidents.
 It also has serious effects on the children of persons with this disorder. These
children have higher rates of psychological problems, particularly anxiety,
depression, phobias and substance-related disorders.
 Excessive drinking can seriously damage physical health.

Ill Effects of Alcohol

• All alcohol beverages contain ethyl alcohol.

• This chemical is absorbed into the blood and carried into the central nervous
system (brain and spinal cord) where it depresses or slows down functioning.
• Ethyl alcohol depresses those areas in the brain that control judgment and
inhibition; people become more talkative and friendly, and they feel more
confident and happy.
• As alcohol is absorbed, it affects other areas of the brain. For example, drinkers
are unable to make sound judgments, speech becomes less careful and less clear,
and memory falters; many people become emotional, loud and aggressive.
• Motor difficulties increase. For example, people become unsteady when they
walk and clumsy in performing simple activities; vision becomes blurred and
they have trouble in hearing; they have difficulty in driving or in solving simple
problems.

•
Heroin
 Heroin intake significantly interferes with social and occupational
functioning.
 Most abusers further develop a dependence on heroin, revolving their lives
around the substance, building up a tolerance for it, and experiencing a
withdrawal reaction when they stop taking it.
 The most direct danger of heroin abuse is an overdose, which slows down
the respiratory centres in the brain, almost paralysing breathing,and in many
cases causing death
Cocaine
 Regular use of cocaine may lead to a pattern of abuse in which the person
may be intoxicated throughout the day and function poorly in social
relationships and at work.
 It may also cause problems in short-term memory and attention.
 Dependence may develop, so that cocaine dominates the person’s life, more
of the drug is needed to get the desired effects, and stopping it results in
feelings of depression, fatigue, sleep problems, irritability and anxiety.
 Cocaine poses serious dangers. It has dangerous effects on psychological
functioning and physical well-being.