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After reading and studying this chapter and participating in lecture and discussion,
students should be able to:
2. Define and describe delusions and hallucinations, as well as the different types of
delusions and hallucinations, and how they do and do not vary across cultures.
3. Describe the disorganized thought and speech that occurs with schizophrenia.
6. Discuss the history of diagnostic criteria for schizophrenia, as well as the current
criteria for schizophrenia and disorders that are similar to it.
8. Identify the key features of each of the five subtypes of schizophrenia: paranoid,
disorganized, catatonic, undifferentiated, and residual.
9. Describe the prognosis for an individual with schizophrenia, and how it might
vary according to the gender and age of the affected individual.
10. Discuss the evidence for a genetic transmission of schizophrenia, and which
people are most at risk for developing schizophrenia.
11. Discuss the brain areas implicated in schizophrenia, as well as their functions,
and be able to discuss how they are different in the brains of people with
schizophrenia compared to people without schizophrenia.
12. Discuss both past and recent hypotheses of how dopamine is believed to affect
the development and treatment of schizophrenia.
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manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
13. Discuss the psychosocial factors associated with schizophrenia and the evidence
for them.
14. Discuss the drug therapies most commonly prescribed for schizophrenia, their
side effects, which symptoms they treat most effectively, and which ones they do
not.
15. Discuss the psychological and social interventions designed for people with
schizophrenia.
Chapter Outline
Key Terms
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manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Key Concepts
Concept Reviews
Lecture Suggestions
A Vulnerability-Stress Model of Schizophrenia: Neurodevelopmental
Disruption
Assign students, in advance, to prepare to discuss one side or the other of the
issue of deinstitutionalization of the seriously mentally ill, a population dominated
by individuals diagnosed with schizophrenia. The case against
deinstitutionalization might include the following key points (adapted from
Gralnick, 1985):
The case for deinstitutionalization might include these arguments (adapted from
Okin, 1985):
There were a few changes in this chapter between DSM 4TR and DSM 5. For a
diagnosis of schizophrenia spectrum disorder, patients now need at least one
positive symptom. The subtypes were eliminated completely due to poor validity
and questionable reliability.
Classroom Activities
Role-Play
Description: Students play the role of a person with schizophrenia and answer
questions about what it is like to have that disorder.
Procedure: Group students in pairs, and provide one student in each pair with a
first-person account by a person with schizophrenia. Instruct the student to
assume the role of the person in the account. The other student in the pair is
instructed to assume the role of the first student's prospective roommate. The
role-play proceeds with the actor in the role of the person with schizophrenia
introducing himself/herself to the other person and describing his/her disorder
and how it impacts his/her life. The other actor is instructed to ask questions in
an attempt to learn what it might be like to enter the mind of and empathize with
a person with this disorder. Following the role-play, the instructor may lead the
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
students in a debriefing discussion with probes designed to evoke their feelings
about the role they played. The actors playing the person with schizophrenia
might be queried about how they felt disclosing their experiences, whether they
felt stigmatized, and how difficult it was to assume the role of a person with this
disorder. Questions directed to the other actors might include whether they were
able to comprehend the impact of the disorder on a person's life, and whether
they were able to see the person as separate from the disorder. If time allows,
the exercise may be repeated, this time pairing students with different students
and assigning them to assume the opposite role.
Project Suggestion
Distinguishing Between the Positive and Negative Symptoms of
Schizophrenia
Using the chart in Handout 8.1, assign students to groups, and instruct them to
fill in the cells concerning the nature of symptoms, likely causes, most effective
treatments, prognostic outcomes, and responsiveness to medication for positive
and negative symptoms in schizophrenia.
McGraw Hill also has an extensive database of video clips available in the
McGraw-Hill's Visual Assets Database for Life-Span Development (VAD 2.0)
(http://www.mhhe.com/vad). This is an online database of videos for use in the
developmental psychology classroom created specifically for instructors. You can
customize classroom presentations by downloading the videos to your computer
and showing the videos on their own or inserting them into your course cartridge
or PowerPoint presentations. All of the videos are available with or without
captions.
McGraw-Hill also offers other video and multimedia materials, ask your local
representative about the best products to meet your teaching needs.
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Faces Interactive (www.mhhe.com/faces)
Faces Interactive, created by Arthur J. Kohn of Portland State University, is a
unique web-based learning environment that provides students with an
opportunity to observe and interact with real patients through a series of case
studies on twelve different psychological disorders. Each case study takes
students through five stages of a patient’s experience: the diagnosis, case
history, an interview, treatment, and assessment. Students are able to explore
diagnostic processes, improve their understanding of clinical practice, and gain
experience documenting their findings in a case study report project. After using
Faces Interactive students will have a wealth of information about, and a
humanistic outlook on, these disorders. (http://www.mhhe.com/faces).
PARANOID SCHIZOPHRENIA
Case of Valerie
Valerie has suffered from paranoid schizophrenia for more than 20 years. In the
first segment, she describes her early psychotic episodes, and she describes her
confusion and fear when she was first committed to a psychiatric hospital. Her
first episode involved her delusional belief that people were infiltrating her church
and trying to destroy their community. She began to suffer episodes of violent
behavior, including an attempt to smother her roommate in the hospital. The
feelings of anxiety and tensions she suffered felt like torture.
B) Have students compare and contrast the following case studies: Valerie from
the Faces Interactive Schizophrenia case and Ian from the Web link:
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
http://www.chovil.com. Compare the courses of their schizophrenia, their
treatments, and their prognosis.
Videos
A Beautiful Mind (2001) stars Russell Crowe in a human drama about the
struggle of a true genius, inspired by events in the life of John Forbes Nash, Jr.,
and in part based on the biography A Beautiful Mind by Sylvia Nasar. A
mathematical genius, John Forbes Nash, Jr. (Crowe) made an astonishing
discovery early in life and stood on the brink of international acclaim. But the
handsome and arrogant Nash soon found himself on a painful and harrowing
journey of self-discovery once he was diagnosed with schizophrenia. After many
years of struggle, he eventually triumphed over this tragedy, and finally, late in
life, received the Nobel Prize.
Benny & Joon (1993) is a bittersweet comedy about a mentally ill artist who
finds love with a quirky outsider, much to her guardian's chagrin.
David and Lisa (1962) (Keir Dullea and Janet Margolin) are adolescents
hospitalized in the same mental institution. Lisa can communicate only through
rhyme (which students should recognize as "clanging") and demonstrates the
classic cognitive, behavioral, and social symptoms. This most touching of films,
based on a real case history, provides insight into the patients, as well as one
family (David's). The bond David forges with Lisa is so powerful that it brings
hope for her eventual passage out of her isolated world.
Abnormal Psychology: Inside and Out is a two-part series. Part I features ten
clinically focused DSM-IV interviews with real clients who suffer from major
depressive disorders, sexual dysfunction, panic disorder, obsessive-compulsive
disorder, bipolar disorder, schizophrenia, amnestic disorder, antisocial
personality disorder, substance dependence, and anorexia nervosa. (Insight
Media, #43AJ3678, 137 min., 1994)
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Dark Voices: Schizophrenia shows how schizophrenia affects the lives of
patients and their families. Part of the series “Fires of the Mind.” (Films for the
Humanities and Sciences, #BVL29221, 53 minutes, 2001)
The Teenage Brain is the 3rd part of The Secret Life of the Brain series.
Included in this part is an excellent discussion of recent research on
schizophrenia. (PBS Home Video, #SELB904, 2002)
“The World of Abnormal Psychology” is a video series that covers a wide range
of topics such as ADHD, conduct disorders, autism, and separation disorders
and can be found at: http://www.learner.org/resources/series60.html or through
the McGraw Hill Higher Education General Resources for Students and Faculty
Annenberg / CPB projects link
http://www.mhhe.com/socscience/psychology/psychonline/general.html.
The Mind
Schizophrenia: Symptoms
Schizophrenia: Etiology
Schizophrenia: Pharmacological Treatment
Seasons of Life
“Seasons of Life” is a series that covers various stages of life and is wonderful for
a human development class. The series can be found at:
http://www.learner.org/resources/series54.html or through the McGraw Hill
Higher Education General Resources for Students and Faculty Annenberg / CPB
projects link
http://www.mhhe.com/socscience/psychology/psychonline/general.html
Greenberg, Joanne (1964). I Never Promised You a Rose Garden. New York:
Holt, Rinehart and Winston.
Holley, Tara Elgin, & Holley, Joe (contributor) (1998). My Mother's Keeper: A
Daughter's Memoir of Growing up in the Shadow of Schizophrenia. New
York: William Morrow & Co.
The author, who as a young girl was made responsible for her
schizophrenic mother and forced to deal with the incomprehensible
changes that happen to her due to her sickness, reflects on the
experience with a greater understanding of her mother's illness and her
family's legacy of schizophrenia.
Neugeboren, Jay (1999). Transforming Madness: New Lives for People Living
with Mental Illness. New York: William Morrow & Co.
Schiller, Lori, & Bennett, Amanda (contributor) (1994). Quiet Room: A Journey
out of the Torment of Madness. New York: Warner Books.
In the bestselling tradition of The Bell Jar and I Never Promised You a
Rose Garden, this is the electrifying story of one woman's descent into
madness—and her courageous, triumphant struggle to rejoin the real
world. To recreate Lori's harrowing story, coauthor Bennett drew from
Lori's personal diaries as well as intimate interviews with relatives, friends,
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
and doctors.
Sheehan, Susan (1983). Is There No Place on Earth for Me? New York: Vintage
Books.
This is the unforgettable true story of Sylvia Frumkin and her dramatic
regress from a highly intelligent grade-school student to a schizophrenic
who has spent much of the last 17 years in mental institutions.
Simon, Clea (1997). Mad House: Growing up in the Shadow of Mentally Ill
Siblings. New York: Doubleday.
Combining the story of her brother's and sister's schizophrenia with those
of other siblings who likewise watched the tragic consequences that
mental illness wreaked on their families, this is the first book to
comprehensively address the issues "well" children face.
References
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Handout 8.1:
Distinguishing Between the Positive and Negative Symptoms of Schizophrenia
Likely causes
Prognostic outcomes
Responsiveness to
medication
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Chapter 8
Schizophrenia and Related Psychotic Disorders
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Another random document with
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Die Sophie wurde über und über rot im Gesicht. Ohne ein Wort
zu sagen, schüttelte sie verneinend den Kopf.
„Nit?“ Verwundert sah das Weib auf ihre Tochter. „Schad’!“
meinte sie bedauernd.
Es entstand eine lange Pause. Sophie starrte nachdenklich in
das kleine Lagerfeuer. Ohne daß sich das Karrnerweib näher
ausgesprochen hätte, fühlte das Mädchen es doch instinktiv, daß sie
der Mutter leid tat, weil sie ein großes Glück nicht kannte.
Einige Burschen hatten es versucht, dem Mädchen näher zu
treten. Aber jeder derartige Versuch scheiterte an der starken und
sorgsamen Wachsamkeit der Ennemoserin.
„Wie i in dei’m Alter war, hab’ i schon lang mein Schatz g’habt!“
erzählte die Karrnerin nach einer Weile. „Es g’hört si für unseroans
und muaß sein. Bist a saubers Madel, Sophal ...“ fuhr sie dann fort,
„sei g’scheit und halt eppas auf di, und merk dir’s, sein Glück kann
unseroans nur machen, so lang’s jung und sauber ist. I hätt’s aa
anders troffen, wenn i g’scheiter g’wesen wär’.“
Bis zum späten Abend saßen Mutter und Tochter beim
Lagerfeuer. Dann schoß die Sophie plötzlich wie ein
aufgescheuchtes Wild empor. Sie erinnerte sich, daß Gaudenz Keil
jeden Augenblick kommen konnte, und wollte ein Zusammentreffen
mit ihm vermeiden ...
Die Sophie hatte einen hochroten Kopf, als sie heimkam und in
die kleine Stube ihrer Pflegemutter trat. Die Ennemoserin brauchte
nicht lange zu fragen. Die Sophie erzählte ganz von selber über ihre
Begegnung mit der Benedikta.
Seit jenem Tag beschlich eine innere Unruhe das Mädchen. Es
gefiel ihr nicht mehr in Rattenberg, und das enge Heim der
Pflegemutter fing an, sie zu bedrücken.
Die alte Wanderlust regte sich in ihr. Jene namenlose Sehnsucht
nach der ungebundenen Freiheit, die sie damals aus dem Kloster
getrieben hatte. Nur daß Sophie jetzt mit reifem Willen vor die
Pflegemutter trat und sie bat, sie möge sie ziehen lassen und sie
möge ihr nicht hinderlich sein bei der Suche nach ihrem Glück.
Der alten Frau war’s, als greife ihr jemand mit rohen Händen ins
Herz. Nun sollte sie wieder allein sein in ihrem Berghäusel am
Felsen. Und das Mädel, das sie fast so lieb gewonnen hatte wie eine
Tochter, sollte sie preisgeben, sie ziehen lassen, hinaus in die Welt,
um sie vielleicht zu verlieren, wie sie ihr eigenes Kind verloren hatte.
Sie hatte kein Glück mit Kindern. Sie wußte es ja. Die
Ennemoserin bat nicht lange. Sie fühlte, es war das beste, dem
Mädel seinen Willen zu lassen ...
Zu Lichtmeß fuhr die Sophie hinauf nach Innsbruck und schaute
sich in der Stadt nach einer Stellung um. Sie brauchte nicht lange zu
suchen. Beim „Weißen Hahn“ im der Altstadt kam sie als
Küchenmädel unter.
Jetzt hieß es schaffen und arbeiten vom frühen Morgen bis zum
späten Abend. Die Sophie schaffte und rackerte sich ab und scheute
keine Arbeit. Und Schneid’ hatte sie für zehn. Wenn ihr einer zu
nahe kommen wollte, dann schnauzte sie ihn ab. Sie wollte klüger
sein, als die Benedikta es gewesen war. Sie wollte ihr Glück
gründen, so lange sie noch jung und sauber war.
Das hatte ihr die Mutter geraten. Und sein Glück gründete man
nur, wenn man etwas auf sich hielt und klug war mit der Wahl des
Schatzes.
Da war der Hausknecht und der Schankbursche und der
Kutscher. Und alle hätten sie gerne angebandelt mit dem saubern
Küchenmädel. Aber alle waren sie bei der Sophie abgeschlüpft.
Die Wirtin vom Weißen Hahn war eine kluge Frau. Mit einer Art
Feldherrnblick erkannte sie, daß die Sophie für den Beruf einer
Kellnerin wie geboren war. Die Sophie war gerade das, was sie für
ihre Stammgäste schon längst gesucht hatte. Ein hübsches, junges,
resches Mädel mit einem gesunden Mutterwitz. Nach einem halben
Jahr schon wurde die Sophie zur Kellnerin im Herrenstübel
befördert.
Fünftes Kapitel.