Abnormal Psychology is an Open Education Resource written by Alexis Bridley, Ph.D. and Lee W. Daffin Jr., Ph.D. through Washington State University. The book tackles the difficult topic of mental disorders in 15 modules. This journey starts by discussing what abnormal behavior is by attempting to understand what normal behavior is. Models of abnormal psychology and clinical assessment, diagnosis, and treatment are then discussed. With these three modules completed, the authors next explore several classes of mental disorders in 5 blocks. Block 1 covers mood, trauma and stressor related, and dissociative disorders. Block 2 covers anxiety, somatic symptom, and obsessive-compulsive disorders. Block 3 covers eating and substance-related and addictive disorders. Block 4 tackles schizophrenia spectrum and personality disorders. Finally, Block 5 investigates neurocognitive disorders and then ends with a discussion of contemporary issues in psychopathology. Disorders are covered by discussing their clinical presentation and DSM Criteria, epidemiology, comorbidity, etiology, and treatment options.

Adolescence is a period that begins with puberty and ends with the transition to adulthood (approximately ages 10–20). Physical changes associated with puberty are triggered by hormones. Cognitive changes include improvements in complex and abstract thought, as well as development that happens at different rates in distinct parts of the brain and increases adolescents’ propensity for risky behavior because increases in sensation-seeking and reward motivation precede increases in cognitive control.

This module provides a brief overview of the neuroscience of emotion. It integrates findings from human and animal research to describe the brain networks and associated neurotransmitters involved in basic affective systems.

Traditionally, research on aging described only the lives of people over age 65 and the very old. Contemporary theories and research recognizes that biogenetic and psychological processes of aging are complex and lifelong.

When is the last time you did absolutely nothing for 10 whole minutes? Not texting, talking or even thinking? Mindfulness expert Andy Puddicombe describes the transformative power of doing just that: Refreshing your mind for 10 minutes a day, simply by being mindful and experiencing the present moment. (No need for incense or sitting in uncomfortable positions.)

This is a free textbook teaching introductory statistics for undergraduates in Psychology. This textbook is part of a larger OER course package for teaching undergraduate statistics in Psychology, including this textbook, a lab manual, and a course website. All of the materials are free and copiable, with source code maintained in Github repositories.

The purpose of this module is to provide a brief review of attachment theory—a theory designed to explain the significance of the close, emotional bonds that children develop with their caregivers and the implications of those bonds for understanding personality development. The module discusses the origins of the theory, research on individual differences in attachment security in infancy and childhood, and the role of attachment in adult relationships.

This open access textbook was developed as an upper division undergraduate textbook for theories of personality. Its intended audience are students from Portland State University enrolled in Psychology 432 Personality course. The chapters are shorter than some personality textbooks and in this particular course Psy 432 the textbook is combined with other readings including scientific articles on personality.

Love is deeply biological. It pervades every aspect of our lives and has inspired countless works of art. Love also has a profound effect on our mental and physical state. A “broken heart” or a failed relationship can have disastrous effects; bereavement disrupts human physiology and may even precipitate death. Without loving relationships, humans fail to flourish, even if all of their other basic needs are met. As such, love is clearly not “just” an emotion; it is a biological process that is both dynamic and bidirectional in several dimensions. Social interactions between individuals, for example, trigger cognitive and physiological processes that influence emotional and mental states. In turn, these changes influence future social interactions. Similarly, the maintenance of loving relationships requires constant feedback through sensory and cognitive systems; the body seeks love and responds constantly to interactions with loved ones or to the absence of such interactions. The evolutionary principles and ancient hormonal and neural systems that support the beneficial and healing effects of loving relationships are described here.

The human brain is responsible for all behaviors, thoughts, and experiences described in this textbook. This module provides an introductory overview of the brain, including some basic neuroanatomy, and brief descriptions of the neuroscience methods used to study it.

The human brain is responsible for all behaviors, thoughts, and experiences described in this textbook. This module provides an introductory overview of the brain, including some basic neuroanatomy, and brief descriptions of the neuroscience methods used to study it.

The brain is composed of more than a thousand billion neurons. Specific groups of them, working in concert, provide us with the capacity to reason, to experience feelings, and to understand the world. They also give us the capacity to remember numerous pieces of information.

This module examines what cognitive development is, major theories about how it occurs, the roles of nature and nurture, whether it is continuous or discontinuous, and how research in the area is being used to improve education.

Image-maker Alexander Tsiaras shares a powerful medical visualization, showing human development from conception to birth and beyond. (Some graphic images.)

Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.

Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.

This textbook presents core concepts common to introductory courses. The 15 units cover the traditional areas of intro-to-psychology; ranging from biological aspects of psychology to psychological disorders to social psychology. This book can be modified: feel free to add or remove modules to better suit your specific needs.

This book includes a comprehensive instructor's manual, PowerPoint presentations, a test bank, reading anticipation guides, and adaptive student quizzes.

This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.

Emotions don’t just feel good or bad, they also contribute crucially to people’s well-being and health. In general, experiencing positive emotions is good for us, whereas experiencing negative emotions is bad for us. However, recent research on emotions and well-being suggests this simple conclusion is incomplete and sometimes even wrong. Taking a closer look at this research, the present module provides a more complex relationship between emotion and well-being. At least three aspects of the emotional experience appear to affect how a given emotion is linked with well-being: the intensity of the emotion experienced, the fluctuation of the emotion experienced, and the context in which the emotion is experienced. While it is generally good to experience more positive emotion and less negative emotion, this is not always the guide to the good life.

The purpose of this activity is to bring awareness to the underrepresentation of meaningful roles for women, people of color, LGBT (Lesbian, Gay, Bisexual, Transgender), and other groups in entertainment media. Furthermore, in the reflection section this activity will prompt participants to consider how this underrepresentation relates to prejudice and social privileges.