
- •Preface
- •Approach and Pedagogy
- •Chapter 1
- •Introducing Psychology
- •1.1 Psychology as a Science
- •The Problem of Intuition
- •Research Focus: Unconscious Preferences for the Letters of Our Own Name
- •Why Psychologists Rely on Empirical Methods
- •Levels of Explanation in Psychology
- •The Challenges of Studying Psychology
- •1.2 The Evolution of Psychology: History, Approaches, and Questions
- •Early Psychologists
- •Structuralism: Introspection and the Awareness of Subjective Experience
- •Functionalism and Evolutionary Psychology
- •Psychodynamic Psychology
- •Behaviorism and the Question of Free Will
- •Research Focus: Do We Have Free Will?
- •The Cognitive Approach and Cognitive Neuroscience
- •The War of the Ghosts
- •Social-Cultural Psychology
- •The Many Disciplines of Psychology
- •Psychology in Everyday Life: How to Effectively Learn and Remember
- •1.3 Chapter Summary
- •Chapter 2
- •Psychological Science
- •Psychological Journals
- •2.1 Psychologists Use the Scientific Method to Guide Their Research
- •The Scientific Method
- •Laws and Theories as Organizing Principles
- •The Research Hypothesis
- •Conducting Ethical Research
- •Characteristics of an Ethical Research Project Using Human Participants
- •Ensuring That Research Is Ethical
- •Research With Animals
- •APA Guidelines on Humane Care and Use of Animals in Research
- •Descriptive Research: Assessing the Current State of Affairs
- •Correlational Research: Seeking Relationships Among Variables
- •Experimental Research: Understanding the Causes of Behavior
- •Research Focus: Video Games and Aggression
- •2.3 You Can Be an Informed Consumer of Psychological Research
- •Threats to the Validity of Research
- •Psychology in Everyday Life: Critically Evaluating the Validity of Websites
- •2.4 Chapter Summary
- •Chapter 3
- •Brains, Bodies, and Behavior
- •Did a Neurological Disorder Cause a Musician to Compose Boléro and an Artist to Paint It 66 Years Later?
- •3.1 The Neuron Is the Building Block of the Nervous System
- •Neurons Communicate Using Electricity and Chemicals
- •Video Clip: The Electrochemical Action of the Neuron
- •Neurotransmitters: The Body’s Chemical Messengers
- •3.2 Our Brains Control Our Thoughts, Feelings, and Behavior
- •The Old Brain: Wired for Survival
- •The Cerebral Cortex Creates Consciousness and Thinking
- •Functions of the Cortex
- •The Brain Is Flexible: Neuroplasticity
- •Research Focus: Identifying the Unique Functions of the Left and Right Hemispheres Using Split-Brain Patients
- •Psychology in Everyday Life: Why Are Some People Left-Handed?
- •3.3 Psychologists Study the Brain Using Many Different Methods
- •Lesions Provide a Picture of What Is Missing
- •Recording Electrical Activity in the Brain
- •Peeking Inside the Brain: Neuroimaging
- •Research Focus: Cyberostracism
- •3.4 Putting It All Together: The Nervous System and the Endocrine System
- •Electrical Control of Behavior: The Nervous System
- •The Body’s Chemicals Help Control Behavior: The Endocrine System
- •3.5 Chapter Summary
- •Chapter 4
- •Sensing and Perceiving
- •Misperception by Those Trained to Accurately Perceive a Threat
- •4.1 We Experience Our World Through Sensation
- •Sensory Thresholds: What Can We Experience?
- •Link
- •Measuring Sensation
- •Research Focus: Influence without Awareness
- •4.2 Seeing
- •The Sensing Eye and the Perceiving Visual Cortex
- •Perceiving Color
- •Perceiving Form
- •Perceiving Depth
- •Perceiving Motion
- •Beta Effect and Phi Phenomenon
- •4.3 Hearing
- •Hearing Loss
- •4.4 Tasting, Smelling, and Touching
- •Tasting
- •Smelling
- •Touching
- •Experiencing Pain
- •4.5 Accuracy and Inaccuracy in Perception
- •How the Perceptual System Interprets the Environment
- •Video Clip: The McGurk Effect
- •Video Clip: Selective Attention
- •Illusions
- •The Important Role of Expectations in Perception
- •Psychology in Everyday Life: How Understanding Sensation and Perception Can Save Lives
- •4.6 Chapter Summary
- •Chapter 5
- •States of Consciousness
- •An Unconscious Killing
- •5.1 Sleeping and Dreaming Revitalize Us for Action
- •Research Focus: Circadian Rhythms Influence the Use of Stereotypes in Social Judgments
- •Sleep Stages: Moving Through the Night
- •Sleep Disorders: Problems in Sleeping
- •The Heavy Costs of Not Sleeping
- •Dreams and Dreaming
- •5.2 Altering Consciousness With Psychoactive Drugs
- •Speeding Up the Brain With Stimulants: Caffeine, Nicotine, Cocaine, and Amphetamines
- •Slowing Down the Brain With Depressants: Alcohol, Barbiturates and Benzodiazepines, and Toxic Inhalants
- •Opioids: Opium, Morphine, Heroin, and Codeine
- •Hallucinogens: Cannabis, Mescaline, and LSD
- •Why We Use Psychoactive Drugs
- •Research Focus: Risk Tolerance Predicts Cigarette Use
- •5.3 Altering Consciousness Without Drugs
- •Changing Behavior Through Suggestion: The Power of Hypnosis
- •Reducing Sensation to Alter Consciousness: Sensory Deprivation
- •Meditation
- •Video Clip: Try Meditation
- •Psychology in Everyday Life: The Need to Escape Everyday Consciousness
- •5.4 Chapter Summary
- •Chapter 6
- •Growing and Developing
- •The Repository for Germinal Choice
- •6.1 Conception and Prenatal Development
- •The Zygote
- •The Embryo
- •The Fetus
- •How the Environment Can Affect the Vulnerable Fetus
- •6.2 Infancy and Childhood: Exploring and Learning
- •The Newborn Arrives With Many Behaviors Intact
- •Research Focus: Using the Habituation Technique to Study What Infants Know
- •Cognitive Development During Childhood
- •Video Clip: Object Permanence
- •Social Development During Childhood
- •Knowing the Self: The Development of the Self-Concept
- •Video Clip: The Harlows’ Monkeys
- •Video Clip: The Strange Situation
- •Research Focus: Using a Longitudinal Research Design to Assess the Stability of Attachment
- •6.3 Adolescence: Developing Independence and Identity
- •Physical Changes in Adolescence
- •Cognitive Development in Adolescence
- •Social Development in Adolescence
- •Developing Moral Reasoning: Kohlberg’s Theory
- •Video Clip: People Being Interviewed About Kohlberg’s Stages
- •6.4 Early and Middle Adulthood: Building Effective Lives
- •Psychology in Everyday Life: What Makes a Good Parent?
- •Physical and Cognitive Changes in Early and Middle Adulthood
- •Menopause
- •Social Changes in Early and Middle Adulthood
- •6.5 Late Adulthood: Aging, Retiring, and Bereavement
- •Cognitive Changes During Aging
- •Dementia and Alzheimer’s Disease
- •Social Changes During Aging: Retiring Effectively
- •Death, Dying, and Bereavement
- •6.6 Chapter Summary
- •Chapter 7
- •Learning
- •My Story of Posttraumatic Stress Disorder
- •7.1 Learning by Association: Classical Conditioning
- •Pavlov Demonstrates Conditioning in Dogs
- •The Persistence and Extinction of Conditioning
- •The Role of Nature in Classical Conditioning
- •How Reinforcement and Punishment Influence Behavior: The Research of Thorndike and Skinner
- •Video Clip: Thorndike’s Puzzle Box
- •Creating Complex Behaviors Through Operant Conditioning
- •7.3 Learning by Insight and Observation
- •Observational Learning: Learning by Watching
- •Video Clip: Bandura Discussing Clips From His Modeling Studies
- •Research Focus: The Effects of Violent Video Games on Aggression
- •7.4 Using the Principles of Learning to Understand Everyday Behavior
- •Using Classical Conditioning in Advertising
- •Video Clip: Television Ads
- •Psychology in Everyday Life: Operant Conditioning in the Classroom
- •Reinforcement in Social Dilemmas
- •7.5 Chapter Summary
- •Chapter 8
- •Remembering and Judging
- •She Was Certain, but She Was Wrong
- •Differences between Brains and Computers
- •Video Clip: Kim Peek
- •8.1 Memories as Types and Stages
- •Explicit Memory
- •Implicit Memory
- •Research Focus: Priming Outside Awareness Influences Behavior
- •Stages of Memory: Sensory, Short-Term, and Long-Term Memory
- •Sensory Memory
- •Short-Term Memory
- •8.2 How We Remember: Cues to Improving Memory
- •Encoding and Storage: How Our Perceptions Become Memories
- •Research Focus: Elaboration and Memory
- •Using the Contributions of Hermann Ebbinghaus to Improve Your Memory
- •Retrieval
- •Retrieval Demonstration
- •States and Capital Cities
- •The Structure of LTM: Categories, Prototypes, and Schemas
- •The Biology of Memory
- •8.3 Accuracy and Inaccuracy in Memory and Cognition
- •Source Monitoring: Did It Really Happen?
- •Schematic Processing: Distortions Based on Expectations
- •Misinformation Effects: How Information That Comes Later Can Distort Memory
- •Overconfidence
- •Heuristic Processing: Availability and Representativeness
- •Salience and Cognitive Accessibility
- •Counterfactual Thinking
- •Psychology in Everyday Life: Cognitive Biases in the Real World
- •8.4 Chapter Summary
- •Chapter 9
- •Intelligence and Language
- •How We Talk (or Do Not Talk) about Intelligence
- •9.1 Defining and Measuring Intelligence
- •General (g) Versus Specific (s) Intelligences
- •Measuring Intelligence: Standardization and the Intelligence Quotient
- •The Biology of Intelligence
- •Is Intelligence Nature or Nurture?
- •Psychology in Everyday Life: Emotional Intelligence
- •9.2 The Social, Cultural, and Political Aspects of Intelligence
- •Extremes of Intelligence: Retardation and Giftedness
- •Extremely Low Intelligence
- •Extremely High Intelligence
- •Sex Differences in Intelligence
- •Racial Differences in Intelligence
- •Research Focus: Stereotype Threat
- •9.3 Communicating With Others: The Development and Use of Language
- •The Components of Language
- •Examples in Which Syntax Is Correct but the Interpretation Can Be Ambiguous
- •The Biology and Development of Language
- •Research Focus: When Can We Best Learn Language? Testing the Critical Period Hypothesis
- •Learning Language
- •How Children Learn Language: Theories of Language Acquisition
- •Bilingualism and Cognitive Development
- •Can Animals Learn Language?
- •Video Clip: Language Recognition in Bonobos
- •Language and Perception
- •9.4 Chapter Summary
- •Chapter 10
- •Emotions and Motivations
- •Captain Sullenberger Conquers His Emotions
- •10.1 The Experience of Emotion
- •Video Clip: The Basic Emotions
- •The Cannon-Bard and James-Lange Theories of Emotion
- •Research Focus: Misattributing Arousal
- •Communicating Emotion
- •10.2 Stress: The Unseen Killer
- •The Negative Effects of Stress
- •Stressors in Our Everyday Lives
- •Responses to Stress
- •Managing Stress
- •Emotion Regulation
- •Research Focus: Emotion Regulation Takes Effort
- •10.3 Positive Emotions: The Power of Happiness
- •Finding Happiness Through Our Connections With Others
- •What Makes Us Happy?
- •10.4 Two Fundamental Human Motivations: Eating and Mating
- •Eating: Healthy Choices Make Healthy Lives
- •Obesity
- •Sex: The Most Important Human Behavior
- •The Experience of Sex
- •The Many Varieties of Sexual Behavior
- •Psychology in Everyday Life: Regulating Emotions to Improve Our Health
- •10.5 Chapter Summary
- •Chapter 11
- •Personality
- •Identical Twins Reunited after 35 Years
- •11.1 Personality and Behavior: Approaches and Measurement
- •Personality as Traits
- •Example of a Trait Measure
- •Situational Influences on Personality
- •The MMPI and Projective Tests
- •Psychology in Everyday Life: Leaders and Leadership
- •11.2 The Origins of Personality
- •Psychodynamic Theories of Personality: The Role of the Unconscious
- •Id, Ego, and Superego
- •Research Focus: How the Fear of Death Causes Aggressive Behavior
- •Strengths and Limitations of Freudian and Neo-Freudian Approaches
- •Focusing on the Self: Humanism and Self-Actualization
- •Research Focus: Self-Discrepancies, Anxiety, and Depression
- •Studying Personality Using Behavioral Genetics
- •Studying Personality Using Molecular Genetics
- •Reviewing the Literature: Is Our Genetics Our Destiny?
- •11.4 Chapter Summary
- •Chapter 12
- •Defining Psychological Disorders
- •When Minor Body Imperfections Lead to Suicide
- •12.1 Psychological Disorder: What Makes a Behavior “Abnormal”?
- •Defining Disorder
- •Psychology in Everyday Life: Combating the Stigma of Abnormal Behavior
- •Diagnosing Disorder: The DSM
- •Diagnosis or Overdiagnosis? ADHD, Autistic Disorder, and Asperger’s Disorder
- •Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Autistic Disorder and Asperger’s Disorder
- •12.2 Anxiety and Dissociative Disorders: Fearing the World Around Us
- •Generalized Anxiety Disorder
- •Panic Disorder
- •Phobias
- •Obsessive-Compulsive Disorders
- •Posttraumatic Stress Disorder (PTSD)
- •Dissociative Disorders: Losing the Self to Avoid Anxiety
- •Dissociative Amnesia and Fugue
- •Dissociative Identity Disorder
- •Explaining Anxiety and Dissociation Disorders
- •12.3 Mood Disorders: Emotions as Illness
- •Behaviors Associated with Depression
- •Dysthymia and Major Depressive Disorder
- •Bipolar Disorder
- •Explaining Mood Disorders
- •Research Focus: Using Molecular Genetics to Unravel the Causes of Depression
- •12.4 Schizophrenia: The Edge of Reality and Consciousness
- •Symptoms of Schizophrenia
- •Explaining Schizophrenia
- •12.5 Personality Disorders
- •Borderline Personality Disorder
- •Research Focus: Affective and Cognitive Deficits in BPD
- •Antisocial Personality Disorder (APD)
- •12.6 Somatoform, Factitious, and Sexual Disorders
- •Somatoform and Factitious Disorders
- •Sexual Disorders
- •Disorders of Sexual Function
- •Paraphilias
- •12.7 Chapter Summary
- •Chapter 13
- •Treating Psychological Disorders
- •Therapy on Four Legs
- •13.1 Reducing Disorder by Confronting It: Psychotherapy
- •DSM-IV-TR Criteria for Diagnosing Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Psychology in Everyday Life: Seeking Treatment for Psychological Difficulties
- •Psychodynamic Therapy
- •Important Characteristics and Experiences in Psychoanalysis
- •Humanistic Therapies
- •Behavioral Aspects of CBT
- •Cognitive Aspects of CBT
- •Combination (Eclectic) Approaches to Therapy
- •13.2 Reducing Disorder Biologically: Drug and Brain Therapy
- •Drug Therapies
- •Using Stimulants to Treat ADHD
- •Antidepressant Medications
- •Antianxiety Medications
- •Antipsychotic Medications
- •Direct Brain Intervention Therapies
- •13.3 Reducing Disorder by Changing the Social Situation
- •Group, Couples, and Family Therapy
- •Self-Help Groups
- •Community Mental Health: Service and Prevention
- •Some Risk Factors for Psychological Disorders
- •Research Focus: The Implicit Association Test as a Behavioral Marker for Suicide
- •13.4 Evaluating Treatment and Prevention: What Works?
- •Effectiveness of Psychological Therapy
- •Research Focus: Meta-Analyzing Clinical Outcomes
- •Effectiveness of Biomedical Therapies
- •Effectiveness of Social-Community Approaches
- •13.5 Chapter Summary
- •Chapter 14
- •Psychology in Our Social Lives
- •Binge Drinking and the Death of a Homecoming Queen
- •14.1 Social Cognition: Making Sense of Ourselvesand Others
- •Perceiving Others
- •Forming Judgments on the Basis of Appearance: Stereotyping, Prejudice, and Discrimination
- •Implicit Association Test
- •Research Focus: Forming Judgments of People in Seconds
- •Close Relationships
- •Causal Attribution: Forming Judgments by Observing Behavior
- •Attitudes and Behavior
- •14.2 Interacting With Others: Helping, Hurting, and Conforming
- •Helping Others: Altruism Helps Create Harmonious Relationships
- •Why Are We Altruistic?
- •How the Presence of Others Can Reduce Helping
- •Video Clip: The Case of Kitty Genovese
- •Human Aggression: An Adaptive yet Potentially Damaging Behavior
- •The Ability to Aggress Is Part of Human Nature
- •Negative Experiences Increase Aggression
- •Viewing Violent Media Increases Aggression
- •Video Clip
- •Research Focus: The Culture of Honor
- •Conformity and Obedience: How Social Influence Creates Social Norms
- •Video Clip
- •Do We Always Conform?
- •14.3 Working With Others: The Costs and Benefits of Social Groups
- •Working in Front of Others: Social Facilitation and Social Inhibition
- •Working Together in Groups
- •Psychology in Everyday Life: Do Juries Make Good Decisions?
- •Using Groups Effectively
- •14.4 Chapter Summary

Explaining Mood Disorders
Mood disorders are known to be at least in part genetic, because they are heritable. (Berrettini, 2006; Merikangas et al., 2002). [12]Neurotransmitters also play an important role in mood disorders. Serotonin, dopamine, and norepinephrine are all known to influence mood (Sher & Mann, 2003), [13] and drugs that influence the actions of these chemicals are often used to treat mood disorders.
The brains of those with mood disorders may in some cases show structural differences from those without them. Videbech and Ravnkilde (2004) [14] found that the hippocampus was smaller in depressed subjects than in normal subjects, and this may be the result of
reduced neurogenesis (the process of generating new neurons) in depressed people (WarnerSchmidt & Duman, 2006). [15] Antidepressant drugs may alleviate depression in part by
increasing neurogenesis (Duman & Monteggia, 2006). [16]
Research Focus: Using Molecular Genetics to Unravel the Causes of Depression
Avshalom Caspi and his colleagues (Caspi et al., 2003) [17] used a longitudinal study to test whether genetic predispositions might lead some people, but not others, to suffer from depression as a result of environmental stress. Their research focused on a particular gene, the 5-HTT gene, which is known to be important in the production and use of the neurotransmitter serotonin. The researchers focused on this gene because serotonin is known to be important in depression, and because selective serotonin reuptake inhibitors (SSRIs) have been shown to be effective in treating depression.
People who experience stressful life events, for instance involving threat, loss, humiliation, or defeat, are likely to experience depression. But biological-situational models suggest that a person’s sensitivity to stressful events depends on his or her genetic makeup. The researchers therefore expected that people with one type of genetic pattern would show depression following stress to a greater extent than people with a different type of genetic pattern.
The research included a sample of 1,037 adults from Dunedin, New Zealand. Genetic analysis on the basis of DNA samples allowed the researchers to divide the sample into two groups on the basis of the characteristics of their 5- HTT gene. One group had a short version (orallele) of the gene, whereas the other group did not have the short allele of the gene.
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The participants also completed a measure where they indicated the number and severity of stressful life events that they had experienced over the past 5 years. The events included employment, financial, housing, health, and relationship stressors. The dependent measure in the study was the level of depression reported by the participant, as assessed using a structured interview test (Robins, Cottler, Bucholtz, & Compton, 1995). [18]
As you can see in Figure 12.12 "Results From Caspi et al., 2003", as the number of stressful experiences the participants reported increased from 0 to 4, depression also significantly increased for the participants with the short version of the gene (top panel). But for the participants who did not have a short allele, increasing stress did not increase depression (bottom panel). Furthermore, for the participants who experienced 4 stressors over the past 5 years, 33% of the participants who carried the short version of the gene became depressed, whereas only 17% of participants who did not have the short version did.
Figure 12.12Results From Caspi et al., 2003
Caspi et al. (2003) found that the number of stressful life experiences was associated with increased depression for people with the short allele of the 5-HTT gene (top panel) but not for people who did not have the short allele (bottom panel).
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Source: Adapted from Caspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H.,…Poulton, R. (2003). Influence of life stress on depression: Moderation by a polymorphism in the 5-HTT gene. Science, 301(5631), 386–389.
This important study provides an excellent example of how genes and environment work together: An individual’s response to environmental stress was influenced by his or her genetic makeup.
But psychological and social determinants are also important in creating mood disorders and depression. In terms of psychological characteristics, mood states are influenced in large part by our cognitions. Negative thoughts about ourselves and our relationships to others create negative moods, and a goal of cognitive therapy for mood disorders is to attempt to change people’s cognitions to be more positive. Negative moods also create negative behaviors toward others, such as acting sad, slouching, and avoiding others, which may lead those others to respond negatively to the person, for instance by isolating that person, which then creates even more depression (Figure 12.13 "Cycle of Depression"). You can see how it might become difficult for people to break out of this “cycle of depression.”
Figure 12.13 Cycle of Depression
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Negative emotions create negative behaviors, which lead people to respond negatively to the individual, creating
even more depression.
Weissman et al. (1996) [19] found that rates of depression varied greatly among countries, with the highest rates in European and American countries and the lowest rates in Asian countries. These differences seem to be due to discrepancies between individual feelings and cultural expectations about what one should feel. People from European and American cultures report that it is important to experience emotions such as happiness and excitement, whereas the Chinese report that it is more important to be stable and calm. Because Americans may feel that they are not happy or excited but that they are supposed to be, this may increase their depression (Tsai, Knutson, & Fung, 2006). [20]
K E Y T A K E A W A Y S
•Mood is the positive or negative feelings that are in the background of our everyday experiences.
•We all may get depressed in our daily lives, but people who suffer from mood disorders tend to experience more intense—and particularly more intense negative—moods.
•The most common symptom of mood disorders is negative mood.
•If a person experiences mild but long-lasting depression, she will be diagnosed with dysthymia. If the depression continues and becomes even more severe, the diagnosis may become that of major depressive disorder.
•Bipolar disorder is characterized by swings in mood from overly “high” to sad and hopeless, and back again, with periods of near-normal mood in between.
•Mood disorders are caused by the interplay among biological, psychological, and social variables.
E X E R C I S E S A N D C R I T I C A L T H I N K I N G
1.Give a specific example of the negative cognitions, behaviors, and responses of others that might contribute to a cycle of depression like that shown inFigure 12.13 "Cycle of Depression".
2.Given the discussion about the causes of negative moods and depression, what might people do to try to feel better on days that they are experiencing negative moods?
[1]Isen, A. M. (2003). Positive affect as a source of human strength. In J. Aspinall, Apsychology of human strengths: Fundamental questions and future directions for a positive psychology (pp. 179–195). Washington, DC: American Psychological Association.
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[2]De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756.
[3]National Institute of Mental Health. (2010, April 8). People with depression discuss their illness. Retrieved
fromhttp://www.nimh.nih.gov/media/video/health/depression.shtml
[4]Kessler, R. C., Berglund, P. A., Demler, O., Jin, R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication (NCS-R). Archives of General Psychiatry, 62(6), 593–602.
[5]Culbertson, F. M. (1997). Depression and gender: An international review. American Psychologist, 52, 25–31.
[6]Kessler, R. C., Berglund, P., Demler, O, Jin, R., Koretz, D., Merikangas, K. R.,…Wang, P. S. (2003). The epidemiology of major depressive disorder: Results from the National Comorbidity Survey Replication (NCS-R). Journal of the American Medical Association, 289(23), 3095–3105.
[7]American Association of Suicidology. (2010, June 29). Some facts about suicide and depression. Retrieved
from http://www.suicidology.org/c/document_library/get_file?folderId=232&name=DLFE-246.pdf; American Foundation for
Suicide Prevention. (2007).About suicide: Facts and figures. National statistics. Retrieved
fromhttp://www.afsp.org/index.cfm?fuseaction=home.viewpage&page_id= 050FEA9F-B064-4092-B1135C3A70DE1FDA;
Sudak, H. S. (2005). Suicide. In B. J. Sadock & V. A. Sadock (Eds.), Kaplan & Sadock’s comprehensive textbook of psychiatry.
Philadelphia, PA: Lippincott Williams & Wilkins.
[8]Fairchild, K., & Scogin, F. (2008). Assessment and treatment of depression. In K. Laidlow & B. Knight (Eds.), Handbook of emotional disorders in later life: Assessment and treatment. New York, NY: Oxford University Press.
[9]Kessler, R. C., Chiu, W. T., Demler, O., & Walters, E. E. (2005). Prevalence, severity, and comorbidity of 12-month DSMIV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 617–27; Kessler, R. C., Berglund, P., Demler, O, Jin, R., Koretz, D., Merikangas, K. R.,…Wang, P. S. (2003). The epidemiology of major depressive disorder: Results from the National Comorbidity Survey Replication (NCS-R). Journal of the American Medical Association, 289(23), 3095–3105.
[10]Thomas, P., & Bracken, P. (2001). Vincent’s bandage: The art of selling a drug for bipolar disorder. British Medical Journal, 323, 1434.
[11]Bowden, C. L. (2001). Strategies to reduce misdiagnosis of bipolar depression.Psychiatric Services, 52(1), 51–55.
[12]Berrettini, W. (2006). Genetics of bipolar and unipolar disorders. In D. J. Stein, D. J. Kupfer, & A. F. Schatzberg
(Eds.), Textbook of mood disorders. Washington, DC: American Psychiatric Publishing; Merikangas, K., Chakravarti, A., Moldin,
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