Menu
An in depth course on abnormal psychology
There are six 100 hour modules required to complete this course.
Study five core modules of Abnormal Psychology, Introduction to Psychology, Developmental, Learning and Behavioural Conditions, Child Mental Health, Adult Mental Health.
Then choose one elective module from Anger Management, Stress Management and Psychopharmacology.
£499.00
Once your enrolment has been received you will receive your enrolment confirmation email which contains your login details within one working day
An in-depth course on abnormal psychology
There are six 100-hour modules required to complete this course.
Study five core modules of Abnormal Psychology, Introduction to Psychology, Developmental, Learning and Behavioural Conditions, Child Mental Health, Adult Mental Health.
Then choose one elective module from Anger Management, Stress Management and Psychopharmacology.
Course Structure & Content:
The Core modules cover Abnormal Psychology, Introduction to Psychology, Developmental Learning and Behavioural Conditions, Child and Adolescent Mental Health, Managing Adult Mental Health.
Then choose one Elective from – Anger Management, Stress Management, Psychopharmacology.
Summaries of the modules are below; please follow the link in the titles for further information on each one.
COURSE STRUCTURE AND CONTENT
THE ELECTIVE MODULES
Choose one Elective Module from –
Anger Management
This 9-lesson module will help students to learn to understand anger and explore techniques that can be useful in the management of anger. The module explores different theories relating to emotion and anger looking at different therapies, techniques, and counselling that can be used to manage anger. Important areas for consideration are individuals with mental health issues, personality disorders, and children and adolescents; there are separate lessons dedicated to these. A problem-based learning project completes the module, where the student will create and present a plan of anger management for an individual experiencing serious anger difficulties.
Stress Management
The 8-lesson module in Stress Management will provide the student with an understanding of how our bodies react to stress, and how this may be coped with. We look at how stress may be controlled, and how we may relax. Stress is a notable factor in everyone’s lives, and different people have different ways in dealing with it. There are many factors which contribute to this – different personalities, our approach to diet (“we are what we eat”), how we view ourselves, how we manage our career, to name but a few. This detailed module will guide the student through all these areas and much more, enabling them to appreciate their own situations as well as providing the knowledge to let them help others in managing their stress.
Psychopharmacology (Drugs &Psychology)
This 11-lesson module covers a wide range of drugs, from legal drugs such as caffeine, and tobacco, through legally restricted drugs, such as cocaine, through to prescription drugs, including sedatives. Students will learn more and understand the psychological effects of different drugs and other substances. Whilst some drugs are used for treatment of conditions, other freely available substances, or ingredients although potentially harmless in theory, can give rise to less welcome psychological outcomes. This module considers drugs from the viewpoint of treatment as well as addictions and dangers arising from excessive or misuse of other substances.
Some people have a biological susceptibility to changing from a seemingly normal person into one that behaves well outside of the norm. Others may be affected, through no fault of their own, by circumstances that change their psychology and ultimately trigger changes in their behaviour.
Psychological or physical pain may be the start of a change in behaviour which may then manifest in anything from withdrawal or abuse of relationships to self-abuse or drug abuse. Over time behavioural changes can become increasingly exaggerated and abnormal
Conditioning
Classical conditioning was first described by Ivan Pavlov in the 1890s. He conducted a series of experiments with dogs based upon the observation that when a dog is presented with food (unconditional stimulus, US) it salivates (unconditional response, UR). This is an inborn response. Pavlov presented various other stimuli at the same time as the food, so these other stimuli became associated with food. For example, the dog may hear a bell sound at the same time as food is presented. Through repeated pairing of the bell and the presentation of food, the dog learns to salivate upon hearing the bell only. The sound of the bell is now a conditioned stimulus (CS) and the salivation a conditioned response (CR) because it is not an inborn response to that stimulus (although it is the same as the UR).
Pavlov found that he could replace the sight of food with a range of other unconditioned stimuli and still produce the unconditioned response of salivation. This is known as classical conditioning.
In the same way, classical conditioning can explain drug and alcohol use. For instance, cues or stimuli can produce responses like cravings or withdrawal symptoms. Cues may be of internal origin, like feelings of depression or anxiety, or of environmental origin such as the sight of a public bar or observing someone smoke a cigarette. Witnessing stimuli associated with substance use can trigger the response in the individual.
Another type of conditioning is operant conditioning. Operant behaviour can be viewed as when an animal ‘operates’ spontaneously on its environment. That is, it is not brought about by any influence from an outside stimulus.
B.F. Skinner took Pavlov’s work a stage further to develop his own theories of ‘operant conditioning’. He devised the ‘Skinner box’, in which he placed rats. When the rat pressed down a bar inside the box, a food pellet was delivered into a tray. After exploring its environment and accidentally pressing the bar a number of times, the rat eventually made the connection between pressing the bar and the arrival of the food pellet.
The appearance of the food can be said to be ‘positive reinforcement’. The bar pressing behaviour is reinforced because the rat is rewarded for its efforts. In addition, Skinner was able to demonstrate that such behaviour can also be learned to avoid unpleasant consequences. When pressing the bar cut off a mild electric current that ran through the box, the rat soon learned to adopt this behaviour. This is known as ‘aversive conditioning’ and results from ‘negative reinforcement.’
In relation to substance use, behaviour may be reinforced if the right cues are present, for instance, consuming a substance like alcohol can be a positive reinforcer for drinking and may be associated with a range of cues like a family meal. For some though, the cues may become generalised so that they consume alcohol in response to a range of different internal cues, i.e. different moods or external cues – anywhere, anytime.
It would seem that the negative consequences of such behaviour (e.g., feeling hung over or sleeping in and missing work) do not support the positive reinforcement of them, but these negative ramifications usually come later. The initial response to taking the substance is usually one of pleasure and reward or reduction of cravings. Despite acknowledging problems associated with their behaviour and making vows to address it, many users become overwhelmed when faced with the stimuli which prompt them to use and so relapse is frequent. Hence many people need help with abstinence and quitting.
Social Cognitions
Social learning theory suggests that much of what we learn is through modelling and imitation of others. It has given rise to the client-centred approaches to therapy (Carl Rogers) and motivational interviewing techniques which seem to be of benefit in dealing with substance use problems. Social learning theory emerged because some psychologists found behavioural explanations of behaviour too simplistic, i.e., people don’t always respond to stimuli in predictable ways. People play a more active role in deciding what they do. One of the things they found was that people’s expectations played a key part in their behaviour.
When applied to substance use expectations may arise from rewards and stimuli, but also that they can influence how people react to stimuli, behaviour, and the consequences. That is, people have an active role in how they respond. Other influences such as modelling, perceived levels of self-control (i.e., self-efficacy beliefs), need for positive regard and self-evaluations also influence our choices.
Personality
It has been suggested that some people may have a personality type which makes them more prone to using substances. However, there is little evidence to support this proposal. What is perhaps more credible is that personality traits may influence an individual’s substance use behaviour. But once again, research has failed to consistently identify specific traits or clusters of traits associated with drug use that support this theory. However, a few studies, e.g. Molina et al. 2002, have suggested that there may be a link between personality traits and the onset of alcohol use disorders. Antisocial personality traits have been linked to alcohol related problems in teens and young adults.
Also, some neurological problems like attention deficit and hyperactivity, impulsiveness, emotional instability, lack of inhibition, aggressiveness, and pre-alcoholic essential tremor have been found to be associated with alcohol problems. Poor academic achievement, truancy and delinquency are also linked and so is sensation seeking behaviour.
Mental health disorders also have a complex relationship with drug and alcohol use. As alluded to already, some people with mental health problems take substances to self-medicate but sometimes mental health problems may be incurred through use of substances. There may also be a history of personality disorder or mental health issues in families where there are members with drug or alcohol disorders.
Social Theories
The environment may also play a significant role in an individual’s vulnerability to drug and alcohol related disorders. For instance, how substances are perceived in society can influence an individual’s decisions about taking them. In most Western societies alcohol is seen as an acceptable drug and many people grow up surrounded by family members and role models who drink. In these societies young people may feel peer pressure to drink alcohol. Children who watch their parents drinking to relieve stress are more likely to accept it as a means of coping with problems. Conversely, in many countries where there is a Muslim majority alcohol is prohibited and there are few alcohols related problems. As well as availability, cost can be a determinant in the development of use disorders. Where prices are higher usage is likely to be lower.
Other social factors such as homelessness and unemployment are linked to problems with substance use. Within the family network factors such as abuse, neglect, separation, divorce, and poor social support are all possible risk factors for substance use. The family system itself can promote and maintain substance use behaviours through particular rituals, e.g., every Sunday they drink alcohol with dinner as a family tradition.
Conclusion
Given the divergent and occasionally complementary explanations of why people use substances and become addicted to them it is apparent that there is no satisfactory approach which describes all cases. Therefore, any attempt at understanding a person’s substance use behaviour must be an integrated one. There are biological, psychological, and social influences on whether a person uses substances and also the consequences of use. Responses may lead to tolerance, reinforcement and generalisation of substance use to a variety of internal and external cues. Often individuals with substance use disorders associate with others who are similarly inclined and avoid those who may not condone their behaviour.
This course is suitable for –
Unlock your potential and take charge of your future career with our extensive range of distance learning courses. Make the right decision today and pave the way for limitless opportunities tomorrow. With so many career paths available, it’s easy to get lost in a sea of choices.
However, with our industry-leading courses, you’ll receive expert guidance and support every step of the way. Developed with global industry experts, our courses are consistently updated to stay ahead of the curve and ensure you are equipped with the most relevant skills and knowledge for your field. Discover your passion and turn it into a successful career with our cutting-edge distance learning programs.
Join our growing community of satisfied graduates and students who have benefited from our expertly crafted courses. Start achieving your career goals today, enroll now!
