Essentials of Abnormal Psychology in a Changing World provides students with the basic concepts in the field in a convenient 11-chapter format. These chapters cover historical and theoretical perspectives, approaches to psychological assessment and treatment, and the major types of psychological disorders - including eating disorders, anxiety disorders, depressive and bipolar disorders, substance related disorders, personality disorders, gender dysphoria and sexual dysfunctions, schizophrenia, and disorders of childhood, adolescence, and aging.

Hallmark features of this title

• Integrating Learning Objectives with Bloom's Taxonomy.  We introduce learning objectives at the start of each chapter, organized in terms of the IDEA model of course assessment, which comprises four key learning goals in the study of abnormal psychology.  The IDEA model is integrated with the widely used taxonomy of educational objectives developed by renowned educational researcher Benjamin Bloom. This taxonomy is arranged in increasing levels of cognitive complexity
• "Did You Know That" Chapter Openers. Each chapter begins with a set of “Did You Know That” questions designed to whet students' appetites for specific information contained in the chapter and to encourage them to read further. These chapter-opening questions (e.g., “Did You Know That ... you can become psychologically dependent on a drug without becoming physically addicted?” or “... as many as 17% of people will suffer from an anxiety disorder at some point in their lives?”) also encourage students to think critically and evaluate common conceptions in light of scientific evidence. 
• Normal/Abnormal Behaviour. Instructors often hear the question “So what is the difference between normal behaviour and a psychological disorder?” In an effort to bring the material back to real life and to separate normal emotional distress from a psychological disorder, we've introduced case comparisons called “Normal/Abnormal Behaviour” - for example, “Alcohol Use: No Disorder” and “Alcohol Abuse: Disorder” or “Normal Perfectionism: No Disorder” and “OCPD: Disorder.” These have been written to inspire discussion and engagement with students in class. Students will encounter a variety of symptom severities and can discuss the differences between the cases. These cases are not meant to encourage labelling but are designed to show real-life examples.
• Focus on Diversity. Helps broaden students' perspectives so that they understand the importance of issues relating to gender, culture, ethnicity, and lifestyle in the diagnosis and treatment of psychological disorders. Students will see how behaviour deemed normal in one culture could be labelled abnormal in another, how states of psychological distress might be experienced differently in other cultures, how some abnormal behaviour patterns are culture-bound, and how therapists can cultivate a sensitivity to cultural factors in their approach to treating people from diverse backgrounds.

New and updated features of this title

• Enhanced Integration of DSM-5. This new edition has been revised to better reflect the organizational structure of DSM-5. Anxiety disorders in childhood and adolescence are now covered in Chapter 3 (Anxiety, Obsessive-Compulsive, and Trauma-and Stressor-Related Disorders) and depressive disorders and suicide among children and adolescence are incorporated into Chapter 4 (Depressive Disorders, Bipolar and Related Disorders, and Suicide).
• Continued Focus on Mental Health in Canada. Since our fourth edition, Canada has continued to make significant strides in recognizing and planning for the mental health needs of our population, including the homeless and Indigenous communities.