PYC3702/101/3/2012

Tutorial Letter 101/3/2012

Abnormal Behaviour and Mental Health

PYC3702
Semesters 1 and 2
Department of Psychology
This tutorial letter contains important
information about this module.

Bar code

CONTENTS
1

INTRODUCTION AND WELCOME ................................................................................................ 3

1.1
1.2

Tutorial matter ................................................................................................................................. 3

myUnisa .......................................................................................................................................... 4

PURPOSE OF AND OUTCOMES FOR THE MODULE ................................................................ 4

2.1
2.2

Purpose .......................................................................................................................................... 4
Outcomes ....................................................................................................................................... 5

LECTURER AND CONTACT DETAILS......................................................................................... 5

3.1
3.2
3.3

Lecturers ......................................................................................................................................... 5
Department ..................................................................................................................................... 6
University ........................................................................................................................................ 6

MODULE RELATED RESOURCES............................................................................................... 7

4.1
4.2
4.3
4.4
4.5
4.6
4.7

Prescribed books ............................................................................................................................ 7

Recommended books ..................................................................................................................... 7
Additional books ............................................................................................................................. 7
The study guide .............................................................................................................................. 8
A study method ............................................................................................................................... 8
Videos ............................................................................................................................................. 8
Electronic Reserves (e-Reserves) .................................................................................................. 8

STUDENT SUPPORT SERVICES FOR THE MODULE ................................................................ 8

MODULE SPECIFIC STUDY PLAN ............................................................................................... 9

MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING ................................... 10

ASSESSMENT ............................................................................................................................. 10

8.1
8.2
8.3
8.4
8.5

Assessment plan .......................................................................................................................... 10

Due dates of assignment, assignment numbers and unique assignment numbers...................... 10
Submission of assignments .......................................................................................................... 11
Feedback on assignments ............................................................................................................ 11
Assignments ................................................................................................................................. 12

EXAMINATIONS .......................................................................................................................... 35

10

OTHER ASSESSMENT METHODS............................................................................................. 36

11

FREQUENTLY ASKED QUESTIONS .......................................................................................... 36

12

FINAL WORD ............................................................................................................................... 36

Important note:
Formal tuition in this module will be conducted in English only. Where capacity exists, and upon
request, individual discussions will be conducted in any preferred South African language.
2

PYC3702/101

INTRODUCTION AND WELCOME

Dear Student
Welcome to Abnormal Behaviour and Mental Health! May you find the experience of studying this semester
module a stimulating and rewarding one. We trust this module will prove to be interesting, informative and
useful and that it will contribute positively toward the achievement of your study goals.
You will receive a number of tutorial letters during the semester. A tutorial letter is our way of
communicating with you about teaching, learning and assessment. Read all of these tutorial letters
immediately and carefully as they contain important, and sometimes, urgent information.
This tutorial letter (Tutorial Letter 101/3/2012) contains important information regarding the scheme of work,
resources and assignments for this module. We urge you to read it carefully and to keep it at hand when
working through the study material, preparing the assignments, preparing for the examination and
addressing questions to your lecturers.
Please read Tutorial Letter 301 in combination with Tutorial Letter 101 as it gives you an idea of important
general information when studying at a distance and within a particular College.
In Tutorial Letter 101/3/2012 you will find the assignments and assessment criteria as well as instructions
on the preparation and submission of the assignments. This tutorial letter also provides all the information
you need regarding the prescribed study material and other resources and how to obtain them. Please
study this information carefully and make sure that you obtain the prescribed material as soon as possible.
We have also included certain general and administrative information about this module. Please read this
section of the tutorial letter carefully.
We wish you a pleasant and rewarding semester. Do not hesitate to contact us if you encounter any
problems with your studies.

1.1

Tutorial matter

Some of the tutorial matter may not be available when you register. Tutorial matter that is not available
when you register will be posted to you as soon as possible, but is also available on myUnisa. Please
consult my Studies @ Unisa which department you should contact for assistance to obtain missing study
material.
At the time of registration, you will receive an inventory letter that will tell you what you have received in
your study package and also show items that are still outstanding. Also see the brochure entitled my
Studies @ Unisa.
Check the study material that you have received against the inventory letter. You should have received all
the items listed in the inventory, unless there is a statement like out of stock or not available. If any item
is missing, follow the instructions on the back of the inventory letter without delay.
PLEASE NOTE:

Your lecturers cannot help you with missing study material.

The Department of Despatch should supply you with the following study material for this module:

my Studies @ Unisa (General administrative information about Unisa.)

Study Guide

Tutorial Letter 101/3/2012 (The tutorial letter you are reading now.)

1.2

myUnisa

myUnisa is an Internet facility offered free of charge to all registered Unisa students. With the aid of
myUnisa students will ultimately be able to perform all study-related functions on the Internet which are now
normally done by telephone, by letter or personal visits to the campus.
To make use of myUnisa, you will need a computer with a modem and an Internet connection, as well
as a browser such as Netscape or Internet Explorer. See my Studies @ Unisa for further information.
The following functions have already been implemented on myUnisa:

you can contact your lecturers via e-mail;

you can join a discussion forum (e.g. to discuss your module with other students doing the same
module);
you can order books from the library, and search for books on the library database;
you can download study material placed on myUnisa;
you can check whether your assignments have been received and marked;
you can submit written as well as multiple-choice assignments via myUnisa;
you can look up your assignment or exam marks as soon as they are released.

To register on myUnisa, you should go to the Unisa web page, which is located at the Internet address
http://www.unisa.ac.za.
On this web page, select the option myUnisa. If you are a first time user, you must click on the option
Register as myUnisa user which will enable you to register online (this does not cost anything). Type in
your name, student number and a password (the password must be at least 6 characters long). You will
then be supplied with a PIN code (personal identity number) which you will use in all future transactions
with myUnisa.
Once you have registered, select the option Enter myUnisa, which will take you into myUnisa. In myUnisa,
select the option My Courses, (in this case PYC3702). From here, you will be able to submit assignments
and do related activities (consult the publication my Studies @ Unisa).

PURPOSE OF AND OUTCOMES FOR THE MODULE

2.1

Purpose

The purpose of this module is to empower you with the knowledge, skills and attitudes to:

identify abnormal behaviour that is associated with distress and/or impairment in functioning.

classify certain abnormal behaviour patterns according to the DSM-IV-TR classification system.

describe abnormal behaviour according to the Family Systems model and the African perspective.

PYC3702/101

gain insight into the nature of abnormal behaviour and the suffering it causes.

consider various theoretical and cultural descriptions and explanations of abnormal behaviour.

become sensitive to factors which both threaten and promote mental health in your community.

become actively involved in the promotion of mental health in your community.

2.2

Outcomes

When you have completed this module you should:

understand the complexities of abnormal behaviour and mental health.

be able to distinguish between normal and abnormal behaviour.

be able to identify abnormal behaviour in various multicultural contexts.

be able to classify abnormal behaviour on the five axes of the DSM-IV-TR-classification system.

be able to explain abnormal behaviour according to different perspectives.

have a sound knowledge of professional and other support services in your community to which you
can refer people with abnormal behaviour.

be able to promote mental health on primary and tertiary levels in your community.

LECTURER AND CONTACT DETAILS

3.1

Lecturers

The lecturers and secretary responsible for this module are given in the table below. All queries about the
content of this module should be directed to the lecturers and all queries about administrative matters
should be directed to the module secretary. Please, have your student number and study material with
you when you contact us.
Module secretary
Mrs Cornia Nel
Lecturing team
Ms Louise Henderson
(Module leader)
Mrs Banti Mokgatlhe
(Mrs Mokgatlhe will only
be available from
1/02/2012
Mrs Elmari Visser
Dr Beate von Krosigk

Building and office Telephone number

number
Theo van Wijk, 5-86
012 4298233

e-mail address
[email protected]

Building and office Telephone number

number
Theo van Wijk, 5-91
012 4298214

e-mail address
[email protected]

Theo van Wijk, 5-84

012 4298238

[email protected]

Theo van Wijk, 5-93

012 4298270

[email protected]

Theo van Wijk, 5-40

012 4298224

[email protected]

If you want to contact a lecturer via the myUnisa proceed as follows:

Register as a myUnisa user (follow the procedure in Section 1.2 in this tutorial letter). Select My Courses
and then the option Contact Lecturer. This will enable you to send e-mail correspondence to the lecturers
involved in this module (also consult the brochure my Studies @ Unisa).

3.2

Department

3.2.1

Communication with the Department (by letter)

Address all correspondence concerning

problems experienced in studying a specific module or
arrangements for an appointment with a lecturer to:
The Department of Psychology
(Name of lecturer and module concerned)
P.O. Box 392
Unisa
0003
NOTE: You may enclose more than one letter to the Psychology Department in an envelope, but do not
address enquiries to different departments (e.g. Despatch and Library Services) in the same letter. This will
cause a delay in the replies to your enquiries. Write a separate letter to each department and mark each
letter clearly for the attention of that department. Always write your student number and the study-unit code
at the top of your letter.
Letters to lecturers may not be enclosed together with assignments.
3.2.2

Communication with the Department (by telephone, e-mail or fax)

Refer to page 5, section 3.1 for the telephone numbers and e-mail addresses of the lecturers and module
secretary involved in PYC3702.
Lecturers frequently have to attend meetings, conferences, discussion classes, etcetera. They may
therefore not be in their offices at all times. If you cannot get hold of any particular lecturer in her
office, phone the secretary Mrs C Nel on [012] 429-8233. Her e-mail address is [email protected]. If
the problem is really very serious, phone the module leader, Ms Henderson on 0832681174 (preferably)
during normal office hours.
Our departmental fax number is [012] 429-3414. When you send a fax, remember to indicate the module
code and the lecturers name.
Note that study material can not be faxed to students.
3.2.3

Personal visit to the Department

Always make an appointment before coming to Unisa to see a lecturer. Lecturers often have other
commitments which prevent them from seeing students without formal appointments.

3.3

University

Please consult my Studies @ Unisa for general contact details.

PYC3702/101

MODULE RELATED RESOURCES

4.1

Prescribed book

The prescribed book for this course is: Sue, D., Sue, D.W., & Sue, S. (2010). Understanding abnormal
behavior (9th ed.). Wadsworth: Cengage Learning.
Please place an order at your bookseller early. This will save you delay and frustration experienced
by those who wait too long.

4.2

Recommended books

The following are publications that you may consult to broaden your knowledge of abnormal behaviour.
American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders: (4th text
revised ed.). Washington, DC: American Psychiatric Association.
Barlow, D.H., & Durand, V.M. (2009). Abnormal psychology: An integrative approach (5th ed.). Belmont:
Wadsworth/Thomson Learning.
Sadock, B.J., Kaplan, H.I., & Sadock, V.A. (2007). Synopsis of psychiatry: Behavioral sciences: Clinical
psychiatry (10th revised ed.). Baltimore: Williams & Wilkins.
LIST OF RECOMMENDED BOOKS
PYC3702 2012
Books supplied subject to availability
TITLE

AUTHOR

SHELF NUMBER

Abnormal psychology : an integrative approach

Barlow, David H.

616.89 BARL

Diagnostic and statistical manual of mental

disorders : DSM-IV-TR.

APA

616.89075 DIAG

Kaplan & Sadock's synopsis of psychiatry

Sadock, Benjamin J.

616.89 SADO

4.3

Additional books

While studying you will frequently come across terminology which is new to you. The Glossary in the
prescribed book is very helpful in such cases and you should consult it often. It is also advisable to have a
good psychology dictionary. For those of you who consider buying one, we recommend the following:
Corsini, R.J. (1999). The dictionary of psychology. Philadelphia: Bruner/Mazel.
Grieves, J. (1998). Oxford psychology study dictionary. Oxford: Oxford University Press.
Plug, C., Louw, D.A., Gouws, L.A., & Meyer, W.F. (1997). Verklarende en vertalende sielkundewoordeboek.
(3rd ed.). Johannesburg: Heinemann.
Sutherland, S. (1995). MacMillan dictionary of psychology (2nd ed.). Basingstake: MacMillan Press.
7

4.4

The study guide

The study guide is exactly what its name suggests: A guide that helps you to study and pass the module. The
purpose of the study guide is to systematically guide you to study the contents of the prescribed book. You
should therefore always use the study guide when you are studying information in the prescribed book. This
guide contains information concerning the sections in the prescribed book you have to study, the
sections you have to read for background information, and the sections of the prescribed book you
can leave out. This guide also contains additional information to the prescribed book which you must know
and which will help you to understand and master the contents of the syllabus more easily. Read the
Introduction carefully and follow the guidelines as set out in the Introduction.
Aspects of the syllabus that students frequently find difficult are explained fully. There are also many
questions and exercises in the guide that you can do. Complete all the activities in each chapter before
proceeding to the next chapter. Should you still have problems and feel unsure about some of the questions
and activities, contact one of your lecturers so that your problems can be resolved.

4.5

A study method

There are many ways to learn and to remember. Many students only see the inadequacy of their study
method through poor examination results. The Unisa Press offers a study method entitled Mind Mapping
Psychopathology* for R38-00. The booklet is specifically written for Abnormal Behaviour and Mental
Health students. A previous edition Understanding abnormal behavior by Sue, D., Sue, D. W., & Sue, S.
(1994) was used as an example to introduce this study process, which gives step by step instructions
accompanied by colourful mind maps.
Should you want to obtain the booklet, contact: Unisa Press - Tel. [012] 429-3695 or [012] 429-3515 or
complete the order-form at the end of this tutorial letter and mail it to Unisa Press. Should you have any
questions about the contents of this booklet, contact: Dr B.C. von Krosigk - Tel. [012] 429-8224.
*Von Krosigk, B.C. (1996). Mind mapping psychopathology. Pretoria: Unisa.

4.6

Videos

A number of videos have been selected which serve to illustrate some of the disorders that are included in
the syllabus. The videos are meant to make the written content of the module come alive on screen. The
videos are available in the audiovisual sections of Unisa library in Pretoria and can be requested from the
library.
The following videos are available:

4.7

A beautiful mind.
Iris.
One flew over the cuckoos nest.
Three Faces of Eve.
The Hours.

Electronic Reserves (e-Reserves)

There are no e-Reserves for this course.

STUDENT SUPPORT SERVICES FOR THE MODULE

For information on the various student support systems and services available at Unisa (e.g. student
counselling, tutorial classes, language support), please consult the brochure my Studies @ Unisa that you
received with your study material.
8

PYC3702/101
Group discussion classes are planned for both semesters in Pretoria, Polokwane, Cape Town and Durban.
Refer to subsequent tutorial letter for further information regarding the group discussion classes.

MODULE SPECIFIC STUDY PLAN

NOTE: Use your my Studies @ Unisa brochure for general time management and planning skills.
This semester module runs over 15 weeks. We advise that you draw up a study time-table as soon as
possible. It should make provision for all your subjects, and also for unforeseen circumstances such as
illness and work pressure, to enable you to work through the entire syllabus in good time and submit your
assignments on time. The Abnormal Behaviour and Mental Health module is very labour intensive and the
volume of work is large. It is therefore very important to study regularly.
The following is an example of a study time-table, which you should, of course, adapt to suit your own
circumstances: (Study Guide (SG) and prescribed book (PB)).
STUDY TIME
First Semester
Second Semester
Week 1
Week 1
(first week in July
(first week in
2012)
February 2012)

WORK COVERED

Week 2

Week 2

Week 3

Week 3

Week 4

Week 4

Week 5

Week 5

Week 6

Week 6

Week 7

Week 7

Week 8

Week 8

Week 9

Week 9

Week 10

Week 10

Week 11

Week 11

Week 12

Week 12

Week 13

Week 13

Week 14

Week 14

Read Tutorial Letter 101 as well as the Introduction to

the Study Guide and Perspectives/Models of abnormal
behaviour (SG & PB).
Psychopathology from an African Perspective (SG)
Assessment and classification of abnormal behaviour
(SG & PB)
Personality Disorders and Impulse Control Disorders
(SG & PB)
Anxiety Disorders (SG & PB)
Dissociative Disorders (SG & PB)
Somatoform Disorders (SG & PB)
Stress Disorders (SG & PB)).
Complete and submit Assignment 01.
First semester closing date 9 March 2012
Second semester closing date 31 August 2012
Substance-Related Disorders (SG & PB)
Sexual and Gender Identity Disorders (SG & PB)
Preparation for group discussions.
Mood Disorders (SG & PB)
Suicide (SG & PB)
Complete and submit Assignment 02.
First semester closing date 6 April 2012
Second semester closing date 28 September 2012
Schizophrenia: Diagnosis, Etiology and Treatment. (SG
& PB)
Cognitive Disorders (SG & PB)
Disorders of Childhood and Adolescence (SG & PB)
Psychotherapeutic Interventions (SG)
Submit Assignment 91
First semester closing date 23 April 2012
Second semester closing date 5 October 2012
Revision and examination preparation
Revision and examination preparation

Week 15

Week 15

Revision and examination preparation

MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

There are no practicals for this module.

ASSESSMENT

8.1

Assessment plan

Assignments are seen as part of the learning material for this module. As you do the assignments, study
the reading texts, consult other resources, discuss the work with fellow students or tutors or do research,
you are actively engaged in learning.
Three assignments have been set for this module. Only two of these assignments, assignments 01 and 02,
are compulsory.
Assignments 01 and 02 consist of 30 multiple choice questions each. Both these assignments are
compulsory. By submitting both Assignments 01 and 02 on time, you gain examination admission. Note
that you do not have to pass the assignments to gain examination admission you merely have to submit
them on time. Assignments 01 and 02 also count 10% towards your year mark and it is in your best interest
to try your best to gain good marks in both assignments. Your assignments must reach us by the closing
date. Because feedback is given shortly after the closing dates, no extensions can be given. Please note
that there are no further opportunities to gain examination admission.
The third assignment, Assignment 91, is not compulsory. In Assignment 91 we request you to evaluate the
Abnormal Behaviour and Mental Health course in the form of a multiple choice assignment.

8.2

Due dates of assignment, assignment numbers and unique assignment numbers

Please consult the following table for the closing dates, unique numbers and other relevant information
regarding assignments:
Assignment 01
Semester
Closing date
(Compulsory)
You will find the assignment on pages 12 to 20 in this tutorial letter
1
9 March 2012
2
6 April 2012
Assignment 02
Semester
Closing date
(Compulsory)
You will find the assignment on pages 21 to 29 in this tutorial letter
1
31 August 2012
2
28 September 2012
Assignment 03
Semester
Closing date
(Module Evaluation)
You will find the assignment on pages 30 to page 35 in this tutorial letter
1
23 April 2012
2
5 October 2012

Unique number
680299
744289
Unique number
732464
801334
Unique number
788055
675157

You will see that each multiple choice assignment has a unique assignment number. Please indicate this
unique number on your mark reading sheet before submitting your assignments. The computer identifies all
assignments by the unique number. For detailed information on and requirements for assignments, as well
as instructions for the use of mark reading sheets, consult my Studies @ Unisa.

10

PYC3702/101

8.3 Submission of Assignments

You may submit your assignments either by post (on mark reading sheets) or electronically via myUnisa.
For detailed information and requirements as far as submission of assignments are concerned, refer to my
Studies @ Unisa which you received with your study material.
8.3.1

Submission via myUnisa

One of the great advantages that myUnisa offers is that your assignment is immediately delivered to the
Assignment Section at Unisa so that you do not have to agonise as to whether your assignment has arrived
safely, and you also no longer have to worry about postal delays.
To submit an assignment via myUnisa:

Go to myUnisa.
Log in with your student number and password.
Select the module.
Click on assignments in the left-hand menu.
Click on the assignment number you want to submit.
Follow the instructions on the screen.

8.3.2

Submission via post

If you do not have access to the Internet, you must complete your assignments on the mark reading sheets
provided with your study material. Please read the sections Assignments and Submitting Assignments in
my Studies @ Unisa before you submit your assignments. Always keep a copy of your assignment
answers in case your assignment does not reach the University. Submit the original copy. Remember to
use your correct student number and unique number of the relevant assignment.
Assignments submitted by post should be addressed to:
The Registrar
PO Box 392
UNISA
0003

8.4

Feedback on assignments

You will receive two kinds of feedback on assignments 01 and 02.

A computer printout showing your answers, the correct answers and the mark you obtained.

A tutorial letter with feedback about each assignment. As soon as you have received the
commentaries, please check your answers. The assignments and the commentaries on these
assignments constitute an important part of your learning and should help you to be better prepared for
the next assignment and the examination.

Note that you will not receive feedback on Assignment 91 (evaluation of the course).

11

8.5

Assignments

Assignment 01
Semester 1
Semester 2

Closing date: 9 March 2012

Closing date: 31 August 2012

Unique number: 680299

Unique number: 732464

This assignment is based on chapters 1, 2A, 2B, 3, 5, 6A, 6B, 7 and 8 of the Unisa Study Guide and the
corresponding chapters in the prescribed book.
Question 1
Clinician A says: Abnormal behaviour can only be identified and understood if the individuals cultural
context is taken into consideration. Clinician B says: Abnormal behaviour is consistent across different
cultures and as such uniform treatment can be applied to all individuals irrespective of their racial and
cultural background. Clinician A adopts a - - - - - approach to abnormal behaviour, whereas clinician B
adopts a/an - - - - - approach to abnormal behaviour.
1.
2.
3.
4.

cultural; systemic
multidimensional; universalist
systemic; linear
relativistic; universalist

Question 2
Which one of the following statements does not apply to the DSM-IV-TR classification system?
1.
2.
3.
4.

The DSM-IV-TR recognises that abnormal behaviour manifests differently in different cultures.
The DSM-IV-TR is based on the medical model of abnormal behaviour.
The DSM-IV-TR focuses on the categorisation of mental disorders and not on the explanation thereof.
The DSM-IV-TR reflects gender sensitivity in the classification of abnormal behaviour.

Question 3
A reason why the DSM-IV-TR classification system makes a distinction between Axis I and Axis II disorder
is - - - - 1.
2.
3.
4.

because Axis I and Axis II disorders are mutually exclusive.

to ensure that the presence of long-term disturbances is not overlooked when the current disorder is
being investigated.
that only Axis I disorders lead to serious impairment in social and/or occupational functioning.
that only Axis II disorders involve poor personal insight and thus a poor prognosis.

Question 4
From the behaviourist perspective learning can occur without personal reward, punishment or praise when
an individual experiences - - - - -.
1.
2.
3.
4.

12

classical conditioning
operant conditioning
vicarious conditioning
direct reinforcement

PYC3702/101
Question 5
The family systems model of abnormal behaviour is interested more in - - - - 1.
2.
3.
4.

how abnormal behaviour is maintained than in what caused it in the first place.
the level of personal responsibility for ones actions than in the working of the unconscious.
the attainment of an individuals full potential than in the motivations for an individuals behaviours.
the degree of unconditional positive regard between the individuals in a system than the degree of
communication between these members.

Question 6
The basic assumptions of the - - - - - model include self-actualisation, unconditional positive regard,
congruence and the development of a positive self-concept.
1.
2.
3.
4.

Rational-Emotive
Neo-Freudian
Humanistic
Existential

Question 7
From the - - - - - perspective irrational maladaptive assumptions and a distortion of thought processes is the
main cause of pathology.
1.
2.
3.
4.

Psychodynamic
Operant Conditioning
Existential
Cognitive

Question 8
According to the family systems model, - - - - - implies that well functioning living systems require that the
system changes when and where change is required.
1.
2.
3.
4.

nonsummativity
circular causality
morphogenesis
linear causality

Question 9
According to the traditional African perspective - - - - - refers to disorders caused by natural causes while
- - - - - refers to disorders caused by supernatural factors or the ancestors.
1.
2.
3.
4.

Umkhuhlane; Ukufa kwabantu

Ukufa kwabantu; Ubuthakathi
Umkhuhlane; Ubuthakhathi
Ukufa kwabantu; Umkhuhlane

13

Question 10
Which one of the following attributes does not relate to the African Worldview on healing?
1.
2.
3.
4.

Holism
Humanity
Spirituality
Mastery of the universe

Read the following case study carefully and then answer questions 11, 12, 13, 14, 15 and 16.
Paula, a 56 year old Maths teacher at a prestigious private school, complains of the following
symptoms: heart palpitations, ringing in the ears, dizziness, sweaty palms, dry mouth, severe muscle
tension, irritability and a constant edgy and watchful feeling that interferes with her ability to
concentrate. According to Paula, she has been suffering from these symptoms for the past nine months.
Paula attributes these symptoms to constant, uncontrollable anxiety and worries. She finds herself
constantly worrying about her health despite the fact that a general practitioner as well as a specialist
declared her medically fit and healthy. Paula also constantly worries about her children, her friends, her
finances, her religious faith and her career. Although she realises that the anxiety and worries are
unfounded, she cannot control it. Paula tries to hide her symptoms, especially from her colleagues and
learners but she often has to leave her classroom when her symptoms become intolerable.
The Principal of the school where Paula teaches requested Paula to seek professional help after a
group of parents complained about Paulas frequent absence from class. Paula is seriously distressed
about the parents complaint. She fears that she might lose her work despite the Principals reassurance
to the contrary. Although Paula is an experienced and respected Maths teacher, she has refused
several promotion opportunities due to a lack of self-confidence. She also never had the confidence to
teach Grade 12 learners. Ten months ago, after the unexpected death of the Grade 12 Maths teacher,
Paula was asked by the Principal to take over the Grade 12 Maths class. To avoid conflict, Paula
agreed to the Principals request despite serious doubts about her ability to cope with the challenges of
Grade 12 learners. Paula experienced the death of her colleague, who was also her only close friend,
as a great loss. Paula relied on her colleague and friend for guidance regarding teaching and personal
matters since the death of her husband six years ago. Paulas husband was her main source of support
and care since they got married at an early age. He assumed responsibility for some important areas of
her life. Paula seldom opposed her husbands decisions. After the loss of her husband, Paula became
very attached to her colleague that had died.
Question 11
In diagnosing Paulas Axis I disorder, several disorders were considered and some of them were
eliminated. Unfortunately three of the following differential diagnoses were eliminated for the wrong
reason. Identify the disorder that was eliminated for the correct reason:
1.
2.
3.
4.

14

Obsessive-Compulsive Disorder: Paula recognises that her anxiety and worries are unfounded and
unreasonable.
Posttraumatic Stress Disorder: Paula does not experience sleep disturbances.
Hypochondriasis: Paulas excessive worry is not restricted to having a serious illness.
Factitious Disorder: Paulas symptoms are not motivated by external motives such as financial
compensation.

PYC3702/101
Question 12
According to the DSM-IV-TR classification system, Paulas abnormal behaviour can be classified as --- on
Axis I.
1.
2.
3.
4.

Bereavement
Adjustment Disorder with Anxiety
Panic Disorder
Generalised Anxiety Disorder

Question 13
According to the psychodynamic perspective the manifestation of Paulas Axis I disorder - - - - 1.
2.
3.
4.

represents ineffective defences against unaccepted impulses.

represents a failure of the ego to cope with the real world effectively.
represents a failure of the superego to establish realistic moral standards.
represents failure to successfully resolve conflicts of the oral developmental stage.

Question 14
Paulas symptom of worry illustrates the - - - - - manifestation of her Axis I disorder, the symptom of
uncontrolled anxiety illustrates the - - - - - domain and the symptoms of heart palpitations, sweaty palms
and muscle tension illustrate the - - - - - manifestation of her Axis I disorder.
1.
2.
3.
4.

behavioural; cognitive; somatic

cognitive; affective; somatic
affective; behavioural; cognitive
somatic; behavioural; affective

Question 15
According to the DSM-IV-TR classification system, - - - - - should be reported on Axis II in Paulas case
because - - - - 1.
2.
3.
4.

Schizoid Personality Disorder; she only had one close friend.

Traits of Dependent Personality Disorder; she manifests some features of Dependent Personality
Disorder
Borderline Personality Disorder; she experiences interpersonal problems and a lack of selfconfidence.
None; she is a well functioning adult and a respected Maths teacher.

15

Question 16
In terms of the DSM-IV-TR classification system, the following should be reported on Axes III, IV and V in
Paulas case based on the information available:
1.

2.

Axis III:
Axis IV:
Axis V:
Axis III:
Axis IV:

3.

Axis V:
Axis III:
Axis IV:

4.

Axis V:
Axis III:
Axis IV:
Axis V:

None
Death of her friend and colleague, change in work responsibilities, parents complaints
about her absence from class.
52 (current).
Heart palpitations, ringing in the ears, dizziness, sweaty palms, dry mouth and muscle
tension.
Death of husband and friend, change in work responsibilities, discord with parents and
Principal, financial problems.
21 (current).
Physiological symptoms of anxiety such as heart palpitations and dizziness.
Worries about her health, her children, her friends, her finances, her religious faith and
her career.
65 (current).
Aging.
Death of husband and friend, changes in her work responsibilities, discord with learners
parents.
11 (current).

Question 17
Maria experienced a minor hand injury in a car accident a week ago from which she has now recovered
completely. She however, fakes intense pain symptoms and the immobility of her hand because she is
hoping to get a large monetary award from the Road Accident Fund. Regina, a student nurse, experiences
high fever because she has injected herself with bacteria so that she could be hospitalised. Marias
behaviour illustrates - - - - - and Reginas behaviour illustrates - - - - -.
1.
2.
3.
4.

Malingering; Factitious Disorder

Pain Disorder; Conversion Disorder
Factitious Disorder; Hypochondriasis
Somatisation Disorder; Malingering

Question 18
Jane has been preoccupied with the fear of having lung cancer for the past eight months. Despite repeated
medical reassurance that she does not have any serious disease, her fear persists. Jane is convinced that
her slight cough is a sign of lung cancer. She is seriously distressed by her fear and is adamant to find a
doctor who will confirm her conviction. The most appropriate DSM-IV-TR diagnosis is - - - - -.
1.
2.
3.
4.

16

Somatisation Disorder
Body Dysmorphic Disorder
Hypochondriasis
Factitious Disorder

PYC3702/101
Question 19
Steve injured his back at work five years ago. Although he was successfully treated by his physician and
considered to have recovered completely, he still complains of severe and debilitating back pain. Other
than some minor scar tissue, his doctor cannot find anything that could cause more than some minor
stiffness. According to the DSM-IV-TR classification system, Steve is most likely suffering from - - - - -.
1.
2.
3.
4.

Pain Disorder
Hypochondriasis
Conversion Disorder
Somatisation Disorder

Question 20
Mohamed has been diagnosed with Depersonalisation Disorder. Which of the following symptoms should
be present?
1.
2.
3.
4.

Vague and diverse physical symptoms such as nausea and headache.

An inability to remember certain details of an incident.
Confusion about his identity and travelling to another city.
Perceptions that his body and environment are unreal.

Question 21
Which one of the following best illustrates the concept of dissociation?
1.
2.
3.
4.

While travelling from home to the examination venue where he has to write an important examination,
Carl noticed that he travelled several kilometres without remembering anything about it.
At his high school reunion, Peter cannot remember the names of some of his classmates.
As usual a nervous and tense Mervyn could not remember his lines during the opening of a play.
Even after two weeks in hospital, George remains unconscious following a motor car accident.

17

Read the following case study carefully and then answer question 22 and 23.
Gerry started gambling when he was 18 years old. At first it was a social event he shared with his
roommate but later he started going to the casino alone more often. Soon he started spending all his
allowance he received for his university expenses on gambling. He was constantly making plans to get to
the casino and his absenteeism from his classes increased. The dean of the faculty called Gerry in and
warned him that he was at the point of losing his place in the prestigious medical programme he was
selected for after he failed his mid-term examinations. It was due to the fact that he spent all the time he
was supposed to prepare for the exams gambling instead. Gerry got a fright as he really wanted to
become a surgeon and managed to control his urge to gamble for about three weeks. However, he felt
irritated and restless and experienced constant thoughts about gambling and winning which made it
difficult for him to focus on his studies. So just as his marks started to improve he started gambling again
even though he actually felt he didnt want to. He started missing classes and fell very behind in the rest of
the years academic work. Soon he wasnt able to cover his gambling debt with his allowance and started
stealing money from his roommate and borrowing money from anyone on campus that would loan it to
him. He lied to his lecturers when they called him in to inquire about his absenteeism. Eventually Gerry
was dropped from the programme and he lost his accommodation in the hostel and ended up living in his
car. For a time he kept this away from his family and told them that he was doing fine and that his studies
were going great. He kept on cashing his allowance cheques and using the money to gamble, as he
believed that his big strike was imminent and then all would be well.
Question 22
Gerrys gambling behaviour can be diagnosed as - - - - - on Axis - - - - - of the DSM-IV-TR classification
system.
1.
2.
3.
4.

Social Gambling; I
Compulsive Gambling; II
Antisocial Gambling; II
Pathological Gambling; I

Question 23
The fact that Gerry constantly feels the compulsion to gamble and the urgency to uphold his gambling
behaviour are characteristics of Impulse Control Disorders which makes it quite similar to - - - - and - - - -.
1.
2.
3.
4.

Compulsive Gambling; Substance Use Disorder

Exhibitionism; Obsessive-compulsive Personality Disorder
A Manic Episode; Sexual Desire Disorder
Substance Abuse/Dependence Disorders; Obsessive-compulsive Disorder.

Question 24
Bo was retrenched at the age of 48 after which he became deeply depressed. Lena, his wife, did everything
for her husband and tried to cheer him up, until she became inordinately susceptible to infections. One
explanation is that Lena neglected her nutritional and sleep needs. Another is that - - - - 1.
2.
3.
4.

18

she has many other emotionally-supportive relationships.

she has changed her role from wife to that of caregiver.
the stress has weakened her immune system.
the stress has strengthened her sense of self-efficacy.

PYC3702/101
Read the following short case study and then answer question 25.
Patrick complains of persistent and distressing thoughts about dirt and germs. He cannot eat without
washing his hands six times before every meal with a specific strong detergent. Although his hands are
raw from his hand-washing rituals, he becomes overwhelmed with anxiety if he does not wash his
hands repeatedly before every meal. Sam complains of an excessive, unrealistic longstanding fear of
heights. He avoids heights wherever possible. He not only experiences overwhelming fear in the face
of heights, he also experiences several distressing physical symptoms such as breathlessness, nausea
and heart palpitations.
Question 25
According to the DSM-IV-TR classification system, Patricks abnormal behaviour could be classified as
- - - - - on Axis - - - - - and Sams abnormal behaviour as - - - - - on Axis - - - - 1.
2.
3.
4.

Specific Phobia Axis I; Avoidant Personality Disorder Axis II.

Obsessive-Compulsive Personality Disorder Axis II; Agoraphobia Axis I.
Obsessive-Compulsive Disorder Axis I; Specific Phobia Axis I.
Specific Phobia Axis I; Panic Disorder Axis I.

Question 26
Which one of the following is an accurate statement about Acute Stress Disorder?
1.
2.
3.
4.

Acute Stress Disorder is diagnosed if the symptoms develop within four months of the traumatic
event.
Acute Stress Disorder occurs in all individuals who experience a traumatic event.
Acute Stress Disorder is a mild disorder and does not cause clinically significant distress or
impairment in functioning.
Either while experiencing or after the traumatic event, the individual suffering from Acute Stress
Disorder has at least three dissociative symptoms.

Question 27
Harry was diagnosed with Posttraumatic Stress Disorder (PTSD) when he came back from the war. His
symptoms include daily flashbacks of bombing raids, emotional numbness, withdrawal from family and
friends and extended periods of sleep. Which one of Harrys symptoms is unusual in cases of PTSD?
1.
2.
3.
4.

Daily flashbacks.
Emotional numbness.
Withdrawal from family and friends.
Sleeping for long hours.

19

Read the following case study carefully and then answer questions 28 and 29.
Reuben (30 years old) grew up in the city. Since childhood he seemed to be extremely sensitive to
peoples reactions toward him. He usually expected them to criticise and reject him. He was therefore
very lonely as he would avoid situations where he needed to interact with people he didnt know very
well. This caused him endless difficulties at school as he could never relax and interact like the other
school children did. Oral presentations were a nightmare since he felt that his classmates thought he
was stupid and his clothes were dirty. These thoughts resulted in forgetting his speech and failing the
oral examinations repeatedly. Reuben slowly started experiencing repeated and intrusive thoughts of
being dirty. He could not seem to control these thoughts even though he knew he was clean. He
started washing his own clothes to the dismay of his mother. After he left school Reuben decided to
study informatics as he felt that working as a programmer meant he worked alone and the
environment in which he worked could be kept hygienic and clean. As he grew older Reuben yearned
for a close interpersonal relationship hoping he would someday get married and have children but
could simply not get himself to start talking to the girls he admired from afar. Recently, a girl whom
Reuben found extremely attractive, was placed to work alongside him as an intern. Reuben started
developing a lot of anxiety as he wasnt able to interact with the girl, since he believed she might think
of him as being incompetent and dirty. Reuben started washing his clothes as much as five times in
one evening. If they got creased he would have thoughts that they might be dirty, become anxious and
then wash them again. He also started to wash himself as he tried to alleviate the anxiety he felt when
he had thoughts of being dirty and that the girl would criticise him with regard to his appearance. This
behaviour was getting increasingly time consuming with the result that he received a written warning
for his frequent late arrivals at work.
Question 28
According to the DSM-IV-TR classification system, Reubens abnormal behaviour could be classified as
- - - - - on Axis I and as - - - - - on Axis II. Reubens Axis V diagnosis will most likely be - - - - -.
1.
2.
3.
4.

No diagnosis; Obsessive-Compulsive Personality Disorder; GAF 70 (current)

Obsessive-Compulsive Disorder; Avoidant Personality Disorder; GAF 51 (current)
Social Phobia; Schizoid Personality Disorder; Occupational problems
Specific Phobia; No diagnosis; Problems related to the social environment.

Question 29
The prognosis for Reubens Axis - - - - - disorder is better than his Axis - - - - - disorder because the former
is - - - - - whereas the latter is - - - - -.
1.
2.
3.
4.

I; II; ego-dystonic; ego-syntonic

Question not applicable as he has no diagnosis on Axis I and/or II
Both disorders have the same prognosis
II; I; longstanding; acute

Question 30
According to the Multipath Model for the etiology of Antisocial Personality Disorder, the - - - - - dimension
refers to psychodynamic theory that ascribes the development of Antisocial Personality Disorder to a - - - - and also to cognitive theory that relates the development of this disorder to faulty - - - - -.
1.
2.
3.
4.

20

psychological; weakened superego; extreme core beliefs

social; defence mechanism; learning
psychological; death force; experiences
social; weak ego defences; role modelling by an antisocial father

PYC3702/101

Assignment 02
Semester 1
Semester 2

Closing date: 6 April 2012

Closing date: 28 September 2012

Unique number: 744289

Unique number: 801334

This assignment is based on chapters 3, 8, 9, 10 and 11 of the Unisa Study Guide and the corresponding
chapters in the prescribed book.
Read the following case study and then answer questions 1, 2, 3, 4 and 5.
Teko, a 35 years old executive, has just been admitted to a Psychiatric clinic on instruction of his
employer. He has been experiencing attendance problems at work for the past year. During his interview
with the Psychologist he was clearly exhibiting the following symptoms: sweating, shaking and difficulty
concentrating on the session. During the initial interview, Teko openly discussed his use of alcohol with the
Psychologist. According to Teko he started drinking heavily 18 months ago since the break up of his
relationship from his fianc. He was apparently distressed over the break up and he felt that drinking would
help him to relax and forget about his problem. At first he would have a couple of drinks after work, and
would then start slipping out at lunch time to stock up on a drink and to have a couple more. In a matter of
months he had to greatly increase the amount of alcohol to get the same effect. His drinking had an
adverse impact on various areas of his life, notably his functioning at work. He had arguments with his
supervisor who was unhappy about his work performance. These arguments would most often precipitate
heavy use of alcohol. Over time Teko realised that he had a problem after he was diagnosed with cirrhosis
of the liver. He always used up all his salary to go on drinking sprees to such an extent that he was unable
to meet his financial obligations. Teko was extremely shy, sensitive and quiet with his colleagues. He
perceived others as insensitive and hostile. Even as a young man he preferred a solitary life and did not
interact with people that he did not know well because of the possibility of being criticised and rejected. On
further enquiry Tekos mother also confirmed that Teko even as a young child, was very hesitant in forming
new relationships until he was certain that he was going to be accepted.
Question 1
Which one of the following DSM-IV-TR diagnoses is the most appropriate Axis I diagnosis in Tekos case?
1.
2.
3.
4.

Substance Abuse
Substance Dependence
Substance Intoxication
Substance Tolerance

Question 2
Given the information in the case study, Tekos Axis II diagnosis will most likely be the following:
1.
2.
3.
4.

ObsessiveCompulsive Personality Disorder

Antisocial Personality Disorder
Avoidant Personality Disorder
Schizoid Personality Disorder

21

Question 3
Given the information in the case study, with reference to Tekos Personality Disorder, what is so unusual
in his interaction with the Psychologist during the initial interview?
1.
2.
3.
4.

He spoke openly about himself and his problems.

He provided her with accurate information about his alcohol problem.
He clearly exhibited negative symptoms such as sweating and shaking in the Psychologists
presence.
He admitted that alcohol helps him to relax and relieve tension.

Question 4
Given the information in the case study, Tekos Axis III diagnosis will most likely be the following:
1.
2.
3.
4.

Alcoholism
Sweating and shaking
Cirrhosis of the liver
Impaired concentration

Question 5
Which of the following combinations would be correctly indicated on Axis IV in Tekos case?
a.
b.
c.
d.
e.
f.
1.
2.
3.
4.

Cirrhosis of the liver

Break-up of his relationship
Attendance problems at work
Admittance to a Psychiatric clinic
Withdrawal from alcohol
Financial problems

b, c, d, f
a, c, d, e
b, c, d, e
a, c, d, f

Question 6
When studying substance related disorders it is significant to differentiate between two types of substance
dependence. The type associated with tolerance and withdrawal is referred to as - - - - - dependence,
whereas the one associated with drug-seeking behaviors is referred to as - - - - - dependence.
1.
2.
3.
4.

psychological; physiological
physiological; psychological
alcohol; marijuana; alcohol
marijuana; alcohol

Question 7
Which one of the following statements is inaccurate about marijuana use and abuse?
1.
2.
3.
4.

22

Mild hallucinations may occur.

Prolonged use increases the risk for heart attack and chronic bronchitis.
Marijuana is used successfully to ward off the nausea associated with chemo therapy.
The potential for dependency is low in all age groups.

PYC3702/101
Question 8
Tolerance to a drug refers to - - - - 1.
2.
3.
4.

having symptoms of withdrawal when the drug is not taken.

needing larger doses of the drug to get the same effect.
not showing withdrawal symptoms when the person stops taking the drug.
the ability to appear normal after having taken the drug.

Question 9
- - - - - is defined as recurrent, intense sexually arousing fantasies, sexual urges, or behaviours involving
acts in which the psychological or physical suffering of a victim is sexually exciting to a person. Recurrent,
intense sexually arousing fantasies, sexual urges, or behaviours involving acts of being humiliated, beaten,
bound, or otherwise made to suffer is characteristic of - - - - -.
1.
2.
3.
4.

Sadistic Rape; Sexual Sadism

Sexual Sadism; Sexual Masochism
Sexual Masochism; Sadistic Rape
Sadistic Rape; Sexual Masochism

Question 10
Of the following, the individual most likely to receive an appropriate diagnosis of Gender Identity Disorder is
----1.
2.
3.
4.

Joe, who gets sexually aroused from wearing womens bras.

Lisa, who is gay and has many traditional masculine traits.
Mark, who feels like a woman trapped in a mans body.
Sid, who can only become sexually aroused while dressed like a woman.

23

Read the following case study and then answer questions 11, 12, 13 and 14.
Peter 34 and Linda 30 were referred by their doctor to a sex therapist because of sexual problems within
their marriage. They have been married for about 6 months and are both unhappy with their sexual
relationship. Peter complains that Linda never initiates sex, always find excuses to avoid it, and appears to
fake orgasms during intercourse. Linda on the other hand, complains that Peters lovemaking was often
brief, perfunctory, and without affection. During the sessions it became apparent that Linda has never had
a strong desire for sex and would seldom becomes aroused during intercourse. Peters past sexual history
revealed no significant erectile problems until his marriage to Linda. Although Peter never has had a
problem maintaining an erection, sex with Linda became increasingly worrisome, as he often had difficulty
maintaining an erection sufficient for penetration. Peter will most often, prior to initiating sex with Linda
drink heavily in order to have the courage to face Linda and to alleviate his guilt in forcing her to have sex
with him. He drinks heavily to reduce his anxiety and to decrease his inhibitions about initiating sex.
Peter, fearing that his erectile problem could be due to his drinking, stopped drinking before his
subsequent sexual encounters. During those encounters without alcohol he failed to maintain an erection
and his anxiety and worry increased even more. It became apparent during the sessions with the therapist
that Lindas low sex drive makes Peter to doubt his own sexual attractiveness and increased his anxiety
levels which in turn affected his ability to achieve an erection. When he does achieve an erection he
quickly enters Linda for fear of losing it and in turn becomes brief and perfunctory in love-making. The
brevity of the sexual encounter does not allow Linda to become sexually aroused, to become sufficiently
lubricated or to achieve orgasm, so she fakes it in order to please him. Peter however, knows it is faked
and not only blames himself for the failure, but feels humiliated by her pity. They both find their sexual
encounters very unpleasant hence the need for help. In reviewing her history, it became clear that Linda
had a history of sexual abuse which was never addressed. She has previously attempted suicide as she
was battling to overcome the emotional impact of her abuse.
Question 11
According to the DSM-IV-TR classification system Peters abnormal behaviour could be classified as
- - - - - and Lindas abnormal behaviour as - - - - -.
1.
2.
3.
4.

Secondary Erectile Dysfunction; Hypoactive Sexual Desire Disorder

Primary Erectile Dysfunction; Hypoactive Sexual Desire Disorder
Secondary Erectile Dysfunction; Sexual Aversion Disorder
Primary Erectile Dysfunction; Sexual Aversion Disorder

Question 12
Given the information in the case study, the effect of Peters alcohol with regard to his sexual arousal and
behaviour could be the following:
1.
2.
3.
4.

Alcohol increases arousal and facilitates sexual performance.

Alcohol suppresses the central nervous system functioning, thus making it more difficult for men to
achieve an erection.
Alcohol makes one more socially inhibited.
Alcohol increases the central nervous system functioning, thus making it easier for men to achieve an
erection.

Question 13
Given the information in the case study Lindas Axis I disorder can be categorised as one of the - - - - disorders while Peters Axis I disorder can be categorised as one of the - - - - - disorders.
1.
2.
3.
4.
24

Sexual Desire Disorders; Sexual Arousal Disorders

Sexual Arousal Disorders; Sexual Desire Disorders
Orgasm Disorders, Sexual Arousal Disorders
Orgasm Disorders, Sexual Desire Disorders

PYC3702/101
Question 14
On which axes of the DSM-IV-TR classification system will (a) Lindas marital problems and her (b) suicide
attempt be indicated?
1.
2.
3.
4.

a) Axis II; b) Axis IV

a) Axis I; b) Axis III
a) Axis IV; b) Axis V
a) Axis V; b) Axis IV

Read the following brief case study and then answer questions 15 and 16.
Andrew, a 50 year old single freelance photographer known for his surreal photos, seeks assistance for
his abnormal sex drive. He related that although he was somewhat attracted to women, he was far more
attracted by their panties. Ever since he can remember, sexual excitement began at the age of 7, when
he came upon a pornographic magazine and felt stimulated by pictures of semi nude women wearing
panties. His first ejaculation occurred at age 13 via masturbation to fantasies of women wearing panties.
He also masturbated into his sisters panties without her knowledge. Subsequently he stole panties from
her friends and from other women he met at the shoots. He later used these to masturbate into, and this
pattern of masturbating into womens underwear has been his preferred method of achieving sexual
excitement and orgasm from adolescence to date. According to his sister Andrew always had a pervasive
pattern of social and interpersonal deficits marked by discomfort with and reduced capacity for close
relationships since he was a child. He always had peculiar thoughts and eccentricities of behaviour.
Question 15
Which one of the of the following DSM-IV-TR diagnoses is the most appropriate Axis I diagnosis in
Andrews case?
1.
2.
3.
4.

Frotteurism
Fetishism
Tranvestic Fetishism
Sexual Masochism

Question 16
Given the information in the case study, Andrews Axis II DSM-IV-TR diagnosis will most likely be the
following - - - - -.
1.
2.
3.
4.

Schizotypal Personality Disorder

Schizoid Personality Disorder
Avoidant Personality Disorder
Antisocial Personality Disorder

25

Read the following case study carefully and then answer question 17, 18, 19, 20 and 21.
Sophia, a 40 year old successful business woman, has been unable to function on almost all levels
since the death of her beloved husband four months ago. He was a victim of a hijacking incident while
Sophia was attending an international conference for business women. Sophia is deeply depressed,
she suffers severe guilt feelings and has a general sense of worthlessness and hopelessness. She has
lost interest in her business and has suffered serious financial losses the past few weeks. She suffers
from severe terminal insomnia and her sad and depressed mood is worse in the morning. She has lost
a lot of weight and experiences no joy in life. For the past three days she has been lying immobile in
bed without paying any attention to her personal hygiene. When her arms and legs are moved by
someone to different positions, they just stay there. Sophia has stopped speaking and does not appear
to hear what is being said to her. Except for a few business associates, Sophia has no support systems
to support her in times of stress. Her mother and sister were killed in a car accident when she was five
years old and her father, who suffered from episode of severe depression, committed suicide several
years ago.
Question 17
In diagnosing Sophias abnormal behaviour several disorders were considered and some of them were
eliminated. Unfortunately three of the following differential diagnoses were eliminated for the wrong
reason. Identify the disorder that was eliminated for the correct reason.
1.
2.
3.
4.

Bipolar I Disorder: Sophia does not manifest any manic, mixed or hypomanic symptoms and she has
no history of any manic episodes.
Dementia: Sophia is too young to suffer from Dementia.
Catatonic Schizophrenia: Mood disturbance is uncommon during the prodromal, active and residual
phases of Schizophrenia.
Dysthymic Disorder: This disorder always has a slow, progressive onset in the absence of clearly
identifiable triggers.

Question 18
According to the DSM-IV-TR classification system, Sophias abnormal behaviour can be classified as
- - - - - on Axis I.
1.
2.
3.
4.

Bereavement
Post Traumatic Stress Disorder
Adjustment Disorder with Depressed Mood
Major Depressive Disorder

Question 19
Sophias symptoms of loss of appetite and insomnia illustrate the - - - - - symptoms of her Axis I disorder,
the symptoms of apathy and depressed mood illustrate the - - - - - domain and the psychomotor retardation
illustrates the - - - - - domain of her Axis I disorder.
1.
2.
3.
4.

26

behavioural; physiological; cognitive.

physiological; affective; behavioural.
somatic; cognitive; behavioural.
affective; behavioural; physiological.

PYC3702/101
Question 20
In terms of the DSM-IV-TR classification system, the following should be reported on Axes III, IV and V in
Sophias case based on the information available:
1.
2.
3.
4.

Axis III: None

Axis IV: Death of husband, mother, sister and father
Axis V: 41-50 (current)
Axis III: Weight loss and insomnia
Axis IV: Financial losses, No friends
Axis V: 21-30 (current)
Axis III: None
Axis IV: Death of husband, No friends, Financial losses
Axis V: 1-10 (current)
Axis III: Psychomotor retardation
Axis IV: Inability to function, Loss of interest in her business
Axis V: 11-20 (current)

Question 21
Regarding Seligmans cognitive learning approach, which one of the following attributes of helplessness is
paired incorrectly with the example?
1.
2.
3.
4.

I wont pass my music exam because the examiner doesnt like me. personal attribution
My poor performance in my music exam is due to my heavy workload. unstable attribution
I am a poor student who will never succeed. global attribution
I am poor at performing music but good in my other subjects. specific attribution

Question 22
William is diagnosed with Bipolar I Disorder, recent episode Manic. His symptoms are elevated mood,
grandiosity, disjointed talk, excessive sleep and irritability. His occupational and social functioning is
severely impaired. Which aspect of Williams case is unusual? The fact that - - - - 1.
2.
3.
4.

he manifests with disjointed talk.

his functioning is severely impaired.
he is irritable and grandiose.
he sleeps excessively.

Question 23
Emmas style of functioning in the past 25 years is characterised by fluctuations and instability in selfimage, relationships and mood. Michelle has had many mild mood swings over the past 26 months. Her
functioning is moderately impaired. She has never experienced a manic episode. According to the DSMIV-TR classification system Emmas abnormal behaviour could be classified as - - - - - on Axis - - - - - and
Michelles abnormal behaviour as - - - - - on Axis - - - - -.
1.
2.
3.
4.

Dysthymic Disorder- Axis II; Bipolar II Disorder- Axis I.

Hystrionic Personality Disorder- Axis I; Major Depressive Disorder- Axis I.
Borderline Personality Disorder- Axis II; Cyclothymic Disorder- Axis I .
Dissociative Identity Disorder Axis II; Bipolar I Disorder chronic- Axis I

27

Question 24
Sami, who is suffering from a severe episode of Major Depressive Disorder, attempted suicide by trying to
gas herself but was rescued by her husband. She refuses treatment. The correct response from Samis
therapist would be that - - - - 1.
2.
3.
4.

her attempt wasnt serious and she isnt a danger to herself.

Samis case is unusual since very few individuals suffering from Major Depressive Disorder attempt
suicide.
she should be involuntarily hospitalised because she is a danger to herself.
the danger is past and Sami will not try to commit suicide again.

Question 25
Which of the following helplessness attributes, according to Abramson, Seligman and Teasdale (1978), are
likely to contribute to pervasive feelings of depression?
a.
b.
c.
d.
1.
2.
3.
4.

global and internal attributes

stable and global attributes
external and unstable attributes
specific and external attributes

only a
a and b
only c
c and d

Question 26
Marilyn whose mother and sister suffer from Major Depressive Disorder, recently lost her job and is
suffering serious financial stress. Her friends are worried that her current stress might activate a genetic
predisposition for depression. Regarding the effectiveness of social support, which one of her friends is
providing the specific kind of support that is particularly beneficial in preventing Marilyn from developing
depression?
1.
2.
3.
4.

Daniel, who helps Marilyn with problem solving in general.

Beth who provides a shoulder to cry on.
David who offers her a job and provides financial assistance.
Cheri who focuses on strengthening Marilyns self-worth.

Question 27
Which one of the following statements is incorrect regarding suicide?
1.
2.
3.
4.

The completed suicide rate for men is about four times higher than for women.
The highest rates of suicide occur amongst men age 65 and older.
Higher rates of suicide are associated with middle status occupations and socioeconomic income
groups.
Suicide rates tend to decline during times of war and natural disasters.

Question 28
Which one of the following statements regarding suicide is correct?
1.
2.
3.
4.
28

Suicidal ideation is influenced by low serotonin levels in the brain.

It is rare for people to communicate their intention to commit suicide.
Most suicides in Africa occur during autumn and winter.
Across the life span, the highest incidence of suicide is found among married people.

PYC3702/101
Question 29
Which one of the following statements is not representative of the ten most common characteristics of
suicide?
1.
2.
3.
4.

Suicide is a way to end intolerable psychological pain.

A large majority of those who are successful in their suicide attempts have given some indication of
their intentions.
Common emotions in suicide are feelings of hopelessness and helplessness.
Most people who attempt suicide have clearly decided that they no longer want to live.

Question 30
With regard to the relationship between suicide and alcohol use, which one of the following statements is
correct?
1.
2.
3.
4.

Alcohol use is dangerous since it constrains cognitive and perceptual processes.

Alcohol use is not dangerous since it decreases personal distress by focussing thoughts on positive
aspects of a persons situation.
Alcohol-myopia is a pleasant state that reduces the likelihood of suicide.
A suicidal person is less likely to take his/her life when intoxicated than when sober.

29

Assignment 91
Semester 1
Semester 2

Closing date: 23 April 2012

Closing date: 5 October 2012

Unique number: 788055

Unique number: 675157

Note: This assignment is not compulsory, and carries no exam credits. The assignment consists of
50 questions to evaluate the Abnormal Behaviour and Mental Health course. Will you please assist us
to improve our course by evaluating it? It will only take a few minutes of your time to answer the
questions on a mark reading sheet. Please note that this is not an assignment in the real sense of the
word and you will not get any marks or credits for completing it. We only use the assignment format to
utilise the computer to analyse the data for us.

SECTION A: MODULE EVALUATION

1

My overall opinion of the Abnormal Behaviour and Mental Health module is that the module is - - - - .
1.
2.
3.
4.

Have your expectations of this module been met?

1.
2.
3.
4.

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

Has this module led you to greater insight into issues concerning abnormal behaviour?
1.
2.
3.
4.

30

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

Has this module enabled you to have a greater understanding of people suffering from abnormal
behaviour?
1.
2.
3.
4.

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

Has this module enabled you to identify abnormal behaviour?

1.
2.
3.
4.

poor
average
good
excellent

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

PYC3702/101

Has this module enabled you to refer individuals with identified problems to appropriate health
practitioners?
1.
2.
3.
4.

Has this module made you more involved with promoting mental health?
1.
2.
3.
4.

Very easy
Acceptable
Difficult
Very difficult

How easy or difficult was it for you to get hold of the prescribed book?
1.
2.
3.
4.

12

Not at all.
To some extent.
To a great extent.
The study guide is crucial.

How would you describe the level of difficulty of the prescribed book for this module?
1.
2.
3.
4.

11

Very difficult
Difficult
Acceptable
Easy

To what degree has the study guide supported you in mastering the course material?
1.
2.
3.
4.

10

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

How would you describe the level of difficulty of the study guide for this module?
1.
2.
3.
4.

No, not at all

Yes, but only to some extent
Yes, to a great extent
Absolutely, yes!

Very easy
Fairly easy
Difficult
Very difficult

How would you describe the level of difficulty of the recommended material for this module?
1.
2.
3.
4.

Acceptable
Difficult
Very difficult
Not applicable (eg you did not consult the recommended material)

31

13

To what degree has the recommended material supported you in mastering the course material?
1.
2.
3.
4.

14

How would you describe the level of difficulty of the tutorial letters for this module?
1.
2.
3.
4.

15

Less than 4 hours per week.

4 to 6 hours per week.
7 to 10 hours per week.
More than 10 hours per week.

Did you enjoy studying this module?

1.
2.
3.
4.

32

Too demanding
Unsure
Manageable
Easy to manage

On average, how many hours per week did you spend studying this module?
1.
2.
3.
4.

20

Not applicable (eg English is my first language).

It caused serious difficulties.
It sometimes contributed to the level of difficulty.
It was not a source of difficulty.

What is your opinion on the total workload of this module?

1.
2.
3.
4.

19

Very difficult
Difficult
Acceptable
Easy

If you studied this module through the medium of English, and if English is not your first language,
would you attribute difficulties you might have experienced to the use of English as the medium of
instruction?
1.
2.
3.
4.

18

Not at all.
To some extent.
To a great extent.
The tutorial letters are crucial.

How would you describe the level of difficulty of the assignments for this module?
1.
2.
3.
4.

17

Very difficult
Difficult
Acceptable
Easy

To what degree have the tutorial letters supported you in mastering the course material?
1.
2.
3.
4.

16

Not applicable (eg you did not consult the recommended material)
Not at all
To some extent
To a great extent

Absolutely yes!
Yes, to some extent.
No, not really.
No, I did not enjoy it at all.

PYC3702/101
21

Would you recommended this module to your colleagues or friends?

1.
2.
3.
4.

No, not at all.

Yes, but only to some extent.
Yes, to a great extent.
Absolutely, yes!

SECTION B: CONTACT WITH YOUR LECTURER/S

22

How often during 2011 have you made contact with an Abnormal Behaviour and Mental Health
lecturer?
1.
2.
3.
4.

23

How do you prefer to communicate with your lecturer(s)?

1.
2.
3.
4.

24

Weekly
Monthly
Quarterly
Not at all

Telephone calls
E-mails
Personal visits
Letters/faxes

How would you describe the helpfulness of your lecturer(s)?

1.
2.
3.
4.

Not applicable
Very helpful
Helpful
Not at all helpful

SECTON C: GROUP DISCUSSION CLASSES

If you attended the group discussion classes, please complete the following section:
25

Where did you attend the group discussion classes?

1.
2.
3.
4.

Pretoria
Polokwane
Durban
Cape Town

Please use the scale provided below to express your opinion on each of the following statements
(mark (4), Not applicable, only if a statement is clearly not relevant):
1.
2.
3.
4.

Disagree (D)
Agree (A)
Strongly agree (SA)
Not applicable (NA)

Group Discussion Statements:

33

26

I found the classes intellectually challenging.

1) D 2) A 3) SA 4) NA

27

The discussion classes focused on the syllabus.

1) D 2) A 3) SA 4) NA

28

I found the classes worthwhile.

1) D 2) A 3) SA 4) NA

29

I came prepared to the classes.

1) D 2) A 3) SA 4) NA

30

I feel now more confident about the examination.

1) D 2) A 3) SA 4) NA

31

The lecturer came prepared to the classes.

1) D 2) A 3) SA 4) NA

32

The lecturer demonstrated knowledge of

the subject.

1) D 2) A 3) SA 4) NA

33

The lecturer encouraged active participation.

1) D 2) A 3) SA 4) NA

34

The lecturer responded effectively to questions.

1) D 2) A 3) SA 4) NA

35

The lecturer used effective examples to clarify

difficult concepts.

1) D 2) A 3) SA 4) NA

The lecturer was open to discussion of other

viewpoints.

1) D 2) A 3) SA 4) NA

37

The lecturer maintained a positive atmosphere.

1) D 2) A 3) SA 4) NA

38

The lecturer showed respect for students as

individuals.

1) D 2) A 3) SA 4) NA

36

SECTION D: TUTORIAL CLASSES

39

Did you attend tutorial classes?

1.
2.
3.
4.

No, I was not interested.

No, there were no tutorial classes in my area.
Yes, in Parow.
Yes, in Thutong.
If you attended tutorial classes, please complete the following section.

Please use the provided scale below to express your opinion on each of the following statements
(mark (4), Not applicable, only if a statement is clearly not relevant):
1.
2.
3.
4.

Disagree (D)
Agree (A)
Strongly agree (SA)
Not applicable (NA)

Tutorial Class Statements:

40

I found the classes intellectually challenging.

1) D 2) A 3) SA 4) NA

41

I found the classes worthwhile.

1) D 2) A 3) SA 4) NA

42

I came prepared to the classes.

1) D 2) A 3) SA 4) NA

34

PYC3702/101

43

I feel more confident about the examination

after attending the tutorial classes.

1) D 2) A 3) SA 4) NA

44

The tutorial classes focused on the syllabus.

1) D 2) A 3) SA 4) NA

45

The tutor came prepared to the classes.

1) D 2) A 3) SA 4) NA

46

The tutor demonstrated knowledge of the subject.

1) D 2) A 3) SA 4) NA

47

The tutor encouraged active participation.

1) D 2) A 3) SA 4) NA

48

The tutor responded effectively to questions.

1) D 2) A 3) SA 4) NA

49

The tutor was open to discussion of other

viewpoints.

1) D 2) A 3) SA 4) NA

The tutor showed respect for students as

individuals.

1) D 2) A 3) SA 4) NA

50

THANK YOU FOR YOUR PARTICIPATION.

EXAMINATIONS

9.1

Examination admission

You gain admission to the examination by submitting both Assignment 01 and 02 on time. Note that you
do not have to pass the assignments to gain admission. You have to submit them.

9.2

Examination period

There are only two examination sessions per year in the semester system, in May/June 2012 or
October/November 2012. If you fail the module, but achieve a mark of 45% or higher, you are entitled to
one supplementary examination. This will take place during the next examination session at the end of the
next semester. You will be expected to inform the Examination Department of your intention to write the
supplementary examination. You will also be expected to pay the examination fees. Note that there will be
no further supplementary exams. If you fail the supplementary examination, you will be required to reregister for the module. The Examination Section will provide you with information regarding the
examination in general, examination venues, examination dates, examination times, supplementary and
special examinations (due to illness or accident). Please make sure that you have these details. If you do
not know your examination date or venue, please consult my Studies @ Unisa for their contact details who
you should contact for assistance.

9.3

Basic information about the paper

The examination paper in Abnormal Behaviour and Mental Health is a two-hour paper. The paper consists
of 70 multiple choice questions and the paper is marked out of 70. These marks are converted to a mark
out of 90. The other 10 marks come from your year mark which is obtained by averaging the marks you
received for Assignments 01 and 02 and converting it to a mark out of 10.
The examination paper covers the whole syllabus. Examination questions will be asked from the sections
which you have to study in both your prescribed book and study guide. You may, however accept that the
examination questions will be similar to the questions asked in the assignments.
35

The examination paper will be in English only.

9.4

Marking Policy

Our marking policy for multiple choice questions for the exam paper, is as follows: We adjust the marks to
accommodate the effect of blind guessing or random guessing by subtracting a fraction of the marks for
each incorrect answer. For questions with four alternatives the maximum that we can deduct is 1 mark for
three incorrect answers (ie 0,33 marks for each wrong answer). If we find, however, that a specific exam
paper was difficult, we will deduct less than 0,33 marks for a wrong answer (e.g. only 0,12). We may also
decide not to subtract any marks at all. But it is only fair to inform you in case we have to use it in future.
We would advise you to attempt all questions, and to leave only those out that you really do not know.
Intelligent guessing, where you use your knowledge to eliminate some of the alternatives before guessing
the answer from the remaining alternatives, is acceptable and even advisable. The chance of selecting the
correct alternative with intelligent guessing is much bigger than with blind guessing.
If you prefer not to respond to some questions rather than guessing the answer to these questions, you
may do so. No marks will be subtracted for omitted items. Bear in mind however that it can be shown
mathematically that intelligent guessing is always a good strategy when you do not know the correct
answer and is preferable to simply omitting an item.

10

OTHER ASSESSMENT METHODS

There are no other assessment methods for this module.

11

FREQUENTLY ASKED QUESTIONS

The my Studies @ Unisa brochure contains an A-Z guide of the most relevant study information.

12

A FINAL WORD

By now, you are no doubt eager to get started. We trust that you will find this module meaningful and
enriching for your personal use as well as your career.
If you can find the time, please submit Assignment 91 to let us know what your thoughts are about this
module.
The rest of this tutorial letter contains the order form for Mind Mapping Psychopathology and the list of
recommended book numbers.
We hope that you will enjoy this module and wish you success with your studies.
Kind regards
The Abnormal Behaviour and Mental Health Team

36

PYC3702/101

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37