Washington State University Clinical Psychology
Washington State University Clinical Psychology – My research is concerned with self-concept (eg, narcissism, self-esteem) and personality traits as they relate to juvenile delinquency and aggression in children and adolescents. I investigated the role of self-concept in social media behavior.
Dr. Barry plans.
Washington State University Clinical Psychology
Kim, H., & Barry, C.T. (in press). The moderating effect of intolerance of uncertainty on the relationship between narcissism and aggression.
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Barry, C. T., & Wong, M. Y. (2020). Fear of Missing Out (FoMO): A Generational Phenomenon or an Individual Difference?
Barry, C. T., McDougall, K. H., Anderson, A. C., Perkins, M. D., Lee-Rowland, L., Bender, I., & Charles, N. E. (2019). ‘Check your selfie before you break it’: users’ personality ratings as a function of self-image posts.
Lui, J. H. L., Barry, C. T., & Marcus, D. K. (2019). Brief intervention for adolescents with senile-emotional traits and deficits in emotion processing.
Barry, C. T., Reiter, S. R., Anderson, A. C., Schoessler, M. L., & Sidoti, C. L. (2019). ‘Let me take another selfie:’ A further examination of the relationship between narcissism, self-concept, and Instagram posts.
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Barry, C. T., Lui, J. H. L., Lee-Rowland, L. M. & Moran, E. V. (2017). Adolescent communal narcissism and peer perceptions.
Barry, C. T., Sidoti, C. L., Briggs, S. M., Reiter, S. R., & Lindsey, R. A. (2017). Adolescent social media use and mental health from the perspective of adolescents and parents. Depending on the content, the phrase “bare bones” can be very harsh. This book is half the pages of the textbook I am currently using. It comes to mind in a different way, especially in light of the existing time crunch… Read more
Depending on the content, the phrase “bare bones” can be quite harsh. This book is half the pages of the textbook I am currently using. Given the short period of time current students have on textbooks, especially enough. Of the topics not covered, most are covered in other courses in our curriculum (psychology of sexuality and gender). Inclusion of neurodevelopmental disorders in future editions is encouraged. Specific DSM 5 criteria are not included in the textbook. Incorporating criteria during the lecture is critical for students to understand the diagnostic process. The description of the various disorders is enough to allow students to understand what is happening in the lifestyle of the person experiencing the symptoms.
The textbook was very readable and should engage a wide variety of students with different interests and areas of focus.
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The name of the textbook has been changed while assuring that the content will not change. Removing the word “unnatural” is a good step. In my lectures, we spend quality time discussing what is normal and what is not normal. This sequence varies culturally. Many students feel constant dissatisfaction in the classroom when the label “abnormal” is applied to their lives.
Conclusion: I am a licensed mental health counselor. I think this textbook will be good for teachers who have a lot of experience in counseling. Experienced faculty know where to enhance content with clinically relevant supplemental information. I have not reviewed the supplemental tutorial resources, so there may be additional information in those resources. For faculty with limited experience in clinical psychology, I would ask/concern about improvements in preparing students with a career goal that includes interventions in clinical psychology. However, this textbook should be excellent for a student who wants a general understanding of mental disorders.
This text covers all the major psychiatric disorders, although it lacks a few that I intend to discuss (neurodevelopmental disorders, sleep-wake disorders). Some of them are covered in their book on childhood disabilities, but I want to… read more
This text covers all the major psychiatric disorders, although it lacks a few that I intend to discuss (neurodevelopmental disorders, sleep-wake disorders). Some are covered in their Childhood Disorders book, although I would like to see at least one discussion of Autism Spectrum Disorder in the latest edition of this book, as it is very relevant to everyday life and adult functioning. I think it would help in future editions to have more discussion of developmental psychopathology in the introductory chapters.
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During the review of this book I found no factual inaccuracies. I found it to be an accurate reflection of the DSM-5 and relevant to current research.
This book has been updated to reflect the most recent research and edition of the DSM. Some prevalence estimates may need to be updated periodically (before the next DSM update) because they change over time for some disorders.
This book was written specifically for an undergraduate audience. I found the modules to be clear and concise (a good length for each section, which will hold the students’ attention well).
I liked the parallel structure of each module (which will include clinical presentation, epidemiology, comorbidity, etiology and treatment of each disorder). This was consistent across all modules.
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The book is divided into modules based on the broad spectrum of disorders in DSM-5 (eg, obsessive-compulsive disorders and related disorders).
This book is well organized both in terms of the use of modules and within the modules (module titles and coherent structure throughout the book).
The interface is easy to use. The links and table of contents work well for going to individual modules/sections and external resources.
The examples and descriptions I looked at during the book review all seemed culturally appropriate. However, I will be sure to look closely at this element when putting together the textbook this spring. I will ask my students for feedback on this aspect of the text.
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I am considering using this textbook (or at least part of the book) for my spring graduate course in abnormal psychology. Overall, I found it to be well organized, well written, and easy to navigate (in addition to being a good length for student attention spans). I particularly liked the consistent outline of each module to cover the clinical presentation, epidemiology, comorbidity, etiology and treatment of each disorder. I think this parallel structure will help students understand the key elements of each diagnosis we discuss in class. I also liked the inclusion of ‘learning outcomes’ and ‘keyboards’ that help instructors connect the text to lecture content and activities. Within several modules, the authors also include resources where students can find more information on this topic (eg, the National Eating Disorders website). I find these resources especially helpful because students can follow the link directly from the online textbook or PDF, and it’s not just another thing I have to add to the class slides. I usually like to give students these extra resources because we never have time to cover everything as deeply as I would like. I think this text covers the most common mental disorders and the ones that students are often most excited to learn about (eg, personality disorders). However, there are others missing from the DSM-5 that I intend to cover, including neurodevelopmental disorders and sleep-wake disorders. This is not a negative thing as many courses do not cover these sections. However, if I choose to adopt this book in its entirety as my primary text, I will need to supplement it with other material. Here are some additional thoughts that occurred to me while reviewing the book:
1) As with most abnormal psychology books, this book focuses on understanding how disorders develop in adults. As a developmental scientist, I plan to focus a bit more on the lifespan of these disorders than the book suggests (eg, the transition of features of depression from childhood to adulthood). However, the same authors have another excellent text specifically focused on childhood conduct disorders that I can easily incorporate into my course to address this issue. Their childhood book also includes information on some neurodevelopmental disorders, which is missing from the current book. It is important to note that these are not only disorders in childhood, but are critical to the discussion in adulthood.
2) I really like the introductory chapter and how it introduces students to key methods, types of professionals (eg clinical psychologist, psychiatrist), professional associations and journals. These are all things I plan to include in my course. My only quibble with both sections is that I would have liked to see a more specific discussion of developmental psychopathology theory (eg, the work of Dante Cicchetti) embedded in models of abnormal psychology. I think a discussion of the transactional model would be helpful, but the theory of developmental psychopathology is critical to understanding abnormal psychology, which I will cover in my course.
3) This is an excellent text for students interested in understanding how specific disorders are diagnosed and treated, and excellent introductory information for students interested in pursuing a clinical career. I think I need the appendix to make the content a
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