Normalizing Abnormal Psychology: An Anti-Ableist Approach
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| Title: | Normalizing Abnormal Psychology: An Anti-Ableist Approach |
|---|---|
| Language: | English |
| Authors: | Meghan B. Owenz (ORCID |
| Source: | Teaching of Psychology. 2026 53(2):135-140. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Psychopathology, Undergraduate Study, Mental Health, Disabilities, Attitudes toward Disabilities, Curriculum Development, Social Bias, Negative Attitudes, Social Environment, Social Influences, Courses |
| DOI: | 10.1177/00986283241259744 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Introduction: A survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology. Statement of the Problem: The presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals. Literature Review: The present article presents the ableist context of the course typically titled, "Abnormal Psychology," and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver. Teaching Implications: We review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction. Conclusion: By leaning on disability studies and Mad Pride, "Abnormal Psychology" can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501018 |
| Database: | ERIC |
| Abstract: | Introduction: A survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology. Statement of the Problem: The presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals. Literature Review: The present article presents the ableist context of the course typically titled, "Abnormal Psychology," and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver. Teaching Implications: We review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction. Conclusion: By leaning on disability studies and Mad Pride, "Abnormal Psychology" can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283241259744 |
