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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 0000-0001-5886-1792), Deniz Aydemir-Döke, D. Brett Spencer
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
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  Data: <searchLink fieldCode="AR" term="%22Meghan+B%2E+Owenz%22">Meghan B. Owenz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5886-1792">0000-0001-5886-1792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deniz+Aydemir-Döke%22">Deniz Aydemir-Döke</searchLink><br /><searchLink fieldCode="AR" term="%22D%2E+Brett+Spencer%22">D. Brett Spencer</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(2):135-140.
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  Data: 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
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  Data: 10.1177/00986283241259744
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  Data: 0098-6283<br />1532-8023
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  Data: 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.
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