Psychology · Year 12

Active learning ideas

Definitions of Abnormality

Defining what is 'abnormal' is one of the most challenging tasks in psychology. Students evaluate four main definitions: statistical infrequency, deviation from social norms, failure to function adequately, and deviation from ideal mental health. Each definition has its own strengths and significant limitations, particularly when applied to different cultures or historical periods.

• National Curriculum Attainment Targets
• AQA 4.1.4.1 Definitions of abnormality
• AQA 4.1.4.2 Characteristics of phobias, depression and OCD

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Collaborative Problem-Solving
• 45 min · Small Groups

Collaborative Problem-Solving: Defining the 'Line'

Give groups various scenarios (e.g., someone who washes their hands 20 times a day, someone who refuses to leave their house). Groups must decide which of the four definitions of abnormality best fits each case and identify any problems with that label.

What are the limitations of using statistical infrequency to define abnormality?

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Gallery Walk
• 40 min · Small Groups

Gallery Walk: Symptoms of Disorders

Display posters for Phobias, Depression, and OCD. Students move between them, categorising provided symptoms into 'Behavioural', 'Emotional', or 'Cognitive' categories for each disorder.

How do cultural norms complicate the definition of abnormal behaviour?

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Cultural Norms

Students discuss behaviours that are considered 'normal' in one culture but 'abnormal' in another (e.g., hearing voices, specific dress codes). They share how this complicates the 'deviation from social norms' definition.

What criteria constitute 'ideal mental health'?

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

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Watch Out for These Misconceptions

• Statistical infrequency is always a sign of a disorder.

  Point out that high IQ is statistically infrequent but highly desirable. Explain that we only use this definition when the infrequent behaviour is also distressing or unhelpful. Using a 'normal distribution' curve helps students see that both ends of the spectrum are rare, but not both are 'abnormal'.

• OCD is just being very tidy.

  Clarify that OCD involves intrusive, distressing thoughts (obsessions) and repetitive, ritualistic behaviours (compulsions) that interfere with daily life. Reviewing the 'cognitive' symptoms of OCD helps students move beyond the 'tidy' stereotype.

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Methods used in this brief

• Collaborative Problem-Solving
• Gallery Walk
• Think-Pair-Share