Normalizing Abnormal Psychology: An Anti-Ableist Approach

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.