Depathologizing Psychopathology

1. Front Matter

   Pages i-ix

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2. Paradigm Shifts

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 1-5

3. Pathologizing Everyday Life

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 7-12

4. How We Learn: Models of Learning and Cognition

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 13-21

5. A Proposed Learning Model for Therapy

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 23-32

6. The Effect of Learning on the Development of the Connectome

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 33-44

7. The Connectome and Emotion

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 45-55

8. Biologically Based Disorders of Mental Illness

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 57-66

9. Automaticity and Unconsciousness: What Are They and What’s the Difference?

   • Theodore Wasserman, Lori Drucker Wasserman

   Pages 67-77

10. Mental Illness

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 79-90

11. Therapy

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 91-100

12. Historical Principles of Therapy and Information Exchange

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 101-106

13. New Principles of Therapy

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 107-128

14. Tell Me How You Feel

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 129-134

15. Case Studies

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 135-147

16. The Takeaway

    • Theodore Wasserman, Lori Drucker Wasserman

    Pages 149-156

17. Back Matter

    Pages 157-181

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This brief, accessible treatise harnesses the neurophysiological processes of learning to create an innovative and powerful approach to therapy. It sets out a non-pathologizing alternative not only to the current medicalized conception of diagnosis and treatment but also to the labeling of relatively normal reactions to stressors and upsets as illnesses. Rooted in the neurobiology of human learning, the book’s approach to treatment, Neuro-Cognitive Learning Therapy, characterizes maladaptive behavior patterns as learned responses to upsetting conditions—processes which can be unlearned. In addition, the coverage includes a clinical teaching guide for bringing NCLT theory and methods into the training curriculum.

This groundbreaking volume:

• Proposes a non-stigmatizing learning model for therapy, Neuro-Cognitive Learning Therapy.
  
• Introduces the concept of the connectome and explains its critical role in mental health and illness.
  
• Differentiates between the unconscious and automaticity in cognition and behavior.
  
• Addresses the applicability of NCLT to biologically-based mental disorders.
  
• Offers case studies illustrating NCLT in contrast with commonly-used approaches.
  
• Includes a chapter-by-chapter clinical teaching guide with therapeutic principles and discussion questions.
  
• Provides a comprehensive therapeutic framework for practitioners of all orientations.
  

Depathologizing Psychopathology gives neuropsychologists, psychiatrists, clinical social workers, and child and school psychologists new ways of thinking about mental illness and learning about learning for a bold new step in the evolution of mind/brain knowledge.

• cognitive behavior therapy
• cognitive learning therapy
• models of mental illness
• principles of learning theory
• psychotherapy for behavioral disorders
• psychotherapy for cognitive disorders

“This volume might be best used as an addition to an advanced psychopathology for graduate students and psychiatry residents. … the authors include an appendix with suggested teaching objectives and exercises. It will also be of use and of interest to practitioners and researchers. There is much of intellectual and clinical value in this volume. Wasserman and Wasserman do us a great service in challenging the status quo and in developing a true neuropsychological model of psychopathology and its treatment.” (Jerry Gold, PsycCRITIQUES, Vol. 62 (7), February, 2017)

• Wasserman and Drucker PA, Boca Raton, USA

  Theodore Wasserman, Lori Drucker Wasserman

Ted Wasserman is a pediatric neuropsychologist specializing in the treatment of neurodevelopmental disorders, currently in private practice. From 2008 through 2013 he was associate professor of psychology at the Institute for Achievement and Learning at Lynn University. He received his PhD in clinical psychology from Hofstra University and completed his post-doctoral fellowship in cognitive behavioral psychotherapy at the Institute for Advanced Study of Rational Psychotherapy. He is a member of APA Divisions 40 and 12, National Academy of Neuropsychology, and International Neuropsychological Society. He is the founder and past president of the American Board of Pediatric Neuropsychology and is board-certified in clinical psychology by the American Board of Professional Psychology. Lori Wasserman is a pediatric neuropsychologist who is currently in private practice. She received her PhD in clinical and school psychology from Hofstra University and is a member of APA Division 40 and the National Academy of Neuropsychology. She is board-certified in pediatric neuropsychology by the American Academy of Pediatric Neuropsychology.

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