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10. Instructor Notes

Students often ask which disorder is the easiest to write about. There is no straightforward answer to that, because the quality of the essay depends far more on how well you engage with the literature than on which disorder you choose. Schizophrenia and borderline personality disorder have particularly active debates around classification and cultural validity, which can make for a rich Section 3. Major depressive disorder and PTSD have extensive theoretical and empirical literature, which tends to support stronger Section 2 arguments. ADHD in adults is a relatively newer area of clinical focus with some genuinely interesting classification questions that are worth exploring.

The course textbook is a reliable starting point for Sections 1 and 2, but you will need to move into journal articles for Section 3. The library databases PsycINFO, PubMed, and PsycARTICLES are the most useful starting points for finding peer-reviewed sources in this area.

If you would like feedback on your disorder choice or a brief outline before you begin writing in earnest, post a short note in the Week 8 discussion thread by Day 4 of that week.

Tags: PSY 302 Abnormal Psychology Assignment 3 Individual Analytical Essay DSM-5-TR Psychological Disorders APA 7th Edition Spring 2026 1200–1500 words

DSM Classification and Theoretical Models in Abnormal Psychology

PSY 302 — Abnormal Psychology

Assignment 3: Individual Analytical Essay | Spring Semester 2026

College of Arts and Sciences · Undergraduate Psychology Programme

1. Overview and Purpose

Defining abnormal behaviour is harder than it first appears. Most students come into this course with a working intuition about what counts as a psychological disorder and what does not, but that intuition tends to unravel under examination. A person experiencing profound grief after bereavement, a student who cannot sleep before exams, a soldier who struggles to readjust after combat — all of these may look like disordered behaviour in certain contexts and entirely understandable responses in others. Where does distress end and disorder begin? That question sits at the heart of clinical psychology and has not been resolved to everyone’s satisfaction.

The DSM-5-TR specifies that a mental disorder involves a clinically significant disturbance in an individual’s cognition, emotion regulation, or behaviour that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning. Cambridge Core Assignment 3 asks you to engage seriously with that definition and with the broader question of how psychological disorders are classified, identified, and discussed. You will select one specific psychological disorder covered in the course, examine how it is currently defined and classified, evaluate the main theoretical perspectives that attempt to explain it, and critically consider at least one point at which existing definitions or frameworks have been questioned in the literature. The aim is not to reproduce a textbook account. It is to show that you can read the research critically and form a reasoned position of your own.

2. Learning Outcomes Assessed

LO 1: Describe and critically evaluate major theoretical models used to explain psychological disorders.
LO 3: Apply the DSM-5-TR classification criteria to a selected disorder and assess their strengths and limitations.
LO 4: Analyse research evidence relating to the causes, presentation, and treatment of a chosen disorder.
LO 6: Construct a well-organised, evidence-based written argument using APA 7th Edition citation conventions.

3. Disorder Selection

Choose one psychological disorder from the list below. All of them have been covered or introduced in the course material between Weeks 4 and 8, and all have substantial published literature available at the undergraduate level.

Major depressive disorder
Generalised anxiety disorder
Obsessive-compulsive disorder (OCD)
Post-traumatic stress disorder (PTSD)
Borderline personality disorder
Schizophrenia spectrum disorder
Attention-deficit/hyperactivity disorder (ADHD) in adults

You are not permitted to propose a disorder outside this list. The list has been chosen to ensure that adequate academic literature is accessible through the university library databases.

4. Essay Structure and Content Requirements

Your essay must address all four sections below. Clear section headings are recommended for this assignment, though you should ensure transitions between sections read naturally rather than feeling like a list of disconnected parts.

Section 1 — Definition and Classification (approx. 200–250 words)

Present the current DSM-5-TR criteria for your chosen disorder. Describe the key diagnostic features: the core symptoms required for diagnosis, any duration or severity thresholds, and any specifiers that apply. Keep this section accurate and focused — a concise summary of the diagnostic picture is what is needed here, not a paraphrase of the entire DSM entry. Note any significant changes from earlier versions of the DSM where relevant, particularly if those changes have been discussed in recent literature.

Section 2 — Theoretical Explanations (approx. 400–450 words)

Explain how at least two different theoretical models account for the development or maintenance of your chosen disorder. Possible frameworks include the biological model, the psychodynamic model, the cognitive-behavioural model, the sociocultural model, or the diathesis-stress model. For each model, describe what it proposes and what evidence supports it. Avoid presenting models as though they are equally supported by the evidence — some have stronger empirical backing than others, and your essay should reflect that. It is acceptable, and often more honest, to acknowledge that different models tend to explain certain aspects of a disorder better than others.

Section 3 — Evaluation and Critical Analysis (approx. 400–450 words)

Identify at least one significant area of debate or limitation in the current understanding of your chosen disorder. Possibilities include: concerns about the reliability or validity of the DSM diagnostic criteria; cultural variation in how the disorder presents or is diagnosed; limitations of a dominant theoretical model; ongoing debates about treatment efficacy; or the challenges posed by high comorbidity rates. The Hierarchical Taxonomy of Psychopathology (HiTOP), for instance, has proposed a dimensional alternative to traditional categorical nosologies, arguing that traditional diagnostic systems have gone beyond empirical evidence and do not depict psychopathology accurately, leading to problems of diagnostic heterogeneity, comorbidity, and unreliability. Academy of Management JournalAcademy of Management Journal Students focusing on disorders with active classificatory debates may find this literature useful. Draw on peer-reviewed sources to develop your argument, and avoid limiting the section to a list of criticisms without any evaluative reasoning about what those criticisms mean for how we understand and treat the disorder.

Section 4 — Conclusion (approx. 150–200 words)

Bring together the key points from your essay in a concise conclusion. Identify what you consider the most important insight or unresolved question in the current understanding of your chosen disorder, and explain briefly why it matters — for research, for clinical practice, or for the people affected. Do not introduce new arguments or evidence in the conclusion. It should follow clearly from the analysis in Sections 2 and 3.

A note on tone and perspective: Abnormal psychology is a subject that often touches on real human experiences of suffering. The language used to describe psychological disorders has changed considerably over time, and some terms that once appeared in academic literature are now understood to be stigmatising. Aim for clinical precision and sensitivity in your writing. Avoid language that treats people as defined by their diagnoses, and be careful about making sweeping generalisations about any diagnostic group.

5. Formatting Requirements

Word count: 1,200–1,500 words (excluding reference list and title page)
Font: Times New Roman or Arial, 12pt, double-spaced
Margins: 2.54 cm on all sides
Include a title page with your name, student ID, course code, instructor name, and submission date
All citations and the reference list must follow APA 7th Edition format throughout
A minimum of four peer-reviewed academic sources are required; the course textbook may be used as one of these sources but not as the only one
File naming convention: LastName_FirstName_PSY302_A3.docx

6. Submission Instructions

Submit your completed essay through the LMS portal by 11:59 PM at the end of Week 10. The standard late penalty of 10% per calendar day applies to submissions received after the deadline, unless a written extension has been approved before the due date. Submissions sent by email are not accepted. Retain a copy of your LMS submission confirmation until grades have been released.

7. Academic Integrity

All submitted work must be your own. Essays are processed through a similarity-detection tool at the time of submission. Quotations from sources must be properly attributed and used sparingly — an essay that relies heavily on quoted passages rather than paraphrased and analysed material is unlikely to demonstrate the analytical skills this assignment assesses. AI writing tools may not be used to generate, rewrite, or substantially revise any part of the essay under current course policy.

8. Grading Rubric

Criterion	Weight	Excellent (90–100%)	Proficient (70–89%)	Developing (50–69%)	Insufficient (<50%)
Accuracy and depth of disorder definition and classification	15%	DSM-5-TR criteria described accurately and concisely; key diagnostic features clearly identified; relevant changes from earlier editions noted where appropriate	Generally accurate; criteria present but may lack precision in one or two areas, or relevant changes from DSM history overlooked	Criteria present but description is vague, incomplete, or contains factual inaccuracies	Criteria absent or substantially incorrect; description too brief to be meaningful
Explanation of theoretical models	30%	Two or more models explained accurately with specific supporting evidence; relative strengths of models addressed honestly; no false equivalence between well-supported and poorly-supported theories	Two models present and generally accurate; evidence cited; relative strengths may not be fully addressed	Models present but description is generic or lacks specific evidence; models treated as equally valid without justification	Fewer than two models covered, or models described so vaguely as to be uninformative
Critical evaluation and quality of argument	30%	A specific, well-reasoned critique developed and supported by peer-reviewed evidence; clear analytical stance taken; limitations of the critique also acknowledged	Evaluative section present with supporting evidence; argument reasonably clear; may lack full development or not acknowledge counterpoints	Critique attempted but mostly descriptive; limited engagement with relevant literature; reasoning not fully developed	No critical analysis; essay is entirely descriptive; no engagement with debates or limitations
Use of academic sources and APA formatting	15%	Four or more peer-reviewed sources, well integrated and accurately cited throughout; APA format correct; reference list complete	Minimum sources met; citations generally correct; minor APA errors that do not distort attribution	Fewer than four sources, or sources poorly integrated; multiple APA errors	Minimal or no academic sources; APA formatting absent or largely incorrect
Essay structure, coherence, and writing quality	10%	Well-organised with logical flow between sections; academic register maintained throughout; transitions between sections feel natural; word count within range	Generally clear structure; writing mostly appropriate; minor issues with transitions or register; close to word range	Structural weaknesses evident; some sections feel disconnected; writing occasionally unclear; noticeably outside word range	Poorly organised; difficult to follow; writing impedes understanding; significantly outside word count

9. References / Learning Materials (APA 7th Edition)

Comer, R. J., & Comer, J. S. (2021). Fundamentals of abnormal psychology (10th ed.). Worth Publishers. https://www.macmillanlearning.com/college/us/product/Fundamentals-of-Abnormal-Psychology/p/1319247210
Kotov, R., Krueger, R. F., Watson, D., Cicero, D. C., Conway, C. C., DeYoung, C. G., Eaton, N. R., Forbes, M. K., Hallquist, M. N., Latzman, R. D., Mullins-Sweatt, S. N., Ruggero, C. J., Simms, L. J., Waldman, I. D., Waszczuk, M. A., & Wright, A. G. C. (2021). The Hierarchical Taxonomy of Psychopathology (HiTOP): A quantitative nosology based on consensus of evidence. Annual Review of Clinical Psychology, 17, 83–108. Academy of Management Journal https://doi.org/10.1146/annurev-clinpsy-081219-093304
Stein, D. J., Shoptaw, S. J., Vigo, D. V., Lund, C., Cuijpers, P., Bantjes, J., Sartorius, N., & Maj, M. (2022). Psychiatric diagnosis and treatment in the 21st century: Paradigm shifts versus incremental integration. World Psychiatry, 21(3), 393–414. ResearchGate https://doi.org/10.1002/wps.20998
Lund, C., Brooke-Sumner, C., Baingana, F., Baron, E. C., Breuer, E., Chandra, P., Haushofer, J., Herrman, H., Jordans, M., Kieling, C., Medina-Mora, M. E., Morgan, E., Omigbodun, O., Tol, W., Patel, V., & Saxena, S. (2018). Social determinants of mental disorders and the Sustainable Development Goals: A systematic review of reviews. Lancet Psychiatry, 5(4), 357–369. ResearchGate https://doi.org/10.1016/S2215-0366(18)30060-9