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Biographical note
Jonathan D. Raskin is professor and chair of psychology at the State University of New York at New Paltz, where he teaches in the psychology undergraduate and counseling graduate programs. His research focuses on constructive meaning-based approaches in psychology and counseling, especially their applications to understanding abnormality and psychotherapy. Dr. Raskin is licensed as a psychologist in New York, where he maintains a small private practice. A fellow of the American Psychological Association, Dr. Raskin has received the SUNY Chancellor’s Award for Excellence in Scholarship and the SUNY Research Foundation Research and Scholarship Award.Raskin’s textbook takes an unprecedented approach by bridging sociocultural and historical with psychological and biological perspectives in a relatable and engaging manner. Social justice perspectives and case studies, woven throughout each chapter, challenge students to think critically about each psychological disorder.
Clarissa Richardson, University of Idaho, USA
This is a comprehensive, easy to read and didactically well thought through textbook on abnormal psychology, suitable for introductory as well as advanced clinical courses. The book offers different explanations for clinical disorders and highlights controversies and open questions and by this encourages the student to think independently. Particularly welcome is the inclusion of DSM-5, ICD-10 and ICD-11 diagnostic criteria, which makes this book interesting for the widest audience.
Reiner Sprengelmeyer, University of St Andrews, UK
Raskin's text is a comfortable and informative read that students at all levels will enjoy, and even more importantly, it strikes a perfect balance between coverage of new scientific advances surrounding psychopathology as well as introductory clinical case conceptualization and treatment approaches.
Edward Selby, Rutgers, The State University of New Jersey, USA
I am delighted to see a book that presents key information about diagnoses, but also presents a critical analysis of the issues and ways that students can consider the person not just their problems. We have needed a text that presents contextual factors and emphasizes the importance of different perspectives. This book is an excellent resource for undergraduate teaching to start to teach and discuss these key concepts of context and continuum, cultural considerations, and a holistic model of wellbeing.
Kirsty Ross, Massey University, New Zealand