BASTA REVIEWER - JM

LSVI ➢ God: Being, Infinite, Unlimited, Pure

➢ Human: being, Finite, Limited, Impure
Defining Any Term in Two Ways ➢ Unlimited: Not bounded by time and space
• Realis: A full-length definition of any term wherein God is in the Past, Present, and
Future because God is the source, alpha
➢ Philosophy is the way of analyzing critical (beginning), and omega (last/end)
thinking in life. It is also the fundamental ➢ Time has two types which are the Kronos
existence or knowledge about reality. (Human’s time) and Kairos (God’s time)
➢ Philosophy is the science of all things ➢ In the sphere, it will start in alpha then will
naturally knowable to minds and amend end in omega in which it will be the
power in so far as distinct are concerned and beginning and summit which is why he is
the deepest causes of reasons. perfect.
➢ By space because He is here anytime and
• Nominalis: The label of a particular definition or anywhere
nominal definition ➢ Omni: means All (Always) or Ever (Ever)
➢ Philo/ Phia - Love and Sophia - Wisdom ➢ Tor Meod: means Very Good

Communion Bible

• Realis: With/in the Lord • Nominalis: TaBiblia which means The Library of
• Nominalis Books because many people wrote it which are called
➢ Cum: The Latin word means when Sacred Writers.
➢ Unitas: The Latin word means unity • Realis: The Bible is the word of the Lord/God in
human language
Spirit of Communion • Deposit of Faith (Origin): Sacred Tradition (Divided
into two which are the Oral and Written tradition) and
• It is all about God wherein we relate ourselves to God. Sacred Scriptures (which is the Bible)
• If the first letter is in Uppercase and Lowercase, it is • Magisterium: Teaching office of the Church or
easy to distinguish who is the presence of the conveying message of the Church
transcendence or presence of God.
➢ Spirit vs. spirit: The word with capital S is The Bible and its Significance
pertaining to God while the small letter is
pertaining to spirit of nature or other things • The Bible is the word of God expressed in human
generally. language.
• Spirit as the Holy spirit and the unitas or unity with the • It is inspired by the Holy Spirit, making it sacred and
Lord (Him/God) divine.
• The relationship of the Spirit and the relationship in • God chose sacred writers to communicate His word in
unity with Him a relatable way because human beings naturally seek
• God: Spirit, Father, Son (The Holy Trinity wherein relationships.
it is the concept of communion and the perfect • Even before the Bible was written, there was already a
communion. Also, it can be the three personas Father, relationship between God and humanity.
Son, and Holy Spirit in one God.) Division of the Bible
• Monotheism: One God in Christianity, Islam, and • The Bible is divided into two parts: Sacred Scripture
Judaism and Sacred Tradition.
• Polytheism: 2 or more Gods in • Sacred Tradition comes from the Latin word Tradere,
• Theism: Believing in God meaning "to pass on" from one generation to another.
• Atheism: Not believing in God • This tradition preserves the awareness and teachings
➢ I am a theist but not Atheist means A theist of the Bible throughout generations.
someone who believes in God and atheist Deposit of Faith
means not believing in God. • Refers to the heritage of the Church accumulated over
• Why is the God perfect: Supreme/Absolute Being in the past 2025 years.
which he is the Omniscient (All Knowing), • It includes both Sacred Tradition and Sacred Scripture.
Omnipresent (The God is not bounded by Time and
• The Church's teachings are governed by the Canon,
Space in the Past, Present, and Future because he is
which serves as the measuring rod of faith.
unlimited.), Omnipotent (God is Powerful or
• The Canon ensures that the teachings are accurate and
Almighty), and Omnibenevolent (All Good).
faithful to the word of God.
 BASTA REVIEWER - JM

Historical Context and Evidence of Jesus Christ • Johannine Community: The last to record, focusing on
• A.D. means Anno Domini, Latin for "In the year of our a theological perspective.
Lord." Additional Key Points
• While there is no physical evidence due to lack of • ENOC TOPOC LOMOC: The Church's method of
devices, eyewitness accounts confirm Jesus’ historical measuring the authenticity of passed-down messages.
existence. • Midrash: The Jewish creative storytelling tradition.
• Historical authors like Josephus and Pliny the Younger • Talmud: The Jewish oral tradition.
documented Jesus' life, crucifixion at Golgotha, and • Paschal Mystery: The life, death, and resurrection of
suffering under Pontius Pilate. Jesus Christ.
• The historical existence of Jesus is further supported • Incarnation: Described in John 1:14, "The Word
by non-religious historical records. became flesh and dwelt among us."
The Gospels and New Testament • Islamic View: Jesus is recognized as the prophet Isa in
• The Gospels (Matthew, Mark, Luke, and John) are Islam, not the Messiah.
accounts of Jesus' life and teachings. Lasallian Way of Praying
• The term Gospel comes from the Greek word 1. We Remember
Evangelium, meaning "Good News." 2. Sign of the Cross
• The Gospels emphasize the Paschal Mystery of Jesus, 3. Body
referring to His life, death, and resurrection. 4. Trinitarian Prayer (Surrender) – Glory Be
• The New Testament centers on Jesus Christ, without 5. Lasallian Prayer – "I will continue"
whom there would be no Good News. 6. Intercessory Prayer
Formation of the Gospels 7. Sign of the Cross
• The Gospels transitioned from Oral Tradition to
Written Form due to: Bible
o Persecution: To preserve Jesus' teachings. • The first book is called Genesis, meaning "beginning."
o Correction of Distortions: To maintain • The subject of Exodus is about moving from the origin
accuracy and prevent false teachings. to the Promised Land, which is why the first verse
• Mark was the first Gospel written (60-66 A.D.), provides a synopsis about the family.
followed by Matthew, Luke, and John. • The Promised Land is called Canaan.
• Mark, Matthew, and Luke are called Synoptic Gospels • The Jewish people search for the origin of things,
because of their similar content. known as arché.
• Matthew has 28 chapters, while Mark has 16, Greek Influence and Mythology
reflecting their unique perspectives and experiences. • Greek philosophers, like the Jewish people, lived in
Sacred Scriptures and Tradition the Mediterranean region.
• Sacred Scriptures are the written form of God’s word • There was an influence of Jewish thought on Greek
as viewed through the lens of the Church (0-100 A.D.). philosophy.
• The Magisterium is the official teaching authority of • Greeks believed in gods and goddesses such as Hera
the Church, guiding the interpretation of Sacred and Zeus.
Scriptures. • Greek mythology is related to Genesis chapters 1 to
• Apostolic Succession maintains the continuity of 12, which can also be considered as mythological
teachings from Saint Peter (the first Pope) to Pope narratives.
Francis (the 266th Pope). • A commonality in various mythologies is the concept
Timeline of Key Events of an almighty, obscure being who created everything.
• 0 to 100 A.D.: Life of Jesus Christ. Concept of Divinity and Religion
• 30 to 33 A.D.: Crucifixion and resurrection of Jesus. • Religio (noun) - refers to religion or faith.
• 200 to 225 A.D.: Transition from Oral Tradition to • Religare (verb) - means "to bind" or "to connect."
Written Tradition. • There is an obscure yet omnipotent being believed to
• 2025 A.D.: Ongoing preservation of the Deposit of have created everything, attributed with omni-qualities
Faith. (e.g., omnipotent, omniscient).
Communities and Sources • YHWH is perceived as the all-powerful creator of
• Markan Community: First community to record Jesus' everything that exists.
teachings. • Tanakh is the Hebrew Bible, consisting of:
• Matthian and Lukan Communities: Used common o Torah (Law)
sources like the Q Source for their writings. o Nevi’im (Prophets)
o Kethuvim (Writings)
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Abraham and His Journey • Abraham is considered the father of the Hebrew nation
• Abraham was a Mesopotamian, a citizen of Sumer and chosen by God.
(modern-day Iraq). • The Hebrews went to Egypt due to Joseph’s influence
• His original name was Abram, meaning "exalted and stayed there until they were enslaved.
father," later changed to Abraham, meaning "father of • Moses led them out of Egypt because they were the
nations," as promised by God. chosen people of God.
• Sarai (meaning "princess") was barren. Her name was Jesus Christ in Old Testament Prophecies
changed to Sarah, meaning "for all." • Jesus is prophesied in the Old Testament as the
• Abraham’s journey: Messiah (Anointed One).
o Arrived in Canaan (the Promised Land). • He is referred to as Jesus the Christ or Jesus the
o They did not settle immediately as the land Messiah.
was already inhabited. The Kingdoms of Israel
o Their descendants multiplied and eventually • During King David's reign, Israel was united.
claimed Canaan. • After King Solomon’s death, the kingdom split into:
o Abraham and Sarah had Isaac, who fathered o Northern Kingdom (Israel) - conquered by
Jacob. the Assyrian Empire.
o Jacob had 12 sons, who became the ancestors o Southern Kingdom (Judah) - conquered by
of the 12 tribes of Israel: the Babylonian Empire.
▪ Reuben, Simeon, Levi, Judah, Dan, • The Babylonians dominated Israel and the Promised
Naphtali, Gad, Asher, Issachar, Land.
Zebulun, Joseph, and Benjamin. • Later, the Persian Empire (modern-day Iran) defeated
Joseph and the Hebrews in Egypt the Babylonians.
• Joseph was sold into slavery by his jealous brothers • The Greeks conquered the Persians, followed by the
and brought to Egypt. Romans conquering the Greeks.
• He served in Potiphar's household, where Potiphar's Great Empires and Historical Context
wife falsely accused him, leading to his imprisonment. • Mesopotamia and Sumerian civilization were
• Joseph interpreted Pharaoh’s dreams, predicting a powerful empires.
famine, and became Pharaoh's right-hand man. • Abraham originated from Sumer.
• During the famine, he reconciled with his family and • The Promised Land was given to Abraham and his
invited them to live in Goshen, a fertile land in Egypt. descendants.
• Over time, the Hebrews multiplied, and the Egyptians • The Golden Age of Israel was during the reigns of
grew wary of them. David and Solomon.
• The Hebrews were enslaved to control their growing o Solomon built the Temple of Jerusalem,
population. symbolizing the relationship with God.
Moses and the Exodus o The Temple was destroyed twice:
• Moses was raised in Egypt but realized his Hebrew ▪ First by King Nebuchadnezzar due
identity. to the people’s moral decline.
• He killed an Egyptian who was oppressing a Hebrew ▪ Rebuilt but later destroyed again by
and fled Egypt. the Romans.
• YHWH called Moses to lead the Hebrews out of Transition to the New Testament
slavery back to the Promised Land (Canaan). • Moving from the Old Testament to the New
• Moses delivered the Ten Commandments and Testament, we can interpret the Old Testament in
established the laws for the people. multiple ways: metaphorical, theological, historical,
• Due to the people’s stubbornness and his own and literary.
disobedience, Moses was not allowed to enter the • It is not necessary to view the Bible from only one
Promised Land. perspective; for example, Genesis 1-11 can be viewed
Joshua's Leadership metaphorically:
• Joshua succeeded Moses as the leader of the Israelites. o The name "Adam" is derived from Adamus or
• He led them into the Promised Land of Canaan. Adamah, meaning soil (man).
• Joshua conquered many cities and divided the land o Eve is said to have come from Adam's rib
among the 12 tribes of Israel. because Adam was lonely. In one account,
Deposit of Faith and Old Testament Leaders God created male and female together before
• In the Old Testament, kings, prophets, and judges were creation to care for it, whereas, in another
instrumental in guiding the people to repent and account, God created creation first before
change their ways. making man and woman.
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• Before the Bible was written, people already had o To rectify false teachings.
experiences and narratives shaped by their search for • Monotheism: Belief in one God (mono = one).
the arché (origin of things). • Polytheism: Belief in multiple gods.
• The first five books of the Bible—Genesis, Exodus, • Four Gospels: Luke, Matthew, Mark, and John.
Leviticus, Numbers, and Deuteronomy—were written • Synoptic Gospels: Matthew, Mark, and Luke
when they arrived at the promised land, Canaan. These (commonality in content).
five books are known as the Torah, which is part of the • Isa: The name for Jesus in Islam.
Tanakh (the Old Testament or Hebrew Bible) and is • Alpha and Omega: Represents the beginning and the
divided into three parts: Torah, Nevi’im, and end.
Kethuvim. • Tanakh's Division: Torah, Nevi’im, Kethuvim.
• There is debate about who authored the first five • New Testament Focus: The life of Jesus and the
books. Some attribute them to Moses to connect message that Jesus is the Good News.
Genesis and Exodus, but this doesn't necessarily mean • Tabiblia: Means "library" or "compilation of books."
Moses was the sole author. It is possible that
• Abraham: Father of Isaac and the father of all nations.
communities or scholars—like the Markan community
• Promised Land: Called Canaan.
(Mark), Matthian community (Matthew), Lukan
• Holy Trinity:
community (Luke), and Johannine community
o The Father – as being one.
(John)—were involved in writing them.
o The Son – as being equal.
The Story of Adam and Eve
o The Spirit – as distinct.
• The fruit that Eve ate is known as the fruit of
• Paschal Mystery: The life, death, and resurrection of
knowledge. God commanded them to eat any fruit
Jesus.
except the fruit of knowledge.
• Moses:
• The association of the fruit with an apple comes from
o Found in the Nile River, became the Prince of
the word malus, which means both apple and evil in
Egypt.
Latin. This is also why the serpent (who tempted Eve)
o Received the Ten Commandments
is linked to the apple.
(Decalogue).
• Adam was with Eve when she ate the fruit.
o Carried the Ark of the Covenant containing
The New Testament
the two tablets.
• It is called the New Testament because it centers on the
life of Jesus.
• "Christ" means Messiah, which translates to "anointed
one" or in Tagalog, ang kinalugdan.
• The concept of the Messiah directly connects the Old
Testament to the New Testament because the Old
Testament is about salvation history, which foretells
the coming of the Messiah.
Review Session
• Isaiah was the prophet who spread the news of the
coming Messiah.
• Four ways to interpret the Old Testament:
metaphorical, theological, historical, and literary.
• Attributes of God:
o Omnipresent – Not bound by time and space.
o Omniscient – All-knowing.
o Omnipotent – All-powerful.
o Omnibenevolent – All-good.
o Eternal – Timeless.
• Kronos vs. Kairos:
o Kronos – Human's time.
o Kairos – God's time.
• Magisterium: The teaching authority of the Church,
conveying its message.
• Arché: The origin or beginning of things.
• Reason for Sacred Tradition and Sacred Scriptures:
o To preserve teachings.
 BASTA REVIEWER - JM

ABNORMAL PSYCHOLOGY • Mental disorders are usually associated with

• Abnormal Psychology is the study of mental disorders significant distress or disability in social, occupational,
(also called mental illness, psychological disorders or or other important activities.
psychopathology) • An expectable or culturally approved response to a
• What they look like (symptoms), why they occur common stressor or loss, such as the death of a loved
(etiology), how they are maintained, and what effect one, is not a mental disorder.
they have on people's lives. • Socially deviant behavior (e.g., political, religious, or
• Is the study of Mental Disorders sexual) and conflicts that are primarily between the
• To understand what abnormal behavior is, we have to individual and society are not mental disorders unless
first understand what normal behavior is the deviance or conflict results from a dysfunction in
➢ Most psychologists have found it easier to the individual, as described above.
explain what is wrong with people than what
What Causes Abnormal Behavior?
is right.
• The American Psychiatric Association, in its 1. Biology And Genetics
publication, the Diagnostic and Statistical Manual of ➢ Biochemical imbalance / complex
Mental Disorders, 5th edition (DSM-5 for short), neurotransmitter dysregulation process
states that though "No definition can capture all involving the various neurotransmitters in the
aspects of all disorders in the range contained in the brain.
DSM-5" certain aspects are required. ➢ Familial transmission genetic transmission of
disorders.
THESE INCLUDE THE FOLLOWING:
2. Psychodynamics And the Parent-Child
• Dysfunction: Includes "Clinically significant Relationship
disturbance in an individual's cognition, emotion • According to Freud, to the extent that the
regulation, or behavior that reflects a dysfunction in child did not successfully negotiate the
the psychological, biological, or developmental psychosexual stages, mental illness would
processes underlying mental functioning." develop.
• Distress: When the person experiences a disabling • But Freud didn't focus on what actually
condition "In social, occupational, or other important occurred in the parent-child relationship (e.g.
activities.” Distress can take the form of psychological whether parents were actually poor
or physical pain, or both concurrently caretakers).
• Deviance: Closer examination of the word abnormal • Instead, his focus was on the unconscious
shows that it indicates a move away from what is internal desires and motivations of the child
normal, or the mean (what would be considered (e.g. sexual and aggressive impulses) and
average and in this case in relation to behavior), and so how the child negotiated them as s/he
is behavior that occurs infrequently (sort of an outlier progressed through the early relationship
in our data). with the child's parents
• Dangerousness: When behavior represents a threat to 3. Attachment And Security
the safety of the person or others. • Attachment theory suggests that when
parental behavior fails to make children feel
One parsimonious and practical way to define abnormal safe, secure, and able to turn to and trust the
behavior is to ask whether the behavior causes impairment in parent in times of need, then children will be
the person's life. unable to regulate their emotions and needs
adaptively and will develop negative,
IMPAIRMENT extent to which a behavior or set of behaviors
'insecure' views of themselves and others.
gets in the way of successful functioning in an important
This would put children at risk for developing
domain of the individual's life
psychological disorders.
Definition of mental disorder (According to APA, 2013) 4. Learned Behaviors
• Behavioral models suggest that all
• A mental disorder is a syndrome characterized by behavior, abnormal included, is a product
clinically significant disturbance in an individual's of learning mainly learning by association
cognition, emotion regulation, or behavior that reflects 5. Distorted Thinking
a dysfunction in the psychological, biological, or • Distorted cognitive processes - such as
developmental processes underlying mental selectively attending to some information and
functioning. ignoring other information, exaggerating
negative feelings, expecting the worst, or
 BASTA REVIEWER - JM

making inaccurate attributions about events- a. Point prevalence: Indicates the proportion of
have been shown to play an important role in a population that has the characteristic at a
various types of psychological disorders. specific point in time. In other words, it is the
number of active cases.
DIATHESIS - STRESS MODEL b. Period prevalence: Indicates the proportion
of a population that has the characteristic at
any point during a given period of time,
typically the past year.
c. Lifetime prevalence: Indicates the
proportion of a population that has had the
characteristic at any time during their lives.
4. Incidence
• Indicates the number of new cases in a
population over a specific period of time.
• This measure is usually lower since it does
not include existing cases as prevalence does.
Classifying Mental Disorder 5. Comorbidity
• Describes when two or more mental disorders
1. Classification are occurring at the same time and in the same
• Is the way in which we organize or categorize person.
things 6. Etiology
• It is useful for us to do the same with • Is the cause of the disorder.
abnormal behavior and classification • There may be social, biological, or
provides us with a nomenclature, or naming psychological explanations for the disorders
system, to structure our understanding of beginning which need to be understood to
mental disorders in a meaningful way identify the appropriate treatment. Likewise,
• Nomenclature = body or system of names the effectiveness of a treatment may give
some hint at the cause of the mental disorder.
2. Epidemiology 7. Course
• Is the scientific study of the frequency and • The course of the disorder is its particular
causes of diseases and other health-related pattern. A disorder may be acute meaning that
states in specific populations such as a it lasts a short period of time, or chronic,
school, neighborhood, a city, country, and the meaning it lasts a long period of time. It can
world also be classified as time-limited, meaning
• Psychiatric or mental health epidemiology that recovery will occur in a short period of
refers to the occurrence of mental disorders in time regardless of whether any treatment
a population. occurs.
• In mental health facilities, we say that a 8. Prognosis
patient presents with a specific problem, or • Is the anticipated course the mental disorder
the presenting problem, and we give a clinical will take.
description of it which includes information • A key factor in determining the course is age,
about the thoughts, feelings, and behaviors with some disorders presenting differently in
that constitute that mental disorder. childhood than adulthood.
• We also seek to gain information about the 9. Treatment
occurrence of the disorder, its cause, course, • Any procedure intended to modify abnormal
and treatment possibilities. behavior into normal behavior.
Occurrence Can Be Investigated in Several Ways

3. Prevalence is the percentage of people in a population TIMELINE OF SIGNIFICANT EVENTS

that has a mental disorder or can be viewed as the (400 B.C. -1875)
number of cases per some number of people. Galen suggests that normal
200 B.C. and abnormal behavior are
For instance, if 20 people out of 100 have bipolar disorder, then
related to four bodily fluids,
the prevalence rate is 20%. Prevalence can be measured in or humors.
several ways:
 BASTA REVIEWER - JM

Hippocrates suggests that TIMELINE OF SIGNIFICANT EVENTS

400 B.C. psychological disorders have (1848-1920)
both biological and Dorothea Dix successfully
psychological causes. 1848 campaigns for more humane
Superstition runs rampant treatment in U.S. mental
and mental disorders are institutions.
1300s blamed on demons and John P. Grey, head of New
witches; exorcisms are York’s Utica Hospital,
performed to rid victims of 1854 believes that insanity is the
evil spirits. result of physical causes,
Enlightened view that thus de-emphasizing
insanity is caused by mental psychological treatments.
1400s or emotional stress gains Louis Pasteur develops his
momentum, depression, and germ theory of disease,
anxiety are again regarded 1870 which helps identify the
by some as disorders. bacterium that causes
Bloodletting and leeches are syphilis.
1400-1800 used to rid the body of Josef Breuer treats the
unhealthy fluids and restore “hysterical” Anna O.,
chemical balance. 1895 leading to Freud’s
Paracelsus suggests that the development of
moon and the stars, not psychoanalytic theory.
1500 possession by the devil affect Sigmund Freud publishes
people’s psychological 1900 The Interpretation of
functioning. Dreams
Philippe Pinel introduces Ivan Pavlov receives the
1793 moral therapy and makes Nobel Prize for his work on
French mental institutions 1904 the physiology of digestion,
more humane. which leads him to identify
Syphilis is differentiated conditioned reflexes in dogs.
1825-1875 from other types of Emil Kraepelin classifies
psychosis in that it is caused 1913 various psychological
by a specific bacterium; disorders from a biological
point of view and publishes
work on diagnosis.
• Sanguine (literal meaning "red like blood") describes John B. Watson experiments
someone who is ruddy in complexion, presumably 1920 with conditioned fear in
from copious blood flowing through the body, and Little Albert, using a white
cheerful and optimistic, although insomnia and rat.
delirium were thought to be caused by excessive blood
in the brain
TIMELINE OF SIGNIFICANT EVENTS
• Melancholic means depressive (depression was
(1930-1968)
thought to be caused by black bile flooding the brain).
Insulin shock therapy,
• A phlegmatic personality (from the humor phlegm 1930 electric shock treatments,
indicates apathy and sluggishness but can also mean and brain surgery begin to be
being calm under stress used to treat
• A choleric person (from yellow bile or choler) is hot psychopathology.
tempered B. F. Skinner publishes The
Behavior of Organisms,
1938 which describes the
principles of operant
conditioning.
1943 The Minnesota Multiphasic
Personality Inventory is
published.
1946 Anna Freud publishes Ego
and the Mechanisms of
Defense.
 BASTA REVIEWER - JM

1950 The first effective drugs for • An obvious consequence of these potential
severe psychotic disorders outcomes is the why try effect, or the person
are developed. Humanistic saying "Why should I try and get that job. I
psychology (based on ideas am not unworthy of it'
of Carl Jung, Alfred Adler, 4. Courtesy Stigma
and Carl Rogers) gains some
• When stigma affects people associated with
acceptance.
the person with a mental disorder.
1952 The first edition of
Diagnostic and Statistical DSM (Diagnostic and Statistical Manual Of Mental
Manual (DSM-I) is Disorders)
published.
1958 Joseph Wolpe effectively DSM 5
treats patients with phobias
using systematic • The creation of the fifth edition of Diagnostic and
desensitization based on Statistical Manual of Mental Disorders (DSM-5) was
principles of behavioral a massive undertaking that involved hundreds of
science. people working toward a common goal over a 12-year
1968 DSM-II is published. process.
1980 DSM-III is published. • Much thought and deliberation were involved in
1987 DSM-III-R is published. evaluating the diagnostic criteria, considering the
organization of every aspect of the manual, and
1990 Increasingly sophisticated
creating new features believed to be most useful to
research methods are
developed; no one influence- clinicians.
biological or environmental- • All these efforts were directed toward the goal of
is found to cause enhancing the clinical usefulness of DSM-5 as a guide
psychological disorders in in the diagnosis of mental disorders.
isolation from the other.
1994 DSM-IV is published. History of the DSM
2000 DSM-IV-TR is published. • In 1918, the American Medico-Psychological
2013 DSM-5 is published. Association (presently the American Psychiatric
The Stigma of Mental Illness Association, or APA) issued the Statistical Manual for
Use of Institutions for the Insane. It did not catch on.
1. Public Stigma • In 1928, the American Psychiatric Association issued
• When members of a society endorse negative another edition, but it was too narrowly focused. It
stereotypes of people with a mental disorder looked primarily at neuroses and psychoses
and discriminate against them. They might • By World War II, the military had its own
avoid them all together resulting in social nomenclature system.
isolation. An example is when an employer • The World Health Organization (WHO) issued the
intentionally does not hire a person because International Classification of Diseases-6 (ICD-4);
their mental illness is discovered. contained a section on mental disorders but it needed
2. Label Avoidance modification for use in the United States.
• In order to avoid being labeled as "crazy" or
"nuts" people needing care may avoid a. DSM-I
seeking it all together or stop care once • The APA published the Diagnostic and
started. Due to these labels, funding for Statistical Manual of Mental Disorders in
mental health services could be restricted and 1952, it was based off of the ICD-6 and the
instead, physical health services funded. military system.
3. Self-stigma • The first DSM contained about 40 disorders
• When people with mental illnesses and was based on theories of abnormal
internalize the negative stereotypes and psychology and psychopathology.
prejudice, and in tum, discriminate • Problems: DSM was criticized for is
themselves. They may experience shame, reliability and validity. The major limitation
reduced self-esteem, hopelessness, low self- of the DSM was that the concept had not been
efficacy, and a reduction in coping scientifically tested. Also, all of the disorders
mechanisms. listed were considered to be reactions to
events occurring in an individual's
 BASTA REVIEWER - JM

environment. Another problem was that there • Furthermore, social issues came into play
really was no distinction between abnormal with the development of the DSM-III.
and normal behavior. Despite this, it gained Racism was considered as a mental disorder
acceptance. to be added, but after much deliberation and
b. DSM-II research was not included.
• The DSM-II was published in 1948 but still • Post-traumatic stress disorder was added to
had criticism over its validity and reliability. the DSM at this time. Also, the DSM-II
Changes in the DSM- included eleven major category of "sexual orientation disturbance"
diagnostic categories, with 185 total was changed to "ego-dystonic
diagnoses for mental disorders. homosexuality."
• Additionally, increased attention was given to
children and adolescents in the DSM-For
example the diagnostic category of Behavior
Disorders of Childhood – Adolescence was
presented for the first time.
• In 1974, the seventh printing of the DSM-II
no longer listed homosexuality as a disorder
• In 1973, the American Psychiatric
Association (APA) asked all members
attending its convention to vote on whether
they believed homosexuality to be a mental
disorder. 5,854 psychiatrists voted to remove
homosexuality from the DSM, and 3,810 to
retain it. d. DSM-III-R
• The APA then compromised, removing • The revision for DSM-III was published in
homosexuality from the DSM but replacing 1987.
it, in effect, with "sexual orientation • 297 diagnoses
disturbance" for people "in conflict with" e. DSM-IV
their sexual orientation. Not until 1987 did • The DSM-IV was published in 1994.
homosexuality completely fall out of the • This edition was more research based as far
DSM. as criteria and diagnoses are concerned.
c. DSM-III • 365 diagnoses.
• The DSM-III was published in 1980. This f. DSM-IV-TR
dramatically changed the field of psychology. • The text revision of the DSM was published
• The five-part multiaxial diagnostic system in 2000.
first appeared in DSM-III. • This volume is heavily research based and
• DSM-III provided specific diagnostic criteria includes information about the etiologies of
for 265 diagnoses. the disorder.
• Dr. Robert L. Spitzer was appointed to lead g. DSM-V
the changes to the DSM in 1974. He was • DSM-V, published in 2012, with final approved
largely involved in creating the discrete edition last May 2013.
diagnostic categories of the DSM-II, as • Join effort between the American Psychiatric
opposed to a dimensional model of diagnosis. Association, the National Institute of Mental Health,
• As with the DSM-II, many significant the World Health Organization, and the World
changes were made in the third edition of the Psychiatric Association.
DSM. • Efforts began in 2000 and have involved 13
• For example, previously many of the anxiety conferences with international involvement.
disorders were lumped together as one • Some of the proposed changes include:
diagnosis of Anxiety Neurosis. The DSM-III ✓ Modifications of various disorder spectrums,
broke that broad diagnosis down to include such as including Asperger's disorder within
many different anxiety disorders such as the autism spectrum;
generalized anxiety disorder (GAD), panic ✓ Modifications of terminology, such as
disorder, agoraphobia, and social phobia. replacing use of "mental retardation" with
• In fact, the term "neurosis" was removed "intellectual disability":
from the DSM-III altogether. ✓ Improved methods of assessment.
 BASTA REVIEWER - JM

✓ Large scale inclusion of new criteria to all Appearance And Behavior

aspects, with some proposed removals and
integrations. • General self-neglect – chronic schizophrenia,
h. The Diagnostic and Statistical Manual of Mental dementia, alcohol/drug addiction
Disorders, Fifth Edition, Text Revision (DSM-5- • Bright/Colorful clothes – Mania
TR) was published in March 2022. • Stooped posture, hunched, leaning forward –
• New diagnosis: Prolonged grief disorder Depression
• New symptom codes: For suicidal behavior • Sitting on the edge of the seat, gripping the arms of the
and nonsuicidal self-injury chair –Anxiety
• Updated diagnostic criteria: For more than 70 • Facial Expression: Sad face with downward corners of
disorders the mouth, flattened expressions and vertical
• Updated ICD-10-CM codes: For symptom furrowing of brows suggest "Depression"
codes • Horizontal furrowing of the brows with wide eyes,
• Revised text and references: Based on current sweating and dilated pupils suggests "Anxiety"
scientific literature • Expressionless face, mask like face
• Review of racism and discrimination: How • Eye contact: Reduced in Depression
these factors impact the diagnosis and
Disorders Of Speech
manifestations of mental disorders
• Aphonia: fails to produce any vol. of sound, e.g. in
Mental Status Examination
laryngealor vocal cord disorder.
• MSE is the psychological equivalent of a physical • Slow speech: may be a feature of psychomotor
exam that describes the mental state and behavior of retardation.
the person being seen. It includes both objective • Fast speech: normal anxiety but may indicate Mania or
observations of the clinician and subjective Schizophrenia
descriptions given by the paint • Pressure of speech: rapid speech that is increased in a
mount and difficult to interrupt. Seen in Mania
WHY DO WE DO THEM? • Poverty of speech: restriction in amount
• The MSE provides information for diagnosis and • Poverty of content of speech: speech is adequate in
assessment of disorder and response to treatment. amount but covers little information due to vagueness,
• MSE provides a snapshot at a point in time. If another emptiness, stereotyped phrases.
provider sees your patient allows them to determine if • Echolalia: repetition of sentence just uttered by the
the patient’s status has changed without previously examiner.
seeing the patient • Palilalia: repetition of only last uttered word or phrase
• To properly assess the MSE, Information about the said by the examiner.
patents history is needed including education and Remember to include both what you see and what you hear!
social factors.
• It is important to ascertain what is normal for the SCHIZOPHRENIA SPECTRUM AND OTHER
patient. For example some people always speak fast PSYCHOTIC DISORDER

Components Of the Mental Status Examination Origins of the Schizophrenia

• Appearance • It was a Swiss psychiatrist named Eugen Bleuler

• Behavior • Schizophrenia from the Greek roots of salzo, meaning
• Motor activity "to spilt or crack" and phren meaning "mind"
• Speech • Because he believed the condition was characterized
• Mood primarily by disorganization of thought processes, a
• Affect lack of coherence between thought and emotion, and
• Thought process an inward orientation away (split off) from reality.
• Thought content Epidemiology
• Perceptual disturbances
• Cognition • The risk of developing schizophrenia over the course
• Abstract thinking of one's lifetime is a little under 1 percent.
• Insight • 1 out of every 140 people alive today who survive until
• Judgment at least age 55 will develop the disorder.
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• (Parent with schizophrenia) have a statistically higher someone else's organs without leaving any
risk of developing the disorder than do others. wounds or scars."
• The vast majority of cases of schizophrenia begin in • Non-bizarre delusions are beliefs that could be true
late adolescence and early adulthood, with 18 to 30 yrs but are usually exaggerated or untrue.
of age being the peak time for the onset of the illness ➢ "Belief that one is under surveillance by the
although schizophrenia is sometimes found in police, despite a lack of convincing evidence."
children, such cases are rare.
Hallucination
• It can also have its initial onset in middle age of later
but it is not typical. • Hallucination is a sensory experince that seems real to
the person having it, but occurs in the absence of any
The WHO estimated that 154 million Filipinos suffer from
external perceptual stimulus.
depression, 1 million from schizophrenia, and 15.3 million from
substance use disorders, while 877,000 die due to suicide every • Illusion is a misperception of a stimulus that actually
year (Department of Health, 2018). exists.
• Hallucination comes from the Latin verb hallucinere
Key Features That Define the Psychotic Disorders or allucinere, meaning to "wander in mind" or "idle
talk".
They are defined by abnormalities in one or more of the
• Occur in any sensory modality (auditory, visual,
following five domains:
olfactory, tactile, gustatory)
• delusions, • The hallucinations must occur in the context of a clear
• hallucinations, sensorium; those that occur while falling asleep
• disorganized thinking (speech), (hypnagogic) or waking up (hypnopompic) are
• grossly disorganized or abnormal motor behavior considered to be within the range of normal
(including catatonia), experience.
• and negative symptoms. • Hallucinations may be a normal part of religious
experience in certain cultural contexts.
Delusions
Disorganized thinking (speech)
• Delusion is essentially an erroneous belief that is fixed
and firmly despite clear contradictory evidence. • Formal thought disorder
• Delusions comes from the Latin verb ludere, which • Disorganized speech is the external manifestation of a
means "to play" (tricks are played on the mind) disorder in thought form.
• Involves a disturbance in the content of thought. • An affected person fails to make sense, despite
seeming to conform to the semantic and syntactic rules
Kinds of Delusions governing verbal communication

• Persecutory Delusions - a belief that one is going to Grossly disorganized or abnormal motor behavior
be harmed, harassed, and so forth by an individual, or (including catatonia)
organization, or other group.
• Grossly disorganized or abnormal motor behavior may
• Referential Delusions – a belief that certain gestures,
manifest itself in a variety of ways, ranging from
comments, environmental cues, and so forth are
childlike "silliness" to unpredictable agitation.
directed at oneself
• Problems may be noted in any form of goal-directed
• Grandiose Delusions - when an individual believes
behavior, leading to difficulties in performing
that he/she has exceptional abilities, wealth and fame
activities of daily living
• Erotomanic Delusions - when an individual believes • Catatonic behavior is a marked decrease in reactivity
falsely that another is in love with him/her. to the environment. This ranges from resistance to
• Nihilistic Delusion - involve the conviction that a instructions (negativism):
major catastrophe will occur ➢ to maintaining a rigid, inappropriate or bizame
• Somatic Delusions - focus on preoccupation posture; to a complete lack of verbal and motor
regarding health and organ function responses (mutism and stupor).
• Bizarre if they are clearly implausible and not ➢ It can also include purposeless and excessive
understandable to same culture peers and do not derive motor activity without obvious cause catatonic
from ordinary life experiences. excitement)
➢ "Belief that an outside force has removed his or
her internal organs and replaced them with
 BASTA REVIEWER - JM

Positive and Negative Symptoms Schizotypal Personality Disorder

• Positive symptoms: More active manifestations of

abnormal behavior (delusions and hallucinations)
• Negative symptoms: Deficit in normal behavior
➢ Avolition
➢ Apathy
➢ Alogia
➢ Anhedonia
➢ Asociality

Negative symptoms

• Negative symptoms account for a substantial portion

of the morbidity associated with schizophrenia but are
le prominent in other chords
• Two negative symptoms are particularly prominent in
schizophrenia: diminished emotional expression and
avolition
➢ Diminished emotional expression includes
reductions in the expression of emotions in the
face, eye contact, intonation of speech (prosody),
and movements of the hand, head, and face that
normally give an emotional emphasis to speech.
➢ Avolition is a decrease in motivated-initiated
purposeful activities. The individual may sit for
long periods of time and show little interest in Delusional Disorder
participating in work or social activities.
➢ Other negative symptoms include alogia,
anhedonia, and asociality Alogia is manifested
by diminished speech output. Anhedonia is the
decreased ability to experience pleasure from
positive similar a degradation in the recollection
of pleasure previously experienced. Asociality
refers to the apparent lack of interest in social
interactions and may be associated with avolition,
Brief Psychotic Disorder
but it can also be a manifestation of limited
opportunities for social interactions.

Schizotypal (Personality) Disorder

• Criteria and text for schizotypal personality disorder

can be found in the chapter "Personality Disorders."
Because this disorder is considered part of the
schizophrenia spectrum of disorders, and is labeled in
this section of ICD-10 as schizotypal disorder, it is
listed in this chapter and discussed in detail in the
DSM-5 chapter "Personality Disorders."
• Schizotypal personality disorder is a pattern of acute
discomfort in close relationships, cognitive or
perceptual distortions, and eccentricities of behavior.
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Schizophreniform Disorder Substance/Medication-Induced Psychotic Disorder

Schizophrenia

Catatonia: Catatonia can occur in the context of several

disorders, including neurodevelopmental, psychotic, bipolar,
and depressive disorders, and other medical conditions.

The DSM does not treat catatonia as an independent class but

recognizes:

a) catatonia associated with another 135 mental disorder

(i.e., a neurodevelopmental, psychotic disorder, a
bipolar disorder, a depressive disorder, or other mental
disorder),
b) catatonic disorder due to another medical condition,
and
c) unspecified catatonia.

Catatonia Associated With Another Mental Disorder

(Catatonia Specifier)

Schizoaffective Disorder

PERSONALITY DISORDERS

A personality disorder is an enduring pattern of inner

experience and behavior that deviates markedly from the norms
and expectations of the individual's culture, is pervasive and
inflexible, has an onset in adolescence or early adulthood, is
stable over time, and leads to distress or impairment.
 BASTA REVIEWER - JM

• Cluster A includes paranoid, schizoid, and schizotypal SCHIZOID PERSONALITY DISORDER

personality disorders. Individuals with these disorders
often appear odd or eccentric.
• Cluster B includes antisocial, borderline, histrionic,
and narcissistic personality disorders. Individuals with
these disorders often appear dramatic, emotional, or
erratic.
• Cluster C includes avoidant, dependent, and
obsessive- compulsive personality disorders.
Individuals with these disorders often appear anxious
or fearful.

GENERAL PERSONALITY DISORDER

SCHIZOTYPAL PERSONALITY DISORDER

PARANOID PERSONALITY DISORDER

ANTISOCIAL PERSONALITY DISORDER

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BORDERLINE PERSONALITY DISORDER DEPENDENT PERSONALITY DISORDER

HISTRIONIC PERSONALITY DISORDER OBSESSIVE-COMPULSIVE PERSONALITY

DISORDER

NARCISSISTIC PERSONALITY DISORDER

OTHER PERSONALITY DISORDERS

Personality Change Due to Another Medical Condition

AVOIDANT PERSONALITY DISORDER

OTHER SPECIFIED PERSONALITY DISORDER

 BASTA REVIEWER - JM

UNSPECIFIED PERSONALITY DISORDER with peers) and are severe in at least one of
these.
G. The diagnosis should not be made for the first
time before age 6 years or after age 18 years.
H. By history or observation, the age of onset of
Criteria A-E is before 10 years.
I. There has never been a distinct period lasting
more than 1 day during which the full
symptom criteria, except duration, for a
DEPRESSIVE DISORDERS Includes the following: manic or hypomanic episode have been met
J. The behaviors do not occur exclusively
• Disruptive Mood Dysregulation Disorder during an episode of major depressive
• Major Depressive Disorder (Including Major disorder and are not better explained by
Depressive Episode) another mental disorder (e.g., autism
• Persistent Depressive Disorder (Dysthymia) spectrum disorder, posttraumatic stress
• Premenstrual Dysphoric Disorder disorder, separation anxiety disorder,
• Substance/Medication-Induced Depressive Disorder persistent depressive disorder [dysthymia]).
• Depressive Disorder Due To Another Medical K. The symptoms are not attributable to the
Condition physiological effects of a substance or to
• Other Specified Depressive Disorder another medical or neurological condition.
• Unspecified Depressive Disorder
2. Major Depressive Disorder
Depressive Disorders
Major Depressive Episode:
• Unlike in DSM-IV, this chapter "Depressive
Disorders" has been separated from the previous • Five (or more) of the following symptoms have been
chapter "Bipolar and Related Disorders." present during the same 2-week period and represent a
• The common feature of all of these disorders is the change from previous functioning; at least one of the
presence of sad, empty, or irritable mood, symptoms is either (1) depressed mood or (2) loss of
accompanied by somatic and cognitive changes that interest or pleasure. Note: Do not include symptoms
significantly affect the individual's capacity to that are clearly attributable to another medical
function condition.
• Depressed most of the day, nearly every day as
1. Disruptive Mood Dysregulation Disorder indicated by subjective report (e.g., feels sad, empty,
A. Severe recurrent temper outbursts manifested hopeless) or observation made by others (e.g., appears
verbally (e.g., verbal rages) and/or tearful)
behaviorally (e.g., physical aggression • Markedly diminished interest or pleasure in all, or
toward people or property) that are grossly almost all, activities most of the day, nearly every day
out of proportion in intensity or duration to (as indicated by subjective account or observation)
the situation or provocation. • Significant weight loss when not dieting or weight
B. The temper outbursts are inconsistent with gain (e.g., change of more than 5% of body weight in
developmental level. a month), or decrease or increase in appetite nearly
C. The temper outbursts occur, on average, three every day
or more times per week. • Insomnia or hypersomnia nearly every day
D. The mood between temper outbursts in
Major Depressive Disorder
persistently irritable or angry most of the day,
nearly every day, and is observable by others • Psychomotor agitation or retardation nearly every day
(e.g., parents, teachers, peers). (observable by others, not merely subjective feelings
E. Criteria A-D have been present for 12 or more of restlessness or being slowed down)
months. Throughout that time, the individual • Fatigue or loss of energy nearly every day
has not had a period lasting 3 or more • Feelings of worthlessness or excessive or
consecutive months without all of the inappropriate guilt (which may be delusional) nearly
symptoms in Criteria A-D. every day (not merely self-reproach or guilt about
F. Criteria A and D are present in at least two of being sick).
the three settings (i.e., at home, at school,
 BASTA REVIEWER - JM

• Diminished ability to think or concentrate, or significant distress or impairment in social,

indecisiveness, nearly every day (either by subjective occupational, or other important areas of functioning.
account or as observed by others)
Premenstrual Dysphoric Disorder
• Recurrent thoughts of death (not just fear of dying),
recurrent suicidal ideation without a specific plan, or a A. In the majority of menstrual cycles, at least five
suicide attempt or a specific plan for committing symptoms must be present in the final week before the
suicide onset of menses, start to improve within a few days
• The symptoms cause clinically significant distress or after the onset of menses, and become minimal or
impairment in social, occupational, or other important absent in the week post menses.
areas of functioning. B. One (or more) of the following symptoms must be
• The episode is not attributable to the physiological present:
effects of a substance or t another medical condition. 1. Marked affective lability (e.g., mood swings:
• The occurrence of the major depressive episode is not feeling suddenly sad or tearful, or increased
better explained by schizoaffective disorder, sensitivity to rejection).
schizophrenia, schizophreniform disorder, delusional 2. Marked irritability or anger or increased
disorder, or other specified and unspecified interpersonal conflicts.
schizophrenia spectrum and other psychotic disorders. 3. Marked depressed mood, feelings of
• There has never been a manic episode or a hypomanic hopelessness, or self- deprecating thoughts.
episode. 4. Marked anxiety, tension, and/or feelings of
being keyed up or on edge
3. Persistent Depressive Disorder: This disorder C. One (or more) of the following symptoms must
represents a consolidation of DSM-IV-defined chronic additionally be present, to reach a total of five
major depressive disorder and dysthymic disorder. symptoms when combined with symptoms from
Criterion B above.
A. Depressed mood for most of the day, for more days 1. Decreased interest in usual activities (e.g.,
than not, as indicated by either subjective account or work, school, friends, hobbies).
observation by others, for at least 2 years. Note: In 2. Subjective difficulty in concentration.
children and adolescents, mood can be irritable, and 3. Lethargy, easy fatigability, or marked lack of
duration must be at least 1 year. energy.
B. Presence, while depressed, of two (or more) of the 4. Marked change in appetite; overeating; or
following: specific food cravings.
1. Poor appetite or overeating. 5. Hypersomnia or insomnia.
2. Insomnia or hypersomnia. 6. A sense of being overwhelmed or out of
3. Low energy or fatigue. control.
4. Low self-esteem. 7. Physical symptoms such as breast tenderness
5. Poor concentration or difficulty making or swelling, joint or muscle pain, a sensation
decisions. of "bloating," or weight gain.
6. Feelings of hopelessness
Note: The symptoms in Criteria A-C must have been met for
C. During the 2-year period (1 year for children or
most menstrual cycles that occurred in the preceding year
adolescents) of the disturbance, the individual has
never been without the symptoms in Criteria A and B D. The symptoms are associated with clinically
for more than 2 months at a time. significant distress or interference with work, school,
D. Criteria for a major depressive disorder may be usual social activities, or relationships with others
continuously present for 2 years. (e.g., avoidance of social activities; decreased
E. There has never been a manic episode or a hypomanie productivity and efficiency at work, school, or home).
episode, and criteria have never been met for E. The disturbance is not merely an exacerbation of the
cyclothymic disorder. symptoms of another disorder, such as major
F. The disturbance is not better explained by a persistent depressive disorder, panic disorder, persistent
schizoaffective disorder, schizophrenia, delusional depressive disorder (dysthymia), or a personality
disorder, or other specified or unspecified disorder (although it may co-occur with any of these
schizophrenia spectrum and other psychotic disorder. disorders).
G. The symptoms are not attributable to the physiological F. Criterion A should be confirmed by prospective daily
effects of a substance (e.g., a drug of abuse, a ratings during at least two symptomatic cycles. (Note:
medication) or another medical condition (e.g. The diagnosis may be made provisionally prior to this
hypothyroidism). H. The symptoms cause clinically confirmation.)
 BASTA REVIEWER - JM

G. The symptoms are not attributable to the physiological energy, lasting at least 1 week and present most of the
effects of a substance (e.g., a drug of abuse, a day, nearly every day (or any duration if
medication, other treatment) or another medical hospitalization is necessary).
condition (e.g., hyperthyroidism)
B. During the period of mood disturbance and increased
SUBSTANCE/MEDICATION-INDUCED DEPRESSIVE energy or activity, three (or more) of the following
DISORDER symptoms (four if the mood is only irritable) are
present to a significant degree and represent a
noticeable change from usual behavior:

1. Inflated self-esteem or grandiosity.

2. Decreased need for sleep (e.g., feels rested after only
3 hours of sleep).
3. More talkative than usual or pressure to keep talking.
4. Flight of ideas or subjective experience that thoughts
are racing.
5. Distractibility (i.e.., attention too easily drawn to
unimportant or irrelevant external stimuli), as reported
or observed.
6. Increase in goal-directed activity (either socially, at
work or school, or sexually) or psychomotor agitation
Depressive Disorder Due to Another Medical Condition
(i.e.., purposeless non-goal-directed activity).
A. A prominent and persistent period of depressed mood 7. Excessive involvement in activities that have a high
or markedly diminished interest or pleasure in all, or potential for painful consequences (e.g., engaging in
almost all, activities that predominates in the clinical unrestrained buying sprees, sexual indiscretions, or
picture. foolish business investments).
B. There is evidence from the history, physical
examination, or laboratory findings that the C. The mood disturbance is sufficiently severe to cause
disturbance is the direct pathophysiological marked impairment in social or occupational
consequence of another medical condition. functioning or to necessitate hospitalization to prevent
C. The disturbance is not better explained by another harm to self or others, or there are psychotic features.
mental disorder (e.g., adjustment disorder, with
depressed mood, in which the stressor is a serious D. The episode is not attributable to the physiological
medical condition). effects of a substance (e.g., a drug of abuse, a
D. The disturbance does not occur exclusively during the medication, other treatment) or to another medical
course of a delirium. condition.
E. The disturbance causes clinically significant distress
Note: A full manic episode that emerges during antidepressant
or impairment in social, occupational, or other
treatment (e.g., medication, electroconvulsive therapy) but
important areas of functioning.
persists at a fully syndromal level beyond the physiological
Bipolar and Related Disorders effect of that treatment is sufficient evidence for a manic
episode and, therefore, a bipolar I diagnosis.
• Bipolar I Disorder
• Bipolar II Disorder Note: Criteria A-D constitute a manic episode. At least one
• Cyclothymic Disorder lifetime manic episode is required for the diagnosis of
bipolar I disorder.

• Hypomanic Episode
Bipolar I Disorder: For a diagnosis of bipolar I disorder, it is A. A distinct period of abnormally and persistently
necessary to meet the following criteria for a manic episode. elevated, expansive, or irritable mood and abnormally
The manic episode may have been preceded by and may be and persistently increased activity or energy, lasting at
followed by hypomanic or major depressive episodes. least 4 consecutive days and present most of the day,
nearly every day.
• Manic Episode
A. A distinct period of abnormally and persistently
B. During the period of mood disturbance and increased
elevated, expansive, or irritable mood and abnormally
energy and activity, three (or more) of the following
and persistently increased goal-directed activity or
symptoms (four if the mood is only irritable) have
 BASTA REVIEWER - JM

persisted, represent a noticeable change from usual 1. Depressed mood most of the day, nearly every day, as
behavior, and have been present to a significant indicated by either subjective report (e.g., feels sad,
degree: empty, or hopeless) or observation made by others
(e.g. appears tearful). (Note: In children and
1. Inflated self-esteem or grandiosity. adolescents, can be irritable mood.)
2. Decreased need for sleep (e.g., feels rested after only 2. Markedly diminished interest or pleasure in all, or
3 hours of sleep). almost all, activities most of the day, nearly every day
3. More talkative than usual or pressure to keep talking. (as indicated by either subjective account or
4. Flight of ideas or subjective experience that thoughts observation).
are racing. 3. Significant weight loss when not dieting or weight
5. Distractibility (i.e.., attention too easily drawn to gain (e.g., a change of more than 5% of body weight
unimportant or irrelevant external stimuli), as reported in a month) or decrease or increase in appetite nearly
or observed. every day. (Note: In children, consider failure to make
6. Increase in goal-directed activity (either socially, at expected weight gain.)
work or school, or sexually) or psychomotor agitation. 4. Insomnia or hypersomnia nearly every day.
7. Excessive involvement in activities that have a high 5. Psychomotor agitation or retardation nearly every day
potential for painful consequences (e.g., engaging in (observable by others; not merely subjective feelings
unrestrained buying sprees, sexual indiscretions, or of restlessness or being slowed down).
foolish business investments). 6. Fatigue or loss of energy nearly every day.
7. Feelings of worthlessness or excessive or
C. The episode is associated with an unequivocal change inappropriate guilt (which may be delusional) nearly
in functioning that is uncharacteristic of the individual every day (not merely self-reproach or guilt about
when not symptomatic. being sick).
D. The disturbance in mood and the change in functioning 8. Diminished ability to think or concentrate, or
are observable by others. indecisiveness, nearly every day (either by subjective
E. The episode is not severe enough to cause marked account or as observed by others).
impairment in social or occupational functioning or to 9. Recurrent thoughts of death (not just fear of dying),
necessitate hospitalization. If there are psychotic recurrent suicidal ideation with-
features, the episode is, by definition, manic.
F. The episode is not attributable to the physiological B. The symptoms cause clinically significant distress or
effects of a substance (e.g., a drug of abuse, a impairment in social, occupational, or other important
medication, other treatment). areas of functioning.

Note: A full hypomanic episode that emerges during C. The episode is not attributable to the physiological
antidepressant treatment (e.g., medication, electroconvulsive effects of a substance or another medical condition.
therapy) but persists at a fully syndromal level beyond the
physiological effect of that treatment is sufficient evidence for Note: Criteria A-C constitute a major depressive episode.
a hypomanic episode diagnosis. However, caution is indicated Major depressive episodes are common in bipolar I disorder but
so that one or two symptoms (particularly increased irritability, are not required for the diagnosis of bipolar I disorder. Note:
edginess, or agitation following antidepressant use) are not Responses to a significant loss (e.g., bereavement, financial
taken as sufficient for diagnosis of a hypomanic episode, nor ruin, losses from a natural disaster, a serious medical illness or
necessarily indicative of a bipolar diathesis. disability) may include the feelings of intense

Note: Criteria A-F constitute a hypomanic episode. Bipolar I Disorder

Hypomanic episodes are common in bipolar I disorder but are
not required for the diagnosis of bipolar I disorder. A. Criteria have been met for at least one manic episode
(Criteria A-D under "Manic Episode" above).
• Major Depressive Episode B. The occurrence of the manic and major depressive
A. Five (or more) of the following symptoms have been episode(s) is not better explained by schizoaffective
present during the same 2-week period and represent a disorder, schizophrenia, schizophreniform disorder,
change from previous functioning: at least one of the delusional disorder, or other specified or unspecified
symptoms is either (1) depressed mood or (2) loss of schizophrenia spectrum and other psychotic disorder.
interest or pleasure.

Note: Do not include symptoms that are clearly attributable to

another medical condition.
 BASTA REVIEWER - JM

Associated Features Supporting Diagnosis irritable), represent a noticeable change from usual
behavior, and have been present to a significant
• During a manic episode, individuals often do not degree:
perceive that they are ill or in need of treatment and 1. Inflated self-esteem or grandiosity.
vehemently resist efforts to be treated. 2. Decreased need for sleep (e.g., feels rested after only
• Individuals may change their dress, makeup, or 3 hours of sleep).
personal appearance to a more sexually suggestive or 3. More talkative than usual or pressure to keep talking.
flamboyant style. Some perceive a sharper sense of 4. Flight of ideas or subjective experience that thoughts
smell, hearing, or vision. are racing.
• Mood may shift very rapidly to anger or depression. 5. Distractibility (i.e.., attention too easily drawn to
Depressive symptoms may occur during a manic unimportant or irrelevant external stimuli), as reported
episode and, if present, may last moments, hours, or, or observed.
more rarely, days 6. Increase in goal-directed activity (either socially, at
work or school, or sexually) or psychomotor agitation.
Development and Course
7. Excessive involvement in activities that have a high
• Mean age at onset of the first manic, hypomanic, or potential for painful consequences (e.g., engaging in
major depressive episode is approximately 18 years unrestrained buying sprees, sexual indiscretions, or
for bipolar I disorder. foolish business investments).

C. The episode is associated with an unequivocal change

Risk and Prognostic Factors in functioning that is uncharacteristic of the individual
when not symptomatic.
• Environmental. Bipolar disorder is more common in
D. The disturbance in mood and the change in functioning
high-income than in low-income countries (1.4 vs.
are observable by others.
0.7%). Separated, divorced, or widowed individuals
E. The episode is not severe enough to cause marked
have higher rates of bipolar I disorder than do
impairment in social or occupational functioning or to
individuals who are married or have never been
necessitate hospitalization. If there are psychotic
married, but the direction of the association is unclear.
features, the episode is, by definition, manic.
• Genetic and physiological. A family history of
F. The episode is not attributable to the physiological
bipolar disorder is one of the strongest and most
effects of a substance (e.g., a drug of abuse, a
consistent risk factors for bipolar disorders.
medication or other treatment).
Suicide Risk
• Major Depressive Episode
• The lifetime risk of suicide in individuals with bipolar A. Five (or more) of the following symptoms have been
disorder is estimated to be at least 15 times that of the present during the same 2-week period and represent a
general population. In fact, bipolar disorder may change from previous functioning: at least one of the
account for one-quarter of all completed suicides. A symptoms is either (1) depressed mood or (2) loss of
past history of suicide attempt and percent days spent interest or pleasure.
depressed in the past year are associated with greater
risk of suicide attempts or completions Note: Do not include symptoms that are clearly attributable to
another medical condition.
Bipolar II Disorder
1. Depressed mood most of the day, nearly every day, as
Diagnostic Criteria: For a diagnosis of bipolar II disorder, it is indicated by either subjective report (e.g., feels sad,
necessary to meet the following criteria for a current or past empty, or hopeless) or observation made by others
hypomanic episode and the following criteria for a current or (e.g. appears tearful). (Note: In children and
past major depressive episode: adolescents, can be irritable mood.)
2. Markedly diminished interest or pleasure in all, or
• Hypomanic Episode
almost all, activities most of the day, nearly every day
A. A distinct period of abnormally and persistently
(as indicated by either subjective account or
elevated, expansive, or irritable mood and abnormally
observation).
and persistently increased activity or energy, lasting at
3. Significant weight loss when not dieting or weight
least 4 consecutive days and present most of the day,
gain (e.g., a change of more than 5% of body weight
nearly every day.
in a month) or decrease or increase in appetite nearly
B. During the period of mood disturbance and increased
every day. (Note: In children, consider failure to make
energy and activity, three (or more) of the following
expected weight gain.)
symptoms have persisted (four if the mood is only
 BASTA REVIEWER - JM

4. Insomnia or hypersomnia nearly every day. Suicide Risk

5. Psychomotor agitation or retardation nearly every day
(observable by others; not merely subjective feelings • Suicide risk is high in bipolar II disorder.
of restlessness or being slowed down). Approximately one-third of individuals with bipolar II
6. Fatigue or loss of energy nearly every day. disorder report a lifetime history of suicide attempt.
7. Feelings of worthlessness or excessive or Cyclothymic Disorder
inappropriate guilt (which may be delusional) nearly
every day (not merely self-reproach or guilt about Diagnostic Criteria
being sick).
8. Diminished ability to think or concentrate, or A. For at least 2 years (at least 1 year in children and
indecisiveness, nearly every day (either by subjective adolescents) there have been numerous periods with
account or as observed by others). hypomanic symptoms that do not meet criteria for a
9. Recurrent thoughts of death (not just fear of dying), hypomanic episode and numerous periods with
recurrent suicidal ideation with depressive symptoms that do not meet criteria for a
major depressive episode.
B. The symptoms cause clinically significant distress or B. During the above 2-year period (1 year in children and
impairment in social, occupational, or other important adolescents), the hypomanic and depressive periods
areas of functioning. have been present for at least half the time and the
C. The episode is not attributable to the physiological individual has not been without the symptoms for
effects of a substance or another medical condition. more than 2 months at a time.
D. Note: Criteria A-C constitute a major depressive C. Criteria for a major depressive, manic, or hypomanic
episode. Major depressive episodes are common in episode have never been met.
bipolar I disorder but are not required for the diagnosis D. The symptoms in Criterion A are not better explained
of bipolar I disorder. Note: Responses to a significant by schizoaffective disorder, schizophrenia,
loss (e.g., bereavement, financial ruin, losses from a schizophreniform disorder, delusional disorder, or
natural disaster, a serious medical illness or disability) other specified or unspecified schizophrenia spectrum
may include the feelings of intense and other psychotic disorder.
E. The symptoms are not attributable to the physiological
Bipolar II Disorder effects of a substance (e.g., a drug of abuse, a
medication) or another medical condition (e.g.,
A. Criteria have been met for at least one hypomanic hyperthyroidism).
episode (Criteria A-F under "Hypomanic Episode" F. The symptoms cause clinically significant distress or
above) and at least one major depressive episode impairment in social, occupational, or other important
(Criteria A-C under "Major Depressive Episode areas of functioning.
above).
B. There has never been a manic episode. Substance/Medication-Induced Bipolar and Related
C. The occurrence of the hypomanic episode(s) and Disorder
major depressive episode(s) is not better explained by
schizoaffective disorder, schizophrenia, Diagnostic Criteria
schizophreniform disorder, delusional disorder, or A. A prominent and persistent disturbance in mood that
other specified or unspecified schizophrenia spectrum predominates in the clinical picture and is
and other psychotic disorder. characterized by elevated, expansive, or irritable
D. The symptoms of depression or the unpredictability mood, with or without depressed mood, or markedly
caused by frequent alternation between periods of diminished interest or pleasure in all, or almost all,
depression and hypomania causes clinically activities.
significant distress or impairment in social, B. There is evidence from the history, physical
occupational, or other important areas of functioning. examination, or laboratory findings of both (1) and (2):
Risk and Prognostic Factors 1. The symptoms in Criterion A developed during or soon
after substance intoxication or withdrawal or after
• Genetic and physiological. The risk of bipolar II exposure to a medication.
disorder tends to be highest among relatives of 2. The involved substance/medication is capable of
individuals with bipolar II disorder, as opposed to producing the symptoms in Criterion A.
individuals with bipolar I disorder or major depressive
disorder. There may be genetic factors influencing the C. The disturbance is not better explained by a bipolar or
age at onset for bipolar disorders related disorder that is not substance/medication
 BASTA REVIEWER - JM

induced. Such evidence of an independent bipolar or Separation Anxiety Disorder

related disorder could include the following:
A. Developmentally inappropriate and excessive fear or
The symptoms precede the onset of the anxiety concerning separation from those to whom the
substance/medication use the symptoms per- sist for a individual is attached, as evidenced by at least three of
substantial period of time (e.g., about 1 month) after the following:
the cessation of acute withdrawal or severe 1. Recurrent excessive distress when anticipating or
intoxication; or there is other evidence suggesting the experiencing separation from home or from major
existence of an independent non- attachment figures.
substance/medication-induced bipolar and related 2. Persistent and excessive worry about losing major
disorder (e.g., a history of recurrent non- attachment figures or about possible harm to them,
substance/medication-related episodes). such as illness, injury, disasters, or death.
3. Persistent and excessive worry about experiencing an
D. The disturbance does not occur exclusively during the untoward event (e.g., getting lost, being kidnapped,
course of a delirium. having an accident, becoming ill) that causes
E. The disturbance causes clinically significant distress separation from a major attachment figure.
or impairment in social, occupational, or other 4. Persistent reluctance or refusal to go out,
important areas of functioning. 5. Persistent and excessive fear of or reluctance about
being alone or without major attachment figures at
home or in other settings.
6. Persistent reluctance or refusal to sleep away from
ANXIETY DISORDERS home or to go to sleep without being near a major
• Include disorders that share features of excessive fear attachment figure.
and anxiety and related behavioral disturbances. 7. Repeated nightmares involving the theme of
separation.
• Fear is the emotional response to real or perceived
8. Repeated complaints of physical symptoms (e.g.,
imminent threat, whereas Anxiety is anticipation of
headaches, stomachaches, nausea, vomiting) when
future threat.
separation from major attachment figures occurs or is
Fear and Anxiety anticipated.

• Obviously, these two states overlap, but they also B. The fear, anxiety, or avoidance is persistent, lasting at
differ, with fear more often associated with surges of least 4 weeks in children and adolescents and typically
autonomic arousal necessary for fight or flight, 6 months or more in adults.
thoughts of immediate danger, and escape behaviors, C. The disturbance causes clinically significant distress
and anxiety more often associated with muscle tension or impairment in social, academic, occupational, or
and vigilance in preparation for future danger and other important areas of functioning,
cautious or avoidant behaviors D. The disturbance is not better explained by another
• Panic attacks feature prominently within the anxiety mental disorder
disorders as a particular type of fear response.
• Panic attacks are not limited to anxiety disorders but Associated Features
rather can be seen in other mental disorders as well.
• May exhibit social withdrawal, apathy, sadness, or
• Differ from one another in the types of objects or
difficulty concentrating on work or play.
situations that induce fear, anxiety, or avoidance
• Have fears of animals, monsters, the dark, muggers,
behavior, and the associated cognition.
burglars, kidnappers, car accidents, plane travel, and
• They can be differentiated by close examination of the
other situations that are perceived as presenting danger
types of situations that are feared or avoided and the
to the family or themselves.
content of the associated thoughts or beliefs.
• Homesick and extremely uncomfortable when away
from home.
1. Separation Anxiety Disorder
• May lead to school refusal
2. Selective Mutism
• May show anger or occasionally aggression toward
3. Specific Phobia
someone who is forcing separation.
4. Social Anxiety Disorder
5. Panic Disorder • When alone, especially in the evening or the dark,
6. Agoraphobia young children may report unusual perceptual
7. Generalized Anxiety Disorder experiences
 BASTA REVIEWER - JM

• Adults with the disorder are likely to text or phone E. The fear, anxiety, or avoidance is persistent, typically
their major attachment figures throughout the day and lasting for 6 months or more.
repeatedly check on their whereabouts. The F. The fear, anxiety, or avoidance causes clinically
individual's excessive demands often become a source significant distress or impairment in social,
of frustration for family members, leading to occupational, or other important areas of functioning.
resentment and conflict within the family. G. The disturbance is not better explained by the
symptoms of another mental disorder
Risk and Prognostic Factors
Specify If:
• Environmental.
• Genetic and physiological. Code based on the phobic stimulus:

Selective Mutism • F40.218 Animal (e.g. spiders, insects, dogs).

• F40.228 Natural environment (e.g., heights, storms,
A. Consistent failure to speak in specific social situations water).
in which there is an expectation for speaking (e.g., at • F-40.23x Blood-injection-injury (e.g., needles,
school) despite speaking in other situations. invasive medical procedures).
B. The disturbance interferes with educational or
occupational achievement or with social Social Anxiety Disorder (Social Phobia)
communication.
C. The duration of the disturbance is at least 1 month (not A. Marked fear or anxiety about one or more social
limited to the first month of school) situations in which the individual is exposed to
D. The failure to speak is not attributable to a lack of possible scrutiny by others. Examples include social
knowledge of, or comfort with, the spoken language interactions (e.g., having a conversation, meeting
required in the social situation. unfamiliar people), being observed (e.g., eating or
E. The disturbance is not better explained by a drinking), and performing in front of others (e.g.,
communication disorder (e.g., childhood onset fluency giving a speech). Note: In children, the anxiety must
disorder) and does not occur exclusively during the occur in per settings and not just curing interactions
course of autism spectrum disorder, schizophrenia, or with adults.
another psychotic disorder. B. The individual fears that he or she will act in a way or
show anxiety symptoms that will be negatively
Associated Features evaluated (i.e.., will be humiliating or embarrassing:
will lead to rejection or offend others).
• Excessive shyness, fear of social embarrassment, C. The social situations almost always provoke fear or
social isolation and withdrawal, clinging, compulsive anxiety. Note: In children, the fear or anxiety may be
traits, negativism, temper tantrums, or mild expressed by crying, tantrums, freezing clinging,
oppositional behavior. shrinking, or failing to speak in social situations
Risk and Prognostic Factors D. The social situations are avoided or endured with
intense fear or anxiety.
• Temperamental. E. The fear or anxiety is out of proportion to the actual
• Environmental. threat posed by the social situation and to the
• Genetics and physiological. sociocultural context.
F. The fear, anxiety, or avoidance is persistent, typically
Specific Phobia lasting for 6 months or more.
G. The fear, anxiety, or avoidance causes clinically
A. Marked fear or anxiety about a specific object or
significant distress or impairment in social,
situation (e.g., flying, heights, animals, receiving an
occupational, or other important areas of functioning.
injection, seeing blood). Note: In children, the fear or
H. The fear, anxiety, or avoidance is not attributable to the
anxiety may be expressed by crying, tantrums,
physiological effects of a substance (e.g., a drug of
freezing, or clinging.
abuse, a medication) or another medical condition.
B. The phobic object or situation almost always provokes
I. The fear, anxiety, or avoidance is not better explained
immediate fear or anxiety.
by the symptoms of another mental disorder
C. The phobic object or situation is actively avoided or
J. If another medical condition
endured with intense fear or anxiety.
D. The fear or anxiety is out of proportion to the actual
danger posed by the specific object or situation and to
the sociocultural context
 BASTA REVIEWER - JM

Associated Features can occur in the context of any anxiety disorder as well
as other mental disorders (e.g., depressive disorders,
• Individuals with social anxiety disorder may be posttraumatic stress disorder, substance use disorders)
inadequately assertive or excessively submissive or, and some medical conditions (e.g., cardiac,
less commonly, highly controlling of the conversation. respiratory, vestibular, gastrointestinal).
• They may show overly rigid body posture or • When the presence of a panic attack is identified, it
inadequate eye contact or speak with an overly soft should be noted as a specifier (e.g., "posttraumatic
voice. stress disorder with panic attacks"). For panic disorder,
• These individuals may be shy or withdrawn, and they the presence of panic attack is contained within the
may be less open in conversations and disclose little criteria for the disorder and panic attack is not used as
about themselves. a specifier
Panic Disorder Agoraphobia
A. Recurrent unexpected panic attacks. A panic attack is A. Marked fear or anxiety about two (or more) of the
an abrupt surge of intense fear or intense discomfort following five situations
that reaches a peak within minutes, and during which 1. Using public transportation (e.g. automobiles, buses,
time four (or more) of the following symptoms occur; trains, ships, planes).
Note: The abrupt surge can occur from a calm or an 2. Being in open spaces (e.g., parking lots, marketplaces,
anxious state bridges).
1. Palpitations, pounding heart, or accelerated heart rate. 3. Being in enclosed places (e.g., shops, theaters,
2. Sweating. cinemas).
3. Trembling or shaking. 4. Standing in line or being in a crowd.
4. Sensations of shortness of breath or smothering. 5. Being outside of the home alone.
5. Feelings of choking.
6. Chest pain or discomfort. B. The individual fears or avoids these situations because
7. Nausea or abdominal distress. of thoughts that escape might be difficult or help might
8. Feeling dizzy, unsteady, light-headed, or faint. not be available in the event of developing panic-like
9. Chills or heat sensations. symptoms or other incapacitating or embarrassing
10. Paresthesias (numbness or tingling sensations). symptoms (e.g., fear of falling in the elderly; fear of
11. Derealization (feelings of unreality) or incontinence).
depersonalization (being detached from oneself). C. The agoraphobic situations almost always provoke
12. Fear of losing control or "going crazy." fear or anxiety
13. Fear of dying D. The agoraphobic situations are actively avoided,
require the presence of a companion, or are endured
B. At least one of the attacks has been followed by 1 with intense fear or anxiety.
month (or more) of one or both of the following: E. The fear or anxiety is out of proportion to the actual
1. Persistent concern or worry about additional panic danger posed by the agoraphobic situations and to the
attacks or their consequences (e.g., losing control, sociocultural context.
having a heart attack, "going crazy"). F. The fear, anxiety, or avoidance is persistent, typically
2. A significant maladaptive change in behavior related lasting for 6 months or more.
to the attacks (e.g., behaviors designed to avoid having G. The fear, anxiety, or avoidance causes clinically
panic attacks, such as avoidance of exercise or significant distress or impairment in social,
unfamiliar situations). occupational, or other important areas of functioning.
H. If another medical condition (e.g., inflammatory
C. The disturbance is not attributable to the physiological bowel disease, Parkinson's disease) is present, the fear,
effects of a substance (e.g., a drug of abuse, a anxiety, or avoidance is clearly excessive.
medication) or another medical condition (e.g., I. The fear, anxiety, or avoidance is not better explained
hyperthyroidism, cardiopulmonary disorders). by the symptoms of another mental disorder
D. The disturbance is not better explained by another
mental disorder Generalized Anxiety Disorder

Panic Attack Specifier A. Excessive anxiety and worry (apprehensive

expectation), occurring more days than not for at least
• Note: Symptoms are presented for the purpose of 6 months, about a number of events or activities (such
identifying a panic attack; however, panic attack is not as work or school performance).
a mental disorder and cannot be coded. Panic attack B. The individual finds it difficult to control the worry.
 BASTA REVIEWER - JM

C. The anxiety and worry are associated with three (or disturbance, as intrusive and unwanted, and that in
more) of the following six symptoms (with at least most individuals cause marked anxiety or distress
some symptoms having been present for more days 2. The individual attempts to ignore or suppress such
than not for the past 6 months), Note: Only one item is thoughts, urges, or images, or to neutralize them with
required in children. some other thought or action (i.e., by performing a
1. Restlessness or feeling keyed up or on edge. compulsion)
2. Being easily fatigued.
3. Difficulty concentrating or mind going blank. B. The obsessions or compulsions are time-consuming
4. Irritability. (e.g. take more than 1 hour per day) or cause clinically
5. Muscle tension. significant distress or impairment in social
6. Sleep disturbance (difficulty falling or staying asleep, occupational or other important areas of functioning
or restless, unsatisfying sleep). C. The obsessive-compulsive symptoms are not
attributable to the physiological effects of a substance
D. The anxiety, worry, or physical symptoms cause (e.g., a drug of abuse, a medication) or another medical
clinically significant distress or impairment in social, condition.
occupational, or other important areas of functioning. D. The disturbance is not better explained by the
E. The disturbance is not attributable to the physiological symptoms of another mental disorder (e.g. excessive
effects of a substance (e.g., a drug of abuse, a worries, as in generalized anxiety disorder)
medication) or another medical condition (e.g.,
hyperthyroidism). Specify if:
F. The disturbance is not better explained by another
• With good or fair insight: The individual recognizes
mental disorder
that obsessive-compulsive disorder beliefs are
Substance/Medication-Induced Anxiety Disorder definitely or probably not true or that they may or may
not be true.
Anxiety Disorder Due to Another Medical Condition • With poor insight: The individual thinks obsessive-
compulsive disorder beliefs are probably true.
Other Specified Anxiety Disorder
• With absent insight/delusional beliefs: The
Unspecified Anxiety Disorder individual is completely convinced that obsessive-
compulsive disorder beliefs are true

Specify if:
Obsessive-Compulsive and Related Disorders
• Tic-related: The individual has a current or past
• Obsessions are recurrent and persistent thoughts,
history of a tic disorder.
urges, or images that are experienced as intrusive and
unwanted. Associated Features
• Compulsions are repetitive behaviors or mental acts
that an individual feels driven to perform in response • Sensory phenomena, defined as physical experiences
to an obsession or according to rules that must be (e.g., physical sensations, just-right sensations, and
applied rigidly. feelings of incompleteness) that precede compulsions,
are common in OCD. Up to 60% of individuals with
OCD report these phenomena

• Obsessive-compulsive disorder (OCD) Body Dysmorphic Disorder

• Body dysmorphic disorder
A. Preoccupation with one or more perceived defects or
• Hoarding disorder flaws in physical appearance that are not observable or
• Trichotillomania (hair-pulling disorder) appear sight to others.
• Excoriation (skin-picking) disorder B. At some point during the course of the disorder, the
individual has performed repetitive behaviors (e.g.
Obsessive-Compulsive Disorder
mirror checking, excessive grooming, skin picking,
A. Presence of obsessions, compulsions, or both reassurance seeking) or mental acts (e.g., comparing
his or her appearance with that of others) in response
Obsessions are defined by (1) and (2) to the appearance concerns.
1. Recurrent and persistent thoughts, urges, or images C. The preoccupation causes clinically significant
that are experienced, at sometime during the distress or impairment in social, occupational, or other
important areas of functioning.
 BASTA REVIEWER - JM

D. The appearance preoccupation is not better explained B. Repeated attempts to decrease or stop skin picking
by concerns with body fat or weight in an individual C. The skin picking causes clinically significant distress
whose symptoms meet diagnostic criteria for an eating or impairment in social, occupational, or other
disorder. important areas of functioning
D. The skin picking is not attributable to the physiological
Associated Features effects of a substance (e.g. cocaine) or another medical
• Many individuals with body dysmorphic disorder have condition (e.g. scabies)
ideas or delusions of reference, believing that other E. The skin picking is not better explained by symptoms
people take special notice of them or mock them of another mental disorder (e.g., delusions or tactile
because of how they look hallucinations in a psychotic disorder, attempts to
improve a perceived defect or flaw in appearance in
Hoarding Disorder body dysmorphic disorder, stereotypes in stereotypic
movement disorder, or intention to harm oneself in
A. Persistent difficulty discarding or parting with non-suicidal self-injury)
possessions, regardless of their actual value
B. This difficulty is due to a perceived need to save the Trauma and Stressor Related Disorder
items and to distress associated with discarding them
C. The difficulty discarding possessions results in the • Reactive Attachment Disorder
accumulation of possessions that congest and clutter • Disinhibited Social Engagement Disorder
active living areas and substantially compromises their • Posttraumatic Stress Disorder (PTSD)
intended use. If living areas are uncluttered, it is only • Acute Stress Disorder
because of the interventions of third parties (e.g. • Adjustment Disorders
family members, cleaners, authorities) • Prolonged Grief Disorder
D. The hoarding causes clinically significant distress or
impairment in social, occupation, or other important Trauma- and stressor-related disorders include disorders in
areas of functioning (including maintaining a safe which exposure to a traumatic or stressful event is listed
environment for self and others) explicitly as a diagnostic criterion.
E. The hoarding is not attributable to another medical These include reactive attachment disorder, disinhibited social
condition (e.g., brain injury, cerebrovascular disease, engagement disorder, posttraumatic stress disorder (PTSD),
Prader-Willi syndrome) acute stress disorder, adjustment disorders, and prolonged grief
F. The hoarding is not better explained by the symptoms disorder.
of another mental disorder (e.g., obsessions in
obsessive-compulsive disorder, decreased energy in Trauma- and Stressor- Related Disorders
major depressive disorder, delusions in schizophrenia
The most prominent clinical characteristics are anhedonic and
or another psychotic disorder, cognitive deficits in
dysphoric symptoms, externalizing angry and aggressive
major neurocognitive disorder, restricted interests in
symptoms, or dissociative symptoms
autism, spectrum disorder).
Reactive Attachment Disorder
Trichotillomania (Hair-Pulling Disorder)
Diagnostic Criteria
• Recurrent pulling out of one's hair, resulting in hair
loss A. A consistent pattern of inhibited, emotionally
• Repeated attempts to decrease or stop hair pulling withdrawn behavior toward adult caregivers,
• The hair pulling causes clinically significant distress manifested by both of the following:
or impairment in social, occupational, or other 1. The child rarely or minimally seeks comfort when
important areas of functioning distressed.
• The hair pulling or hair loss is not attributable to 2. The child rarely or minimally responds to comfort
another medical condition (e.g. a dermatological when distressed.
condition)
• The hair pulling is not better explained by the B. A persistent social and emotional disturbance
symptoms of another mental disorder (e.g. attempts to characterized by at least two of the following:
improve a perceived defect or flaw in appearance in 1. Minimal social and emotional responsiveness to
body dysmorphic disorder) others.
2. Limited positive affect.
Excoriation (Skin-Picking) Disorder

A. Recurrent skin picking resulting in skin lesions

 BASTA REVIEWER - JM

3. Episodes of unexplained irritability, sadness, or 1. Social neglect or deprivation in the form of persistent
fearfulness that are evident even during lack of having basic emotional needs for comfort,
nonthreatening interactions with adult caregivers. stimulation, and affection met by caregiving adults.
2. Repeated changes of primary caregivers that limit
C. The child has experienced a pattern of extremes of opportunities to form stable attachments (e.g., frequent
insufficient care as evidenced by at least one of the changes in foster care).
following: 3. Rearing in unusual settings that severely limit
1. Social neglect or deprivation in the form of persistent opportunities to form selective attachments (e.g.,
lack of having basic emotional needs for comfort, institutions with high child-to-caregiver ratios).
stimulation, and affection met by caregiving adults.
2. Repeated changes of primary caregivers that limit D. The care in Criterion C is presumed to be responsible
opportunities to form stable attachments (e.g., frequent for the disturbed behavior in Criterion A (e.g., the
changes in foster care). disturbances in Criterion A began following the
3. Rearing in unusual settings that severely limit pathogenic care in Criterion C).
opportunities to form selective attachments (e.g., E. The child has a developmental age of at least 9 months.
institutions with high child-to-caregiver ratios).
Specify if = Persistent: The disorder has been present for more
D. The care in Criterion C is presumed to be responsible than 12 months.
for the disturbed behavior in Criterion A (e.g., the Specify current severity = Disinhibited social engagement
disturbances in Criterion A began following the lack of disorder is specified as severe when the child exhibits all
adequate care in Criterion C). symptoms of the disorder, with each symptom manifesting at
E. The criteria are not met for autism spectrum disorder. relatively high levels.
F. The disturbance is evident before age 5 years.
G. The child has a developmental age of at least 9 months. Posttraumatic Stress Disorder

Specify if = Persistent: The disorder has been present for more Diagnostic Criteria
than 12 months.
Posttraumatic Stress Disorder in Individuals Older Than 6
Specify current severity = Reactive attachment disorder is Years
specified as severe when a child exhibits all symptoms of the
Note: The following criteria apply to adults,
disorder, with each symptom manifesting at relatively high
adolescents, and children older than 6 years. For
levels.
children 6 years and younger, see corresponding
Disinhibited Social Engagement Disorder criteria below.
A. Exposure to actual or threatened death, serious injury,
Diagnostic Criteria or sexual violence in one (or more) of the following
A. A pattern of behavior in which a child actively ways:
approaches and interacts with unfamiliar adults and 1. Directly experiencing the traumatic event(s).
exhibits at least two of the following: 2. Witnessing, in person, the event(s) as it occurred to
1. Reduced or absent reticence in approaching and others.
interacting with unfamiliar adults. 3. Learning that the traumatic event(s) occurred to a close
2. Overly familiar verbal or physical behavior (that is not family member or close friend. In cases of actual or
consistent with culturally sanctioned and with age- threatened death of a family member or friend, the
appropriate social boundaries). event(s) must have been violent or accidental.
3. Diminished or absent checking back with adult 4. Experiencing repeated or extreme exposure to aversive
caregiver after venturing away, even in unfamiliar details of the traumatic event(s) (e.g., first responders
settings. collecting human remains; police officers repeatedly
4. Willingness to go off with an unfamiliar adult with exposed to details of child abuse).
minimal or no hesitation. Note: Criterion A4 does not apply to exposure through
electronic media, television, movies, or pictures, unless this
B. The behaviors in Criterion A are not limited to exposure is work related.
impulsivity (as in attention- deficit/hyperactivity
disorder) but include socially disinhibited behavior. B. Presence of one (or more) of the following intrusion
C. The child has experienced a pattern of extremes of symptoms associated with the traumatic event(s),
insufficient care as evidenced by at least one of the beginning after the traumatic event(s) occurred:
following:
 BASTA REVIEWER - JM

1. Recurrent, involuntary, and intrusive distressing 3. Persistent, distorted cognitions about the cause or
memories of the traumatic event(s). consequences of the traumatic event(s) that lead the
individual to blame himself/herself or others.
Note: In children older than 6 years, repetitive play may occur 4. Persistent negative emotional state (e.g., fear, horror,
in which themes or aspects of the traumatic event(s) are anger, guilt, or shame).
expressed. 5. Markedly diminished interest or participation in
2. Recurrent distressing dreams in which the content significant activities.
and/or affect of the dream are related to the traumatic 6. Feelings of detachment or estrangement from others.
event(s). 7. Persistent inability to experience positive emotions
(e.g., inability to experience happiness, satisfaction, or
Note: In children, there may be frightening dreams without loving feelings).
recognizable content.
E. Marked alterations in arousal and reactivity associated
3. Dissociative reactions (e.g., flashbacks) in which the
with the traumatic event(s), beginning or worsening
individual feels or acts as if the traumatic event(s) were
after the traumatic event(s) occurred, as evidenced by
recurring. (Such reactions may occur on a continuum,
two (or more) of the following:
with the most extreme expression being a complete
1. Irritable behavior and angry outbursts (with little or no
loss of awareness of present surroundings.)
provocation) typically expressed as verbal or physical
Note: In children, trauma-specific reenactment may occur in aggression toward people or objects.
play. 2. Reckless or self-destructive behavior.
3. Hypervigilance.
4. Intense or prolonged psychological distress at 4. Exaggerated startle response.
exposure to internal or external cues that symbolize or 5. Problems with concentration.
resemble an aspect of the traumatic event(s). 6. Sleep disturbance (e.g., difficulty falling or staying
5. Marked physiological reactions to internal or external asleep or restless sleep).
cues that symbolize or resemble an aspect of the F. Duration of the disturbance (Criteria B, C, D, and E)
traumatic event(s). is more than 1 month.
G. The disturbance causes clinically significant distress
C. Persistent avoidance of stimuli associated with the or impairment in social, occupational, or other
traumatic event(s), beginning after the traumatic important areas of functioning.
event(s) occurred, as evidenced by one or both of the H. The disturbance is not attributable to the physiological
following: effects of a substance (e.g., medication, alcohol) or
1. Avoidance of or efforts to avoid distressing memories, another medical condition.
thoughts, or feelings about or closely associated with
the traumatic event(s). Posttraumatic Stress Disorder in Children 6 Years and
2. Avoidance of or efforts to avoid external reminders Younger
(people, places, conversations, activities, objects,
A. In children 6 years and younger, exposure to actual or
situations) that arouse distressing memories, thoughts,
threatened death, serious injury, or sexual violence in
or feelings about or closely associated with the
one (or more) of the following ways:
traumatic event(s).
1. Directly experiencing the traumatic event(s).
2. Witnessing, in person, the event(s) as it occurred to
D. Negative alterations in cognitions and mood
others, especially primary caregivers.
associated with the traumatic event(s), beginning or
3. Learning that the traumatic event(s) occurred to a
worsening after the traumatic event(s) occurred, as
parent or caregiving figure.
evidenced by two (or more) of the following:
1. Inability to remember an important aspect of the
B. Presence of one (or more) of the following intrusion
traumatic event(s) (typically due to dissociative
symptoms associated with the traumatic event(s),
amnesia and not to other factors such as head injury,
beginning after the traumatic event(s) occurred:
alcohol, or drugs).
1. Recurrent, involuntary, and intrusive distressing
2. Persistent and exaggerated negative beliefs or
memories of the traumatic event(s).
expectations about oneself, others, or the world (e.g.,
"I am bad," "No one can be trusted," "The world is Note: Spontaneous and intrusive memories may not necessarily
completely dangerous," "My whole nervous system is appear distressing and may be expressed as play reenactment.
permanently ruined").
 BASTA REVIEWER - JM

2. Recurrent distressing dreams in which the content 5. Sleep disturbance (e.g., difficulty falling or staying
and/or affect of the dream are related to the traumatic asleep or restless sleep).
event(s).
E. The duration of the disturbance is more than 1 month.
Note: It may not be possible to ascertain that the frightening F. The disturbance causes clinically significant distress
content is related to the traumatic event. or impairment in relationships with parents, siblings,
3. Dissociative reactions (e.g., flashbacks) in which the peers, or other caregivers or with school behavior.
child feels or acts as if the traumatic event(s) were G. The disturbance is not attributable to the physiological
recurring. (Such reactions may occur on a continuum, effects of a substance (e.g., medication or alcohol) or
with the most extreme expression being a complete another medical condition.
loss of awareness of present surroundings.) Such Acute Stress Disorder
trauma-specific reenactment may occur in play.
4. Intense or prolonged psychological distress at Diagnostic Criteria
exposure to internal or external cues that symbolize or
resemble an aspect of the traumatic event(s). A. Exposure to actual or threatened death, serious injury,
5. Marked physiological reactions to reminders of the or sexual violence in one (or more) of the following
traumatic event(s). ways:
1. Directly experiencing the traumatic event(s).
C. One (or more) of the following symptoms, 2. Witnessing, in person, the event(s) as it occurred to
representing either persistent avoidance of stimuli others.
associated with the traumatic event(s) or negative 3. Learning that the event(s) occurred to a close family
alterations in cognitions and mood associated with the member or close friend. Note: In cases of actual or
traumatic event(s), must be present, beginning after threatened death of a family member or friend, the
the event(s) or worsening after the event(s): event(s) must have been violent or accidental.
4. Experiencing repeated or extreme exposure to aversive
Persistent Avoidance of Stimuli details of the traumatic event(s) (e.g., first responders
collecting human remains, police officers repeatedly
1. Avoidance of or efforts to avoid activities, places, or exposed to details of child abuse).
physical reminders that arouse recollections of the
traumatic event(s). Note: This does not apply to exposure through electronic media,
2. Avoidance of or efforts to avoid people, conversations, television, movies, or pictures, unless this exposure is work
or interpersonal situations that arouse recollections of related.
the traumatic event(s).
B. Presence of nine (or more) of the following symptoms
Negative Alterations in Cognitions from any of the five categories of intrusion, negative
mood, dissociation, avoidance, and arousal, beginning
3. Substantially increased frequency of negative or worsening after the traumatic event(s) occurred:
emotional states (e.g., fear, guilt, sadness, shame,
confusion). Intrusion Symptoms
4. Markedly diminished interest or participation in
significant activities, including constriction of play. 1. Recurrent, involuntary, and intrusive distressing
5. Socially withdrawn behavior. memories of the traumatic event(s). Note: In children,
6. Persistent reduction in expression of positive repetitive play may occur in which themes or aspects
emotions. of the traumatic event(s) are expressed.
2. Recurrent distressing dreams in which the content
D. Alterations in arousal and reactivity associated with and/or affect of the dream are related to the event(s).
the traumatic event(s), beginning or worsening after Note: In children, there may be frightening dreams
the traumatic event(s) occurred, as evidenced by two without recognizable content.
(or more) of the following: 3. Dissociative reactions (e.g., flashbacks) in which the
1. Irritable behavior and angry outbursts (with little or no individual feels or acts as if the traumatic event(s) were
provocation) typically expressed as verbal or physical recurring. (Such reactions may occur on a continuum,
aggression toward people or objects (including with the most extreme expression being a complete
extreme temper tantrums). loss of awareness of present surroundings.) Note: In
2. Hypervigilance. children, trauma-specific reenactment may occur in
3. Exaggerated startle response. play.
4. Problems with concentration. 4. Intense or prolonged psychological distress or marked
physiological reactions in response to internal or
 BASTA REVIEWER - JM

external cues that symbolize or resemble an aspect of Adjustment Disorders

the traumatic event(s).
Diagnostic Criteria
Negative Mood
A. The development of emotional or behavioral
5. Persistent inability to experience positive emotions symptoms in response to an identifiable stressor(s)
(e.g., inability to experience happiness, satisfaction, or occurring within 3 months of the onset of the
loving feelings). stressor(s).
B. These symptoms or behaviors are clinically
Dissociative Symptoms significant, as evidenced by one or both of the
6. An altered sense of the reality of one's surroundings or following:
oneself (e.g., seeing oneself from another's 1. Marked distress that is out of proportion to the severity
perspective, being in a daze, time slowing). or intensity of the stressor, taking into account the
7. Inability to remember an important aspect of the external context and the cultural factors that might
traumatic event(s) (typically due to dissociative influence symptom severity and presentation.
amnesia and not to other factors such as head injury, 2. Significant impairment in social, occupational, or
alcohol, or drugs). other important areas of functioning.
C. The stress-related disturbance does not meet the
Avoidance Symptoms criteria for another mental disorder and is not merely
an exacerbation of a preexisting mental disorder.
8. Efforts to avoid distressing memories, thoughts, or
D. The symptoms do not represent normal bereavement
feelings about or closely associated with the traumatic
and are not better explained by prolonged grief
event(s).
disorder.
9. Efforts to avoid external reminders (people, places,
E. Once the stressor or its consequences have terminated,
conversations, activities, objects, situations) that
the symptoms do not persist for more than an
arouse distressing memories, thoughts, or feelings
additional 6 months.
about or closely associated with the traumatic event(s).
Prolonged Grief Disorder
Arousal Symptoms
Diagnostic Criteria
10. Sleep disturbance (e.g., difficulty falling or staying
asleep, restless sleep). A. The death, at least 12 months ago, of a person who was
11. Irritable behavior and angry outbursts (with little or no close to the bereaved individual (for children and
provocation), typically expressed as verbal or physical adolescents, at least 6 months ago).
aggression toward people or objects. B. Since the death, the development of a persistent grief
12. Hypervigilance. response characterized by one or both of the following
13. Problems with concentration. symptoms, which have been present most days to a
14. Exaggerated startle response. clinically significant degree. In addition, the
symptom(s) has occurred nearly every day for at least
C. Duration of the disturbance (symptoms in Criterion B) the last month:
is 3 days to 1 month after trauma exposure. 1. Intense yearning/longing for the deceased person.
2. Preoccupation with thoughts or memories of the
Note: Symptoms typically begin immediately after the trauma,
deceased person (in children and adolescents,
but persistence for at least 3 days and up to a month is needed
preoccupation may focus on the circumstances of the
to meet disorder criteria.
death).
D. The disturbance causes clinically significant distress C. Since the death, at least three of the following
or impairment in social, occupational, or other symptoms have been present most days to a clinically
important areas of functioning. significant degree. In addition, the symptoms have
E. The disturbance is not attributable to the physiological occurred nearly every day for at least the last month:
effects of a substance (e.g., medication or alcohol) or 1. Identity disruption (e.g., feeling as though part of
another medical condition (e.g., mild traumatic brain oneself has died) since the death.
injury) and is not better explained by brief psychotic 2. Marked sense of disbelief about the death.
disorder. 3. Avoidance of reminders that the person is dead (in
children and adolescents, may be characterized by
efforts to avoid reminders).
4. Intense emotional pain (e.g., anger, bitterness, sorrow)
related to the death.
 BASTA REVIEWER - JM

5. Difficulty reintegrating into one's relationships and Encopresis

activities after the death (e.g., problems engaging with
friends, pursuing interests, or planning for the future). Diagnostic Criteria
6. Emotional numbness (absence or marked reduction of A. Repeated passage of feces into inappropriate places
emotional experience) as a result of the death. (e.g., clothing, floor), whether involuntary or
7. Feeling that life is meaningless as a result of the death. intentional.
8. Intense loneliness as a result of the death. B. At least one such event occurs each month for at least
3 months.
D. The disturbance causes clinically significant distress C. Chronological age is at least 4 years (or equivalent
or impairment in social, occupational, or other developmental level).
important areas of functioning. D. The behavior is not attributable to the physiological
E. The duration and severity of the bereavement reaction effects of a substance (e.g., laxatives) or another
clearly exceed expected social, cultural, or religious medical condition except through a mechanism
norms for the individual's culture and context. involving constipation.
F. The symptoms are not better explained by another
mental disorder, such as major depressive disorder or Specify whether:
posttraumatic stress disorder, and are not attributable
to the physiological effects of a substance (e.g., • With constipation and overflow incontinence: There is
medication, alcohol) or another medical condition. evidence of constipation on physical examination or
by history.
Elimination Disorders • Without constipation and overflow incontinence:
There is no evidence of constipation on physical
Elimination disorders all involve the inappropriate elimination
examination or by history.
of urine or feces and are usually first diagnosed in childhood or
adolescence. Dissociative Disorders
This group of disorders includes enuresis, the repeated voiding What Is Dissociation?
of urine into inappropriate places, and encopresis, the repeated
passage of feces into inappropriate places. • Period when we feel disconnected from the
environment and/ or from ourselves
Enuresis • We all have been experiencing these disconnection
from time to time-for instance; daydreaming while the
Diagnostic Criteria
teacher is teaching, or switching off and missing part
A. Repeated voiding of urine into bed or clothes, whether of a conversation.
involuntary or intentional. • Someone with a dissociative disorder has persistent
B. The behavior is clinically significant as manifested by repeated episodes of dissociation that are extreme
either a frequency of at least twice a week for at least enough to severely affect everyday life
3 consecutive months or the presence of clinically
Definition
significant distress or impairment in social, academic
(occupational), or other important areas of • Dissociation is a mental process where a person
functioning. disconnects from their thoughts, feelings, memories or
C. Chronological age is at least 5 years (or equivalent sense of identity.
developmental level). • Dissociative disorders are characterized by a
D. The behavior is not attributable to the physiological disruption of and/o discontinuity in the normal
effects of a substance (e.g., a diuretic, an antipsychotic integration of consciousness, memory, identity,
medication) or another medical condition (e.g., emotion, perception, body representation, motor
Diabetes, spina bifida, a seizure disorder). control and behavior.
Specify whether: Dissociative Disorders
• Nocturnal only: Passage of urine only during This chapter includes:
nighttime sleep.
• Diurnal only: Passage of urine during waking hours. 1. Dissociative Identity Disorder
• Nocturnal and diurnal: A combination of the two 2. Dissociative Amnesia
subtypes above. 3. Depersonalization/Derealization Disorder
4. Other Specified Dissociative Disorder
5. Unspecified Dissociative Disorder
 BASTA REVIEWER - JM

Dissociative Disorders C. The disturbance is not attributable to the physiological

effects of a substance (e.g., alcohol or other drug of
• Dissociative disorders are frequently found in the abuse, a medication) or a neurological or other medical
aftermath of a wide variety of psychologically condition (e.g.. partial complex seizures, transient
traumatic experiences in children, adolescents, and global amnesia, sequelae of a closed head
adults. injury/traumatic brain injury, other neurological
• "Traumatic experiences" refers to experiences that condition).
result in psychological sequelae, as opposed to the D. The disturbance is not better explained by dissociative
physical impact that can cause traumatic brain injury. identity disorder, posttraumatic stress disorder, acute
• Across cultural contexts, risk factors for dissociative stress disorder, somatic symptom disorder, or major or
pathology include earlier onset of trauma; neglect and mild neurocognitive disorder.
sexual, physical, and emotional abuse by parents;
cumulative early life trauma and adversities; and Types Of Dissociative Amnesia
repeated sustained trauma or torture associated with
• Retrograde Amnesia refers to the inability to recall
captivity (e.g., experienced by prisoners of war,
past personal memories, typically related to traumatic
victims of trafficking).
or stressful events, while still being able to form new
Dissociative Identity Disorder memories.
• Retrospective Memory Impairments include not
A. Disruption of identity characterized by two or more only lost memories of traumatic experiences but also
distinct personality states, which may be described in lost memories of everyday life during which no trauma
some cultures as an experience of possession. The occurred.
disruption in identity involves marked discontinuity in • Localized Amnesia, a failure to recall events during a
sense of self and sense of agency, accompanied by circumscribed period of time
related alterations in affect, behavior, consciousness,
• Selective Amnesia, the individual can recall some, but
memory, perception, cognition, and/or sensory-motor
not all, of the events during a circumscribed period of
functioning. These signs and symptoms may be
time.
observed by others or reported by the individual.
• Systematized Amnesia, the individual fails to recall a
B. Recurrent gaps in the recall of everyday events,
specific category of important information
important personal information, and/or traumatic
• Generalized Dissociative Amnesia involves a
events that are inconsistent with ordinary forgetting.
complete loss of memory for most or all of the
C. The symptoms cause clinically significant distress or
individual's life history.
impairment in social, occupational, or other important
areas of functioning. Depersonalization/Derealization Disorder
D. The disturbance is not a normal part of a broadly
accepted cultural or religious practice. A. The presence of persistent or recurrent experiences of
Note: In children, the symptoms are not better depersonalization, derealization, or both:
explained by imaginary playmates or other fantasy 1. Depersonalization: Experiences of unreality,
play. detachment, or being an outside observer with respect
E. The symptoms are not attributable to the physiological to one's thoughts, feelings, sensations, body, or actions
effects of a substance (e.g., blackouts or chaotic (e.g., perceptual alterations, distorted sense of time,
behavior during alcohol intoxication) or another unreal or absent self, emotional and/or physical
medical condition (e.g., complex partial seizures). numbing).
2. Derealization: Experiences of unreality or
Dissociative Amnesia detachment with respect to surroundings (e.g..
individuals or objects are experienced as unreal,
A. An inability to recall important autobiographical
dreamlike, foggy, lifeless, or visually distorted).
information, usually of a traumatic or stressful nature,
B. During the depersonalization or derealization
that is inconsistent with ordinary forgetting.
experiences, reality testing remains intact.
Note: Dissociative amnesia most often consists of
C. The symptoms cause clinically significant distress or
localized or selective amnesia for a specific event or
impairment in social, occupational, or other important
events; or generalized amnesia for identity and life
areas of functioning.
history.
D. The disturbance is not attributable to the physiological
B. The symptoms cause clinically significant distress or
effects of a substance (e.g., a drug of abuse,
impairment in social, occupational, or other important
medication) or another medical condition (e.g.,
areas of functioning.
seizures).
 BASTA REVIEWER - JM

E. The disturbance is not better explained by another impairment, and long duration (more than 6
mental disorder, such as schizophrenia, panic disorder, months).
major depressive disorder, acute stress disorder, Specify current severity.
posttraumatic stress disorder, or another dissociative • Mild: Only one of the symptoms specified in
disorder. Criterion B is fulfilled.
• Moderate: Two or more of the symptoms
Somatic Symptom Disorders
specified in Criterion B are fulfilled.
• All of the disorders in this chapter share a common • Severe: Two or more of the symptoms
feature: specified in Criterion B are fulfilled, plus
• The prominence of somatic symptoms and/or illness there are multiple somatic complaints (or one
anxiety associated with significant distress and very severe somatic symptom).
impairment.
Associated Features
• Individuals with disorders with prominent somatic
symptoms or illness anxiety are commonly • The relevant associated behavioral features may
encountered in primary care and other medical settings include repeated bodily checking for abnormalities,
but are less commonly encountered in psychiatric and repeated seeking of medical help and reassurance, and
other mental health settings. avoidance of physical activity
• The DSM-IV term somatoform disorders were
confusing and was replaced by somatic symptom and Risk and Prognostic Factors
related disorders • Temperamental. The personality trait of negative
Somatic Symptom Disorders affectivity (neuroticism) has been identified as an
independent correlate/risk factor of a high number of
1. Somatic Symptom Disorder somatic symptoms. Comorbid anxiety or depression is
2. Illness Anxiety Disorder common and may exacerbate symptoms and
3. Functional Neurological Symptom Disorder impairment.
(Conversion Disorder) • Environment. Somatic symptom disorder is more
4. Psychological Factors Affecting Other Medical frequent in individuals with few years of education and
Conditions low socioeconomic status, and in those who have
5. Factitious Disorder recently experienced stressful health-related life
6. Other Specified Somatic Symptom and Related events. Early Lifetime adversity such as childhood
Disorder sexual abuse is also likely a risk factor for somatic
symptom disorder in adults
Somatic Symptom Disorder
Illness Anxiety Disorder
A. One or more somatic symptoms that are distressing or
result in significant disruption of daily life. A. Preoccupation with having or acquiring a serious
B. Excessive thoughts, feelings, or behaviors related to illness.
the somatic symptoms or associated health concerns as B. Somatic symptoms are not present or, if present, are
manifested by at least one of the following: only mild in intensity. If another medical condition is
1. Disproportionate and persistent thoughts about the present or there is a high risk for developing a medical
seriousness of one's symptoms. condition (e.g. strong family history is present), the
2. Persistently high level of anxiety about health or preoccupation is clearly excessive or disproportionate.
symptoms. C. There is a high level of anxiety about health, and the
3. Excessive time and energy devoted to these symptoms individual is easily alarmed about personal health
or health concerns. status.
C. Although any one somatic symptom may not be D. The individual performs excessive health-related
continuously present, the state of being symptomatic behaviors (e.g. repeatedly checks his or her body for
is persistent (typically more than 6 months). signs of illness) or exhibits maladaptive avoidance
Specify if: (e.g. avoids doctor appointments and hospitals).
• With predominant pain (previously pain E. Illness preoccupation has been present for at least 6
disorder): This specifier is for individuals months, but the specific illness that is feared may
whose somatic symptoms predominantly change over that period of time.
involve pain. F. The illness-related preoccupation is not better
• Persistent: A persistent course is explained by another mental disorder, such as somatic
characterized by severe symptoms, marked symptom disorder, panic disorder, generalized anxiety
 BASTA REVIEWER - JM

disorder, body dysmorphic disorder, obsessive- Specify if:

compulsive disorder, or delusional disorder, somatic
type. • Acute episode: Symptoms present for less than 6
Specify whether: months.
• Care-seeking type: Medical care, including • Persistent: Symptoms occurring for 6 months or
physician visits or undergoing tests and more.
procedures, is frequently used. • With psychological stressor (specify stressor)
• Care-avoidant type: Medical care is rarely • Without psychological stressor
used.

Associated Features
Associated Features
• They often consult multiple physicians for the same
• There may be a history of other functional somatic
problem and obtain repeatedly negative diagnostic test
symptoms or disorders, especially involving pain and
results
fatigue.
Risk and Prognostic Factors • Onset may be associated with stress or trauma, either
psychological or physical in nature
• Environment. Illness anxiety disorder may
sometimes be precipitated by a major life stress or a Risk and Prognostic Factors
serious but ultimately benign threat to the individual's
• Temperamental. Maladaptive personality traits,
health. A history of childhood abuse or of a serious
especially emotional instability, are commonly
childhood illness, serious illness in a parent, or death
associated with functional neurological symptom
of an ill parent during childhood may predispose to
disorder.
development of the disorder in adulthood
• Environmental. There may be a history of childhood
Functional Neurological Symptom Disorder (Conversion abuse and neglect. Stressful life events including
Disorder) physical injury are common but not universal
triggering factors.
A. One or more symptoms of altered voluntary motor or • Genetics. The presence of neurological disease that
sensory function. causes similar symptoms is a risk factor (e.g., around
B. Clinical findings provide evidence of incompatibility one in five individuals with functional [nonepileptic
between the symptom and recognized neurological or seizures also have epilepsy)
medical conditions.
C. The symptom or deficit is not better explained by Psychological Factors Affecting Other Medical Conditions
another medical or mental disorder.
A. A medical symptom or condition (other than a mental
D. The symptom or deficit causes clinically significant
disorder) is present.
distress or impairment in social, occupational, or other
B. Psychological or behavioral factors adversely affect
important areas of functioning or warrants medical
the medical condition in one of the following ways:
evaluation.
1. The factors have influenced the course of the medical
Coding note: The ICD-10-CM code depends on the symptom condition as shown by a close temporal association
type (see below). between the psychological factors and the
development or exacerbation of, or delayed recovery
Specify symptom type: from, the medical condition.
2. The factors interfere with the treatment of the medical
• F44.4 With weakness or paralysis
condition (e.g., poor adherence).
• F44.4 With abnormal movement (e.g. tremor,
3. The factors constitute additional well-established
dystonia, myoclonus, gait disorder)
health risks for the individual
• F44.4 With swallowing symptoms
4. The factors influence the underlying pathophysiology,
• F44.4 With speech symptom (e.g., dysphonia, slurred
precipitating or exacerbating symptoms or
speech)
necessitating medical attention.
• F44.5 With attacks or seizures C. The psychological and behavioral factors in Criterion
• F44.6 With anesthesia or sensory loss B are not better explained by another mental disorder
• F44.6 With special sensory symptom (e.g. visual, (e.g., panic disorder, major depressive disorder,
olfactory, or hearing disturbance) posttraumatic stress disorder).
• F44.7 With mixed symptoms
 BASTA REVIEWER - JM

Specify current severity. Specify:

• Mild: Increases medical risk (e.g., inconsistent • Single episode

adherence with antihypertension treatment). • Recurrent episodes (two or more events of
• Moderate: Aggravates underlying medical condition falsification of illness and/or induction of injury)
(e.g., anxiety aggravating asthma).
Associated Features
• Severe: Results in medical hospitalization or
emergency room visit. • Individuals with factitious disorder imposed on
• Extreme: Results in severe, life-threatening risk (e.g., another sometimes falsely allege the presence of
ignoring heart attack symptoms). educational deficits or disabilities in their children for
which they demand special attention, often at
• Psychological or behavioral factors include considerable inconvenience to education professionals
psychological distress, patterns of interpersonal
interaction, coping styles, and maladaptive health Other Specified Somatic Symptom and Related Disorder
behaviors, such as denial of symptoms or poor
• This category applies to presentations in which
adherence to medical recommendations.
symptoms characteristic of a somatic symptom and
• Common clinical examples are anxiety-exacerbating
related disorder that cause clinically significant
asthma, denial of need for treatment for acute chest
distress or impairment in social, occupational, or other
pain, and manipulation of insulin by an individual with
important areas of functioning predominate but do not
diabetes wishing to lose weight.
meet the full criteria for any of the disorders in the
Factitious Disorder somatic symptom and related disorders diagnostic
class.
Factitious Disorder Imposed on Self
Examples of presentations that can be specified using the
A. Falsification of physical or psychological signs or "other specified" designation include the following:
symptoms, or induction of injury or disease, associated
with identified deception. 1. Brief Somatic Symptom Disorder: Duration of
B. The individual presents himself or herself to others as symptoms is less than 6 months.
ill, impaired, or injured. 2. Brief Illness Anxiety Disorder: Duration of
C. The deceptive behavior is evident even in the absence symptoms is less than 6 months.
of obvious external rewards. 3. Illness Anxiety Disorder Without Excessive
D. The behavior is not better explained by another mental Health-Related Behaviors Or Maladaptive
disorder, such as delusional disorder or another Avoidance: Criterion D for illness anxiety
psychotic disorder. disorder is not met.
4. Pseudocyesis: A false belief of being pregnant
Specify: that is associated with objective signs and
reported symptoms of pregnancy.
• Single episode
• Recurrent episodes (two or more events of QUIZ KA MUNA SIS XD
falsification of illness and/or induction of injury)
1. Hazel was found wandering in a city far from home
Factitious Disorder Imposed on Another (Previously with no recollection of how she got there. She does not
Factitious Disorder by Proxy) recognize her own name and has no memory of her
past. Based on DSM-5-TR, what dissociative disorder
A. Falsification of physical or psychological signs or
best explains Hazel's condition?
symptoms, or induction of injury or disease, in
2. Hazel frequently experiences moments where she feels
another, associated with identified deception.
detached from her body, as if watching herself from a
B. The individual presents another individual (victim) to
distance. During these episodes, she insists that the
others as ill, impaired, or injured.
world around her feels unreal, like a dream. Which
C. The deceptive behavior is evident even in the absence
disorder best describes her symptoms?
of obvious external rewards.
3. Hazel reports multiple distressing physical symptoms,
D. The behavior is not better explained by another mental
such as chronic pain and digestive issues, but multiple
disorder, such as delusional disorder or another
medical tests show no clear cause. She frequently
psychotic disorder.
visits different doctors and is deeply preoccupied with
Note: The perpetrator, not the victim, receives this
her symptoms. What is the most likely diagnosis?
diagnosis.
4. Hazel suddenly loses the ability to move her right arm
after witnessing a traumatic accident. However,
 BASTA REVIEWER - JM

medical tests reveal no neurological damage. What 10. Hazel frequently shifts between different identities,
disorder does she likely have? with each having distinct names, memories, and
5. Hazel constantly fears that she has a serious illness, behaviors. She often forgets important personal details
even after multiple doctors reassure her that she is and denies actions that others claim she has done.
healthy. She frequently checks her body for signs of What is the best diagnosis?
disease and avoids hospitals because she is afraid of
receiving bad news. What disorder best fits her Feeding And Eating Disorders are characterized by a
symptoms? persistent disturbance of eating or eating-related behavior that
6. Hazel has been observed pretending to faint and faking results in the altered consumption or absorption of food and that
symptoms of an illness while in the hospital. When significantly impairs physical health or psychosocial
confronted, she insists she is sick, but medical staff functioning
notice she intentionally makes herself appear unwell. Diagnostic criteria are provided for:
There is no external reward for her behavior. What
disorder does she likely have? 1. Pica
7. Hazel has been diagnosed with Dissociative Identity 2. Rumination Disorder
Disorder. During a therapy session, she suddenly 3. Avoidant/Restrictive Food Intake Disorder
speaks in a childlike voice and expresses memories of 4. Anorexia Nervosa
an event she previously denied experiencing. Which of 5. Bulimia Nervosa
the following observations would provide the 6. Binge-Eating Disorder
strongest evidence that she has distinct personality
Pica
states?
A. She experiences frequent panic attacks triggered by A. Persistent eating of nonnutritive, nonfood substances
past trauma. over a period of at least 1 month.
B. She shows inconsistent handwriting styles and refers B. The eating of nonnutritive, nonfood substances is
to herself by different names at different times. inappropriate to the developmental level of the
C. She constantly worries that she has a serious illness individual.
despite medical reassurance. C. The eating behavior is not part of a culturally
D. She reports feeling detached from her surroundings supported or socially normative practice.
and describes the world as dreamlike. D. If the eating behavior occurs in the context of another
8. Hazel visits multiple specialists for her recurring chest mental disorder (e.g., intellectual disability
pain and digestive issues. Despite normal test results, [intellectual developmental disorder), autism spectrum
she remains distressed and constantly researches rare disorder, schizophrenia) or medical condition
diseases, convinced that doctors are missing (including pregnancy), it is sufficiently severe to
something. What differentiates Somatic Symptom warrant additional clinical attention.
Disorder from Illness Anxiety Disorder in her case?
A. SSD is characterized by excessive distress over actual Associated Features Supporting Diagnosis
physical symptoms, while IAD involves excessive
• In some cases, pica comes to clinical attention only
worry about having a serious illness despite minimal
following general medical complications
or no symptoms.
B. SSD only occurs in individuals with a diagnosed Risk and Prognostic Factors
medical condition, while IAD occurs in those without
any medical conditions. Environmental. Neglect, lack of supervision, and
C. SSD symptoms are completely imaginary, while IAD developmental delay can increase the risk for this condition.
symptoms are medically explainable.
Development and Course
D. SSD can only be diagnosed if symptoms persist for
more than five years, whereas IAD can be diagnosed • Onset of pica con occur in childhood, adolescence, or
within months. adulthood, although childhood onset is most
9. Hazel was found in another town living under a new commonly reported.
identity, completely unaware of her previous life. • The eating of nonnutritive, nonfood substances may
What feature of Dissociative Amnesia does this also manifest in pregnancy, when specific cravings
describe? (e.g., chalk or ice) might occur.
A. Selective amnesia • The diagnosis of pica during pregnancy is only
B. Generalized amnesia appropriate if such cravings lead to the ingestion of
C. Systematized amnesia nonnutritive, nonfood substances to the extent that the
D. Dissociative fugue
 BASTA REVIEWER - JM

eating of these substances poses potential medical 3. Dependence on enteral feeding or oral nutritional
risks. supplements.
4. Marked interference with psychosocial functioning.
Rumination Disorder B. The disturbance is not better explained by lack of
A. Repeated regurgitation of food over a period of at least available food or by an associated culturally
1 month. Regurgitated food may be re-chewed, re- sanctioned practice.
swallowed, or spit out. C. The eating disturbance does not occur exclusively
B. The repeated regurgitation is not attributable to an during the course of anorexia nervosa or bulimia
associated gastrointestinal or other medical condition nervosa, and there is no evidence of a disturbance in
(e.g., gastroesophageal reflux, pyloric stenosis). the way in which one's body weight or shape is
C. The eating disturbance does not occur exclusively experienced.
during the course of anorexia nervosa, bulimia D. The eating disturbance is not attributable to a
nervosa, binge-eating disorder, or avoidant/restrictive concurrent medical condition or not better explained
food intake disorder by another mental disorder. When the eating
D. If the symptoms occur in the context of another mental disturbance occurs in the context of another condition
disorder (e.g., intellectual disability [Intellectual or disorder, the severity of the eating disturbance
developmental disorder] or another exceeds that routinely associated with the condition or
neurodevelopmental disorder), they are sufficiently disorder and warrants additional clinical attention.
severe to warrant additional clinical attention. Associated Features Supporting Diagnosis
Associated Features Supporting Diagnosis
• Several features may be associated with food
• Infants with rumination disorder display a avoidance or reduced food intake, including a lack of
characteristic position of straining and arching the interest in eating or food, leading to weight loss or
back with the head held back, making sucking faltering growth
movements with their tongue. They may give the Risk and Prognostic Factors
impression of gaining satisfaction from the activity.
• Adolescents and adults may attempt to disguise the • Temperamental. Anxiety disorders, un spectrum
regurgitation behavior by placing a hand over the disorder, obsessive-compulsive disorder, and attention
mouth or coughing. Some will avoid eating with deficit/hyperactivity disorder may increase risk for
others because of the acknowledged social avoidant or restrictive feeding or eating behavior
undesirability of the behavior. characteristic of the disorder.
• Environmental. Environmental risk factors for
Risk and Prognostic Factors
avoidant/restrictive food intake disorder include
• Environmental. Psychosocial problems such as lack familial anxiety. Higher rates of feeding disturbances
of stimulation, neglect, stressful life situations, and may occur in children of mothers with eating orders.
problems in the parent-child relationship may be • Genetic and Physiological. History of
predisposing factors in infants and young children. gastrointestinal conditions, gastroesophageal reflux
disease, vomiting, and a range of other medical
Development and Course problems has been associated with feeding and eating
behaviors characteristic of avoidant/restrictive food
• Onset of rumination disorder can occur in infancy,
Intake disorder.
childhood, adolescence, or adulthood. The age at onset
in infants is usually between ages 3 and 12 months Development and Course
Avoidant/Restrictive Food Intake Disorder • Infants with avoidant/restrictive food intake disorder
may be irritable and difficult to console during feeding
A. An eating or feeding disturbance (e.g., apparent lack
or may appear apathetic and withdrawn.
of interest in eating or food; avoidance based on the
• In some instances, parent-child interaction may
sensory characteristics of food; concern about aversive
contribute to the infant's feeding problem (e.g.,
consequences of eating) as manifested by persistent
presenting food inappropriately, or interpreting the
failure to meet appropriate nutritional and/or energy
infant's behavior as an act of aggression or rejection)
needs associated with one (or more) of the following:
• Avoidant/restrictive food intake disorder manifests
1. Significant weight loss (or failure to achieve expected
more commonly in children than in adults, and there
weight gain or faltering growth in children).
may be a lang delay between onset and clinical
2. Significant nutritional deficiency.
presentation
 BASTA REVIEWER - JM

Anorexia Nervosa 2. A sense of lack of control over-eating during the

episode (e.g., a feeling that one cannot stop eating or
A. Restriction of energy intake relative to requirements, control what or how much one is eating).
leading to a significantly low body weight in the B. Recurrent inappropriate compensatory behaviors in
context of age, sex, developmental trajectory, and order to prevent weight gain, such as self-induced
physical health. Significantly low weight is defined as vomiting; misuse of laxatives, diuretics, or other
a weight that is less than minimally normal or, for medications; fasting; or excessive exercise.
children and adolescents, less than that minimally C. The binge eating and inappropriate compensatory
expected. behaviors both occur, on average, at least once a week
B. Intense fear of gaining weight or of becoming fat, or for 3 months.
persistent behavior that interferes with weight gain, D. Self-evaluation is unduly influenced by body shape
even though at a significantly low weight. and weight.
C. Disturbance in the way in which one's body weight or E. The disturbance does not occur exclusively during
shape is experienced, undue influence of body weight episodes of anorexia nervosa
or shape on self-evaluation, or persistent lack of
recognition of the seriousness of the current low body Associated Features Supporting Diagnosis
weight.
• Individuals with bulimia nervosa typically are within
Associated Features Supporting Diagnosis the normal weight or overweight range. The disorder
occurs but is uncommon among obese individuals.
• When seriously underweight, many individuals with
anorexia nervosa have depressive signs and Risk and Prognostic Factors
symptoms such as depressed mood, social
withdrawal, irritability, insomnia, and diminished • Temperamental. Weight concerns, low self-esteem,
interest in sex. depressive symptoms, social anxiety disorder, and
• Individuals with anorexia nervosa may misuse overanxious disorder of childhood are associated with
medications, such as by manipulating dosage, in increased risk for the development of bulimia nervosa.
order to achieve weight loss or avoid weight gain. • Environmental. Internalization of a thin body ideal
has been found to Increase risk for developing weight
Risk and Prognostic Factors concerns, which in turn increase risk for the
development of bulimia nervosa Individuals who
• Temperamental. Individuals who develop anxiety experienced childhood sexual or physical abuse are at
disorders or display obsessional traits in childhood are increased risk for developing bulimia nerve.
at increased risk of developing anorexia nervosa.
• Generic and Physiological. Childhood obesity and
• Environmental. Historical and cross-cultural early pubertal maturation increase risk for bulimia
variability in the prevalence of anorexia nervosa nervosa. Familial transmission of bulimia nervosa may
supports its association with cultures and settings in be present, as well as genetic vulnerabilities for the
which thinness is valued. Occupations and avocations disorder.
that encourage thinness, such as modeling and elite
athletics, are also associated with increased risk. Development and Course
• Genetic and physiological.
• Bulimia nervosa commonly begins in adolescence or
Development and Course young adulthood. Onset before puberty or after age 40
is uncommon.
• Anorexia nervosa commonly begins during • The binge eating frequently begins during or after an
adolescence or young adulthood. It rarely begins episode of dieting to lose weight. Experiencing
before puberty or after age 40, but cases of both early multiple stressful life events also can precipitate onset
and late omset have been described. of bulimia nervosa
Bulimia Nervosa Binge-Eating Disorder
A. Recurrent episodes of binge eating. An episode of A. Recurrent episodes of binge eating. An episode of
binge eating is characterized by both of the following: binge eating is characterized by both of the following:
1. Eating, in a discrete period of time (e.g., within any 2- 1. Eating, in a discrete period of time (e.g., within any 2-
hour period), an amount of food that is definitely larger hour period), an amount of food that is definitely larger
than what most individuals would eat in a similar than what most people would eat in a similar period of
period of time under similar circumstances. time under similar circumstances.
 BASTA REVIEWER - JM

2. A sense of lack of control overeating during the 5. Genito-Pelvic Pain/Penetration Disorder

episode (e.g., a feeling that one cannot stop eating or 6. Male Hypoactive Sexual Desire Disorder
control what or how much one is eating). 7. Premature (Early) Ejaculation
B. The binge-eating episodes are associated with three (or 8. Substance/Medication Induced Sexual Dysfunction
more) of the following: 9. Other Specified Sexual Dysfunction
1. Eating much more rapidly than normal. 10. Unspecified Sexual Dysfunction.
2. Eating until feeling uncomfortably full.
3. Eating large amounts of food when not feeling Delayed Ejaculation
physically hungry. A. Either of the following symptoms must be experienced
4. Eating alone because of feeling embarrassed by how on almost all or all occasions (approximately 75%-
much one is eating. 100%) of partnered sexual activity (in identified
5. Feeling disgusted with oneself, depressed, or very situational contexts or, if generalized, in all contexts),
guilty afterward. and without the individual desiring delay:
C. Marked distress regarding binge eating is present. 1. Marked delay in ejaculation.
D. The binge eating occurs, on average, at least once a 2. Marked infrequency or absence of ejaculation.
week for 3 months. B. The symptoms in Criterion A have persisted for a
E. The binge eating is not associated with the recurrent minimum duration of approximately 6 months.
use of inappropriate compensatory behavior as in C. The symptoms in Criterion A cause clinically
bulimia nervosa and does not occur exclusively during significant distress in the individual.
the course of bulimia nervosa or anorexia nervosa. D. The sexual dysfunction is not better explained by a
Associated Features Supporting Diagnosis nonsexual mental disorder or as a consequence of
severe relationship distress or other significant
• Binge-eating disorder occurs in normal- stressors and is not attributable to the effects of a
weight/overweight and obese individuals. It is reliably substance/medication or another medical condition.
associated with overweight and obesity in treatment-
Specify whether:
seeking individuals.

Risk and Prognostic Factors • Lifelong: The disturbance has been present since the
individual became sexually active. Acquired: The
• Genetic And Physiological. Binge-eating disorder disturbance began after a period of relatively normal
appears to run in families, which may reflect additive sexual function.
genetic influences • Generalized: Not limited to certain types of
stimulation, situations, or partners. Situational: Only
Development and Course occurs with certain types of stimulation, situations, or
• Little is known about the development of binge-eating partners.
disorder. Specify current severity:
• Both binge eating and loss-of-control eating without
objectively excessive consumption occur in children • Mild: Evidence of mild distress over the symptoms in
and are associated with increased body fat, weight Criterion A.
gain, and increases in psychological symptoms. • Moderate: Evidence of moderate distress over the
symptoms in Criterion A.
Sexual Dysfunction Disorders
• Severe: Evidence of severe or extreme distress over
• Sexual dysfunctions are a heterogeneous group of the symptoms in Criterion A
disorders that are typically characterized by a Associated Features Supporting Diagnosis
clinically significant disturbance in a person's ability
to respond sexually or to experience sexual pleasure. • The man and his partner may report prolonged
• An individual may have several sexual dysfunctions at thrusting to achieve orgasm to the point of
the same time. In such cases, all of the dysfunctions exhaustion or genital discomfort and then ceasing
should be diagnosed. efforts. Some men may report avoiding sexual activity
because of a repetitive pattern of difficulty ejaculating.
Sexual dysfunctions include: Some sexual partners may report feeling less sexually
1. Delayed Ejaculation attractive because their partner cannot ejaculate easily.
2. Erectile Disorder
3. Female Orgasmic Disorder
4. Female Sexual Interest/Arousal Disorder
 BASTA REVIEWER - JM

Development and Course Associated Features Supporting Diagnosis

• Lifelong delayed ejaculation begins with early sexual • Many men with erectile disorder may have low self-
experiences and continues throughout life. esteem, low self-confidence, and a decreased sense
• By definition, acquired delayed ejaculation begins of masculinity, and may experience depressed
after a period of normal sexual function. affect. Fear and/or avoidance of future sexual
encounters may occur. Decreased sexual satisfaction
Risk and Prognostic Factors and reduced sexual desire in the individual's partner
are common
• Genetic And Physiological. Age-related loss of the
fast-conducting peripheral sensory nerves and age- Risk and Prognostic Factors
related decreased sex steroid secretion may be
associated with the increase in delayed ejaculation in • Temperamental. Neurotic personality traits may be
man older than 50 years associated with erectile problems in college students,
and submissive personality traits may be associated
Erectile Disorder with erectile problems in men age 40 years and older.
A. At least one of the three following symptoms must be Alexithymia (e, deficits in cognitive processing of
experienced on almost all or all (approximately 75%- emotions) is common in men diagnosed with
100% ) occasions of sexual activity (in identified "psychogenic erectile dysfunction. Erectile problems
situational contexts or, if generalized, in all contexts) are common in men diagnosed with depression and
1. Marked difficulty in obtaining an erection during posttraumatic stress harder.
sexual activity. Development and Course
2. Marked difficulty in maintaining an erection until the
completion of sexual activity. • Erectile failure on first sexual attempt has been found
3. Marked decrease in erectile rigidity. to be related to having sex with a previously unknown
B. The symptoms in Criterion A have persisted for a partner, concomitant use of drugs or alcohol, not
minimum duration of approximately 6 months. wanting to have sex, and peer pressure.
C. The symptoms in Criterion A cause clinically
significant distress in the individual. Female Orgasmic Disorder
D. The sexual dysfunction is not better explained by a A. Presence of either of the following symptoms and
nonsexual mental disorder or as a consequence of experienced on almost all or all (approximately 75%-
severe relationship distress or other significant 100%) occasions of sexual activity (in identified
stressors and is not attributable to the effects of a situational contexts or, if generalized, in all contexts):
substance/medication or another medical condition. 1. Marked delay in, marked infrequency of, or absence of
Specify whether: orgasm.
2. Markedly reduced intensity of orgasmic sensations.
• Lifelong: The disturbance has been present since the B. The symptoms in Criterion A have persisted for a
individual became sexually active. Acquired: The minimum duration of approximately 6 months.
disturbance began after a period of relatively normal C. The symptoms in Criterion A cause clinically
sexual function. significant distress in the individual.
• Generalized: Not limited to certain types of D. The sexual dysfunction is not better explained by a
stimulation, situations, or partners. Situational: Only nonsexual mental disorder or as a consequence of
occurs with certain types of stimulation, situations, or severe relationship distress (e.g., partner violence) or
partners. other significant stressors and is not attributable to the
effects of a substance/medication or another medical
Specify current severity: condition.
• Mild: Evidence of mild distress over the symptoms in Specify whether:
Criterion A.
• Moderate: Evidence of moderate distress over the • Lifelong: The disturbance has been present since the
symptoms in Criterion A. individual became sexually active. Acquired: The
• Severe: Evidence of severe or extreme distress over disturbance began after a period of relatively normal
the symptoms in Criterion A sexual function.
• Generalized: Not limited to certain types of
stimulation, situations, or partners. Situational: Only
occurs with certain types of stimulation, situations, or
partners.
 BASTA REVIEWER - JM

Specify current severity: other significant stressors and is not attributable to the
effects of a substance/medication or another medical
• Mild: Evidence of mild distress over the symptoms in condition.
Criterion A.
• Moderate: Evidence of moderate distress over the Specify whether:
symptoms in Criterion A.
• Lifelong: The disturbance has been present since the
• Severe: Evidence of severe or extreme distress over
individual became sexually active. Acquired: The
the symptoms in Criterion A
disturbance began after a period of relatively normal
Associated Features Supporting Diagnosis sexual function.
• Generalized: Not limited to certain types of
• Compared with women without the disorder, some stimulation, situations, or partners. Situational: Only
women with female orgasmic disorder may have occurs with certain types of stimulation, situations, or
greater difficulty communicating about sexual partners.
issues.
Specify current severity:
Risk and Prognostic Factors
• Mild: Evidence of mild distress over the symptoms in
• Temperamental. A wide range of psychological Criterion A.
factors, such as anxiety and concerns about pregnancy, • Moderate: Evidence of moderate distress over the
can potentially interfere with a woman's ability to symptoms in Criterion A.
experience orgasm. • Severe: Evidence of severe or extreme distress over
• Environmental. There is a strong association between the symptoms in Criterion A
relationship problems, physical health, and mental
health and orgasm difficulties in women. Sociocultural Associated Features Supporting Diagnosis
factors (eg, gender role expectations and religious
norms) are also important influences on the experience • Female sexual interest/arousal disorder is frequently
of orgasmic difficulties associated with problems in experiencing orgasm, pain
experienced during sexual activity, infrequent sexual
• Genetic and Physiological
activity, and couple-level discrepancies in desire.
Female Sexual Interest/Arousal Disorder
Risk and Prognostic Factors
A. A Lack of, or significantly reduced, sexual
interest/arousal, as manifested by at least three of the • Temperamental. Temperamental factors include
following: negative cognitions and attitudes about sexuality and
1. Absent/reduced interest in sexual activity. past history of mental disorders. Differences in
2. Absent/reduced sexual/erotic thoughts or fantasies. propensity for sexual excitation and sexual inhibition
3. No/reduced initiation of sexual activity, and typically may also predict the likelihood of developing sexual
unreceptive to a partner's attempts to initiate. problems.
4. Absent/reduced sexual excitement/pleasure during • Environmental. Environmental factors include
sexual activity in almost all or all (approximately 75%- relationship difficulties, partner sexual functioning,
100%) sexual encounters (in identified situational and developmental history, such as early relationships
contexts or, if generalized, in all contexts). with caregivers and childhood stressors.
5. Absent/reduced sexual interest/arousal in response to • Genetic and Physiological
any internal or external sexual/erotic cues (e.g., Genito-Pelvic Pain/Penetration Disorder
written, verbal, visual).
6. Absent/reduced genital or nongenital sensations A. Persistent or recurrent difficulties with one (or more)
during sexual activity in almost all or all of the following:
(approximately 75%-100%) sexual encounters (in 1. Vaginal penetration during intercourse.
identified situational contexts or, if generalized, in all 2. Marked vulvovaginal or pelvic pain during vaginal
contexts). intercourse or penetration attempts.
B. The symptoms in Criterion A have persisted for a 3. Marked fear or anxiety about vulvovaginal or pelvic
minimum duration of approximately 6 months. pain in anticipation of, during, or as a result of vaginal
C. The symptoms in Criterion A cause clinically penetration
significant distress in the individual. 4. Marked tensing or tightening of the pelvic floor
D. The sexual dysfunction is not better explained by a muscles during attempted vaginal penetration.
nonsexual mental disorder or as a consequence of B. The symptoms in Criterion A have persisted for a
severe relationship distress (e.g., partner violence) or minimum duration of approximately 6 months.
 BASTA REVIEWER - JM

C. The symptoms in Criterion A cause clinically C. The symptoms in Criterion A cause clinically
significant distress in the individual. significant distress in the individual.
D. The sexual dysfunction is not better explained by a D. The sexual dysfunction is not better explained by a
nonsexual mental disorder or as a consequence of a nonsexual mental disorder or as a consequence of
severe relationship distress (e.g., partner violence) or severe relationship distress or other significant
other significant stressors and is not attributable to the stressors and is not attributable to these effects of a
effects of a substance/medication or another medical substance/medication or another medical condition
condition.
Specify whether:
Specify whether:
• Lifelong: The disturbance has been present since the
• Lifelong: The disturbance has been present since the individual became sexually active. Acquired: The
individual became sexually active. Acquired: The disturbance began after a period of relatively normal
disturbance began after a period of relatively normal sexual function.
sexual function. • Generalized: Not limited to certain types of
stimulation, situations, or partners. Situational: Only
Specify current severity:
occurs with certain types of stimulation, situations, or
• Mild: Evidence of mild distress over the symptoms in partners.
Criterion A. Specify current severity:
• Moderate: Evidence of moderate distress over the
symptoms in Criterion A. • Mild: Evidence of mild distress over the symptoms in
• Severe: Evidence of severe or extreme distress over Criterion A.
the symptoms in Criterion A • Moderate: Evidence of moderate distress over the
symptoms in Criterion A.
Associated Features Supporting Diagnosis
• Severe: Evidence of severe or extreme distress over
• Genito-pelvic pain/penetration disorder is frequently the symptoms in Criterion A
associated with other sexual dysfunctions, particularly Associated Features Supporting Diagnosis
reduced sexual desire and interest (female sexual
interest/arousal disorder). Sometimes desire and • Male hypoactive sexual desire disorder is sometimes
interest are preserved in sexual situations that are not associated with erectile and/or ejaculatory
painful or do not require penetration. Even when concerns. For example, persistent difficulties
individuals with genito-pelvic pain/penetration obtaining an erection may lead a man to lose interest
disorder report sexual interest/motivation, there is in sexual activity. Men with hypoactive sexual desire
often behavioral avoidance of sexual situations and disorder often report that they no longer initiate sexual
opportunities. activity and that they are minimally receptive to a
partner's attempt to initiate.
Risk and Prognostic Factors
Risk and Prognostic Factors
• Environmental. Sexual and/or physical abuse have
often been cited as predictors of the DSM-N-defined • Temperamental. Mood and anxiety symptoms appear
sexual pain disorders dyspareunia and vaginismus. to be strong predictors of low desire in men. Up to half
This is a matter of controversy in the current literature. of men with a past history of psychiatric symptoms
• Genetic and Physiological. Women experiencing may have moderate or severe loss of desire, compared
superficial pain during sexual intercourse often report with only 15% of those without such a history. A man's
the onset of the pain after a history of vaginal feelings about himself, his perception of his partner's
infections sexual desire toward him, feelings of being
emotionally connected, and contextual variables may
Male Hypoactive Sexual Desire Disorder all negatively (as well as positively) affect sexual
A. Persistently or recurrently deficient (or absent) desire.
sexual/erotic thoughts or fantasies and desire for • Environmental. Alcohol use may increase the
sexual activity. The judgment of deficiency is made by occurrence of low desire. Among gay men, self-
the clinician, taking into account factors that affect directed homophobia, interpersonal problems,
sexual functioning, such as age and general and attitudes, lack of adequate sex education, and trauma
sociocultural contexts of the individual's life. resulting from early life experiences must be taken into
B. The symptoms in Criterion A have persisted for a account in explaining the low desire. Social and
minimum duration of approximately 6 months. cultural contextual factors should also be considered.
 BASTA REVIEWER - JM

• Genetic and Physiological. Neurodevelopmental Disorders

Premature (Early) Ejaculation • Are a group of conditions with onset in the

developmental period.
A. A persistent or recurrent pattern of ejaculation
• The disorders typically manifest early in development,
occurring during partnered sexual activity within
often before the child enters grade school, and are
approximately 1 minute following vaginal penetration
characterized by developmental deficits that produce
and before the individual wishes it. Note: Although the
impairments of personal, social, academic, or
diagnosis of premature (early) ejaculation may be
occupational functioning.
applied to individuals engaged in nonvaginal sexual
• The range of developmental deficits varies from very
activities, specific duration criteria have not been
specific limitations of learning or control of executive
established for these activities.
functions to global impairments of social skills or
B. The symptom in Criterion A must have been present
intelligence.
for at least 6 months and must be experienced on
• The neurodevelopmental disorders frequently co-
almost all or all (approximately 75%-100%) occasions
occur; for example, individuals with autism spectrum
of sexual activity (in identified situational contexts or,
disorder often have intellectual disability (intellectual
if generalized, in all contexts).
developmental disorder), and many children with
C. The symptom in Criterion A causes clinically
attention-deficit/hyperactivity disorder (ADHD) also
significant distress in the individual.
have a specific learning disorder.
D. The sexual dysfunction is not better explained by a
• For some disorders, the clinical presentation includes
nonsexual mental disorder or as a consequence of
symptoms of excess as well as deficits and delays in
severe relationship distress or other significant
achieving expected milestones.
stressors and is not attributable to the effects of a
substance/medication or another medical condition. Neurodevelopmental Disorders
Specify whether: 1. Intellectual Disabilities
2. Communication Disorders
• Lifelong: The disturbance has been present since the
3. Autism Spectrum Disorder
individual became sexually active. Acquired: The
4. Attention-Deficit/Hyperactivity Disorder
disturbance began after a period of relatively normal
5. Specific Learning Disorder
sexual function.
6. Motor Disorders
• Generalized: Not limited to certain types of
7. Other Neurodevelopmental Disorders
stimulation, situations, or partners. Situational: Only
occurs with certain types of stimulation, situations, or Intellectual Disabilities
partners.
• Intellectual disability (intellectual developmental
Specify current severity: disorder) is characterized by deficits in general mental
abilities, such as reasoning, problem solving, planning,
• Mild: Evidence of mild distress over the symptoms in
abstract thinking, judgment, academic learning, and
Criterion A.
learning from experience.
• Moderate: Evidence of moderate distress over the
• The deficits result in impairments of adaptive
symptoms in Criterion A.
functioning, such that the individual fails to meet
• Severe: Evidence of severe or extreme distress over
standards of personal independence and social
the symptoms in Criterion A
responsibility in one or more aspects of daily life,
Associated Features Supporting Diagnosis including communication, social participation,
academic or occupational functioning, and personal
• Many males with premature (early) ejaculation independence at home or in community settings.
complain of a sense of lack of control over ejaculation
and report apprehension about their anticipated Intellectual Disability (Intellectual Developmental
inability to delay ejaculation on future sexual Disorder)
encounters. Intellectual disability (intellectual developmental disorder) is a
Risk and Prognostic Factors disorder with onset during the developmental period that
includes both intellectual and adaptive functioning deficits In
• Temperamental. Premature (early) ejaculation may conceptual, social, and practical domains. The following three
be more common in men with anxiety disorders, criteria must be met:
especially social anxiety disorder (social phobia)
• Genetic And Physiological.
 BASTA REVIEWER - JM

A. Deficits in intellectual functions, such as reasoning, factors and male vulnerability to brain insult may
problem solving, planning, abstract thinking, account for some of the gender differences.
judgment, academic learning, and learning from
experience, confirmed by both clinical assessment and Development and Course
individualized, standardized intelligence testing. • Onset of intellectual disability is in the developmental
B. Deficits in adaptive functioning that result in failure to period.
meet developmental and socio- cultural standards for
• The age and characteristic features at onset depend on
personal independence and social responsibility.
the etiology and severity of brain dysfunction.
Without ongoing support, the adaptive deficits limit
• Delayed motor, language, and social milestones may
functioning in one or more activities of daily life. such
be identifiable within the first 2 years of life among
as communication, social participation, and
those with more severe intellectual disability, while
independent living, across multiple environments,
mild levels may not be identifiable until school age
such as home, school, work, and community.
when difficulty with academic learning becomes
C. Onset of intellectual and adaptive deficits during the
apparent
developmental period.
Global Developmental Delay
Associated Features Supporting Diagnosis
• This diagnosis is reserved for individuals under the age
• A heterogeneous condition with multiple causes.
of 5 years when the clinical severity level cannot be
• There may be associated difficulties with social
reliably assessed during early childhood.
judgment; assessment of risk; self- management of
• This category is diagnosed when an individual fails to
behavior, emotions, or interpersonal relationships; or
meet expected developmental milestones in several
motivation in school or work environments.
areas of intellectual functioning and applies to
• Lack of communication skills may predispose to
individuals who are unable to undergo systematic
disruptive and aggressive behaviors. Gullibility is
assessments of intellectual functioning, including
often a feature, involving naiveté in social situations children who are too young to participate in
and a tendency for being easily led by others.
standardized testing. This category requires
• Gullibility and lack of awareness of risk may result in reassessment after a period of time.
exploitation by others and possible victimization,
fraud, unintentional criminal involvement, false Unspecified Intellectual Disability (Intellectual
confessions, and risk for physical and sexual abuse. Developmental Disorder)
• Individuals with a diagnosis of intellectual disability
with co-occurring mental disorders are at risk for • This category is reserved for individuals over the age
suicide. They think about suicide, make suicide of 5 years when assessment of the degree of
attempts, and may die from them. Thus, screening for intellectual disability (intellectual developmental
suicidal thoughts is essential in the assessment disorder) by means of locally available procedures is
process. Because of a lack of awareness of risk and rendered difficult or impossible because of associated
danger, accidental injury rates may be increased. sensory or physical impairments, as in blindness or
prelingual deafness; locomotor disability: or presence
Prevalence of severe problem behaviors or co-occurring mental
disorder.
• Intellectual disability has an overall general population • This category should only be used in exceptional
prevalence of approximately 1%. and prevalence rates circumstances and requires reassessment after a period
vary by age. Prevalence for severe intellectual of time.
disability is approximately 6 per 1,000.
Communication Disorder
Risk and Prognostic Factors
• Disorders of communication include deficits in
• Genetic and physiological. language, speech, and communication.
Gender-Related Diagnostic Issues • Speech is the expressive production of sounds and
includes an individual's articulation, fluency, voice,
• Overall, males are more likely than females to be and resonance quality.
diagnosed with both mild (average male female ratio • Language includes the form, function, and use of a
1.6:1) and severe (average male: female ratio 1.2:1) conventional system of symbols (i.e., spoken words,
forms of intellectual disability. However, gender ratios sign language, written words, pictures) in a rule-
vary widely in reported studies. Sex-linked genetic governed manner for communication.
 BASTA REVIEWER - JM

• Communication includes any verbal or nonverbal variation in early vocabulary acquisition and early
behavior (whether intentional or unintentional) that word combinations, and individual differences are not,
influences the behavior, ideas, or attitudes of another as single indicators, highly predictive of later
individual. outcomes.
• By age 4 years, individual differences in language
Language Disorder ability are more stable, with better measurement
A. Persistent difficulties in the acquisition and use of accuracy, and are highly predictive of later outcomes.
language across modalities (i.e. spoken, written, sign • Language disorder diagnosed from 4 years of age is
language, or other) due to deficits in comprehension or likely to be stable over time and typically persists into
production that include the following: adulthood, although the particular profile of language
1. Reduced vocabulary (word knowledge and use). strengths and deficits is likely to change over the
2. Limited sentence structure (ability to put words and course of development.
word endings together to form sentences based on the
Speech Sound Disorder
rules of grammar and morphology).
3. Impairments in discourse (ability to use vocabulary A. Persistent difficulty with speech sound production that
and connect sentences to ex- plain or describe a topic interferes with speech intelligibility or prevents verbal
or series of events or have a conversation). communication of messages.
B. Language abilities are substantially and quantifiably B. The disturbance causes limitations in effective
below those expected for age, resulting in functional communication that interfere with social participation,
limitations in effective communication, social academic achievement, or occupational performance,
participation, aca- demic achievement, or occupational individually or in any combination.
performance, individually or in any combination. C. Onset of symptoms is in the early developmental
C. Onset of symptoms is in the early developmental period.
period. D. The difficulties are not attributable to congenital or
D. The difficulties are not attributable to hearing or other acquired conditions, such as cerebral palsy, cleft
sensory impairment, motor dysfunction, or another palate, deafness or hearing loss, traumatic brain injury,
medical or neurological condition and are not better or other medical or neurological conditions.
explained by intellectual disability (intellectual
developmental disorder) or global developmental Associated Features Supporting Diagnosis
delay.
• Language disorder, particularly expressive deficits,
Associated Features Supporting Diagnosis may be found to co-occur with speech sound disorder.
• A positive family history of speech or language
• A positive family history of language disorders is often disorders is often present.
present. Individuals, even children, can be adept at • If the ability to rapidly coordinate the articulators is a
accommodating to their limited language. particular aspect of difficulty, there may be a history of
• They may appear to be shy or reticent to talk. delay or incoordination in acquiring skills that also
• Affected individuals may prefer to communicate only utilize the articulators and related facial musculature;
with family members or other familiar individuals. among others, these skills include chewing,
• Although these social indicators are not diagnostic of maintaining mouth closure, and blowing the nose
a language disorder, if they are notable and persistent,
they warrant referral for a full language assessment. Development and Course
• Language disorder, particularly expressive deficits, • It is not unusual for typically developing children to
may co-occur with speech sound disorder. use developmental processes for shortening words and
Risk and Prognostic Factors: Genetic And Physiological. syllables as they are learning to talk, but their
progression in mastering speech sound production
Development and Course should result in mostly ineligible speech by age 3
years.
• Language acquisition is marked by changes from onset • Children with speech sound disorder continue to use
in toddlerhood to the adult level of competency that immature phonological simplification processes past
appears during adolescence. Changes appear across the age when most children can produce words clearly.
the dimensions of language (sounds, words, grammar,
• Most speech sounds should be produced clearly and
narratives/expository texts, and conversational skills)
most words should be pronounced accurately
in age-graded increments and synchronies.
according to age and community norms by age 7 years.
• Language disorder emerges during the early
developmental period; however, there is considerable
 BASTA REVIEWER - JM

• The most frequently misarticulated sounds also tend to Social (Pragmatic) Communication Disorder Diagnostic
be learned later, leading them to be called the "late Criteria
eight (/, r, s, z, th, ch, dzh, and zh).
A. Persistent difficulties in the social use of verbal and
Childhood-Onset Fluency Disorder (Stuttering) nonverbal communication as manifested by all of the
following:
A. Disturbances in the normal fluency and time 1. Deficits in using communication for social purposes,
patterning of speech that are inappropriate for the such as greeting and sharing information, in a manner
individual's age and language skills, persist over time, that is appropriate for the social context.
and are characterized by frequent and marked 2. Impairment of the ability to change communication to
occurrences of one (or more) of the following: match context or the needs of the listener, such as
1. Sound and syllable repetitions. speaking differently in a classroom than on a
2. Sound prolongations of consonants as well as vowels. playground, talk- ing differently to a child than to an
3. Broken words (e.g., pauses within a word). adult, and avoiding use of overly formal language.
4. Audible or silent blocking (filled or unfilled pauses in 3. Difficulties following rules for conversation and
speech). storytelling, such as taking turns in conversation,
5. Circumlocutions (word substitutions to avoid rephrasing when misunderstood, and knowing how to
problematic words). use verbal and nonverbal signals to regulate
6. Words produced with an excess of physical tension. interaction.
7. Monosyllabic whole-word repetitions (e.g., "1-1-1-I 4. Difficulties understanding what is not explicitly stated
see him"). (e.g., making inferences) and nonliteral or ambiguous
B. The disturbance causes anxiety about speaking or meanings of language (e.g., idioms, humor,
limitations in effective communication, social metaphors, multiple meanings that depend on the
participation, or academic or occupational context for interpretation).
performance, individually or in any combination. B. The deficits result in functional limitations in effective
C. The onset of symptoms is in the early developmental communication, social participation, social
period. (Note: Later-onset cases are diagnosed as relationships, academic achievement, or occupational
307.0 (F98.5] adult-onset fluency disorder.) performance, individually or in combination.
D. The disturbance is not attributable to a speech-motor C. The onset of the symptoms is in the early
or sensory deficit, dysfluency as- sociated with developmental period (but deficits may not become
neurological insult (e.g., stroke, tumor, trauma), or fully manifest until social communication demands
another medical condition and is not better explained exceed limited capacities).
by another mental disorder. D. The symptoms are not attributable to another medical
Associated Features Supporting Diagnosis or neurological condition or to low abilities in the
domains of word structure and grammar, and are not
• Fearful anticipation of the problem may develop. The better explained by autism spectrum disorder,
speaker may attempt to avoid dysfluencies by intellectual disability (intellectual developmental
linguistic mechanisms (e.g., altering the rate of speech, disorder). global developmental delay, or another
avoiding certain words or sounds) or by avoiding mental disorder.
certain speech situations, such as telephoning or public
Development and Course
speaking.
• In addition to being features of the condition, stress • Because social (pragmatic) communication depends
and anxiety have been shown to exacerbate on adequate developmental progress in speech and
dysfluency. language, diagnosis of social (pragmatic)
• Childhood-onset fluency disorder may also be communication disorder is rare among children
accompanied by motor movements (e.g., eye blinks, younger than 4 years.
tics, tremors of the lips or face, jerking of the head, • By age 4 or 5 years, most children should possess
breathing movements, fist clenching). adequate speech and language abilities to permit
identification of specific deficits in social
Developmental Course
communication
• Childhood-onset fluency disorder, or developmental
Risk And Prognostic Factors: Genetic And Physiological.
stuttering, occurs by age 6 for 80%- 90% of affected
individuals, with age at onset ranging from 2 to 7
years. The onset can be insidious or more sudden

Risk and Prognostic Factors: Genetic And Physiological.

 BASTA REVIEWER - JM

Autism Spectrum Disorder E. These disturbances are not better explained by

intellectual disability (intellectual developmental
A. Persistent deficits in social communication and social disorder) or global developmental delay. Intellectual
interaction across multiple con- texts, as manifested by disability and autism spectrum disorder frequently co-
the following, currently or by history (examples are occur; to make comorbid diagnoses of autism
illustrative, not exhaustive; see text): spectrum disorder and intellectual disability, social
1. Deficits in social-emotional reciprocity, ranging, for communication should be below that expected for
example, from abnormal social approach and failure of general developmental level.
normal back-and-forth conversation; to reduced
sharing of interests, emotions, or affect; to failure to Associated Features Supporting Diagnosis
initiate or respond to social interactions.
2. Deficits in nonverbal communicative behaviors used • Many individuals with autism spectrum disorder also
for social interaction, ranging, for example, from have intellectual impairment and/or language
poorly integrated verbal and nonverbal impairment (e.g., slow to talk, language
communication; to abnormalities in eye contact and comprehension behind production).
body language or deficits in understanding and use of • Motor deficits are often present, including odd gait,
gestures; to a total lack of facial expressions and clumsiness, and other abnormal motor signs (e.g.,
nonverbal communication. walking on tiptoes).
3. Deficits in developing, maintaining, and • Self-injury (e.g., head banging, biting the wrist) may
understanding relationships, ranging, for ex- ample, occur, and disruptive/challenging behaviors are more
from difficulties adjusting behavior to suit various common in children and adolescents with autism
social contexts; to difficulties in sharing imaginative spectrum disorder than other disorders, including
play or in making friends; to absence of interest in intellectual disability.
peers.
Development and Course
B. Restricted, repetitive patterns of behavior, interests, or
activities, as manifested by at least two of the • Symptoms are typically recognized during the second
following, currently or by history (examples are year of life (12-24 months of age) but may be seen
illustrative, not exhaustive; see text): earlier than 12 months if developmental delays are
1. Stereotyped or repetitive motor movements, use of severe or noted later than 24 months if symptoms are
objects, or speech (e.g., simple motor stereotypies, more subtle.
lining up toys or flipping objects, echolalia, • The pattern of onset description might include
idiosyncratic phrases). information about early developmental delays or any
2. Insistence on sameness, inflexible adherence to losses of social or language skills.
routines, or ritualized patterns of verbal or nonverbal
behavior (e.g., extreme distress at small changes, First symptoms of autism spectrum disorder frequently
difficulties with transitions, rigid thinking patterns, involve
greeting rituals, need to take same route or eat same
• Delayed language development, often accompanied by
food every day).
lack of social interest or unusual social interactions
3. Highly restricted, fixated interests that are abnormal in
(e.g. pulling individuals by the hand without any
intensity or focus (e.g., strong attachment to or
attempt to look at them).
preoccupation with unusual objects, excessively
circum- scribed or perseverative interests). • Odd play patterns (e.g., carrying toys around but never
4. Hyper- or hyperreactivity to sensory input or unusual playing with them), unusual communication patterns
interest in sensory aspects of the environment (e.g., (e.g., knowing the alphabet but not responding to own
apparent indifference to pain/temperature, adverse name).
response to specific sounds or textures, excessive During the second year, add and repetitive behaviors and
smelling or touching of objects, visual fascination with the absence of typical play become more apparent.
lights or movement).
C. Symptoms must be present in the early developmental • Strong preferences and enjoy repetition (e.g., eating
period (but may not become fully manifest until social the same foods, watching the same video multiple
demands exceed limited capacities or may be masked times).
by learned strategies in later life). • The clinical distinction is based on the type, frequency,
D. Symptoms cause clinically significant impairment in and intensity of the behavior (e.g., a child who daily
social, occupational, or other important areas of lines up objects for hours and is very distressed if any
current functioning. item is moved)
 BASTA REVIEWER - JM

Risk and Prognostic Factors h. Is often easily distracted by extraneous stimuli (for
older adolescents and adults, may include unrelated
• Environmental. A variety of nonspecific risk factors, thoughts).
such as advanced parental age, low birth weight, or i. Is often forgetful in daily activities (e.g., doing chores,
fetal exposure to valproate, may contribute to risk of running errands; for older adolescents and adults,
autism spectrum disorder. returning calls, paying bills, keeping appointments).
Gender-Related Diagnostic Issues 2. Hyperactivity and impulsivity: Six (or more) of the
following symptoms have persisted for at least 6
• Autism spectrum disorder is diagnosed four times months to a degree that is inconsistent with
more often in males than in females. developmental level and that negatively impacts
directly on social and academic/occupational
Attention-Deficit/Hyperactivity Disorder activities: Note: The symptoms are not solely a
A. A persistent pattern of inattention and/or manifestation of oppositional behavior, defiance,
hyperactivity-impulsivity that interferes with hostility, or a failure to understand tasks or
functioning or development, as characterized by (1) instructions. For older adolescents and adults (age 17
and/or (2): and older), at least five symptoms are required.
1. Inattention: Six (or more) of the following symptoms a. Often fidgets with or taps hands or feet or squirms in
have persisted for at least 6 months to a degree that is seat.
inconsistent with developmental level and that b. Often leaves seat in situations when remaining seated
negatively impacts directly on social and is expected (e.g., leaves his or her place in the
academic/occupational activities: Note: The classroom, in the office or other workplace, or in other
symptoms are not solely a manifestation of situations that require remaining in place).
oppositional behavior, defiance, hostility, or failure to c. Often runs about or climbs in situations where it is
understand tasks or instructions. For older adolescents inappropriate. (Note: In adolescents or adults, may be
and adults (age 17 and older), at least five symptoms limited to feeling restless.)
are required. d. Often unable to play or engage in leisure activities
a. Often fails to give close attention to details or makes quietly.
careless mistakes in schoolwork, at work, or during e. Is often "on the go," acting as if "driven by a motor"
other activities (e.g., overlooks or misses details, work (e.g., is unable to be or un- comfortable being still for
is inaccurate). extended time, as in restaurants, meetings; may be
b. Often has difficulty sustaining attention in tasks or experienced by others as being restless or difficult to
play activities (e.g., has difficulty remaining focused keep up with).
during lectures, conversations, or lengthy reading). f. Often talks excessively.
c. Often does not seem to listen when spoken to directly g. Often blurts out an answer before a question has been
(e.g. mind seems elsewhere, even in the absence of any completed (e.g., completes people's sentences; cannot
obvious distraction). wait for turn in conversation).
d. Often does not follow through on instructions and fails h. Often has difficulty waiting his or her turn (e.g., while
to finish schoolwork, chores, or duties in the waiting in line).
workplace (e.g., starts tasks but quickly loses focus i. Often interrupts or intrudes on others (e.g., butts into
and is easily sidetracked). conversations, games, or activities; may start using
e. Often has difficulty organizing tasks and activities other people's things without asking or receiving per-
(e.g., difficulty managing sequential tasks; difficulty mission; for adolescents and adults, may intrude into
keeping materials and belongings in order; messy, dis- or take over what others are doing).
organized work; has poor time management; fails to B. Several inattentive or hyperactive-impulsive
meet deadlines). symptoms were present prior to age 12 years.
f. Often avoids, dislikes, or is reluctant to engage in tasks C. Several inattentive or hyperactive-impulsive
that require sustained mental effort (e.g., schoolwork symptoms are present in two or more set- tings (e.g.,
or homework; for older adolescents and adults, at home, school, or work; with friends or relatives; in
preparing reports, completing forms, reviewing other activities).
lengthy papers). D. There is clear evidence that the symptoms interfere
g. Often loses things necessary for tasks or activities with, or reduce the quality of, social, academic, or
(e.g., school materials, pencils, books, tools, wallets, occupational functioning.
keys, paperwork, eyeglasses, mobile telephones). E. The symptoms do not occur exclusively during the
course of schizophrenia or another psychotic disorder
and are not better explained by another mental disorder
(e.g., mood disorder, anxiety disorder, dissociative
 BASTA REVIEWER - JM

disorder, personality disorder, substance intoxication Specific Learning Disorder

or withdrawal).
A. Difficulties learning and using academic skills, as
Associated Features Supporting Diagnosis indicated by the presence of at least one of the
following symptoms that have persisted for at least 6
• Associated features may include low frustration months, despite the provision of interventions that
tolerance, irritability, or mood lability. target those difficulties:
• Inattentive behavior is associated with various 1. Inaccurate or slow and effortful word reading (e.g.,
underlying cognitive processes, and individuals with reads single words aloud incorrectly or slowly and
ADHD may exhibit cognitive problems on tests of hesitantly, frequently guesses words, has difficulty
attention, executive function, or memory. sounding out words).
• By early adulthood, ADHD is associated with an 2. Difficulty understanding the meaning of what is read
increased risk of suicide attempt, primarily when (e.g., may read text accurately but not understand the
comorbid with mood, conduct, or substance use sequence, relationships, inferences, or deeper
disorders meanings of what is read).
3. Difficulties with spelling (e.g., may add, omit, or
Development and Course
substitute vowels or consonants).
• In preschool, the main manifestation is hyperactivity. 4. Difficulties with written expression (e.g., makes
• Inattention becomes more prominent during multiple grammatical or punctuation errors within
elementary school. sentences; employs poor paragraph organization;
• During adolescence, signs of hyperactivity (e.g., written expression of ideas lacks clarity).
running and climbing) are less common and may be 5. Difficulties mastering number sense, number facts, or
confined to fidgetiness or an inner feeling of calculation (e.g., has poor understanding of numbers,
jitteriness, restlessness, or impatience. their magnitude, and relationships; counts on fingers
• In adulthood, along with inattention and restlessness, to add single-digit numbers instead of recalling the
impulsivity may remain problematic even when math fact as peers do; gets lost in the midst of
hyperactivity has diminished. arithmetic computation and may switch procedures).
6. Difficulties with mathematical reasoning (e.g., has
Risk and Prognostic Factors severe difficulty applying mathematical concepts,
facts, or procedures to solve quantitative problems).
• Temperamental. ADHD is associated with reduced B. The affected academic skills are substantially and
behavioral inhibition, effortful control, or constraint; quantifiably below those expected for the individual's
negative emotionality; and/or elevated novelty chronological age, and cause significant interference
seeking. with academic or occupational performance, or with
• Environmental. Very low birth weight (less than activities of daily living, as confirmed by individually
1,500 grams) conveys a two- to threefold risk for administered standardized achievement measures and
ADHD, but most children with low birth weight do not comprehensive clinical assessment. For individuals
develop ADHD. Exposure to environmental toxicants age 17 years and older, a documented history of
has been correlated with subsequent ADHD, but it is impairing learning difficulties may be substituted for
not known whether these associations are causal. the standardized assessment.
• Genetic And Physiological. ADHD is elevated in the C. The learning difficulties begin during school-age years
first-degree biological relatives of individuals with but may not become fully manifest until the demands
ADHD. The heritability of ADHD is substantial. for those affected academic skills exceed the
While specific genes have been correlated with individual's limited capacities (e.g., as in timed tests,
ADHD, they are neither necessary nor sufficient reading or writing lengthy complex reports for a tight
causal factors. deadline, excessively heavy academic loads).
D. The learning difficulties are not better accounted for
Gender-Related Diagnostic Issues
by intellectual disabilities, uncorrected visual or
• ADHD is more frequent in males than in females in auditory acuity, other mental or neurological disorders,
the general population, with a ratio of approximately psychosocial adversity, lack of proficiency in the
2:1 in children and 1.6:1 in adults. Females are more language of academic instruction, or inadequate
likely than males to present primarily with inattentive educational instruction.
features
 BASTA REVIEWER - JM

Risk and Prognostic Factors B. The repetitive motor behavior interferes with social,
academic, or other activities and may result in self-
Environmental. Prematurity or very low birth weight increases injury.
the risk for specific learning disorder, as does prenatal exposure C. Onset is in the early developmental period.
to nicotine. D. The repetitive motor behavior is not attributable to the
Genetic And Physiological. Specific learning disorder appears physiological effects of a sub- stance or neurological
to aggregate in families, particularly when affecting reading, condition and is not better explained by another
mathematics, and spelling. neurodevelopmental or mental disorder (e.g.,
trichotillomania [hair-pulling disorder), obsessive-
Motor Disorders compulsive disorder).
Developmental Coordination Disorder Risk and Prognostic Factors
A. The acquisition and execution of coordinated motor • Environmental. Social isolation is a risk factor for
skills is substantially below that expected given the self-stimulation that may progress to stereotypic
individual's chronological age and opportunity for movements with repetitive self-injury. Environmental
skill learning and use. Difficulties are manifested as stress may also trigger stereotypic behavior. Fear may
clumsiness (e.g., dropping or bumping into objects) as alter physiological state, resulting in increased
well as slowness and inaccuracy of performance of frequency of stereotypic behaviors.
motor skills (e.g., catching an object, using scissors or • Genetic And Physiological. Lower cognitive
cutlery, handwriting, riding a bike, or participating in functioning is linked to greater risk for stereotypic
sports). behaviors and poorer response to interventions.
B. The motor skills deficit in Criterion A significantly and
persistently interferes with activities of daily living Tic Disorders
appropriate to chronological age (e.g., self-care and
Note: A tic is a sudden, rapid, recurrent, nonrhythmic motor
self-maintenance) and impacts academic/school
movement or vocalization. 307.23 (F95.2)
productivity, prevocational and vocational activities,
leisure, and play. Tourette's Disorder
C. Onset of symptoms is in the early developmental
period. A. Both multiple motor and one or more vocal tics have
D. The motor skills deficits are not better explained by been present at some time during the illness, although
intellectual disability (intellectual developmental not necessarily concurrently.
disorder) or visual impairment and are not attributable B. The tics may wax and wane in frequency but have
to a neurological condition affecting movement (e.g., persisted for more than 1 year since first tic onset.
cerebral palsy, muscular dystrophy, degenerative C. Onset is before age 18 years.
disorder). D. The disturbance is not attributable to the physiological
effects of a substance (e.g., cocaine) or another
Risk and Prognostic Factors medical condition (e.g., Huntington's disease,
postviral encephalitis).
• Environmental. Developmental coordination
disorder is more common following prenatal exposure Persistent (Chronic) Motor or Vocal Tic Disorder
to alcohol and in preterm and low-birth- weight
children. A. Single or multiple motor or vocal tics have been
• Genetic And Physiological. Impairments in present during the illness, but not both motor and
underlying neurodevelopmental processes- vocal.
particularly in visual-motor skills, both in visual- B. The tics may wax and wane in frequency but have
motor perception and spatial mentalizing-have been persisted for more than 1 year since first tic onset.
found and affect the ability to make rapid motoric C. Onset is before age 18 years.
adjustments as the complexity of the required D. The disturbance is not attributable to the physiological
movements increases. effects of a substance (e.g., cocaine) or another
medical condition (e.g., Huntington's disease,
Stereotypic Movement Disorder postviral encephalitis).
E. Criteria have never been met for Tourette's disorder.
A. Repetitive, seemingly driven, and apparently
purposeless motor behavior (e.g., hand shaking or Specify if:
waving, body rocking, head banging, self-biting,
hitting own body). • With motor tics only
• With vocal tics only
 BASTA REVIEWER - JM

Provisional Tic Disorder mescaline, which cause sensory distortions

and mood changes.
A. Single or multiple motor and/or vocal tics. 5. Inhalants - Substances like glue, paint thinner, or
B. The tics have been present for less than 1 year since nitrous oxide that produce mind-altering effects when
first tic onset. inhaled, often causing dizziness and euphoria.
C. Onset is before age 18 years. 6. Opioids - Pain-relieving drugs such as heroin,
D. The disturbance is not attributable to the physiological morphine, and prescription painkillers that can cause
effects of a substance (e.g., cocaine) or another drowsiness and euphoria but also have a high risk of
medical condition (e.g., Huntington's disease, addiction.
postviral encephalitis). 7. Sedatives, Hypnotics, or Anxiolytics - Medications
E. Criteria have never been met for Tourette's disorder or like benzodiazepines and barbiturates that depress the
persistent (chronic) motor or vocal tic disorder. central nervous system, used to treat anxiety and sleep
Risk and Prognostic Factors disorders.
8. Stimulants - Drugs that increase energy and alertness:
• Temperamental. Tics are worsened by anxiety, ➢ Amphetamine-type substances - Includes
excitement, and exhaustion and are better during calm, Adderall and methamphetamine, which boost
focused activities. Individuals may have fewer tics focus and energy.
when engaged in schoolwork or tasks at work than ➢ Cocaine - A powerful stimulant that causes
when relaxing at home after school or in the evening. euphoria and increased energy but can also
Stressful/exciting events (e.g., taking a test, lead to paranoia and heart issues.
participating in exciting activities) often make tics ➢ Other Stimulants - Includes substances like
worse. MDMA (ecstasy), which enhances mood and
• Environmental. Observing a gesture or sound in perception.
another person may result in an individual with a tic 9. Tobacco - Contains nicotine, a stimulant that increases
disorder making a similar gesture or sound, which may heart rate and can be highly addictive.
be incorrectly perceived by others as purposeful. This 10. Other (or Unknown) Substances - Any substance
can be a particular problem when the individual is with psychoactive effects that does not fit into the
interacting with authority figures (e.g. teachers, above categories or has unclear effects.
supervisors, police).
Alcohol-Related Disorders
• Genetic And Physiological. Genetic and
environmental factors influence tic symptom 1. Alcohol Use Disorder
expression and severity. 2. Alcohol Intoxication
3. Alcohol Withdrawal
Substance-Related And Addictive Disorders
4. Alcohol-Induced Mental Disorders
The substance-related disorders encompass 10 separate classes 5. Unspecified Alcohol-Related Disorder
of drugs: alcohol; caffeine; cannabis; hallucinogens (with
Alcohol Use Disorder
separate categories for phencyclidine and other hallucinogens);
inhalants; opioids; sedatives, hypnotics, or anxiolytics; A. A problematic pattern of alcohol use leading to
stimulants (amphetamine-type substances, cocaine, and other clinically significant impairment or distress, as
stimulants); tobacco; and other (or unknown) substances manifested by at least two of the following, occurring
within a 12- month period:
1. Alcohol - A depressant that slows down brain activity,
1. Alcohol is often taken in larger amounts or over a
affecting coordination, judgment, and behavior.
longer period than was intended.
2. Caffeine - A stimulant found in coffee, tea, and energy
2. There is a persistent desire or unsuccessful efforts to
drinks that increases alertness and reduces fatigue.
cut down or control alcohol use.
3. Cannabis - A psychoactive drug from the marijuana
3. A great deal of time is spent in activities necessary to
plant that can cause relaxation, altered perception, and,
obtain alcohol, use alcohol, or recover from its effects.
in some cases, anxiety or paranoia.
4. Craving, or a strong desire or urge to use alcohol.
4. Hallucinogens - Substances that alter perception,
5. Recurrent alcohol use resulting in a failure to fulfill
thoughts, and emotions:
major role obligations at work, school, or home.
➢ Phencyclidine (PCP) - A dissociative
6. Continued alcohol use despite having persistent or
hallucinogen that can cause detachment from
recurrent social or interpersonal problems caused or
reality, aggression, and numbness.
exacerbated by the effects of alcohol.
➢ Other Hallucinogens - Includes LSD,
psilocybin (magic mushrooms), and
 BASTA REVIEWER - JM

7. Important social, occupational, or recreational 1. Autonomic hyperactivity (e.g., sweating or pulse rate
activities are given up or reduced because of alcohol greater than 100 bpm)
use. 2. Increased hand tremor.
8. Recurrent alcohol use in situations in which it is 3. Insomnia.
physically hazardous. 4. Nausea or vomiting.
9. Alcohol use is continued despite knowledge of having 5. Transient visual, tactile, or auditory hallucinations or
a persistent or recurrent physical or psychological illusions.
problem that is likely to have been caused or 6. Psychomotor agitation.
exacerbated by alcohol. 7. Anxiety.
10. Tolerance, as defined by either of the following: 8. Generalized tonic-clonic seizures.
a. A need for markedly increased amounts of alcohol to C. The signs or symptoms in Criterion B cause clinically
achieve intoxication or desired effect. significant distress impairment in social, occupational,
b. A markedly diminished effect with continued use of or other important areas of functioning.
the same amount of alcohol. D. The signs or symptoms are not attributable to another
11. Withdrawal, as manifested by either of the following: medical condition and not better explained by another
a. The characteristic withdrawal syndrome for alcohol mental disorder, including intoxication withdrawal
(refer to Criteria A and B of the criteria set for alcohol from another substance.
withdrawal).
b. Alcohol (or a closely related substance, such as a Caffeine-Related Disorders
benzodiazepine) is taken to relieve or avoid • Caffeine Intoxication
withdrawal symptoms.
• Caffeine Withdrawal
Alcohol Intoxication • Caffeine-Induced Mental Disorders
• Unspecified Caffeine-Related Disorder
A. Recent ingestion of alcohol.
B. Clinically significant problematic behavioral or Cannabis-Related Disorders
psychological changes (e.g. inappropriate sexual or
• Cannabis Use Disorder
aggressive behavior, mood lability, impaired judgment
that developed during, or shortly after, alcohol • Cannabis Intoxication
ingestion. • Cannabis Withdrawal
C. One (or more) of the following signs or symptoms • Cannabis-Induced Mental Disorders
developing during, or shorth after, alcohol use: • Unspecified Cannabis-Related Disorder
1. Slurred speech.
Hallucinogen-Related Disorders
2. Incoordination.
3. Unsteady gait. • Phencyclidine Use Disorder
4. Nystagmus. • Other Hallucinogen Use Disorder
5. Impairment in attention or memory. • Phencyclidine Intoxication
6. Stupor or coma. • Other Hallucinogen Intoxication
D. The signs or symptoms are not attributable to another • Hallucinogen Persisting Perception Disorder
medical condition and are not better explained by
• Phencyclidine-Induced Mental Disorders
another mental disorder, including intoxication with
• Hallucinogen-Induced Mental Disorders
another substance.
• Unspecified Phencyclidine-Related Disorder
Coding note: The ICD-10-CM code depends on whether there • Unspecified Hallucinogen-Related Disorder
is a comorbid alcohol use disorder. If a mild alcohol use
disorder is comorbid, the ICD-10-CM code is F10.120, and if a Inhalant-Related Disorders
moderate or severe alcohol use disorder is comorbid, the ICD- • Inhalant Use Disorder
10 CM code is F10.220. If there is no comorbid alcohol use • Inhalant Intoxication
disorder, then the ICD-10 CM code is F10.920.
• Inhalant-Induced Mental Disorders
Alcohol Withdrawal • Unspecified Inhalant-Related Disorder

A. Cessation of (or reduction in) alcohol use that has been Opioid-Related Disorders
heavy and prolonged.
• Opioid Use Disorder
B. Two (or more) of the following, developing within
several hours to a few da after the cessation of (or • Opioid Intoxication
reduction in) alcohol use described in Criterion A: • Opioid Withdrawal
• Opioid-Induced Mental Disorders
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• Unspecified Opioid-Related Disorder 9. Relies on others to provide money to relieve desperate

financial situations caused by gambling.
Sedative-, Hypnotic-, or Anxiolytic-Related B. The gambling behavior is not better explained by a
Disorders manic episode.

Specify if:
• Sedative, Hypnotic, or Anxiolytic Use Disorder
• Sedative, Hypnotic, or Anxiolytic Intoxication • Episodic: Meeting diagnostic criteria at more than one
• Sedative, Hypnotic, or Anxiolytic Withdrawal time point, with symptoms subsiding between periods
• Sedative-, Hypnotic-, or Anxiolytic-Induced Mental of gambling disorder for at least several months.
Disorders • Persistent: Experiencing continuous symptoms, to
• Unspecified Sedative-, Hypnotic-, or Anxiolytic- meet diagnostic criteria for multiple years.
Related Disorder
Sleep-Wake Disorders
Stimulant-Related Disorders
• Sleep-wake disorders is intended for use by general
• Stimulant Use Disorder mental health and medical clinicians (those caring for
• Stimulant Intoxication adult, geriatric, and pediatric patients).
• Stimulant Withdrawal • Individuals with these disorders typically present with
• Stimulant-Induced Mental Disorders sleep-wake complaints of dissatisfaction regarding the
• Unspecified Stimulant-Related Disorder quality, timing, and amount of sleep. Resulting
daytime distress and impairment are core features
Tobacco-Related Disorders shared by all of these sleep-wake disorders.
• Tobacco Use Disorder Sleep-Wake Disorders Encompass 10 Disorders Or
• Tobacco Withdrawal Disorder Groups:
• Tobacco-Induced Mental Disorders
• Unspecified Tobacco-Related Disorder 1. Insomnia Disorder
2. Hypersomnolence Disorder
Non-Substance-Related Disorders 3. Narcolepsy
4. Breathing-Related Sleep Disorders
Gambling Disorder
5. Circadian Rhythm Sleep-Wake Disorders
A. Persistent and recurrent problematic gambling 6. Non-Rapid Eye Movement (NREM) Sleep Arousal
behavior leading to clinically significant impairment Disorders
or distress, as indicated by the individual exhibiting 7. Nightmare Disorder
four (or more) of the following in a 12-month period: 8. Rapid Eye Movement (REM) Sleep Behavior
1. Needs to gamble with increasing amounts of money in Disorder
order to achieve the desired excitement. 9. Restless Legs Syndrome
2. Is restless or irritable when attempting to cut down or 10. Substance/Medication-Induced Sleep Disorder
stop gambling.
Insomnia Disorder
3. Has made repeated unsuccessful efforts to control, cut
back, or stop gambling. A. A predominant complaint of dissatisfaction with sleep
4. Is often preoccupied with gambling (e.g., having quantity or quality, associated with one (or more) of
persistent thoughts of reliving past gambling the following symptoms:
experiences, handicapping or planning the next 1. Difficulty initiating sleep. (In children, this may
venture, thinking of ways to get money with which to manifest as difficulty initiating sleep without caregiver
gamble). intervention.) Sleep onset insomnia (or initial
5. Often gambles when feeling distressed (e.g., helpless, insomnia)
guilty, anxious, depressed). 2. Difficulty maintaining sleep, characterized by frequent
6. After losing money gambling, often returns another awakenings or problems returning to sleep after
day to get even ("chasing" one's losses). awakenings. (In children, this may manifest as
7. Lies to conceal the extent of involvement with difficulty returning to sleep without caregiver
gambling. intervention.) Sleep maintenance insomnia (or middle
8. Has jeopardized or lost a significant relationship, job, insomnia)
or educational or career opportunity because of 3. Early-morning awakening with inability to return to
gambling. sleep. Late insomnia
 BASTA REVIEWER - JM

B. The sleep disturbance causes clinically significant E. The hypersomnolence is not attributable to the
distress or impairment in social, occupational, physiological effects of a substance (e.g., a drug of
educational, academic, behavioral, or other important abuse, a medication).
areas of functioning. F. Coexisting mental and medical disorders do not
C. The sleep difficulty occurs at least 3 nights per week. adequately explain the predominant complaint of
D. The sleep difficulty is present for at least 3 months. hypersomnolence.
E. The sleep difficulty occurs despite adequate
opportunity for sleep. Associated Features Supporting Diagnosis: A subset of
F. The insomnia is not better explained by and does not individuals with hypersomnolence disorder have a family
occur exclusively during the course of another sleep- history of hypersomnolence and also have symptoms of
wake disorder (e.g., narcolepsy, a breathing-related autonomic nervous system dysfunction, including recurrent
sleep disorder, a circadian rhythm sleep-wake vascular-type headaches, reactivity of the peripheral vascular
disorder, a parasomnia). system (Raynaud's phenomenon), and fainting.
G. The insomnia is not attributable to the physiological Development and Course: In most extreme cases, sleep
effects of a substance (e.g., a drug of abuse, a episodes can last up to 20 hours. However, the average
medication). nighttime sleep duration is around 9 hours. While many
H. Coexisting mental disorders and medical conditions do individuals with hypersomnolence are able to reduce their sleep
not adequately explain the predominant complaint of time during working days, weekend and holiday sleep is greatly
insomnia. increased (by up to 3 hours).
Associated Features Supporting Diagnosis: A preoccupation Risk and Prognostic Factors
with sleep and distress due to the inability to sleep may lead to
a vicious cycle: the more the individual strives to sleep, the • Environmental.
more frustration builds and further impairs sleep. • Genetic And Physiological
Development and Course: The onset of insomnia symptoms Narcolepsy
can occur at any time during life, but the first episode is more
common in young adulthood. Less frequently, insomnia begins A. Recurrent periods of an irrepressible need to sleep,
in childhood or adolescence. In women, new-onset insomnia lapsing into sleep, or napping occurring within the
may occur during menopause and persist even after other same day. These must have been occurring at least
symptoms (e.g., hot flashes) have resolved three times per week over the past 3 months.
B. The presence of at least one of the following:
Risk and Prognostic Factors 1. Episodes of cataplexy, defined as either (a) or (b),
occurring at least a few times per month:
• Temperamental. a. In individuals with long-standing disease, brief
• Genetic And Physiological. (seconds to minutes) episodes of sudden bilateral loss
Hypersomnolence Disorder of muscle tone with maintained consciousness that are
precipitated by laughter or joking.
A. Self-reported excessive sleepiness (hypersomnolence) b. In children or in individuals within 6 months of onset,
despite a main sleep period lasting at least 7 hours, spontaneous grimaces or jaw-opening episodes with
with at least one of the following symptoms: tongue thrusting or a global hypotonia, without any
1. Recurrent periods of sleep or lapses into sleep within obvious emotional triggers.
the same day. 2. Hypocretin deficiency, as measured using
2. A prolonged main sleep episode of more than 9 hours cerebrospinal fluid (CSF) hypocretin-1
per day that is nonrestorative (i.e.., unrefreshing). immunoreactivity values (less than or equal to one-
3. Difficulty being fully awake after abrupt awakening. third of values obtained in healthy subjects tested
B. The hypersomnolence occurs at least three times per using the same assay, or less than or equal to 110
week, for at least 3 months. pg/mL). Low CSF levels of hypocretin-1 must not be
C. The hypersomnolence is accompanied by significant observed in the context of acute brain injury,
distress or impairment in cognitive, social, inflammation, or infection.
occupational, or other important areas of functioning. 3. Nocturnal sleep polysomnography showing rapid eye
D. The hypersomnolence is not better explained by and movement (REM) sleep latency less than or equal to
does not occur exclusively during the course of 15 minutes, or a multiple sleep latency test showing a
another sleep disorder (e.g., narcolepsy, breathing- mean sleep latency less than or equal to 8 minutes and
related sleep disorder, circadian rhythm sleep-wake two or more sleep-onset REM periods.
disorder, or a parasomnia).
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Associated Features Supporting Diagnosis: When sleepiness Circadian Rhythm Sleep-Wake Disorders
is severe, automatic behaviors may occur, with the individual
continuing his or her activities in a semi-automatic, hazelike A. A persistent or recurrent pattern of sleep disruption
fashion without memory or consciousness. that is primarily due to an alteration of the circadian
system or to a misalignment between the endogenous
Development and Course: Onset is typically in children and circadian rhythm and the sleep-wake schedule
adolescents/young adults but rarely in older adults. Two peaks required by an individual's physical environment or
of onset are suggested, at ages 15-25 years and ages 30-35 social or professional schedule.
years. B. The sleep disruption leads to excessive sleepiness or
insomnia, or both.
Risk and Prognostic Factors C. The sleep disturbance causes clinically significant
• Temperamental. distress or impairment in social, occupational, and
other important areas of functioning.
• Environmental.
• Genetic And Physiological. Associated Features Supporting Diagnosis: Common
associated features of delayed sleep phase type include a history
Breathing-Related Sleep Disorders
of mental disorders or a concurrent mental disorder. Extreme
• The breathing-related sleep disorders category and prolonged difficulty awakening with morning confusion is
encompasses three relatively distinct disorders: also common.
1. Obstructive Sleep Apnea Hypopnea
Development and Course: Course is persistent, lasting longer
2. Central Sleep Apnea
than 3 months, with intermittent exacerbations throughout
3. Sleep-Related Hypoventilation
adulthood. Although age at onset is variable, symptoms begin
Obstructive Sleep Apnea Hypopnea typically in adolescence and early adulthood and persist for
several months to years before diagnosis is established. Severity
A. Either (1) or (2): may decrease with age. Relapse of symptoms is common.
1. Evidence by polysomnography of at least five
obstructive apneas or hypopneas per hour of sleep and Risk and Prognostic Factors: Genetic and Physiological.
either of the following sleep symptoms:
Non-Rapid Eye Movement Sleep Arousal Disorders
a. Nocturnal breathing disturbances: snoring,
snorting/gasping, or breathing pauses during sleep. A. Recurrent episodes of incomplete awakening from
b. Daytime sleepiness, fatigue, or unrefreshing sleep sleep, usually occurring during the first third of the
despite sufficient opportunities to sleep that is not major sleep episode, accompanied by either one of the
better explained by another mental disorder (including following:
a sleep disorder) and is not attributable to another 1. Sleepwalking: Repeated episodes of rising from bed
medical condition. during sleep and walking about. While sleepwalking,
2. Evidence by polysomnography of 15 or more the individual has a blank, staring face; is relatively
obstructive apneas and/or hypopneas per hour of sleep unresponsive to the efforts of others to communicate
regardless of accompanying symptoms. with him or her; and can be awakened only with great
difficulty.
Central Sleep Apnea
2. Sleep terrors: Recurrent episodes of abrupt terror
A. Evidence by polysomnography of five or more central arousals from sleep, usually beginning with a panicky
apneas per hour of sleep. scream. There is intense fear and signs of autonomic
B. The disorder is not better explained by another current arousal, such as mydriasis, tachycardia, rapid
sleep disorder breathing, and sweating, during each episode. There is
relative unresponsiveness to efforts of others to
Sleep-Related Hypoventilation comfort the individual during the episodes.
B. No or little (e.g., only a single visual scene) dream
A. Polysomnograpy demonstrates episodes of decreased
imagery is recalled.
respiration associated with elevated CO2 levels.
C. Amnesia for the episodes is present.
(Note: In the absence of objective measurement of
D. The episodes cause clinically significant distress or
CO2, persistent low levels of hemoglobin oxygen
impairment in social, occupational, or other important
saturation unassociated with apneic/hypopneic events
areas of functioning.
may indicate hypoventilation.)
E. The disturbance is not attributable to the physiological
B. The disturbance is not better explained by another
effects of a substance (e.g., a drug of abuse, a
current sleep disorder
medication).
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F. Coexisting mental and medical disorders do not Rapid Eye Movement Sleep Behavior Disorder
explain the episodes of sleepwalking or sleep terrors.
A. Repeated episodes of arousal during sleep associated
Associated Features Supporting Diagnosis: Sleepwalking with vocalization and/or complex motor behaviors.
episodes can include a wide variety of behaviors. Episodes may B. These behaviors arise during rapid eye movement
begin with confusion: the individual may simply sit up in bed, (REM) sleep and therefore usually occur more than 90
look about, or pick at the blanket or sheet. This behavior then minutes after sleep onset, are more frequent during the
becomes progressively complex. The individual may actually later portions of the sleep period and uncommonly
leave the bed and walk into closets, out of the room, and even occur during daytime naps.
out of buildings C. Upon awakening from these episodes, the individual is
completely awake, alert, and not confused or
Development and Course: NREM sleep arousal disorders disoriented.
occur most commonly in childhood and diminish in frequency D. Either of the following:
with increasing age. 1. REM sleep without atonia on polysomnographic
Risk and Prognostic Factors recording.
2. A history suggestive of REM sleep behavior disorder
• Environmental. and an established synucleinopathy diagnosis (e.g.,
• Genetic And Physiological. Parkinson's disease, multiple system atrophy).
E. The behaviors cause clinically significant distress or
Nightmare Disorder impairment in social, occupational, or other important
A. Repeated occurrences of extended, extremely areas of functioning (which may include injury to self
dysphoric, and well-remembered dreams that usually or the bed partner).
involve efforts to avoid threats to survival, security, or F. The disturbance is not attributable to the physiological
physical integrity and that generally occur during the effects of a substance (e.g., a drug of abuse, a
second half of the major sleep episode. medication) or another medical condition.
B. On awakening from the dysphoric dreams, the G. Coexisting mental and medical disorders do not
individual rapidly becomes oriented and alert. explain the episodes
C. The sleep disturbance causes clinically significant Restless Legs Syndrome
distress or impairment in social, occupational, or other
important areas of functioning. A. An urge to move the legs, usually accompanied by or
D. The nightmare symptoms are not attributable to the in response to uncomfortable and unpleasant
physiological effects of a substance (e.g., a drug of sensations in the legs, characterized by all of the
abuse, a medication). following:
E. Coexisting mental and medical disorders do not 1. The urge to move the legs begins or worsens during
adequately explain the predominant complaint of periods of rest or inactivity.
dysphoric dreams. 2. The urge to move the legs is partially or totally relieved
by movement.
Nightmare Disorder 3. The urge to move the legs is worse in the evening or at
Specify if: night than during the day or occurs only in the evening
or at night.
• Acute: Duration of period of nightmares is 1 month or B. The symptoms in Criterion A occur at least three times
less. per week and have persisted for at least 3 months.
• Subacute: Duration of period of nightmares is greater C. The symptoms in Criterion A are accompanied by
than 1 month but less than 6 months. significant distress or impairment in social,
• Persistent: Duration of period of nightmares is 6 occupational, educational, academic, behavioral, or
months or greater. other important areas of functioning.
D. The symptoms in Criterion A are not attributable to
Specify current severity: another mental disorder or medical condition (e.g.,
arthritis, leg edema, peripheral ischemia, leg cramps)
Severity can be rated by the frequency with which the
and are not better explained by a behavioral condition
nightmares occur:
(e.g., positional discomfort, habitual foot tapping).
• Mild: Less than one episode per week on average. E. The symptoms are not attributable to the physiological
• Moderate: One or more episodes per week but less effects of a drug of abuse or medication (e.g.
than nightly. akathisia).
• Severe: Episodes nightly
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SOCIAL PSYCHOLOGY • The Cognitive Revolution

• Contemporary Social Psychology
What is Social Psychology?

• Scientific attempt to understand and explain how the 1. Early Foundation (Pre-1900s)
thought, feeling, and behavior of individuals are
Social psychology has philosophical roots in the works:
influenced by the actual, imagined, or implied
presence of others. (Allport 1954) • Plato and Aristotle: They speculated on the nature of
• Social psychology seeks to uncover the underlying social influence, human interaction, and group
psychological mechanisms that drive social behavior.
interactions and shape human behavior within the ➢ Plato – Illustrated how perception,
context of the broader social environment influenced by societal norms.
➢ Aristotle – Argued that humans are
Social Thinking
inherently "Social animals' and thrive in
• How we perceive ourselves and others communities.
• What we believe • Thomas Hobbes and John Locke: Discussed the
• Judgments we make social contract and individual versus collective
right
• Our attitudes
➢ Thomas Hobbes – Theorized that in a "state
Social Influence of nature'; life would be 'nasty, brutal, and
short without strong governance.
• Culture ➢ John Locke – Argued that individuals are
• Pressures to conform shaped by experience and environment.
• Persuasion
• Group of people 2. The Birth of Social Psychology
• Norman Triplett (1898): Conducted one of the first
Social Relation
social psychology experiments, showing how
• Prejudice competition improves performance. The presence of
• Aggression others enhances individual performance on simple or
• Attraction and intimacy well- learned tasks, a phenomenon now known as
• Helping social facilitation.
• Max Ringelmann: Discovered that group
Building Blocks of Social Psychology performance declines as group size increases (social
loafing).
1. Affects – Feelings For example:
• Example: Self-Esteem (how people feel ➢ When one person pulled alone, they exerted
about themselves); Prejudice (how they feel 100% of their potential.
about others): Attitudes (how they feel about ➢ When eight people pulled together, the
various issues). average effort per person dropped
2. Behavior – Actions significantly (e.g., each person exerted
3. Cognition – Thinking around 50% of their potential).
Comparing Social Psychology to Related Disciples
Personality, Cognitive Psychology and Sociology 3. Development and Growth
• World Wars' Impact: The wars inspired studies on
Social Psychologist Study: persuasion, conformity, obedience. and prejudice to
understand propaganda and group dynamics.
• The Activities of Individuals in The Presence Of
• Stanley Milgram: Investigated obedience to authority
Others
in his controversial shock experiment.
• The Process of Social Interaction Between People
• Kurt Lewin's Contributions: Known as the "Father
• The Relationship Between Individuals and Groups of modern social psychology," Lewin introduced field
• The Nature and Causes Of Social Behavior theory and advocated for action research,
HISTORY OF SOCIAL PSYCHOLOGY emphasizing the dynamic interaction between
individuals and their environment.
• Early Foundations 4. The Cognitive Revolution (1960s-70s)
• The Birth of Social Psychology
• Development and Growth
 BASTA REVIEWER - JM

• Researchers began focusing on mental processes like Cognitive Bias

perception, memory, and decision-making in social
➢ Refers to a systematic error in thinking that
contexts.
affects how individuals perceive, interpret,
Attribution Theory: and make decisions in social contexts. These
biases often arise from the brain's attempts to
• Fritz Heider: Examined how people attribute causes simplify information processing and are
to behaviors. Heider introduced the concept of influenced by emotions, personal
attribution as how people explain the causes of experiences, and social environments.
behaviors and events, focusing on internal ➢ Cognitive biases can distort judgment and
(dispositional) and external (situational) factors. lead to flawed conclusions, especially in
• Harold Kelley and Bernard Weiner: Expanded on social interactions. They play a significant
how individuals interpret actions and outcomes. role in how people evaluate themselves,
others, and social situations.
5. Contemporary Social Psychology
• Modern social psychology incorporates findings from Cognitive Biases in Social Psychology
neuroscience, sociology, and cultural studies.
1. Spotlight effect – Refers to the tendency for
• The field addresses contemporary issues such as individuals to overestimate the extent to which others
implicit bias, global conflicts, and social justice. notice and pay attention to their appearance, behavior,
Two Views in Social Psychology and performance. This phenomenon is closely linked
to the self-centered nature of human perception and
• Situationism cognition.
➢ Emphasizes the role of the environment or 2. Illusion of Transparency – This phenomenon refers
external circumstances in shaping human to the tendency for individuals to overestimate the
behavior. According to this perspective, extent to which their internal states (such as emotions,
people's actions are primarily determined by nervousness, or intentions) are apparent to others.
the situation they find themselves in, rather People experiencing the illusion of transparency
than by their internal traits or personalities. In believe that their inner feelings are more transparent or
other words, situational factors have a more visible to others than they actually are.
significant influence on behavior than 3. Fundamental Attribution Error – Refers to the
personal characteristics or dispositions. tendency for people to overemphasize dispositional or
personality-based explanations for others' behavior
• Dispositionism while underestimating the influence of situational
➢ (Also known as trait theory) emphasizes the factors. Tendency to attribute others' behavior to their
role of internal characteristics, such as personality.
personality traits, attitudes, and values, in 4. Self-Serving Bias – Individuals tend to attribute
influencing behavior. This perspective positive events and outcomes to their own character,
suggests that people's behavior is primarily a abilities, or efforts, while attributing negative events
reflection of their dispositions, or inherent and failures to external factors or situational
qualities, rather than being determined by the influences.
external environment or situational context.
Attribution Theory
The Self in A Social World
• Framework in social psychology that explains how
"At The Center of Our Worlds, More Pivotal for Us Than individuals interpret and assign causes to their own
Anything Else, Is Ourselves" and others' behavior.
• Developed initially by Fritz Heider (1958), and later
- Why Do We Often Feel That Others Are Paying More
expanded by researchers like Harold Kelley and
Attention to Us Than They Really Are?
Bernard Weiner, the theory examines the processes
Self In a Social Situations people use to understand why events happen and how
they influence social interactions and judgments.
• Cognitive Biases
• Spotlight effect The way individuals explain positive and negative events in
• Illusion of Transparency their lives is often studied through Attribution theory.
 BASTA REVIEWER - JM

• Internal (Dispositional) Attribution: Development Of Self

➢ Assigning the cause of behavior to personal
traits, abilities, or characteristics. • Self-concept develops through a combination of
➢ Example: "She failed the test because she's personal experiences, social interactions, and cultural
lazy." influences
• External (Situational) Attribution: • Social Comparison (by Leon Festinger, 1954): People
➢ Assigning the cause of behavior to external evaluate themselves by comparing to others
factors or circumstances. ➢ Upward Comparison: Comparing to
➢ Example: "She failed the test because the someone better can motivate improvement or
questions were unfair." lead to feelings of inadequacy.
➢ Downward Comparison: Comparing to
5. Halo Effect – The tendency to let a positive someone worse can boost self-esteem.
impression of someone in one area influence Reflected Appraisals:
judgments in unrelated areas.
➢ Example: Assuming an attractive person is • Self-concept is influenced by how individuals believe
also intelligent or kind. others perceive them (e.g., feedback from parents,
6. Ingroup Bias – Favoring members of one's own group teachers, or peers).
over those in outgroups.
➢ Example: Viewing your own sports team as Social Roles and Contexts:
more skilled than the opposing team even • Self-concept evolves as people take on different roles
with similar performance. (e.g., student, parent, employee) and navigate diverse
7. Anchoring Bias – Relying too heavily on the first social settings.
piece of information encountered when making
decisions. Cultural Influences:
➢ Example: Judging a person's worth based on
their first impression without considering • Individualistic Cultures
subsequent actions. • Collectivistic Cultures

The Self Explaining Our Behaviors

• Self-Concept • When it comes to explaining our behavior,

• Self-Schemas sometimes we know, most of the time we don't.
• Possible Self • Planning fallacy – The tendency to underestimate
• Development of Self how long it will take to complete a task.
➢ One of the most common errors in behavior
Self-Concept prediction is underestimating how long it will
take to complete a task.
• Refers to our self-perceived knowledge, beliefs, and ➢ Apparently, people underestimate how long
feelings about ourselves, encompassing various something will take because they
dimensions of our identity. misremember previous tasks as taking less
• What we know and believe about ourselves time than they actually did (Roy et al., 2005)
Self-Concept Includes Predicting Our Feelings
• Self-schemas – These are cognitive structures that • Known as Affective Forecasting – refers to the
organize our knowledge and beliefs about ourselves. process by which individuals anticipate their future
They are like mental templates that help us process, emotional reactions to events. While people are often
organize, and interpret information related to the self. accurate about the valence of their emotions (positive
Self-schemas influence how we perceive, remember, or negative), they frequently misjudge the intensity
and evaluate information about ourselves. and duration of these emotions.
• Possible Self – These are the ideas we have about the • These errors are due to cognitive biases and limitations
kind of person we might become in the future, as well in how we simulate future experiences.
as the kind of person we might fear becoming. They
encompass our hopes, fears, and expectations about Common Errors
our future selves.
• Impact Bias: People tend to overestimate the intensity
and duration of their emotional reactions to both
positive and negative events.
 BASTA REVIEWER - JM

➢ Example: Thinking that winning the lottery and the world around them. It can impact their
will bring everlasting happiness or that a thoughts, feelings, and actions in social contexts.
breakup will leave you devastated forever. • Social Comparison: Individuals often engage in
• Focalism: The tendency to focus too much on a single social comparison, where they evaluate their own
event while neglecting the influence of other life abilities, opinions, and emotions in relation to those of
factors. others. Self- esteem plays a crucial role in this process,
➢ Example: Overestimating how happy you'll as individuals may compare themselves to others to
be after a promotion, without considering the assess their own worth and competence.
added stress or other aspects of life that • Self-Efficacy: Self-esteem can influence an
remain unchanged. individual's belief in their ability to succeed in specific
• Immune Neglect: Underestimating the human situations. High self-esteem is often associated with
capacity to adapt and recover from negative greater self- efficacy and confidence in facing
experiences through psychological defenses (the challenges.
"psychological immune system").
➢ Example: Believing you'll feel devastated for Trade Off – Low and High Self Esteem
months after failing an exam, when in reality, • High Self-Esteem (Benefits): Confidence,
you'll likely recover faster than expected. Resilience, Positive Social Relationships and Higher
• Miswanting: Misjudging what will make us happy or Performance.
unhappy in the future. • High Self-Esteem (Trade-offs): Overconfidence,
➢ Example: Assuming material possessions, Narcissism and Fragility.
like a new car, will bring long-term
• Low Self-Esteem (Cost): Self-Doubt and Lower
happiness, when their impact is often short-
Resilience.
lived.
• Low Self-Esteem (Cost): Humility, Genuine Empathy
Factors That Influence Affective Forecasting and Less Narcissism

• Past Experiences Emotion and Affect

• Cultural Influences Emotion In Different Perspective
• Social Comparisons
• Biological Perspective
Improving Affective Forecasting
• Cultural Perspective
• Use Past Experiences: Reflect on how you felt after • Social Perspective
similar events rather than relying on hypothetical • Psychological Perspective
scenarios.
• Broaden Focus: Consider the bigger picture of your 1. Biological Perspective
life and other factors that will influence your emotions ➢ Brain Structures: Emotions are regulated by
beyond the focal event. specific brain areas.
• Seek External Perspectives: Ask others who have ➢ Amygdala: Processes fear, threat, and other
experienced similar events for their emotional emotional responses.
insights. ➢ Prefrontal Cortex: Regulates emotional
• Practice Mindfulness: Being present in the moment expression and decision-making.
can help you better understand your emotions and ➢ Hormones: Neurotransmitters like
reduce the tendency to overestimate future feelings. dopamine, serotonin, and cortisol influence
emotional states.
The Wisdom and Illusion of Self-Analysis ➢ Evolutionary Function: Emotions evolved
to enhance survival. For example: Fear
• We are unaware of much that goes on in our minds. prompts fight-or-flight responses to danger.
Perception and memory studies show that we are more Love fosters bonding and caregiving,
aware of the results of our thinking than of its process. essential for reproduction and raising
• Concept explores the idea that individuals may not offspring.
always have complete insight into their own
thoughts, feelings, and behaviors.

Natures Of Self Esteem:

• Self-Perception: Self-esteem influences how

individuals perceive and interpret their own behavior
 BASTA REVIEWER - JM

2. Cultural Perspective ➢ The Dynamic Systems Theory of emotions

➢ This perspective explores how culture shapes views emotions as constantly changing and
emotional experience and expression. interconnected within groups. According to
Cultural Universality vs. Cultural Relativism: this theory, emotions within a group are not
➢ Universalists: Basic emotions are the same static but evolve over time through
across cultures. interactions and feedback.
➢ Relativists: Emotions are shaped by cultural ➢ Key Idea: Emotions in groups are interrelated
values and practices. and influence each other through continuous
➢ Display Rules: Cultural norms dictate how interaction, leading to emotional
emotions should be expressed or suppressed. amplification-where emotions can become
Example: Smiling to show politeness in some stronger or weaker based on group dynamics.
cultures vs. showing a neutral expression in
others. Psychological Perspective
➢ Independent vs. Interdependent Cultures: • Basic Emotion Theory (Paul Ekman):
In individualistic cultures, emotions like ➢ Universal emotions: Happiness, sadness,
pride and self-esteem are valued. In fear, anger, surprise, and disgust.
collectivistic cultures, emotions that foster ➢ These emotions are biologically hardwired
harmony, like shame and empathy, are and expressed similarly across cultures.
emphasized. ➢ Non Verbal Cues (Survival)
3. Social Perspective ➢ Ekman argued that these emotions are innate
➢ The social perspective emphasizes the role of and evolutionarily advantageous, meaning
emotions in interpersonal relationships and they have been preserved because they
group dynamics. helped humans survive by enabling quick
➢ Social Emotions: Emotions like reactions to threat or opportunities.
embarrassment, pride, guilt, and shame are
• Cognitive Appraisal Theory:
tied to social interactions and norms.
➢ Emotions arise from individuals' evaluations
➢ Emotion and Social Norms: Societal of events.
expectations influence emotional expression
➢ Example: Seeing a situation as a challenge
(e.g., suppressing anger in professional
might evoke excitement, while seeing it as a
settings).
threat might evoke fear.
➢ Emotional Contagion – Emotions can
• Appraisal Process:
spread among individuals in groups.
➢ Primary Appraisal: An initial, automatic
Research And Theories on Emotional Contagion evaluation of whether an event is positive,
negative, or neutral (e.g., "Is this good or bad
• Research and Theories on Emotional Contagion for me?").
• Hatfield, Cacioppo, & Rapson (1994) ➢ Secondary Appraisal: A more conscious and
• In their book Emotional Contagion, these researchers deliberate evaluation that considers what can
highlight how automatic processes, like mimicry and be done in response to the event (e.g., "What
synchronization, contribute to shared emotions. can I do about it? How do I cope?").

Social Perspective: Research And Theories on Emotional Types of Appraisals:

Contagion
Challenge vs. Threat
• Automatic Processes
➢ Challenge: Seeing a situation as an opportunity to
➢ Emotions are contagious because they are
grow or succeed can evoke excitement or eagerness.
automatic responses. When someone shows
➢ Threat: Seeing a situation as something that might
visible signs of emotion (such as a facial
cause harm, or difficulty can evoke fear or anxiety.
expression or tone of voice), others naturally
begin to mimic those expressions without James – Lange Theory of emotion is one of the earliest
intending to. explanations of how emotions arise. It suggests that emotions
➢ This automatic mimicry is often driven by are caused by physiological reactions to stimuli-meaning that
mirror neurons in the brain, which allow we feel emotions because of physical changes in our body
individuals to unconsciously reflect the anything that might cause harm or difficulty can evoke fear or
emotional state of others. anxiety.
• Dynamic Systems Theory
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• Self-Esteem and Social Validation (Sociometer

Theory – Leary and Baumeister 2000): Our self-
esteem is influenced by how accepted and valued we
feel in social groups.
• Being liked and attracting others boosts self-worth,
while rejection can lower self-esteem.

How Does Sociometer Theory Relate to Attraction?

Self-Esteem is Influenced by Social Acceptance

• When we feel liked, valued, or included, our self-

esteem rises.
Attraction and Exclusion
• When we experience rejection or exclusion, our
What is Attraction? self-esteem drops, signaling a adjust behavior to
regain social acceptance.
• It is the natural pull we feel toward certain people –
whether it’s friendship, romance, admiration, or even We Seek Relationships to Maintain Self-Worth
just a sense of comfort. It’s what makes us want to
• People are motivated to form social
spend time with someone, get to know them, or feel
connections because positive interactions
connected.
esteem and social validation.
Why Do We Want To be Liked, and Why Do We Do Those • Attraction plays a key role in this process, ad
Things to Attract Other People? being liked or admired enhances worthiness.

Psychological Needs: Belonging and Self-Esteem When Do You Say If You’re Attracted to Someone?

• The Need for Belonging (Baumeister and Leary, Psychological Bases of Attraction
1995) – Humans have a fundamental need to belong,
1. Proximity and Familiarity
meaning we naturally seek, close meaningful
• Mere Exposure Effect (Zajonc, 1968): We
relationships.
are more likely to develop positive feelings
• Attraction: Helps fulfill this need by forming social
toward people we see often. Familiarity
bonds that provide emotional security and
breeds liking, even if we don’t consciously
companionship.
recognize it.
• Cognitive Consistency: Being around
someone often leads to a sense of comfort and
shared experiences, which creates a feeling of
connection.
2. Similarity
• Attitudinal Similarity: People tend to be
more attracted to others who share their
values, beliefs, and attitudes (Byrne, 1971)
This reduces conflict and increases the
likelihood of emotional understanding.
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• Perceived Similarity: We are also drawn to Close and Intimate Relationship

those who appear to be like us, even if the
similarities are not deeply ingrained. • Attachment Theory in Close Relationship:
Attraction increases when we feel understood Developed by John Bowlby, suggests that the bonds
or validated by someone. we form with out primary caregivers in early
3. Physical Attractiveness childhood shape the way we approach relationships in
adulthood. These early attachment styles (secure,
• Halo Effect (Dion, Berscheid, and Walster,
anxious, avoidant) influence how we connect with
1972): Physically attractive individuals are
romantic partners, friends, and family.
often attributed with other positive qualities.
• Secure Attachment: Individuals with secure
• Evolutionary Psychology: Attraction to
attachment tend to have healthy, trusting relationships.
physical traits (like facial symmetry or clear
They feel comfortable with intimacy and are not
skin) can be rooted in evolutionary signals of
overly anxious about abandonment or rejection.
health and fertility.
4. Reciprocity • Anxious Attachment: People with anxious
attachment styles may experience heightened levels of
• Mutual Liking (Curtis and Miller, 1986):
anxiety in close relationships. Worry about their
We are more likely to be attracted to someone
partner’s love or attention, often seeking excessive
who shows interest in us. Reciprocal liking
reassurance or becoming overly dependent.
creates a positive feedback loop of affection.
• Avoidant Attachment: Those with avoidant
• Social Exchange Theory: Attraction can be
attachment may fear intimacy and tend to avoid
shaped by the perceived benefits we get from
closeness, leading them to maintain emotional
a relationship, including emotional support,
distance from other. They might be uncomfortable
companionship, or physical pleasure.
with vulnerability or overly self-reliant.
Rejection and Ostracism
Love and Intimacy: Love is the emotional core of intimate
• Response to Rejection: Varies depending on relationships, and social psychologists have classified different
individual differences (such as personality), the nature types of love.
of the rejection, and the context in which it occurs.
• Passionate Love: Intense, romantic attraction that is
However, there are common emotional and cognitive
often accompanied by physical arousal and
responses that people typically experience when faced
infatuation. It’s most common at the beginning of
with rejection.
romantic relationships.
• Emotional Responses
• Companionate Love: The deep, affectionate
➢ Sadness
attachment that develops over time, characterized by
➢ Anger
trust, loyalty, and emotional intimacy. This type of
➢ Embarrassment
love becomes more prominent as relationships mature.
➢ Insecurity
• Consummate Love: A combination of passion,
Cognitive Responses intimacy, and commitment, representing the ideal love
according to Sternberg’s triangular theory of love.
• Negative Self-Talk: Rejection can lead to rumination,
where the individual obsessively thinks about the Triangular Theory of Love (Sternberg. 1986)
situation.
• Attribution Bias: People may blame themselves for
the rejection, attributing it to personal shortcomings,
or they externalize it by blaming the rejecter.
• Reinterpretation: Sometimes, individuals will try to
interpret the situation in a way that makes it feel less
personal.
• Cognitive Dissonance: If a person values the rejected
relationship, they may experience cognitive
dissonance (mental discomfort) and try to reconcile
their feelings by minimizing the rejection or justifying
the behavior.
• Liking (Intimacy Only): Deep friendship, emotional
closeness and affection but no passion or commitment.
 BASTA REVIEWER - JM

• Infatuation (Passion Only): Strong physical ➢ Training Confederates: Prepare a small

attraction or “love at first sight” without intimacy or team of confederates to enact the desired
commitment. social influence scenario.
• Empty Love (Commitment Only): A relationship ➢ Task Design: Develop a simple task (such as
based on commitment without emotional closeness or a brief survey or decision-making task to
passion. experience by all pDarticipants.
• Romantic Love (Intimacy + Passion): Emotional • In the Field
closeness and physical attraction, but no long-term ➢ Experimental Condition: Confederate
commitment yet. actors display a clear group consensus or
• Companionate Love (Intimacy + Commitment): opinion view of the target participant.
Deep emotional closeness and long-term commitment, ➢ Control Condition: Participants complete
but little or no passion. the task without exposure to a visible group
• Fatuous Love (Passion + Commitment): A high influence
level of physical attraction and commitment but little ➢ Data Collection
emotional depth
Aggression
• Consummate Love (Intimacy + Passion +
Commitment): The “ideal” type of love that include • Behavior that is intended to cause harm or injury to
emotional closeness, passion, and long-term another person who is motivated to avoid that harm. It
commitment. can manifest in various forms, including physical,
verbal, or relation aggression. Aggression is a complex
Field Experiment Design for a Social Psychology Study
behavior influenced by a combination of biological,
Objective and Hypothesis psychological, and social factors.
• Intentionality: The person acts with the goal of
• Objective: Examine how a specific social influence causing harm.
(e.g., group consensus) affects decision-making in a • Harm to Another: The victim must be someone who
natural setting. wants to avoid harm.
• Hypothesis: For example, individuals in a public • Can be Physical or Psychological: It is not limited to
setting exposed to a group consensus will be more physical violence.
likely to adjust their behavior than those who are not
exposed. Types of Aggression

Participants and Setting 1. Hostile (Affective) Aggression: Driven by anger or

emotions, with the goal of harming another person.
• Setting: Select a natural environment (e.g., university • Characteristics:
campus, community park, or café) where people o Often impulsive and reactive
interact naturally. o Occurs in emotionally charged
• Participants: Use naturally occurring groups or situations
approach individuals randomly at the site. Employ o Linked to high arousal and
random intercepts to assign participants to conditions: frustration
➢ Experimental Group: Exposed to a social 2. Instrumental Aggression: Aggression that is goal-
manipulation (e.g., confederates oriented and planned, used as a means to an end
demonstrating a unanimous opinion) • Characteristics:
➢ Control Group: Not exposed to the social o Not necessarily emotional
influence o Aggression is a tool to achieve a
separate goal.
Variables
o Often seen in competitive situations
• Independent Variable (IV): The social influence
Psychological and Social Theories
manipulation (presence or absence of group
consensus) • Frustration-Aggression Hypothesis (Dollard et al.,
• Dependent Variable (DV): Observable behavior or 1939): Frustration always leads to aggression and
decision (e.g., changes in opinion, compliance with a aggression is always a result of frustration. In simpler
request) terms, when people are blocked from achieving a goal
(frustration), they are more likely to become
Procedure
aggressive.
• Pre-field Setup
 BASTA REVIEWER - JM

• Social Learning Theory (Bandura, 1977): Albert Routes (Cognitive, Affective, and Arousal Changes)
Bandura (1977) proposed the Social Learning Theory
1. Cognition (Thoughts): Hostile thoughts,
(SLT), which suggests that aggression is learned
interpretations of others’ actions as aggressive
through observation and imitation of others, rather
2. Affect (Feeling/Emotions): Increased anger,
than being purely instinctual or biologically driven.
frustration, or hostility
People learn aggressive behaviors by watching others, 3. Arousal (Physical/Physiological Changes):
especially role models and imitating them Increased heart rate, adrenaline, fight or flight
response
• Observational Learning: People learn by watching
others (parents, peers, media) Outcomes (Decision Process and Behavior): After processing
• Vicarious Reinforcement: If aggression is rewarded, thoughts, emotions, and arousal, a person chooses to act
people are more likely to imitate it aggressively or not.
• Cognitive Processes: Individuals internally process
• Thoughtful, controlled response: Aggression is
what they observe before acting.
suppressed.
• Direct Experience vs. Modeling: Aggression can be
• Impulsive, automatic response: Aggression is acted
learned directly (through reinforcement) or indirectly
out.
by watching others.

Aggression in Groups and Social Influence

• Deindividuation and Mob Aggression: People in

large groups feel anonymous and lose self-awareness,
leading to higher aggression.
➢ Studies: Zimbardo’s Stanford Prison
Experiment showed that anonymity increases
aggression in groups.
• General Aggression Model (GAM) by Anderson
and Bushman (2002): Aggression is not caused by a
single factor but results from the interaction of
personal, situational, cognitive, and emotional factors.
➢ Aggression is a product of both individual
traits and situational influences, which affect
thoughts, emotions, and physiological
arousal.
➢ Inputs (Personal and Situational Factors) Strategies to Reduce Aggression

1. Cognitive Reframing: Teaching individuals to

interpret situations less aggressively
Two Major Categories of Inputs: 2. Empathy Training: Encouraging perspective-taking
to reduce aggressive tendencies
• Personal (Internal) Factors:
3. Anger Management Process: Learning self-control
o Personality traits (e.g., irritability,
strategies
impulsivity)
o Biological influences (e.g., testosterone Key Takeaways
levels)
o Past experiences (e.g., childhood exposure to • Aggression is intentional behavior meant to harm
violence) another person
• Situational (External) Factors • It can be hostile (emotional) or instrumental (goal-
o Provocation (e.g., insults, physical driven)
aggression) • Direct aggression is overt, while indirect aggression is
o Exposure to violent media (e.g., video games, covert
TV) • Not all aggression is violence, and assertiveness is
o Environmental stressors (e.g., heat, noise, different from aggression
crowding)
 BASTA REVIEWER - JM

Attitudes and Behaviors • Frequent Positive Emotions: Joy, excitement,

gratitude.
Definition And Components of Attitudes
• Low Negative Emotions: Reduced stress, anxiety,
• Attitudes are evaluations of people, objects, or ideas sadness.
that can be positive, negative, or neutral.
THEORIES OF HAPPINESS
• Affective: Emotional reactions (e.g., "I feel anxious
about public speaking.") • Hedonic vs. Eudaimonic Happiness (Ryan & Deci,
• Behavioral: Actions or tendencies (e.g., "I avoid 2001): Psychologists Richard Ryan and Edward Deci
speaking in public.") (2001) proposed that happiness can be understood
• Cognitive: Beliefs and thoughts (e.g., "Public through two distinct perspectives: Hedonic Happiness
speaking is stressful.") and Eudaimonic Happiness. These perspectives differ
in their focus on pleasure vs. meaning, but both
The Relationship Between Attitudes and Behavio contribute to overall well-being.
Do attitudes predict behavior? • Hedonic Happiness: Focuses on pleasure and
avoidance of pain (e.g., material wealth,
Sometimes they do, but not always! Several factors influence entertainment).
whether attitudes lead to behavior: • Eudaimonic Happiness: Focuses on meaning,
purpose, and self-fulfillment (e.g., personal growth,
• Strength of Attitude: Stronger attitudes are more
helping others).
likely to guide behavior.
• Accessibility: The more easily an attitude comes to Social Comparison Theory (Festinger, 1954): People
mind, the more it affects behavior. determine their happiness by comparing themselves to others.
• Social Norms: People may act contrary to their
attitudes due to societal expectations. • Upward Comparison: Comparing to someone
"better off" (can inspire or create envy).
• Specificity: The more specific an attitude is, the better
it predicts behavior. • Downward Comparison: Comparing to someone
"worse off" (can boost self-esteem).
While attitudes often influence behavior, sometimes it works
the other way around -our behaviors change our attitudes. This Self-Determination Theory (Deci & Ryan, 1985)
reversal happens due to psychological mechanisms like Happiness comes from fulfilling three psychological needs:
cognitive dissonance and self-perception theory.
• Autonomy: Feeling in control of one's life.
Cognitive Dissonance Theory (Leon Festinger, 1957)
• Competence: Feeling capable and effective.
• Occurs when a person experiences psychological • Relatedness: Feeling connected to others.
discomfort because their behavior contradicts their
Social & Cultural Influences On Happiness
attitudes or beliefs. To reduce this discomfort, people
adjust their attitudes to match their actions. • Individualist Cultures (Western countries like the
U.S.) Happiness = Personal achievement,
Self-Perception Theory (Daryl Bem, 1972)
independence.
• Unlike cognitive dissonance, which assumes people • Collectivist Cultures (Eastern countries like Japan,
feel discomfort, self-perception theory suggests that China) Happiness = Social harmony, group success.
we infer our attitudes by observing our own behavior-
HOW TO INCREASE HAPPINESS
just like an outsider would.
Based on Positive Psychology (Seligman, 2002), happiness can
be cultivated through:

1. Gratitude: Expressing appreciation boosts happiness.

2. Acts of Kindness: Helping others increases well-
being.
3. Strong Relationships: Having close friends and
Happiness In Social Psychology family improves life satisfaction.
4. Mindfulness & Savoring: Enjoying the present
Explain that happiness is often studied as subjective well-being
moment enhances happiness.
(SWB), which includes:
5. Personal Growth: Learning new skills, achieving
• Life satisfaction: Overall evaluation of one's life. goals
 BASTA REVIEWER - JM

Panitikan • Nakasentro sa tao sa halip na sa Diyos

3. Realismo
Kahulugan ng Panunuring Pampanitikan
• Ang panitikan ay hango sa tunay na buhay
• Ang pilipinong salita na “panitikan” ay nanggaling sa • Ang layunin ng panitikan ay ipakita ang
salitang “pang-titik-an" na kung saan ang unlaping naranasan at nasaksihan ng manunulat sa kanyang
“pang” ay ginamit at hulaping “an.” lipunan sa makatotohanang paraan.
• Ang salitang “titik” naman ay galing sa latin na 4. Feminismo
“littera” na ang ibig sabihin ay “literatura” • Ang layunin ng panitikan ay magpakita ng
• Isang malinaw na salamin, larawan, repleksiyon o kalakasan at kakayahan ng mga kababaihan at
representasyon ng buhay, karanasan, lipunan, at iangat ang pagtingin ng lipunan sa mga
kasaysayan. kababaihan.
• Nagpapakita ng ating panlipunan at panlahing 5. Romantisismo
pagkakakilanlan. • Ang layunin ng panitikan ay ipamalas ang iba’t
ibang paraan tao sa pag-aalay ng pag-ibig sa
Kahalagahan ng Panunuring Pampanitikan kapwa, bansa, at mundong kinalakhan.
6. Markismo/Marxismo
• Pagpapalawak ng kaalaman
• Ang layunin ng panitikan ay ipakita na ang tao ay
• Paglinang ng kaisipan at damdamin
may sariling kakayahang umangat buhat sa
• Pagtuklas ng sariling identidad pagdurusang dulot ng pang-ekonomiyang
• Pagpapanday ng kakayahang komunikasyon kahirapan, suliraning panlipunan, at pampolitika.
Kahulugan ng Panunuring Pampanitikan 7. Bayograpikal
• Ang layunin ng panitikan ay ipamalas ang
• Ang panunuring pampanitikan ay ang proseso ng karanasan at kasaysayan ng buhay ng may-akda.
pagsusuri, pagbibigay- kahulugan, at pag-unawa sa
mga akdang pampanitikan. Layunin nitong Mga Batayang Simulain sa Panunuring Pampanitikan
maipaliwanag ang mga elemento, tema, at mensahe ng 1. Simulaing Pangkasaysayan
isang akda sa mas malalim na paraan. ➢ Sinusuri ang akda batay sa konteksto ng
Kahalagahan ng Panunuring Pampanitikan kasaysayan kung kailan ito isinulat
➢ Tinitingnan ang epekto ng mga pangyayari sa
• Pagpapalalim ng pag-unawa lipunan, kultura, at politika sa nilalaman ng akda.
• Pagdiskubre ng iba’t ibang pananaw 2. Simulaing Pangkaisipan
• Paglinang ng kritikal na kaisipan ➢ Tinututukan ang ideolohiya, pilosopiya, o
• Pagsusulong ng diskurso kaisipang nais ipahayag ng akda.
➢ Pinapahalagahan ang mensaheng moral, etikal, o
Katangian ng Isang Mahusay na Kritiko panlipunan.
3. Simulaing Pangkatauhan
• May malawak na kaalaman
➢ Nakatuon sa representasyon ng tao, damdamin, at
• Obhetibo at makatarungan
karanasan sa akda.
• May kakayahang magpaliwanag ➢ Inaaral ang karakterisasyon at ang kaugnayan nito
• Bukas sa iba’t ibang interpretasyon sa realidad.
• Makabagong mag-isip 4. Simulaing Pampanitikan
• May paggalang sa akda at may-akda ➢ Pinapansin ang anyo, estilo, estruktura, at
paggamit ng wika sa akda.
Mga Dulog/Teorya sa Pagsusuring Pampanitikan
➢ Tinitingnan ang paggamit ng mga elemento tulad
1. Klasismo ng balangkas, tauhan, tema, simbolismo, at imahe.
• Ang layunin ng panitikan ay maglahad ng mga 5. Simulaing Sosyo-Kultural
pangyayaring ukol sa pagpapakita ng pagkakaiba ➢ Sinusuri ang ugnayan ng akda sa kalagayang
sa estado ng dalawang karakter o tauhan. panlipunan at pangkultura.
• Ang mga pangayayri ay hindi nalalaos bagkus ➢ Pinag-aaralan ang mga isyung panlipunan tulad
nagaganap pa rin sa kasalukuyan. ng uri, kasarian, o lahi.
2. Humanismo 6. Simulaing Sikolohikal
• Ang layunin ng panitikan ay ipakita na ang tao ➢ Inaaral ang mga salik na sikolohikal na
ang sentro ng mundo nakaimpluwensya sa mga tauhan o sa may-akda
• Bibigyang pansin ang kalakasan gaya ng talino at mismo.
talento ng tao.
 BASTA REVIEWER - JM

➢ Pinapansin ang pag-unlad ng tauhan at ang mga III. Teorya/Dulog

salik na nakakaapekto sa kanilang kilos o Ang teoryang realismo ay binibigyang din at may
desisyon. layuninng ilahad ang tunay na buhay na pinapaksa ang
7. Simulaing Marxista kalagayan na nangyayari sa lipunan tulad ng
➢ Tinututukan ang tunggalian ng uri sa lipunan na kurapsyon, katiwalian. kahirapan at diskriminasyon.
makikita sa akda. Madalas din itong nakapokus sa lipunan at gobyerno.
➢ Pinag-aaralan ang representasyon ng Ito ang teoryang pinili upang suriin ang akdang
kapangyarihan, ekonomiya, at ideolohiya. Sandaang Damit sapagkat ipinakikita sa akda ang
8. Simulaing Feminista tunay na nangyayari sa buhay ng mga kabataan o mag-
➢ Sinusuri ang representasyon ng kababaihan sa aaral sa loob ng paaralan. Binibigyang din sa akda ang
akda at ang pagkakapantay-pantay ng kasarian. diskriminasyong sa kasalukuyan ay tunay na suliranin
➢ Tinitingnan ang konstruksyon ng gender roles sa ng ating lipunan. Mapapansin ding nakapokus ang
lipunan. akda sa kahirapang. Tinalakay rito kung paanong ang
9. Simulaing Dekonstruksyon kahirapan ay nagiging hadlang sa pagkamit ng buhay
➢ Pinapakita ang posibilidad ng maraming na may kapayapaan at kalayaan. Hindi
interpretasyon sa akda. maipagkakailang sa tunay at kasalukuyang panahon ay
➢ Binabasag ang mga tradisyunal na pananaw sa nangyayari pa rin ang mga ito. Patunay lamang na ang
pagbasa ng teksto. mga binigyang pokus na kaisipan sa akda ay ang
10. Simulaing Moralistik reyalidad mayroon ang ating mundo sa ngayon.
➢ Sinusuri ang akda batay sa mga aral o
pagpapahalagang moral na nais ipahayag nito. IKAAPAT: Pagtukoy sa mga nakitang suliranin sa akda na
➢ Pinag-aaralan ang pagiging mabuti o masama ng masasalamin sa kasalukuyang kalagayan ng lipunan
mga karakter at ang implikasyon nito sa IV. Suliranin
mambabasa. Diskriminasyon at kahirapan, ang dalawang
Halimbawa Ng Pagsusuri Ng Isang Akdang Pampanitikan malalaking suliranin mayroon ang ating lipunang
ginagalawan. Sa kasalukuyan, dulot ng pandemyang
UNA: Pamagat, may-akda, teorya o dulog na ginamit. ating kinahaharap. marami ang nawalan ng trabaho
kaya't parami pa rin nang parami ang bilang ng
I. Pamagat: Sandaang Damit populasyon ng mga mahihirap na Pilipino. Dahil sa
Ginamit na Teorya/ Panunuring Pampanitikan: kahirapan, natatapakan ang karapatan at kalayaan ng
Teoryang Realismo ilang mga mamamayan. Hindi binibigyang halaga ang
IKALAWA: Buod kanilang pagkatao dahil sila ay itinuturing na maliit at
ordinaryong tao kaya naman ang diskriminasyon ay
II. Buod lantad na lantad pa rin magpahanggang ngayon. Ang
May isang batang babaeng biktima ng panunukso sa mga nabanggit na ito ang paksang binigyang diin sa
paaralan dahil ang kanyang mga kamag-aral ay akdang Sandaang damit. Ang isang mag-aaral ay may
mayayaman at may iba't-ibang damit at pagkain, mababang estado sa buhay kaya naman ang ilan sa
samantalang siya'y kabaligtaran ng mga ito. Dahil sa kanyang mga kamag-aral ay kinukutsa siya dahil sa
panunukso ng mga kaklase ay patago na lamang kanyang baong hindi masarap at mamahalin at mga
siyang kumakain at madalas na walang imik. Sa damit na luma at hindi kaakit-akit. Nagkaroon ng
pagiging mahiyain ay lalong sumidhi ang mga pang- diskriminasyon sa uri ng kanyang pamumuhay kaya
aasar hanggang sa isang beses ay natuto siyang naman naging hadlang ito upang maging payapa at
lumaban at sinabing mayroon siyang isang daang may kalayaan ang buhay ng mag-aaral sa kanilang
damit. Ikinuwento niya sa kanila ang bawat detalye ng paaralan. Ito ang mga kaisipang binibigyang din sa
kanyang damit at simula noon ay lumakas na ang isang teoryang realismo.
kanyang ang loob na makihalubilo sa mga kaklase.
Bumubuti na ang lahat, hanggang sa nagsimulang IKALIMA: Pagbibigay ng konklusyon, solusyon, o aksyon
lumiban ang batang babae sa klase. Kaya naman V. Kongklusyon
napagdesisyunan ng kanyang mga kamag-aral na Hindi kasalanan ang pagiging mahirap, at hindi ito
puntahan ang kanyang tirahan, Sinalubong sila ng isang karamdamang dapat ay pandirihan.
luma at sira-sirang bahay, kung saan nakaratay ang Diskriminasyon sana'y mawaksi na upang kapayapaan
batang babaeng may sakit pala. Nakita rin nila ang sa mundo ay ating makamit na. Ang pananalig na
isang daang damit na nakapaskil sa ding-ding at pagdating ng araw ay mabuksan ang isip at puso ng
natantong ito'y mga pawang iginuhit lamang. lahat patungkol sa mga suliraning itong patuloy na
IKATLO: Pagpapaliwanag ng teoya o dulog kinakakaharap ng lipunan ay malutasan. Pag-ibig
 BASTA REVIEWER - JM

nawa'y pairalin upang pagkakaisa, kapayapaan at

kalayan ng bawat isa ay tunay na makamit. Ang
pagkakaroon ng isang lipunang mahusay sana'y
maging reyalidad ng ating Buhay

MOVIES
• Lolo and the Kid
• Pamilya Ordinaryo
• Balota
 BASTA REVIEWER - JM

Art Appreciation • Art is an expression of our thoughts, emotions,

intuitions, and desires, but it is even more personal
• Art appreciation is the knowledge and understanding than that: it's about sharing the way we experience the
of the universal and timeless qualities that identify all world, which for many is an extension of personality.
great art. The more you appreciate and understand the It is the communication of intimate concepts that
art of different eras, movements, styles and techniques, cannot be faithfully portrayed by words alone.
the better you can develop, evaluate and improve your
own artwork. Is it necessary for students to learn art appreciation?

What is art appreciation as a student? Art appreciation is considered important by the public

• Art Appreciation is a three-unit course that develops • A whopping 93 percent of the respondents said that the
students' ability to appreciate, analyze, and critique arts are an essential part of any well-rounded
works of art. education. In a similar vein, 89 percent of Filipinos
believed that the arts are important enough to be
What did you learn in art appreciation included as part of the curriculum.
• Art Appreciation will introduce students to the visual How do you define art?
arts and the variety of art mediums and techniques
used to create two- and three-dimensional works of art. • Art, also called (to distinguish it from other art forms)
Students will also study the history of art beginning visual art, a visual object or experience consciously
with the Stone Age to the present. created through an expression of skill or imagination.
The term art encompasses diverse media such as
Why is art appreciation important in our life painting, sculpture, printmaking, drawing, decorative
• Art appreciation helps open up the mindset of the arts, photography, and installation.
people; by listening to different perspectives and views How do you appreciate artwork?
as well as interpretations of the art, it encourages
thoughtful conversation and the understanding that Appreciation Words for Good Painting
there is more than one approach to everything.
• You're hardworking and talented.
Why is art so important?
• You truly put a lot of effort into this piece of art.
• Art can communicate information, shape our everyday
lives, make a social statement and be enjoyed for • You are gifted with such artistic talents. ...
aesthetic beauty.
• I wish I was as talented as you at drawing and painting.
How can you appreciate art in your life?
• Sincerely, I'm taking inspiration from your pictures.
10 Tips for Art Appreciation
Why is art education important?
1. Learn a Little Bit Every Day
• Involvement in the arts is associated with gains in
2. Try an Art Project math, reading, cognitive ability, critical thinking, and
verbal skill. Arts learning can also improve
3. Take a Class motivation, concentration, confidence, and teamwork.
4. Write What You Know How do you express art?
5. Visit a Museum 5 Ways Express Yourself Through Art
6. See Through Different Angles 1. Doodle. While high school teachers might have
scolded you for doodling in class, science advocates a
7. Analyze One Thing
wandering hand, as doodling boosts creativity and
8. Think About Your Feelings productivity.
2. Visit A Museum Or Gallery
9. Interview Someone 3. Take Photos
10. Accept It 4. Take An Art Class
5. Get In Touch With Your Inner Child
What is art in your own opinion?
 BASTA REVIEWER - JM

How to Give an Art Critique: Constructive Criticism for appreciated primarily for their beauty or emotional
Artists? How do you give art feedback? power.

• Take a look through the artist's eyes. If you're going to The definition of art has generally fallen into three
be critiquing another artist's work, it helps to know categories:
where they're coming from
• Art as Representation
• Don't nit-pick the little stuff
• Art as Expression
• Start positive and end positive
• Art as Form
• Never be vague...
• Lastly, keep it short. Functions Of Art
Why is art so important in society? 1. Personal Function: Highly varied and subjective,
depending on the artist who creates art. Artist can
• Art helps you process your emotions and understand
create art out of self-expression, enjoyment, meant to
your surroundings. It allows you to see life from a
provoke thought, or therapeutic purposes.
different perspective and it makes you feel alive. Art
2. Social Function: Used for public displays and
has always been an important part of human society.
celebrations. It is used to affect collective behavior
since the beginning of time. Art has been used as a tool
addresses a particular collective interest as opposed to
for cultural exchange, education, and expression.
one's personal point of view or experience.
How the arts Benefit Student Achievement? 3. Physical Function: Can be realized through the
objects and environments we create which fills a
• Arts learning experiences contribute to the utilitarian need.
development of certain thinking, social and
motivational skills that are considered basic for Classifications Of Art
success in school, work and life. These fundamental
1. Visual Arts: Art forms that create works that are
skills encompass a wide range of more subtle, general
primarily visual in nature, such as, drawing, painting,
capacities of the mind, self-perceptions and social
sculpture, photography printmaking. and architecture.
relationships.
2. Performing / Combined Arts: Art forms that
What can art teach us? combine a variety of media or materials which can be
both seen and heard, and which exist in both space and
Skills developed through participation in the arts are time. Examples are music, dance, film, theater, and
increasingly important in the workplace and therefore, key literature.
to a successful career. 3. Digital Arts: Work made with digital technology or
presented digital technology. Includes images done
• Creativity
completely on computer or any electronic device using
• Confidence multiple social media platforms.
• Problem Solving 4. Applied Art: Art form in which artistic design is
• Perseverance applied to utilitarian objects or items of everyday use
• Focus such as furniture design, Interior design, fashion
• Non-Verbal design, and graphic design.
• Receiving
• Collaboration Developing
What Is A Subject Of Art?
What are the values of art education?
• The subject of art refers to any person, object, scene or
• In sum, training in the arts can help create a society event described or represented in an artwork.
more grounded in things that lead us to greater
meaningful creativity, clearer understanding of self Two Basic Types of Visual Arts (According to Subject)
and other, and the skills to put those understandings 1. Representational/ Figurative Art: Uses figurative or
into useful action. objective images which represent people or objects
What Is Art? look as close as possible to their real- world
counterparts and can be clearly identified. Examples:
• It is the expression or application of human creative Still life, Portraits, Landscapes Seascapes,
skill and imagination, typically in a visual form such Cityscapes, Mythology and Religion, Dreams and
as painting or sculpture, producing works to be Fantasies.
 BASTA REVIEWER - JM

2. Non-Representational/ Non-Objective Art: Artwork Two Types of Medium

does not represent or depict a person, place, or object
from reality. Subject may be difficult to identify, since 1. Visual Medium: Mediums can be seen and which
it is based solely on the elements of art. Example: occupies space. 2 types: two-dimensional and three-
Abstracts dimensional

What Is the Content Art? Two- Dimensional Visual Medium: Includes those
that are delivered to a flat surface, with only height and
• The content of art is the message given by the artwork. width for their measurement and are grouped into
It involves the subject, the things that you see in the general categories. Examples: drawing, painting,
piece, the techniques used to make the piece, or printmaking, and photography.
anything that was used by the artist to give a message.

Three Levels of Meaning Three-Dimensional Visual Medium: Occupies space

defined through the dimensions of height, width and
1. Factual Meaning: The literal statement narrative depth. Examples: architecture, sculpture, landscape,
content in the work that can be directly apprehended community planning, Industrial designs and crafts
because the objects presented are easily recognized. like ceramics and furniture.
2. Conventional Meaning: It refers to the special
meaning or symbol that the certain objects or color has 2. Auditory Medium: Mediums that can be heard and
for a particular culture or group of people when it is which are expressed in time. Examples: music and
shown in an artwork. literature.
3. Subjective Meaning: It refers to the individual
meaning deliberately and instinctively expressed using
a personal symbolism of objects, actions, or colors Technique In Art
based from the previous experiences or circumstances. • Technique is the manner in which the artist controls his
Artist medium to achieve the desired effect. It is the ability
with which he fulfills the technical requirements of his
• Creator of arts which are for enjoyment and particular work of art.
appreciation of viewer/audience
Elements Of Art
• Performs creative arts (painting, drawing, dancing.
literary, composing songs) 1. Line: A distance between two points and can be
• Creates something mostly with esthetic value straight or curved. They can be used to create shape
• The object does not necessarily have functional value and form, as well as give a sense of depth and
• Makes output to express the beauty of art itself structure. Foundation of drawing.
6 Line Types: Vertical, Horizontal, Zig Zag,
Artisan
Diagonal, Curved, Implied
• Makers of crafts 2. Shape: Two-dimensional, flat, and only have height
• Practical and width. Shapes can be used to control how we
• Skilled workers (carpenter, carver, plumber, perceive a composition.
embroiderer) 3. Form: Three-dimensional shapes expressing length,
width, and depth. Examples: Balls, cylinders, boxes,
• Make something with functional value
and pyramids.
• Making things by hand
4. Color: Can be used symbolically or to create a pattern.
Artist and Artisan’s Similarities It can be selected for contrast or to set a specific mood.
5. Value: Lightness and darkness of a color. The lightest
• Creative value is white, and the darkest value is black, with the
• Artistic difference between them defined as the contrast.
• Makes output out of experience and imagination 6. Texture: The surface quality that can be seen and felt.
Textures can be rough or smooth, soft or hard.
7. Space: The area between and around objects. Create
the feeling or illusion of depth.

The Medium of Art: It is the material out of which he creates Principles Of Art
a work of art and uses to translate his thoughts and feelings into
a beautiful reality.
 BASTA REVIEWER - JM

1. Balance: A feeling of equality in weight, attention, • Zephyrus and Aura: Zephyrus, the god of the west
attraction of the various visual elements within the wind, and Aura, his companion, represent movement,
pictorial field as a means of accomplishing unity. transformation, and the forces of nature. They carry
Types: Symmetrical (Identical), Asymmetrical (Not Venus to the shore, symbolizing the power of nature in
identical), and Radial Balance (Even, radiating out guiding and shaping life.
from a central points) • The Nymph: The figure waiting to clothe Venus
2. Unity: Also known as HARMONY The visually symbolizes the transition from divine to earthly
satisfying effect of combining similar, related existence.
elements. For instance: adjacent colors on the color
wheel. similar shapes etc. Vincent Van Gogh
3. Emphasis: Also known as FOCAL POINT. It
• Van Gogh self-portrait: The Accessibility of Art Van
contributes to organic unity by emphasizing the fact
Gogh's works, including this self-portrait, were largely
that there is one main feature and that other elements
unappreciated during his lifetime. Today, they are
are subordinate to it.
widely accessible, symbolizing how posthumous
4. Movement: The path our eyes follow when we look at
recognition and the digital age have made art available
a work of art, and it is generally very important to keep
to millions.
a viewer's eyes engaged in the work.
• Art as Cultural Memory: This painting serves as a
5. Proportion: The comparison of dimensions or
visual record of Van Gogh's personal struggles,
distribution of forms. It is the relationship in scale
particularly following his infamous altercation with
between one element and another, or between a whole
Paul Gauguin and his subsequent self-mutilation. It
object and one of its parts.
captures a moment in history, preserving his physical
6. Rhythm: A continuance, a flow, or a feeling of
and mental anguish while highlighting the societal
movement achieved by the repetition of regulated
stigma surrounding mental health during that era.
visual information.
Vincent van Gogh (1853-1890) was a Dutch post-
7. Variety: The complement to unity and harmony and is
impressionist painter known for his bold and
needed to create visual interest. Elements are different
expressive works of art that conveyed his emotional
and combined in a pleasing, non-chaotic manner.
and psychological state. Vincent van Gogh's tragic life
Formal/ Visual Analysis of Art: Visual analysis is a close and struggles have led to many questions about why
and analytical way of looking at and discussing a work of things turned out the way they did for him. Van Gogh's
art. It includes describing the work in terms of the elements, life was shaped by a combination of personal demons,
as well as the discussion of how these elements have been emotional isolation, and a lack of recognition during
organized the principles). his lifetime. His struggles might have been a big
reason for why his art had such raw emotion and
The Birth of Venus intensity, but they also contributed to his early death.
Ultimately, his legacy as an artist, though tragic, has
• The Birth of Venus was painted by Sandro Botticelli
endured and inspired countless people for generations.
around 1484-1486 during the Italian Renaissance. It
Vincent van Gogh was a Dutch painter known for his
was likely commissioned by the powerful Medici
bold colors, expressive brushstrokes, and emotional
family in Florence, known for their patronage of the
intensity. Despite creating over 2,100 artworks,
arts.
including The Starry Night and Sunflowers, he was
• Apart from its artistic quality, Birth of Venus is
largely unrecognized during his lifetime. He struggled
noteworthy for having been the first known Tuscan
with mental illness, which influenced both his art and
work of art to be painted on canvas, which is now
his tragic life.
standard but was then revolutionary, with paintings
customarily done on more expensive wood panels. "I put my heart and my soul into my work, and have lost my
mind in the process."
Symbolism
- Vincent van Gogh
• Venus: The Goddess of Love and Beauty's nudity
symbolizes purity, innocence and perfection of the Key Differences
human form free of shame.
• The Shell: It represents birth as in Roman Mythology, • Discrepancies: Botticelli's Birth of Venus celebrates
Venus was born from the sea foam that came from idealized beauty and harmony. In contrast, Van Gogh's
Uranus' genitalia that fertilized the sea and was Self-Portrait reveals the meaning of raw personal
transported to land by a shell. struggle.
 BASTA REVIEWER - JM

70 Million By Hold Your Horses: The music of "70 Million" • The Last Supper (1495-1498) By Leonardo Da
by Hold Your Horses incorporates various elements that reflect Vinci: Leonardo da Vinci is a prime example of
symbolic interpretations of art through its themes and lyrics. Renaissance art. The Renaissance movement
emphasized humanism, a focus on human experience
• The Last Supper By Leonardo Da Vinci: The Last and emotion, and the use of perspective and realistic
Supper was an intricate work completed by Leonardo anatomy.
da Vinci. This painting depicts the shock and horror of
• Sandro Botticelli: The Birth Of Venus (1486): the
the twelve disciples upon learning that one amongst
birth of Venus (c. 1486) by Sandro Botticelli is an
them was going to betray Jesus Christ. The work took
example of renaissance idealism, a style within the
years to complete and attempts to salvage it for future
Renaissance movement. The painting is characterized
generations to enjoy have taken centuries.
by human forms, focusing on beauty and harmony
• Liberty Leading The People By Eugene Delacroix: rather than strict realism.
This painting is all about revolution, freedom, and
• The Anatomy Lesson Of Dr. Nicolaes Tulp (1632)
fighting for change. In the video, the band has fun
By Rembrandt: Is an iconic me example of baroque
reenacting it, turning a serious historical moment into
realism. The baroque period is known for its but
something playful. It shows how even heavy topics
dramatic use of light (chiaroscuro), an emotional
can be made approachable without losing their original
intensity, and realistic depictions of the human figure
meaning.
• Henry VIII (1536) By Hans Holbein: Classic
• Marilyn Diptych By Andy Warhol: 'Marilyn
example of northern Renaissance realism. The
Diptych" is more than just a portrait of Marilyn
northern renaissance is marked by highly detailed and
Monroe; it is a timeless masterpiece that continues to
precise representations of figures, often with an
captivate audiences with its depth, complexity, and
emphasis on texture and surface.
emotional resonance. Through Warhol's lens, Monroe
• Girl With A Pearl Earring (1665) By Johannes
transcends the confines of celebrity to become a
Vermeer: girl with a pearl earring (c. 1665) by
symbol of our collective obsession with fame, beauty,
Johannes Vermeer is a quintessential work of baroque
and the passage of time.
realism. Vermeer's use of chiaroscuro and delicate
• The Scream By Edvard Munch: Created in 1893, the
light creates a soft realism that emphasizes the
idea of this work came from a panic attack that Edvard
intimate, quiet moment captured in the painting.
Munch himself experienced while he was walking
• The Raft Of The Medusa (1818-1819) By Theodore
along a path just outside Kristiania (now known as
Gericault: is a painting based on the dramatic real-life
Oslo, Norway). Referring to the original artwork,
shipwreck of the French frigate meduse in 1816. Due
Munch represented the scream through a series of
to an incompetent captain, ye the ship ran aground off
undulating lines that pressed in on the figure like shock
the coast of Senegal, leaving 147 passengers stranded
waves, reducing its face to a primal image of fear and
on a makeshift raft. After enduring starvation,
standing in visual contrast to the straight path on which
dehydration, and even cannibalism, only 15 survived.
the three figures are walking.
• The Death Of Marat (1793) By Jacques-Louis
• The Creation Of Adam By Michelangelo: The
David: depicts the assassination of Jean-Paul Marat, a
Creation of Adam is a fresco painted between 1508
revolutionary leader killed in his bathtub by out
and 1512 on the ceiling of the Sistine Chapel in the
Charlotte Corday.
Vatican City. Michelangelo di Lodovico Buonarroti
• The Creation Of Adam (C. 1511) By Michelangelo:
Simoni (1475 - 1564) was an Italian sculptor, painter
is a fresco on the ceiling of the Sistine chapel,
and architect considered to be one of the most
depicting god soon giving life to Adam.
influential artists to come out of the Renaissance
• The Son Of Man (1964) By Rene Magritte: is a
period. It depicts the passage from the Book of Genesis
surrealist painting featuring a man in a suit and bowler
which describes God creating Adam and giving life to
hat with a green apple obscuring his face. The artwork
the first man.
plays with mystery and hidden identity as the apple
• The La Mariée By Marc Chagall: Marc Chagall's
both conceals and tempts curiosity
"La Mariée”, painted in 1950, features a young bride
• Composition in Red, Blue, and Yellow (1930) By
adorned in a vivid red gown and a long white veil, set
Piet Mondrian: is a defining work of the de Stijl
against a background of blues and grays. This contrast
movement, also known as neoplasticism, which
not only highlights the bride but also evokes feelings
emphasizes pure abstraction and simplicity. This
of both joy and melancholy. The painting showcases
painting is a prime example of geometric abstraction,
Chagall's unique blend of the real and imaginary, with
defined by its minimalistic use of shape and color,
elements such as a goat playing a musical instrument
embodying modernist ideals of simplicity and
and whimsical floating figures adding to its surreal
universal expression.
atmosphere.
 BASTA REVIEWER - JM

• Self-Portrait (1938) By Frida Kahlo: embodies the individuality of the subjects. It can be seen in the way
style of surrealism and Mexican folk art, me though the subjects in the painting have strong actions to their
Kahlo often rejected strict classification. Her self- flow.
portraits are deeply personal, blending symbolic • Portrait of the Journalist Sylvia von Harden (1926)
imagery with realistic depictions of herself. In this by Otto Dix: the portrait of the journalist sylvia von
painting, Kahlo uses vivid colors and intricate details harden by otto dix is an excellent example of what
to the explore themes of identity and pain. expressionist art is. It first began when a group of
• Portrait Of Dora Maar Seated (1937) By Pablo German architecture students banded together and
Picasso: is a prime example of his cubist style, me became painters. The art style is characterized by the
where the subject is depicted through fragmented painter's perspective of the world in a warped or
shapes and multiple perspectives. In this painting, distorted manner because of intense emotions
Picasso breaks down the figure of Dora maar into • The Kiss (1907-1908) by Gustav Klimt: represents
geometric forms, a distorting her features while love, intimacy, and unification in the Vienna secession
capturing her the emotional depth and personality. movement. The golden embrace of a couple, inspired
• The Scream (1893) By Edward Munch: is a defining by byzantine art, is a brilliant, dreamlike piece with
work of expressionism, an art style that emphasizes geometric and floral elements that reflects Klimt's
emotional experience over realistic representation in unique style.
this painting, munch uses swirling, exaggerated lines • The Bride (1950) by Marc Chagall: is a bizarre
and bold, unnatural colors to convey intense feelings image that combines imagination, romance, and
of anxiety and existential dread. mysticism. It depicts a tranquil bride wearing a
• Self-Portrait With Bandaged Ear (1889) By crimson gown, representing love, music, and Jewish
Vincent Van Gogh: is an example of post- history. The rich colors are peculiar in composition and
impressionism, a movement that moved beyond evoke innocence and emotional depth.
impressionism by emphasizing emotion, symbolism, • Las Meninas (The Maids of Honor) (1656) by Diego
and personal expression. Velazquez: is a baroque masterpiece distinguished by
• The Shot Marilyns (1964) By Andy Warhol: is a key its complicated composition and skillful use of
work in pop art, a movement that emerged in the mid- perspective. The artwork represents infanta margarita,
20th century, focusing on mass media, celebrity king Philip iv's daughter, surrounded by her ladies-in-
culture, and consumerism. waiting, court dwarf, mastiff, and other servants,
• Gabrielle D'estrees Et Une De Ses Sœurs (C. 1594): rejecting traditional portraiture and encouraging
belongs to the mannerist style, which followed the artistic creativity.
high renaissance and is known for its elongated • Sunflowers (1888) by Vincent Van Gogh:
figures, unusual compositions, and symbolic meanings sunflowers, a series of bright still-life paintings created
• Madonna and Child Enthroned with Eight Angels by Vincent van Gogh in 1888, celebrates nature,
and Four to be Prophets (1280) By Cimabue: beauty, and passion. The series, created in arles,
Represents Italo-byzantine gothic art, a transitional France, depicts sunflowers at various stages,
style blending byzantine religious traditions with early representing warmth, joy, and the intensity of life. The
• The Beheading of Saint John the Baptist (1608) By paintings were meant to beautify Gauguin’s chamber.
Caravaggio: was painted in the baroque style of art.
Frames Of Time: This explores how paintings evolve over
The baroque style was popular during the 17th to 18th
different historical periods by blending classical and futuristic
century and is characterized by bold colors of striking
art styles. In this concept, performers would transition between
contrast, which serves as a tool that emulates the
famous artworks, altering their visual aesthetics to reflect the
emotions of the subjects in the painting.
passage of time. This would highlight how artistic expression
• Olympia (1863) By Edouard Manet: While Edouard
has changed over centuries while maintaining core themes of
Manet’s art style gradually transitioned from realism
identity and storytelling.
to impressionism, the Olympia painting is a prime
example of realism art. The realism movement is • Imitation of Leonardo da Vinci's well-known
characterized by the everyday movement of people in painting "The Last Supper." The image is a work of
their lives; the smooth and naturalistic poses and contemporary art that makes humorous use of and
interactions with objects are those of what you see satirizes contemporary culture.
without exaggerated features • Sandro Botticelli's well-known Renaissance
• Liberty Leading the People (1830) by Eugene masterpiece, "The Birth of Venus," is shown in this
Delacroix: liberty leading the people is considered to comical and humorous reworking. The artwork is a
be Delacroix’s masterpiece. The art style used is humorous and lighthearted examination of the
romanticism which emphasizes the emotion and
 BASTA REVIEWER - JM

connection between classical art, modern society, and performance, blurring the line between reality and
beauty perception. fiction.
• The Death of Marat is a historical painting, and a • The second image contrasts sharply with its bold red
political declaration on the side of many, depicting background and dramatic lighting, evoking a more
Marat as the martyr of the French Revolution. It is avant-garde, almost noir-inspired aesthetic. Together,
simple yet strikes the viewer's eye: dramatic lighting these images explore themes of identity, performance,
alone seems to create a sense of the solemn and dark and artistic expression through surreal and
surroundings. Indeed, today, the painting is analyzed unconventional visuals.
in terms of political violence, propaganda, and how
leaders are immortalized. Conclusion
• Salome with the Head of John the Baptist is rooted • Overall, it presents a unique fusion of classical art and
in biblical and historical themes, often interpreted contemporary creativity, transforming historical
through the lenses of sensuality, power, vengeance, masterpieces into a dynamic, engaging experience.
and martyrdom. Through a humorous and playful approach, the video
• The modern version of the French icon "Liberty reinterprets some of the most iconic paintings in
Leading the People" consists of analyzing elements, Western art history, blending tableau vivant (living
including the female figure at the center, the French paintings) with modern music and movement.
flag, various revolutionaries, and the cost of the • The music video serves as a celebration of art history
revolution. Instruments and dramatic lighting and through a modern, irreverent lens, proving that
smoke create the struggle and emotion. classical paintings can remain relevant, engaging, and
• "The Son of Man" by René Magritte is an example full of life when reimagined creatively. It reinforces
of Surrealism, an art movement that seeks to express the idea that art is not just to be observed but also to be
ideas and imagination beyond the realistic world. In experienced and transformed.
this painting, a man dressed in a suit and bowler hat
has a green apple obscuring his face. Background
• "The Scream" is often associated with themes of
• The Scream is a composition created by Norwegian
anxiety, despair, and existential dread. Munch's use of
artist Edvard Munch in 1893, symbolizing the anxiety
bold colors and wavy lines contributes to the intense
of the human condition.
emotional impact of the work on viewers. It is part of
the Symbolism movement, which aimed to express
feelings and ideas rather than simply represent reality.
• The Shot Marilyns: This pop art shows different
facial expressions and bright colors. In this version, the
angles are different, and one face has a unique
expression. It represents how this image became
popular and memorable because of its striking colors.
• This artwork represents Van Gogh's first major
breakdown when he cut off his ear after losing hope as • Edvard Munch (born December 12, 1863, Löten,
an artist. The painting and music express deep Norway-died January 23, 1944. Ekely, near Oslo) was
emotions through art. Artists use their work not only to a Norwegian painter and printmaker whose intensely
show their feelings but also to let others understand evocative treatment of psychological themes built
their struggles. It shows that even painful experiences upon some of the main tenets of late 19th-century
can become beautiful art. Symbolism and greatly influenced German
• Vincent van Gogh's Sunflowers series embodies the Expressionism in the early 20th century. His painting
concept of life, death, and beauty in imperfection, The Scream, or The Cry (1893), can be seen as a
expressed through vibrant color, bold brushwork, and symbol of modern spiritual anguish. Munch's The
emotional depth. Scream is an icon of modern art
• The sunflowers symbolize gratitude, warmth, and the Early Years
cycle of life, as they transition from fresh bloom to
wilting decay, reflecting Van Gogh's fascination with • Munch was born into a middle-class family that was
nature's fleeting yet intense beauty and his own plagued with ill health. His mother died when he was
emotional struggles. five, his eldest sister when he was 14, both of
• The first image presents a theatrical and surreal scene tuberculosis; Munch eventually captured the latter
resembling a puppet show. The use of bright stage-like event in his first masterpiece, The Sick Child (1885-
lighting and minimal props enhances the idea of 1886). Munch's father and brother also died when he
 BASTA REVIEWER - JM

was still young, and another sister developed mental • The message of the painting is to show and remind
illness. people of the Jesus' sacrifice for our sins. It shows the
• "Illness, insanity, and death," as he said, "were the love of Jesus for us and teaches us to do the same too.
black angels that kept watch over my cradle and • The Creation of Adam: The Creation of Adam is a
accompanied me all my life." fresco painting by Michelangelo Buonarroti depicting
the Biblical creation of Adam, the first man. It is found
Composition And Techniques
on the ceiling of the Sistine Chapel in Vatican City.
• The composition of The Scream consists of bold lines • The Raft Medusa By Théodore Géricault: The large
and vivid colors, particularly the swirling oranges, painting depicts the aftermath of the 1816 wreck of the
reds, and blues that create a dramatic backdrop. The French Royal Navy frigate the Medusa, which ran
central figure, characterized by its screaming face, aground off the coast of hin Senegal. Because of a
elongated hands, and skull-like head, stands on a shortage of lifeboats, 150 survivors embarked on a raft
bridge with a distorted body that seems to merge with and were decimated by starvation during a 13-day
the landscape. Munch employed a minimum of forms ordeal, which descended into murder and cannibalism.
to achieve maximum expressiveness, blending Only a handful remained when they were rescued at
foreground and background in a way that conveys sea.
emotional turmoil. Art Style: Romanticism
Tackles Life and Death
Inspiration And Meaning Is a Historical Painting
• Conclusion: We are one to believe that art has a social
• Munch's inspiration for The Scream is rooted in his
and political responsibility, and therefore we think it's
personal experiences, particularly a moment he
important to consider the impact art works have on the
described in his diary when he felt an "infinite scream
audience and community
passing through nature" while on a walk. This
autobiographical element imbues the painting with an Prehistoric Art
emotional depth that resonates with viewers,
encapsulating feelings of isolation and existential • Introduction: The Stone Age, often regarded as the
dread. The figure's scream is not just a reaction to dawn of human civilization, marked a period of
external factors but also symbolizes an internal remarkable developments in early human culture.
anguish, representing the struggle against Through cave paintings, carvings, and sculptures,
overwhelming emotions. early humans communicated their experiences,
observations, and rituals.
Cultural Impact
Prehistoric Period Timeline
• The Scream has significantly influenced popular
culture, being imitated and parodied across various
media, including film and literature. It is often
referenced in discussions about mental health and
societal anxiety and has been recognized as a timeless
symbol of human emotion. The painting has also
inspired numerous adaptations, including the
Ghostface mask in the Scream horror film series.
Munch's The Scream stands as an enduring
masterpiece that captures the complexities of human
emotion and experience, continuing to resonate with
audiences around the world.
Paleolithic Period (30,000 BCE - 10,000 BCE)
Last Supper
• Overview: The Paleolithic Period, also known as
• "The Last Supper" by Leonardo da Vinci is not just the Old Stone Age, is the earliest and longest phase of
a painting-it is a masterpiece that captures emotion, human history, spanning from about 2.6 million years
drama, and divine symbolism in a single moment. The ago to around 10,000 years ago. This period is
painter, Leonardo da Vinci, was able to capture and characterized by the use of rudimentary chipped stone
give essence to each apostle. If you look closely, you tools and is divided into three main stages: Lower,
will notice that each of them shows a different Middle, and Upper Paleolithic.
expression to show that they had their own
• Lower Paleolithic (c. 2.6 million - 200,000 years
personalities.
ago): This stage saw the development of simple pebble
 BASTA REVIEWER - JM

tools and crude stone choppers. Notable industries emergence of an artisan class-including weavers and
include the Oldowan and Acheulean. potters-the development of trade, the concept of
• Middle Paleolithic (c. 200,000 - 40,000 years ago): private property, and the formation of basic political
This period is marked by the emergence of more and social institutions.
sophisticated flake tools, such as those from the • This period also witnessed major cultural innovations.
Mousterian industry. Early pottery appeared alongside advancements in
• Upper Paleolithic (c. 40,000 10,000 years ago): This sculpture, architecture, and the construction of
stage witnessed a proliferation of complex and megalithic structures. Additionally, the first examples
specialized stone tools, including bone, antler, and of rock art date back to the Neolithic, reflecting the
ivory tools. Notable industries include the growing complexity of human expression and society.
Aurignacian, Solutrean, and Magdalenian. • Ceremonial AX
• Lions in the Chauvet Cave: Museum replica of lions • Ritual Object (Cong)
painted in the Chauvet Cave in Ardèche, France from
the Aurignacian period (c. 35,000 to 30,000 years old) Origin Of Medieval Art
• Bison in the Cave of Altamira: Bison painting • Medieval Art: Medieval art originated in Europe and
(replica) from the Cave of Altamira, dated to the the surrounding regions, spanning roughly from the
Magdalenian fall of the Western Roman Empire (c. 476 CE) to the
• Venus von Willendorf Statue: The Venus of beginning of the Renaissance (c. 14th-15th century). It
Willendorf, also called Woman of Willendorf or Nude developed over approximately 1,000 years, evolving
Woman, is a female figurine found in 1908 at through various styles and influences.
Willendorf, Austria. The fertility goddess statue is
considered a piece of Upper Paleolithic art, carved out Early Christian Art (c. 3rd-6th century)
of oolitic limestone.
• Emerged in the Roman Empire, focusing on religious
Mesolithic Period (8,000 BCE - 3,000 BCE) themes.
• Featured catacomb paintings, mosaics, and sarcophagi
• Overview: The Mesolithic Period, also called the carvings.
Middle Stone Age, marks the transition from the
Paleolithic (Old Stone Age) to the Neolithic (New Early Christian Art (c. 3rd-6th century)
Stone Age). It was a time of gradual changes in human
society, where people adapted to environmental shifts • CHARACTERISTICS: Focused on religious
after the last Ice Age, developing new survival themes, especially biblical stories. Symbolic rather
strategies, tools, and cultural practices. than realistic representation. Simple figures with little
depth or perspective.
• Rock Art
• STYLES & TECHNIQUES
• Figurines
• Body Art Mosaics - Small colored stones or glass arranged to form
• Ceramics & Pottery religious images (e.g., Jesus as the Good Shepherd).
•
Frescoes - Wall paintings in catacombs and churches, often
Neolithic Period (10,000 BCE -3,000 BCE) depicting saints and biblical scenes.

• Overview: The Neolithic period, also known as the Illuminated Manuscripts - Handwritten religious texts
New Stone Age or the Agricultural Revolution, with simple decorations and symbols.
followed the Mesolithic Era and began in the Ancient
Near East. Soon after, Neolithic settlements emerged Byzantine Art (c. 4th-15th century): Influenced by Eastern
across Europe, Africa, Asia, and the Western Orthodox Christianity. Characterized by mosaics, icons,
Hemisphere. Over the next 3,500 years, humana and grand domed churches like Hagia Sophia.
gradually shifted from a dependent relationship with Byzantine Art (c. 5th-15th century)
nature to a more Independent one. Humans slowly
evolved and leamed to manipulate their environment, • CHARACTERISTICS: Religious themes with an
developing agriculture that enabled food surpluses, emphasis on spirituality. Figures appear stiff, frontal,
crafting new tools, and domesticating animals such as and elongated with large eyes and solemn expressions.
dogs, sheep, goats, cattle, and pigs. Use of gold backgrounds to create a heavenly
• With the ability to produce food surpluses, people atmosphere.
began settling in permanent villages. The Neolithic era
saw the division and specialization of labor, the
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• STYLES&TECHNIQUES • Emphasized large-scale metalwork and illuminated

manuscripts.
Icons - Painted religious images of Christ, the Virgin Mary, and
saints, often on wood panels. Ottonian Art (c. 10th-11th century)

Mosaics - Highly detailed images using tiny glass pieces, often • CHARACTERISTICS: Continued Carolingian
covering church interiors. artistic traditions, but with more expression and
grandeur. Emphasized imperial and religious themes.
Domed Architecture - Churches with large domes,
Large-scale works in metal and manuscripts.
symbolizing heaven (e.g., Hagia Sophia).
• STYLES & TECHNIQUES
Insular (Hiberno-Saxon) Art (c.6th-9th century)
Illuminated Manuscripts - Richly colored religious texts
• Found in the British Isles, blending Celtic and Anglo- with gold leaf.
Saxon styles.
Metalwork - Large, intricate objects like reliquaries and
• Famous for illuminated manuscripts like the Book of crosses.
Kells.
Romanesque Art (c. 11th-12th century)
Insular (Hiberno-Saxon) Art (c.6th-9th century)
• Marked by heavy, solid architecture with rounded
• CHARACTERISTICS: A blend of Celtic and Anglo- arches.
Saxon artistic styles. Highly decorative, intricate
• Sculpture and fresco painting flourished in churches
patterns, and interlacing designs. No attempt at
and monasteries.
realism-figures and animals were stylized and abstract.
• STYLES & TECHNIQUES Romanesque Art (c. 10th-12th century)

Illuminated Manuscripts - Handwritten books with • CHARACTERISTICS: Religious and biblical

intricate decorations (e.g., The Book of Kells). themes, often dramatic and symbolic. Figures are
stylized, rigid, and not proportionally accurate. Bold
Metalwork - Brooches, chalices, and other objects with
colors, thick outlines, and little depth or shading.
complex designs.
• STYLES & TECHNIQUES
Stone Carvings - Tall stone crosses with interwoven
Architecture - Thick-walled churches with small windows
patterns.
and round arches.
Carolingian Art (c.8th-9th century)
Frescoes & Murals - Large-scale religious paintings on
• Revival of classical Roman styles under Charlemagne. church interiors, often flat and simple.
Notable for illuminated manuscripts and small- scale
Sculptures - Relief carvings on church facades and
sculptures.
capitals, telling biblical stories
Carolingian Art (c.8th 9th century)
Gothic Art (c. 12th-15th century)
• CHARACTERISTICS: Revival of classical Roman
• Characterized by pointed arches, stained glass
styles under Charlemagne. Greater focus on
windows, and verticality.
naturalism and realistic figures (compared to Insular
• Seen in cathedrals like Notre-Dame de Paris.
art). Art used to emphasize the power of the Church
and Charlemagne's rule. Gothic Art (c. 12th-15th century)
• STYLES & TECHNIQUES
• CHARACTERISTICS: Greater realism, more
Illuminated Manuscripts - More realistic human figures, natural expressions and body proportions. Use of
Roman-inspired architecture in backgrounds. perspective and depth to create more lifelike
scenes. Bright colors, detailed figures, and
Small-Scale Sculptures - Ivory carvings and metalwork.
dramatic emotions.
Architecture - Basilica-style churches with westwork • STYLES & TECHNIQUES
facades.
Stained Glass Windows - Large, colorful windows
Ottonian Art (c. 10th-11th century) depicting religious scenes (e.g., rose windows in
cathedrals).
• Continued Carolingian artistic traditions in Germany.
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Panel Paintings - Painted religious scenes on wooden Anglo-Saxon and Christian art, thus reflecting the
panels, often used as altarpieces. culture of the times. In contrast, the Book of Kells (9th
century, Ireland) is famous for its lively Celtic designs
Sculptures - More naturalistic and expressive statues on and intricate illustrations of Bible stories, indicating
cathedral facades. the very high level of artistic skill worked out in this
Architecture - Tall, pointed arches, ribbed vaults, and period by medieval monasteries. They were worship
flying buttresses (e.g., Notre- Dame Cathedral) books, but they were also symbols of the power and
influence of the Church. Since most people were
ARTWORKS illiterate in the medieval period, such elaborately
decorated books added glamour to the religious tales,
• STAINED GLASS: Stained glass was a significant aiding in retaining them in people's hearts and
form of medieval art, commonly used in churches, forwarding the teachings to subsequent generations.
cathedrals, and chapels. It consisted of colored glass
pieces arranged to create biblical scenes, saints, and MANUSCRIPTS
religious symbols.
• One famous example is the stained-glass windows of • Medieval manuscripts, particularly illuminated
Chartres Cathedral in France, which date back to the manuscripts. These were handwritten books, often
12th and 13th centuries. These windows were not just created by monks in monasteries, featuring elaborate
decorative but also served as a way to educate people decorations, intricate borders, and detailed
about religious stories. The vibrant colors and intricate illustrations.
designs made stained glass a defining feature of Gothic • One famous example is the Book of Kells, an
architecture. illuminated manuscript created by Celtic monks
• Chartres Cathedral around the 9th century. These manuscripts often
contained religious texts, such as the Bible, and were
SCULPTURE adorned with gold leaf, vibrant colors, and detailed
imagery. They served both as sacred texts and as
• Medieval artists often created statues for state expressions of artistic craftsmanship in the medieval
buildings and cathedrals. The sculptures showcased era.
the beauty of the messages from the Holy Bible.
Sculptors made sculptures of Jesus Christ, Mother TAPESTRIES
Mary, and Saints since religious subjects were the
inspiration for art creation. The sculptures displayed • Medieval tapestry is a form of textile art from the
famous biblical scenes like the life of Christ, his Middle Ages, renowned for its vivid storytelling and
crucifixion and resurrection, Genesis, etc. intricate designs that often depict historical events,
religious scenes, and everyday life. These tapestries
• The use of metalwork, ivory carvings, and enamels
were not only wall hangings providing insulation and
made the style of statues bold and unique. These
sculptures added to the magnificence of the exteriors decoration in castles and churches but also served as
portable status symbols for the wealthy and powerful.
of churches or buildings. Realist sculptures with three-
Often crafted from wool or silk, medieval tapestries
dimensional ratios emerged during the Medieval era.
were painstakingly woven on looms by skilled
Artists even used ivory carvings with bronze castings
artisans, making them a testament to the advanced
to enhance the beauty of the sculpture. Some notable
craftsmanship of the time.
examples of Medieval sculptures are the Virgin and
Child and The Road to Calvary • An iconic example of medieval tapestry is the
Bayeux Tapestry. This tapestry depicts the events
• The Road to Calvary. The Road to Calvary (also
leading up to the Norman conquest of England and is
called Christ Carrying the Cross) is a powerful subject
renowned for its historical detail and narrative depth.
in medieval sculpture, depicting Jesus on his way to
Spanning approximately 70 meters in length, it uses
crucifixion. It highlights themes of suffering,
intricate imagery to capture the story.
redemption, and sacrifice, central to Christian belief.
METALWORKS
ILLUMINATED
• Medieval metalwork was one of the most significant
• Probably the most famous medieval illuminated
and prestigious art forms during the Middle Ages (5th-
manuscripts created by monks to spread Christianity
15th centuries). Medieval metalwork was one of the
and preserve religious doctrine are the Lindisfarne
most significant and prestigious art forms during the
Gospels and the Book of Kells. The Lindisfarne
Middle Ages (5th-15th centuries). Medieval
Gospels, created in the 8th century in England, are
metalwork refers to objects created from various
characterized by the gorgeous patterns that draw from
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metals, often combined with enamel, gemstones, and the creation of large-scale wall paintings that vividly
glass. These pieces were used for religious, depicted biblical stories. While refining new artistic
ceremonial, military, and domestic purposes. techniques, the medieval period also preserved
• Chalice of Abbot Suger, an ancient sardonyx cup set classical traditions, serving as a bridge between the
in gold mounts in the 12th century, was among the ancient and modern worlds. Ultimately, medieval art
vessels that were used to celebrate a Mass at the abbey demonstrated how artistic expression could reflect its
church of Saint-Denis, north of Paris. The chalice time and inspire societal change.
reflects the abbot's belief that beautiful things were not
Renaissance Art
only fitting and proper in the celebration of God's
glory but that beauty, by its very nature, could Introduction: The European arts, cultures, and intellectual
transport the souls of men to contemplation of the landscape significantly shifted during the Renaissance, which
divine. lasted from the 14th to the 17th century. One noteworthy
characteristic of this age is the invention of portraiture, which
MOSAICS
became an essential tool for conveying people's identity,
• Mosaic art was one of the forms of religious position, and values.
expression one could have during the medieval time.
Important Events: Renaissance Portraiture
It was used mainly to beautify places of worship like
churches and cathedrals. It was the arrangement of • The Fall of Constantinople (1453)
small bits, be it colored glass, stone, or even gold, but • Rediscovery of Ancient Texts
down into the forms of biblical scenes, saints, and even • Impact of the Black Death
other religious figures. In most cases, these
• Wealthy Patrons and the Medici Family
magnificent mosaics served as a visual representation
of Christianity due to the illiteracy of most of the
• Humanism RENAISSANCE: Humanism is a
people in the world during that period. They portrayed
cultural movement that emphasizes the human
divine and spiritual themes.
experience, values, and interests, which emerged
• Probably the most renowned example of mosaic art is
during the Renaissance period. At its core, humanism
the mosaic of Hagia Sophia, Constantinople, made in
is about understanding life and human nature as they
the time of the Byzantine Empire, including a figure of
truly are, stressing the study of both nature and
Christ Pantocrator (Christ as the Ruler of All) flanked
humanity while focusing on human thought, reason,
by angels; this is hailed because of its rich use of gold,
culture, and experience. These humanist ideas were
vivid colors, and fine detailing. The mosaics of Hagia
vividly reflected in Renaissance art, particularly
Sophia are considered masterpieces of Byzantine art.
through the detailed study and depiction of the human
They illustrate the concept of spiritual and divine light
body.
in relation to the Christian world during the medieval
• Francesco Petrarca "PETRARCH": Francesco
period.
Petrarca/Petrarch, known as the father of humanism,
• The Deësis mosaic in Hagia Sophia
along with Renaissance artists such as Donatello,
CONCLUSION Lorenzo Ghiberti, Filippo Brunelleschi, Michelangelo,
Raphael, and Leonardo da Vinci, helped spread
• The medieval era, which spanned over a thousand humanistic themes across various regions. Actively
years, marked a significant turning point in art history, sought innovation in their work, pushing the
deeply influenced by economic shifts, cultural boundaries of linear perspective, color, and light while
developments, and religious beliefs. Early Christian portraying the human form as powerful, divine, and
and Byzantine art focused on intricate mosaics and even erotic resulting in the humanism renaissance
spiritual symbolism, reflecting the era's devotion to movement to expand.
faith. Romanesque architecture introduced large stone
churches with rounded arches, emphasizing strength Examples Of Arts With The Influence Of Humanism
and stability, while Gothic art brought elaborate • Sandro Botticelli - The Birth of Venus: This painting
details, towering cathedrals, and breathtaking stained-
depicts Venus, the goddess of love, emerging from the
glass windows that illuminated biblical narratives.
sea on a shell, symbolizing beauty and rebirth. It
Throughout this period, themes of religion and
reflects humanist ideals by celebrating mythology,
sovereignty were central to artistic expression.
nature, and the perfection of the human form.
Notable artistic advancements included the evolution
• Donatello – David: Donatello's bronze statue of
of sculpture from rigid forms to more expressive
David is the first free-standing nude sculpture of the
figures, the development of manuscript illumination in
Renaissance, showcasing human strength and
which religious texts were intricately embellished, and
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confidence. It embraces naturalism and individualism, • The artists who were considered the height of this
key themes of humanism. period were Leonardo da Vinci, Raphael, and
• Raphael - The School of Athens: This fresco Michelangelo.
represents philosophy and learning, featuring great • The Renaissance style went on to evolve through
thinkers like Plato and Aristotle in a grand Mannerism, Baroque, Rococo, neoclassicism, and the
architectural setting. It celebrates human reason, Romantic movement.
knowledge, and the revival of classical wisdom.
• Leonardo da Vinci - Vitruvian Man: This famous ARTISTS AND THEIR MOST FAMOUS WORKS
drawing illustrates the ideal human body proportions, • Leonardo da Vinci (1452-1519): Leonardo di ser
combining art and science. It reflects humanism's Piero da Vinci was an Italian polymath. A painter,
focus on anatomy, balance, and the harmony between draughtsman, engineer, scientist, theorist, sculptor,
humans and nature. and architect.
• Michelangelo - Sistine Chapel Ceiling: This
masterpiece features biblical scenes, including The Perfected Renaissance artistic technique by
Creation of Adam, portraying God giving life to
humanity. It highlights human beauty, divine • Studying nature
connection, and artistic innovation. • Experimented with media
• Paolo Uccello - The Battle of San Romano: This • Developed new methods
painting depicts a medieval battle with a strong use of
perspective, making the scene look three-dimensional. • Perfected muted style of portraiture that produced
It reflects humanist interest in history, realism, and reflected depth through the application of hundreds of
dynamic composition. nearly transparent - but slightly tinted- brushstrokes.
• Early Renaissance: The Early Renaissance (14th- Famous works:
15th Century), primarily centered in Florence, marked
a significant shift in art from the symbolic and flat • Mona Lisa
forms of the Middle Ages to a focus on naturalism, • The Last Supper
perspective, and human emotion. Key figures like • Vitruvian Man
Giotto, Masaccio and Filippo Brunelleschi were
instrumental in this transformation. The Early Raphael (1483-1520)
Renaissance, spanning roughly the 14th and 15th
• Raffaello Sanzio da Urbino, Italian painter and
centuries, marked a profound shift in art and
architect.
architecture, moving away from the medieval style's
• Perfected Renaissance artistic technique by; He
more symbolic and flat representations toward a focus
was able to combine the strengths of his fellow artists
on naturalism, perspective, and humanism. This period
and eveb developed his own distinctive style which
began primarily in Florence, a city that became a hub
was known for its clarity of form, ease of composition,
for artistic and intellectual innovation.
and visual achievement of the Neoplatonic.
• Gio Piotto
• Masaccio Famous works:
• Brunelleschi
• School of Athens
KEY THEMES OF THE EARLY RENAISSANCE • Madonna in the Meadow
• The Triumph of Galatea
• Humanism
• Naturalism Michelangelo (1475-1574)
• Perspective
• Classical Architecture • Michelangelo di Lodovico Buonarroti Simoni, Italian
sculptor, painter, architect, and poet.
• The Virgin and the Child • Known as the most virtuosic artist of the sixteenth
• Basilica of San Lorenzo century.
• The Road to Calvary • Perfected Renaissance artistic technique by: deeply
studying human anatomy which allowed him to create
High Renaissance more lifelike figures in both his paintings and
sculptures.
Peak Of Masterpieces Of Renaissance Art: Also known as
"The High Renaissance" which was from the 1500 to 1530.
 BASTA REVIEWER - JM

Famous works: THE RISE OF BAROQUE ART

• David • Baroque art focused on strong lighting, deep emotions,

• The Pieta and movement.
• The Creation of Adam • Major Baroque artists: Caravaggio, Rubens, Bernini.
Unlike Renaissance art, which was balanced, and
The Spread Renaissance calm, Baroque art was dramatic and full of action.
• During the 15th and 16th centuries, the Renaissance WHO PAID FOR ART?
spread across Italy, France, northern Europe, and
Spain. In Venice, artists like Giorgione and Titian • Renaissance: Wealthy families (eg, Medici family)
refined oil painting on canvas, a technique that funded art.
allowed for reworking and would dominate Western • Baroque period Kings and the Catholic Church
art. However, oil painting dates back earlier to Flemish became the main patrons.
artist Jan van Eyck, known for his Ghent Altarpiece (c. • They wanted grand, decorative art to show power and
1432). Northern Renaissance masters included religious devotion.
Albrecht Dürer and Hans Holbein the Younger. By the
late 1500s, Mannerism emerged, favoring artificiality CLASSICAL ART
over High Renaissance naturalism. Despite this, HISTORY
Giorgio Vasari celebrated the High Renaissance as the
peak of Italian art. • Classical art, originating in ancient Greece and Rome
• NORTHERN RENAISSANCE ART (c. 800 BC to c. 400 AD), has undergone several
1. Detail-Oriented transformations throughout its extensive history,
2. Oil Paints influencing numerous artistic movements and
3. Influence of the Church maintaining its status as a cornerstone of Western
4. Burgeoning Middle Class civilization. It emphasizes ideals of beauty, harmony,
• ITALIAN RENAISSANCE ART and proportion, while also reflecting the cultural
1. Perspective and Proportion values and historical contexts of the societies that
2. Frescoes and Tempera produced it.
3. Influence of the Italian City-States
HOW IT DEVELOPED
4. Patronage

End Of Renaissance • Classical art was greatly influenced by mythology and

spirituality. Between 1000 BCE and 450 CE, a span of
POLITICAL PROBLEMS AND WARS 1500 years, the classical style of visual art evolved.
Figurative art was first presented by Greek sculpture,
• Wars in Europe (Spain, France, Italy) drained money which idealized beauty according to modern standards
and resources. while highlighting genuine human qualities.
• Less support for artists as cities like Florence and
Venice lost power and wealth. DEFINITION
• Fewer patrons were paying for traditional
• The term "classical" denotes an art approach and style
Renaissance-style art.
that developed in ancient Greece and Rome, stressing
RELIGIOUS CONFLICTS: REFORMATION AND harmony, balance, proportion, and idealized beauty.
COUNTER- REFORMATION Characteristically, these canons promote realistic
human representation. Many subsequent art
• Protestant Reformation (1517) led by Martin Luther movements were affected by classical art, including
challenged the Catholic Church. the Renaissance and Neoclassicism. It includes
• In Protestant areas, religious art became less sculpture, painting, architecture, and literature based
important. on reason, discipline, and perfection.
• The Counter-Reformation (Catholic response) used art
to inspire faith. EXAMPLES
• The Church wanted dramatic, emotional art, leading to • DISCOBOLUS: a marble sculpture created by the
the rise of Baroque art. ancient Greek sculptor names Myron around 450 BCE.
The "Discobolus" represents a young male athlete in
the moment before throwing a discus. The figure
captures both the grace and power of the human body,
 BASTA REVIEWER - JM

frozen in a dynamic pose that suggests movement. The CONTEMPORARY ART?

twisting motion of the body creates a sense of tension,
as though the figure is about to release the discus with • Contemporary Art means "the art of today," or art
great force. The calm expression on his face contrasts being created in the present. More broadly, it can refer
with the intensity of the action, showcasing the Greek to artworks produced in the late 20th through to early
ideal of combining physical strength with mental 21st centuries and today It includes a diverse range of
composure. styles, media, and approaches, often reflecting on
• VENUS DE MILO - Alexandros of Antioch: One of current social, political, and cultural issues. It's a
the most well-known sculptures from ancient Greece reflection of our time, often questioning societal
is the Venus de Milo, believed to represent Aphrodite, norms, exploring new technologies, or highlighting
the goddess of beauty and love. The statue is attributed global concerns.
to Alexandros of Antioch, a Greek sculptor from the HISTORY & TIMELINE
Hellenistic period, it was found on the island of Milos
in 1820 and is now in the Louvre Museum in Paris. It • The Contemporary Art Movements timeline is a
is known for its exquisite contrapposto stance, lending chronological list of important art movements in the
the figure a beautiful and realistic attitude. Her lower 20th and 21st centuries. This timeline explains how
body drapery clings to her form, highlighting the they rose to prominence, related, and where they came
elegance and fluidity characteristic of Hellenistic art. from.
One of the oldest and most recognizable works in
Western art history, the Venus de Milo has influenced
generations of artists and endures as a symbol of
idealized beauty and classical artistry.
• MINOAN DOLPHIN FRESCO: The Minoan
Dolphin Fresco, created around 1800 to 1400 BCE and
located in the Palace of Knossos, is a remarkable
example of Minoan art that highlights their
appreciation for marine life. Featuring naturalistic
depictions of dolphins and colorful fish, the fresco
showcases the advanced pigment technology of the
time and reflects the civilization's cultural connections
to the sea, likely symbolizing deities associated with
oceanic realms. Although reconstructed in the early • Contemporary art is generally considered to have
20th century by Piet de Jong after excavation by Sir started in the mid-20th century, particularly after
Arthur Evans, the fresco remains a stunning World War II, around the 1940s to 1950s. However,
representation of Minoan artistry and aesthetics. there is no strict start date, as it overlaps with
movements from the early 20th century and reflects
CLASSICAL ART the ongoing evolution of artistic expression.
• Classical Art flourishing from 480 BCE to the fall of MAJOR TYPES AND CATEGORIES OF
Rome, originates from ancient Greece and Rome, CONTEMPORARY ART
pursuing ideals of beauty, harmony, and proportion in
painting, sculpture, decorative arts, and architecture. 1. VISUAL ART: Visual art in contemporary art
The Greeks idealized the human form, establishing a generally refers to works that are primarily visual in
canon of proportions and realism that influenced nature, including paintings, drawings, prints, and
Western art for centuries, while their temple designs, sculpture. This category has expanded as artists
with symmetrical structures and columned exteriors, experiment with various techniques, materials, and
conveyed order and stability. Characterized by concepts.
harmony, balance, and a focus on portraying beauty • End Of Summer Yasmin Sison Ching
and perfection, classical art closely associated truth • Kiara Blowing Gum Yasmin Sison Ching
with beauty, emphasizing symmetry, harmony, and • Self Portrait In Fright Wig (1986) & Shot Marilyns
proportion, with the golden ratio seen as the most (1964) Andy Warhol
beautiful. 2. PERFORMANCE ART: Performance art is a live,
often time-based art form where the artist's body and
actions are the medium of expression. It frequently
challenges the boundaries between the performer and
the audience, inviting active participation.
 BASTA REVIEWER - JM

• TICK, TICK... BOOM! (1990) by Jonathan

Larson
3. STREET ART: Street art is a form of visual art that is
created in public spaces. Often politically charged or
socially engaged, it challenges the boundaries of
traditional galleries and engages a broader, more
diverse audience.
• NAGTAHAN BRIDGE MURAL (2013) by
AG Saño
4. NEW MEDIA ART (DIGITAL ART): New media
art encompasses artworks that use technology, digital
media, and interactive elements. These works often
incorporate video, sound, and computer-generated
imagery to create immersive and innovative
experiences.
• MICKEY MOUSE (1928) by Ub Iwerks
5. INSTALLATION ART: Installation art refers to
large-scale, mixed-media works designed to transform
a space. These works can involve a wide variety of
materials such as found objects, lights, projections,
and even the viewers themselves.
• A CHILD'S MEMORY (2014) Anton Del
Castillo
6. CONCEPTUAL ART: In conceptual art, the idea or
concept behind the work is more important than the
aesthetic or material aspects. It often challenges
traditional notions of art, questioning its purpose,
value, and the role of the viewer.

INFLUENCES ON CONTEMPORARY ART

• Globalization
• Technology
• Social and Political Movements
• Cultural Shifts

CONCLUSION

• Contemporary art is a vast and diverse category that

reflects the many ways artists interact with the world
around them. From performance to digital
installations, each category reflects different aspects of
our society, culture, and, technology. These categories
also cross over, often, influencing and inspiring one
another. Through its diversity, contemporary art
challenges us to think critically about our surroundings
and engage in deeper reflections on contemporary
issues.
• Each of these categories, whether through painting,
performance, or new media-demonstrates how
contemporary art constantly shifts in form and
meaning, challenging established norms and inviting
us to reconsider what art can be.
BASTA REVIEWER - JM