I take a few topics and go into more depth. I try to show how to apply the main concepts to lots of real world examples, pulling out the nuances. For example, I spend a lot of time on cognitive therapy and create a simplified four-step way to apply it. I added examples that have been relevant to my students. I also added two pieces at the beginning of the book. The first one is about asking good questions to get student engaged in how to approach the material and each other’s experiences. I use the Kolb’s Learning Styles idea extensively in how I teach the class, so I included a chapter about that. It emphasizes a cycle with four parts: (1) where the material will be relevant to students, (2) what the main concepts are, (3) directions on how to apply the concepts well, and (4) what new possibilities the material raises. It’s not new stuff, but it organizes the material and students’ learning styles in a brief, coherent way that’s useful for the rest of the quarter. Most academic textbooks are aimed at style 2 with some stories and examples for style 1. I write in a conversational style to my students that probably emphasize more style 3 and 4. For disorders, I combine the normal experience with the disorder to show the similarities and differences: (a) emotion and depression, (b) visual perception, sleep and dreams with drugs and schizophrenia, and (c) anxiety and stress.