Exam # 1 Study Guide Chapters: 1 - 4 Chapter 1: Historical Context Lecture-based learning objectives: 1. Understand approaches to defining abnormality (and their problems) -Statistical infrequencies -Violation of local norms -personal distress -disability or disfunction 2. Understand the contemporary definition of mental illness -Behavioral, psychological, or biological syndrome that is unexpected in the cultural context and associated with: distress, disability, or damage. (the three D’s) 3. Describe the concept of epistemology and the various types we discussed in class a. Understand why rational/empirical perspectives form the basis of the current class -the theory of knowledge, especially with regard to its methods, validity, and scope. (the study of origins) -Rationalism: truth can be discovered by reason (logic) -Intuition: Our sense of things -Authority: someone told you (Always ask why) 4. Understand historical developments in the science of psychopathology, including “lessons learned “ from the supernatural, biological, and psychological perspectives. -Things such as: the witch trials and the rebirthing therapy (Starting on pg. 6 of text) Text-based learning objectives: Carefully read chapter 1, with an emphasis on the following: 1. Describe the scientist-practitioner model. 2. Describe the different approaches of the psychological tradition (i.e. psychoanalysis, humanism, and behavioral) with regard to their explanations of abnormal behavior. 3. Explain the importance of science and the scientific method as applied to abnormal behavior. Chapter 2: Integrative Approach to Psychopathology Lecture-based learning objectives: Abnormal Psychology1. Understand multidimensional models of psychopathology and why such approaches are necessary to understand the etiology (cause) of clinical disorders. a. Understand the concept of equifinality -Multidimensional Integrative Approach: Approach to the study of psychopathology that holds psychological disorders are always the products of multiple interacting causal factors -What to look at for causes -Behavioral, Biological, emotional, social, and developmental influences -Equifinality: refers to the concept that similar outcomes may stem from different early experiences. 2. Within the biological perspective, understand: a. the power of the environment, including the limited role of genes, the diathesis-stress and biological susceptibility models, sensitive periods, and epigenetics -Diathesis-stress model: individuals inherit tendencies to express certain traits or behaviors, which then may be activated under conditions of stress -sensitive periods: when the brain is more sensitive to environmental input -epigenetics: the study of factors other than inherited DNA sequence, such as new learning or stress, that alter the phenotypic expression of genes b. how the brain and nervous system contribute to mental health outcomes, including the role of specific neurotransmitters discussed in class. - key neurotransmitters -Gamma Aminobutyric Acid (GABA): inhibitory (pg. 39) -Benzodiazepines (Xanax) -Serotonin (5HT) -SSRIs: inhibit the uptake of 5HT -Dopamine (motor functions) 3. Within the psychological perspective, understand classical and operant conditioning, as well as the dimensions of emotion (physiological, cognitive, behavioral). -Classical conditioning: a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone. -Operant conditioning: sometimes referred to as instrumental learning, is a method of learning that occurs through rewards and punishments for behavior. It encourages the subject to associate desirable or undesirable outcomes with certain behaviors. -dimensions of emotion (physiological, cognitive, behavioral) on page 56 4. Within the social perspective, understand the influence of gender and social networks on psychopathology.-Gender -Related to cultural imperatives -Influence across several dimensions -Type and prevalence of fears -Treatme n t Respo n se -Coping -page 58-59 -Social network -critical predictor in outcomes -High quality social support improves health -page 59-60 Text-based learning objectives: Carefully read chapter 2, with an emphasis on the following: 1. How genes interact with environmental factors to influence behavior. 2. The role of neurotransmitters and their involvement in abnormal behavior. 3. Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness. Chapter 3: Clinical Assessment and Diagnosis; Research Methods Lecture-based learning objectives: 1. Define clinical assessment and understand its purpose. -Systematic evaluation and measurement of psychological, biological, and social factors in a person presenting with a possible psychological disorder 2. Understand key concepts in clinical assessment, including reliability, validity, and standardization. -Reliability: the degree to which a measurement is consistent (Think bullseye) -Inter-rater reliability -Te s t - r e t e s t r e l i a b i l i t y -Validity: Degree to which a technique measures what it purports to measure -Evidence -Conceptual aspects (convergent, divergent) -Convergence: the measure correlates with other measures -Divergence: it doesn’t correlate with other measures -Te m p o r a l a s p e c t s -Predictive: if stable over time -Concurrent: happens at the same time -Standardization: Process of establishing specific norms and requirements for a measurement technique to ensure it is used consistently across measurement occasions 3. Understand the various types of clinical assessment (i.e., physical exams, clinical interviews, behavioral assessment, psychological testing, neuropsychological testing, and psychophysiological assessment). Understandstrengths and/or challenges of each method as discussed in class, and why using more than one assessment approach is beneficial 4. Define clinical diagnosis and its purpose. -Process of determining whether a presenting problem meets the established criteria for a specific psychological disorder 5. Understand how the DSM-5 is used to inform assessment, and pros and cons of the current diagnostic system -Pros -Key communicative tool; Comprehensive summary of current literature -Empirically grounded -DSM is the most valid and reliable tool we have -Cons -Co-morbidity (“fuzzy