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PSYC 4520: FACTORS IN MALADAPTIVE BEHAVIOR
Maladaptive |
•behavior that is atypical and harmful if it interferes with daily activities. its depends on your environment and situation
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Developmental norms
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•standards from which we evaluate the possibility that “something is wrong” oDevelopmental delay (speech, bed wet, fighting, oextremely high or low frequency behaviors behavior that is inappropriate to the situation ( family dinner and a child went to sit in the corner by themselves) it depends on env.
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Culture/ethnicity
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•different cultures have a different view on what is abnormal behavior
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Gender norms
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•powerfully influence development; they affect emotions behaviors, opportunities and choices
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Situational norms
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•what is expected in specific settings or social situations
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The role of others
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the role of parents or teachers to notice there is a problem. often times based on the perspective of the person reporting the problem
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Nature of the social climate
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changes in social acceptance such as homosexuality.
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Epidemiology
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•study of the distribution of mental/physical disorders in a population
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Prevalence
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total percentage of population that exhibits that disorder during a specified period of time. a number of cases in a population/ population
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Incidence
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number of newly diagnosed cases typically in a year. substance, mood, and anxiety disorders are the three most common problems.
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•Behaviorism & Social learning theory
Study only what is observable
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Study only what is observable
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mental hygiene
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oAimed to increase understanding, improve treatment, and prevent disorders from occurring
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Somatogenesis
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is a belief that mental disorder can be attributed to bodily malfunction or imbalance.
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Syndromes
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a tending for symptoms to group together
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behaviorism
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learning to emphasize the most behavior, adaptive or maladaptive could be explained by learning experiences.
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classical conditioning
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- learning that occurred through the pairing of new with old stimuli
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law of effect
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behavior is shaped by its consequences. If the consequence is satisfying the behavior will be strengthened in the future and if it’s unpleasant the behavior will be weakened.
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Therapeutic alliance
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forging a trusting personal bond and collaboration on the tasks of treatment with the client. It might may increase the chance of a successful outcome.
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paradigm |
a view or approach used to understand certain phenomena. Ex: try to view all psychology under a certain view such as Freud or bendura.
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theories |
a coherent group of assumptions used to explain that phenomena that can be tested
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macro/micro theories.
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macro theories- grand theories such as psychoanalytic theory, that are sometimes criticized for trying and failing to explain too much or having outlived their usefulness for generating testable hypotheses.
Micro theories- theories end to apply to circumscribed areas
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biopsychosocial model
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Abnormality is caused by complex interactions of biological, psychological, & sociocultural factors
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systems framework
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•framework for understanding disordered behavior in relation to normal development
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DP approach
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1) Search for etiological factors
2) Understanding of developmental pathways
3) Risk and resilience
4) Continuity of problems
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Etiological factors
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•Direct effects: variable X leads directly to the outcome ex: smoking leads to higher chance of cancer
•Indirect effects: Variable X influences Ex: financial difficulties in the household and you notice the children are more depressed, it could be the parents fighting
•Mediators and moderators (have indirect effects) oMediator: accounts for relationship b/w two variables oModerator: strengths or changes the direction of the relationship b/w two variables.
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developmental pathways
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•Describe and understand the pathways of development that lead to adaptation (healthy adjustment) or maladaptation (poor adjustment) •Understanding the developmental trajectories that lead to specific outcomes •Progress is being made in understanding the developmental pathways that lead to certain disorders
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normative age graded/ normative history graded
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•Normative age-graded = influences that occur at similar ages for most individuals •Normative history-graded = influences that affect most people of a cohort
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Equifinality |
diverse paths or factors can lead to the same outcome. ex: an abused child are more likely to get an eating disorder but not all people who have an eating disorder were abused
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Multinality
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•Children can have many of the same experiences but end up with different problems or no difficulties at all. ex: children who were exposed to the same env siblings who were abused one could get adhd, one could get a learning disorder, etc. why? bc maybe they had different coping.
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Risk and siliency
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•Risk factors = variables that increase the chance of behavior difficulties or impairments [internal: depression/external: bad environment or lack of sleep]
•Resilience= implies protection from risk factors or the ability to bounce back in the face of life’s adversities [internal: family history of having depression/external: low socioeconomic status, a bad family situation ]
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heterotypic/homotypic
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Heterotypic continuity- expect that expression of some disorders may change with development
Homonymic continuity- manifested over time by relatively stable symptoms presentation a
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continuity of distrubance
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•Continuity vs. change oHeterotypic, homotypic •What predicts continuity? Gender? Severity? Pervasiveness? Environmental factors? Genetic predisposition? Brain abnormalities?
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goodness of fit model
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oa child’s behavior depends in part on how well they match or “fit” into their environment, & vice versa
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social cognitive processing
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thinking about how the social world understands
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Genetic context
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GENOTYPE: Set of genetic traits a person inherits; a person’s inborn capacity or potential
PHENOTYPE: set of genetic traits actually displays l lGENE: basic units of heredity
ALLELE: different form of a gene provides genetic bases for individual differences
CHROMOSOMES: threadlike structures of DNA
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genetic expression
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HOMOZYGOUS: two alleles are identical
HETEROZYGOUS: two alleles are different
DOMINANT ALLELE: allele whose characteristics are reflected in the phenotype even if part of a heterozygous genotype. It tends to mask the characteristics of other allele
RECESSIVE ALLELE: tends to be masked by the other allele
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learning theories
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Behaviorism = should study “observable” behavior only lFocus on response tendencies rather than private events (e.g., thoughts, feelings)
Classical conditioning: previously neutral stimulus that no elicits a response.
Operant conditioning: lPositive consequences strengthen behavior, lNegative consequences weakens behavior ¡Observational learning: Bandura and social learning
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empiricism
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a theory of knowledge which asserts that knowledge comes via the sense's experience
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advantages of scientific approach
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clarity and precision/intolerance of error
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validity |
—Validity: the measure is an accurate indicator of the attribute/variable of interest
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reliability
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—Validity: the measure is an accurate indicator of the attribute/variable of interest
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independant/dependant variables
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—Independent Variable (IV): a condition or event that is altered —Dependent Variable (DV): variable that is affected by the manipulation of the IV —
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qualitative methods
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—assumes that events are best understood when observed in context ¡In-depth interviews, intensive case studies
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quantitative methods
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—places value on objective quantitative measurement in a highly controlled situation —Strengths and weaknesses of qualitative: ¡More external validityLacking internal validity
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classification |
nClassification: delineation of major categories of behavioral disorders for clinical or scientific purposes
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categorical approach
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nCategorical approach- its on a continuum ex: an insurance may look at just as a score. Pro & con: it can change over time. |
continuum of normality and abnormality
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nContinuum of normality & abnormality- not everyone has the same standard of a disease. Its easier to communicate b/w doctors if there is a common scale.
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diagnosis
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nDiagnosis: assigning a category to an individual and that category is part of a classification system
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a muliaxial system
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Axis I = clinical syndromes, childhood d/o (mood/bipolar/learning/schizophrenia) Axis II = personality disorder/mental retardation
Axis III = general medical conditions physical conditions can cause psychological issues Ex: anxiety or stress.
Axis IV = psychosocial/environmental problems (problems with friends, family, peers, siblings) Axis V = GAF (global assessment of functioning)
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classical vs empirical classification
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nClinical approach to classification nJudgments & diagnoses based on clinical viewpoint nEmpirical approach to classification nFocus on a statistical technique and measures of behavior nSyndrome = behaviors that tend to occur together
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