149 Cards in this Set
| Front | Back |
|---|---|
|
Define Abnormal
|
Behavior that is inconsistent with the individual's development. culture and societal norms, creates emotional distress, or interferes with daily functioning
|
|
Why are culture and context important in determining what is "normal"?
|
Because everyone is raised differently and what may seem "normal" to one persona is abnormal to another
|
|
Categorical and Dimensional approaches to diagnosing abnormal behavior
|
categorical and Dimensional approaches to diagnosing abnormal behavior
-symptoms are just as unique as people
Dimensional:
|
|
How did ancient people think abnormal behavior was caused?
|
Demonic possession, defiance of gods
-spirits control everything
|
|
What is trephination and what is it's purpose?
|
Thought to be for releasing evil spirits from the skill
-instrument cuts a hole in the brain to release spirit
|
|
Who was Hippocrates and what was his explanation for abnormal behavior?
|
Trauma + imbalance of blood yellow bile black and phlegm caused mental illness
-wandering uterus: women needed to be married to pregnancy
|
|
Define mass hysteria
|
Mass panic
-Tarantism: the bite of a wolf spider was fatal unless you engaged in frenetic dancing
-Lycanthropy: Turning into a wolf
|
|
Emotional Contagion
|
One person reports feeling a certain type of way so someone else does too
|
|
Moral Treatment and Institutionalization
|
Pinel: "Mental illness is curable" advocated calm and order
Tuke: Created York retreat as a sort of rehab (looked like home not prison)
Rush: mental illness was caused by blood vessels in brain
Dix: most well known proponent of ethical treatment of mentally ill
|
|
Anton Mesmer
-What effect did he demonstrate?
|
Anima Magnetism & Placebo Effect:
-magnetic force throughout body that, when backed up, caused mental illness
--cure was to run "magnetic passes" of the physicians hands over the body to get the force free flowing again
|
|
How does the psychoanalytic perspective explain the development of abnormal behavior? (Sigmund Freud)
|
Abnormal behavior stems from unconscious biological an sexual urges
-first 5 years of life roots from abnormal behavior
|
|
Free Association
|
A person minimizes conscious control and without selection tells the analyst everything that comes to mind
|
|
Catharsis
|
Individuals must develop insight in their conflicts and release psychic energy
|
|
Id, Ego, Superego
|
Id =instinctual
Ego = mediator
superego = societal views (devil on your shoulder)
|
|
Defense mechanisms
|
Protecting oneself subconsciously
-Denial
-Displacement
-Rationalization
-Suppression
-Projection
|
|
Three stages of psychosexual development
|
Oral, Anal, Phallic, Latent, Genital
|
|
How do psychoanalysts treat abnormal behavior?
|
Free association, Dream Analysis
|
|
How does the behavioral perspective explain development of abnormal behavior?
|
Abnormal behavior is learned from interactions with the environment
-little albert
|
|
How do behaviorists treat abnormal behavior?
|
Exposure
|
|
What is classical conditioning? How does it occur?
|
-Unconditioned Stimulus, Unconditioned Response, Conditioned Stimulus, Conditioned Response
|
|
What did Pavlov's study involving dog salivation demonstrate?
|
When the bell was paired with the dog eating (salivating) the dog would start salivating without the presence of food and just at the bell
|
|
What did John Watson's study with Albert demonstrate?
|
When paired with a loud noise, little albert become terrified of fluffy white things (because the noise scared him)
|
|
What is operant conditioning?
|
Learning the behavior is acquired or changed by the events that happen afterwards
-positive/negative reinforcement or punishment
|
|
B.F. Skinner's contribution to the development of behaviorism
|
Reinforcement & Punishment
|
|
What is systematic desensitization and what is it used to treat?
|
Wolpe: pair objects on a fear hierarchy with relaxation
-treat phobias (exposure)
|
|
Who is Albert Bandura?
|
-Bobo doll
-social learning theory
|
|
What does the social learning theory demonstrate?
|
Theory that behavior, environment and cognitive factors all influence development
|
|
What is vicarious learning?
|
Person has to do the behavior in order to learn it
|
|
Describe scientist-practioner model
|
Research (conceptual) clinical work (practical)
|
|
What does the biological model assume regarding abnormal behavior and how it should be treated?
|
Genetic and biological causes of abnormal behavior: structural damage, biochemical imbalance, genetic abnormalities
|
|
What is biological scarring? How is it used to effect abnormal behavior?
|
If you live with a mental illness you brain will physicaly change
-wear and tear
|
|
What does the viral infection model say about the causes of abnormal behavior?
|
During the prenatal period or shortly after birth, viral infection could cause psychological disorders
|
|
How does the cognitive model explain abnormal behavior?
|
Abnormal behavior is a result of distorted cognitions
|
|
How would abnormal behavior be treated from a cognitive perspective?
|
Identify and challenge negative thoughts in order to change behavior
-public speaking
|
|
What is the negative cognitive triad and how does it relate to depression?
|
Graph that explains negative cognitions. Negative views about the world -> negative views about the future -> negative views of oneself
|
|
How is abnormal behavior treated using the humanistic model?
|
Client-centered therapy
-self-actualizatoin
-reach full potential
-unconditional positive regard
|
|
Who is Carl Rogers?
|
Created the humanistic models
Goal: self-actualization
|
|
Client-centered therapy
|
Therapy centered around the potential of the client
|
|
Genuineness
|
Actually possessing the alleged or apparent attribute or character
|
|
Unconditional positive regard
|
Humanistic model: reach full potential
-Client centered therapy
|
|
How does the sociocultural model differ from other models of abnormal behavior and treatment?
|
You can't get to the next level until you complete the one you're on
-gender roles, class, interpersonal resources, used to describe abnormal behavior
|
|
What factors are considered when using the sociocultural model?
|
-SES
-Culture bound syndromes
(physiological, safety, love, esteem, set-actualization)
|
|
What does "systemic approach" mean in relation to the biopsychosocial model?
|
...
|
|
What is the diathesis-stress model and what is it important in the explanation of abnormal behavior?
|
Explains how environmental factors can play a role in obtaining an abnormal disorder that you're genetically predisposed for
|
|
What is translational research?
|
scientific discoveries should be translated into practical applications
-even research done at a cellular level will inform treatment for patients
|
|
What was the Belmont Report?
|
a report created by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.
|
|
What is the purpose of the Instiutional Review Board? (IRB)
|
...
|
|
What are the 4 different levels research can be conducted on?
|
-cellular
|
|
Central nervous sytem
|
Brain and spinal cord
|
|
Peripheral Nervous system
|
Somatic - sensation and voluntary movement
Autonomic - involuntary movement
|
|
Two divisions of PNS
|
Autonomic: controls internal activities
Somatic: Controls external actions of skin and muscles
|
|
Two divisions of autonomic nervous system
|
Sympathetic (arousing)
Parasympathetic(calming)
|
|
What is the function of the parasympathetic nervous system?
|
Resting
-What steps in to calm us down
-Relaxation techniques
|
|
What is the function of the sympathetic nervous system?
|
"Fight or flight"
-what reacts when we feel fear, anxiety
-bodily reactions to stress and anxiety
|
|
Brain stem
|
control of fundamental biological processes
|
|
hindbrain
|
breathing, heartbeat, motor control
-medulla
-pons
-cerebellum
|
|
Midbrain
|
Sensory information and movement; regulates body
-thalamus =relay station
-hypothalamus = regulation/balance
-reticular formation = arousal
|
|
Forebrain
|
limbic system: emotions, impulses, basic drives: hunger thirst sex drive
|
|
Limbic System
|
basic drives
|
|
Hippocampus
|
memory and navigation
|
|
Cerebral Cortex
|
higher cognitive functioning
|
|
Why is the limbic system important in psychology?
|
Emotions and impulses
basic drives: hunger, thirst, sex drive
|
|
How do neurons work?
|
they send and receive messages
-Dendrite: tree like branches that receive
-Soma: cell body
-Axon: tube like structures that carry messages
-Synapse: space between neurons
|
|
What do neurotransmitters do?
|
Relay electrical signals from one neuron to another
-Most drugs for psychological disorders target neurotransmitters
|
|
Left Hemisphere
|
analytic thought, logic, language, science and math
|
|
Right Hemisphere
|
Hollistic thought, intuition, creativity, art & music
|
|
What are the four lobes of the brain? What do they do?
|
Temporal: auditory
Parietal: sensory info
Occipital: visual
Frontal: higher cognitive functioning
|
|
What is neuroimaging? What instruments are used in these studies?
|
Technology that looks at the structure and function of the brain
-Cat scan
-PET scan
-MRI
-fMRI
|
|
What is the endocrine system?
|
Regulates body through hormones
|
|
What are hormones and how do they cause changes in the body?
|
-Chemical messengers that are released into the blood stream and acts on target organs
|
|
Pituitary gland`
|
master gland
|
|
Adrenal glands
|
Epinephrine (stress)
|
|
Thyroid hormones
|
Metabolism
-Gland in pancreas regulates blood sugar
|
|
Cortisol and prolactin
|
Two hormones elevated in people with depression and anxiety
|
|
Serotonin
|
Pleasure/pain, mood
|
|
Dopamine
|
Learning, emotion
|
|
Norepinephine
|
arousal, heartbeat
|
|
What is the purpose of studies that compare genetics and behavior?
|
Determining whether or not your genetics make you predisposed to a certain behavior
|
|
Define behavioral genetics
|
Genetic effects on personality, attitudes, abnormal behavior
|
|
Two types of studies commonly used in behavioral genetics
|
Family and Twin studies
|
|
Familly aggregation
|
Using family studies to determine if symptoms/disorders "run in families"
-collect family history/interviews
|
|
Twin studies
|
How does the environment have a role in behavior
|
|
What does the field of molecular genetics examine?
|
the field of biology and genetics that studies the structure and function of genes at a molecular level. Molecular genetics employs the methods of genetics and molecular biology to elucidate molecular function and interactions among genes.
|
|
Case study (strengths and weaknesses)
|
Detailed information on one individual or small group
-Is not controlled and thus may not lead to firm conclusions
-No IV no DV no control
-Little basis for generalization
|
|
Single-case design
|
Experimental, controlled studies conducted with a single person
-Common design = ABAB design
|
|
Correlational Research design
|
Looks for association between variables
|
|
What does a correlational coefficient tell us
|
(-1 and 1.00)
The strength of the relationship
|
|
Negative vs. positive correlations
|
Positive = hours study and test results
Negative: Hours of partying and test results
|
|
Does correlation mean causation?
|
No
|
|
What is a controlled group design?
|
Participants exposed to variables that the experimenter controls
|
|
Random Assignment
|
Individuals in a study are randomly assigned to control groups and the experimental group
|
|
Independent variable
|
The variable that you are changing
|
|
Dependent Variable
|
The result of the changed independent variable (what you measure)
|
|
Internal validity
|
Did the IV cause changes to the DV
-Were we consistent?
|
|
External validity
|
Are the results generalizable?
|
|
How might use of placebo control group be unethical?
|
They might be unaware of the control and be drawn toward something else
|
|
What is a cohort
|
Group of people with similar characteristics who move forward in time as a unit
|
|
Cross-sectional study
|
Groups of people studied at one time (snapshot in time)
|
|
Longitudinal study
|
same group of people assessed across time
|
|
Epidemiology
|
Focuses on the patterns of mental disorders (and other phenomena) and the factors that influence them
|
|
Observational Epidemiology
|
Diagnostic interviews
|
|
Experimental Epidemiology
|
Manipulate causal/preventive factors
|
|
Prevalence vs. Incidence
|
Prevalence: proportion of population with the disorder at a given time
Incidence: Number of new cases that emerge in a given time
|
|
What is the purpose of clinical assessment?
|
Systematic gathering of data about a person
-helps inform nature, status, treatment of psychological disorders
-begins with referral question
|
|
What info is gathered during a clinical assessment? What's it's diagnosis?
|
-screening
1. Diagnosis: identification of disorder
2. Treatment planning (functional analysis
3. outcome evaluation
4. selecting instruments
|
|
Functional analysis
|
looking at a relation between events and behaviors
-factoring all pieces of the puzzle
|
|
What does differential diagnosis mean?
|
The process of differentiating between two or more conditions that have similar symptoms
|
|
What is the sensitivity of an assessment instrument
|
identifies a disorder when it does exist (true positive)
|
|
What is the specificity of an assessment instrument
|
Doesn't identify a disorder when it doesn't exist (true negative)
|
|
Clinical significance vs. Statistical significance
|
Clinical: use data from client interviews
--Use when: formulating new hypothesis
Statistical: uses data from large studies to draw conclusions (more accurate)
--Use when: outcome data is available
|
|
What are psychometric properties?
|
-Standardization:context
-Normative comparisons
-Self-referent comparisons
|
|
Normative comparisons vs. self referent comparisons
|
Normative = comparing score with others in a sample
self-referent = comparison to your previous scores
|
|
What does the reliability of an assessment instrument mean?
|
weigh self (scale is 5 lbs off) but consistently 5 lbs off
-consistency
|
|
What does the validity of an assessment instrument mean?
|
Is the test measuring what it should?
|
|
Difference types of validity
|
-Construct: how well a measure assesses a particular concept
-Criterion: how well measure correlates with other measures assessing same or similar construct
-Concurrent: comparing two assessments NOW
-Predictive: ability of a measure to predict future performance
-Statistical:…
|
|
Self report measure
|
...
|
|
Clinical interview (structured vs. unstructured)
|
Structured = Lists criteria for disorders, more reliable
Unstructured = seen in intake, greater flexibility, presenting problem, can be unreliable
|
|
What is a personality test? Most well known personality test?
|
Measures personality characteristics (possible psychopathology)
|
|
Empirical keying
|
Minnesota Multi-phasic Personality Inventory (MMPI-2)
-567 items
-Items and patterns of scores to differentiate among groups
|
|
Define intelligence test and IQ
|
Yields intelligence quotient
|
|
What is the mean IQ score for all ages?
|
Mean = 100
standard deviation = 15
|
|
What is neuropsychological testing used to determine?
|
Detect impairment in cognitive functioning
-Insight into functioning of brain
-Halstead-Reitan Neuropsychological Battery: Evaluate presence of brain damage
|
|
What are projective tests?
|
Projecting the first thoughts you have
|
|
Rorschach Inkblot Test vs. Thematic Apperception Test
|
Ambiguous inkblots
-Client "projects" an interpretation that reflects unconscious processes/conflicts
|
|
What is self-monitoring
|
Client observes and records own behavior
-Real-time information
|
|
Behavioral Observation. What are ways to observe these behaviors?
|
Natural or analogue settings
-frequency, duration, topography
|
|
What is functional Analysis? What are three components?
|
Behavioral assessment: Functional analysis is looking at the past history and consequences of behavior
-Behavioral interview
|
|
What is biofeedback?
|
Combining the monitoring of physical behaviors with relaxation training
|
|
What is the Diagnostic and Statistical Manual of Mental Disorders? What is the most current edition used?
|
5th Edition
-Categorical vs. dimensional approach to diagnosis
-Manual that is a guideline to diagnosing disorders
|
|
What is comorbidity ?
|
-More than one disorder
-Remember to rule out medical causes before diagnosing
|
|
Understand how cultural and developmental factors can impact a diagnosis
|
-Race and ethnicity can influence symptoms/disorders
-Culture-bound symptoms
|
|
Dimensional vs. Categorical approaches to diagnosis
|
Dimensional approach: Varying degrees of severity (EX: severe OR mild anxiety)
Categorical approach: Has to match the checklist of symptoms (in DSM) for a disease in order to come to a diagnosis
|
|
Understand potential problems with diagnosis (self-fulfilling prophecy and stigma)
|
Diagnosis's does not mean the same symptoms for everyone.
-Stigmas: shaming
-Self-fulfilling prophecy: they diagnose themselves
|
|
What is anxiety? What are the 3 elements? What time period is it oriented towards?
|
Future oriented response, when it is out of proportion to situation or causing significant distress or impairment = anxiety disorder
(1) physical symptoms
(2) negative cognitions
(3) escape or avoidance behaviors
|
|
What are the physical elements of anxiety?
|
-Fight or flight response - causes distress or impairment
Hypothalamus recognizes threatening situations, adrenal glands (adrenaline), you escape
Heart beats faster, breathing rate increases, pupils dilate
-irritability
-fatigue
|
|
What are the cognitive elements of anxiety?
|
-Distorted thought patterns: situations are more threatening than they really are
-Worry
-Feared object
-Spontaneous thoughts
|
|
What are the behavioral elements of anxiety?
|
-Escape: fear of dogs, run away
-Avoidance
-Escaping behavior: negative reinforcement
|
|
When does anxiety become abnormal?
|
Functional impairment: lower quality of life
-Developmental age: developmental hierarchy of fear
|
|
What is a panic attack?
|
Discrete period of intense fear & physical arousal --Heart palpitations, shortness of breath, dizziness, feeling of choking
|
|
What are the two types of panic attacks?
|
Expected attacks: situational trigger
Unexpected attacks: "false alarm"
|
|
What symptoms are required for a diagnosis of panic disorder?
|
A person has at least 1 panic attack
-Person worries about having another panic attack
-avoids situations where panic attacks have occurred
|
|
What is agoraphobia? Symptoms?
|
Fear of or anticipation of:
public transportation, open spaces, enclosed spaces, standing in line, being outside the home alone.
-Often occurs after development of panic disorder
-Sometimes can get through with a crutch
|
|
Generalized Anxiety Disorder (GAD) Symptoms?
|
At least 6 months
-Excessive/uncontrolled worry
-"keyed up", fatigued, problems concentrating, irritability, sleep disturbance
|
|
Social Anxiety (phobia)
Symptoms?
|
Severe fear of social/performance situations
-Exposure or thought of exposure leads to anxiety or panic
|
|
What are some of the negative effects of social phobia?
|
-Avoid situations that will cause intense stress
-Uncomfortable speaking, eating, at parties, meetings
|
|
What is the "negative developmental trajectory"?
|
3-5% of children and adolescents experience social anxiety
-Average age of onset: 11-13 years
|
|
Selective Mutism
Symptoms? Age group?
|
-Children
-Consistent failure to speak in specific social settings despite ability to speak
-Significant overlap with social anxiety disorder
|
|
What are the symptoms required for a diagnosis of specific phobia?
|
Fear and persistent fear of specific objects, events, situations.
-significant emotional distress or functional impairment
-Provoke anxiety or panic
|
|
What are the specifiers of specific phobias?
|
-Animal
-Natural environment
-Blood injection injury (BII)
-Situational
-Other
|
PSYC 281: EXAM 1