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97 Cards in this Set
- Front
- Back
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Goodness of fit |
Understanding behavior within a specific model |
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Culture |
Behavioral patters and lifestyles that differentiate one group of people from another |
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Culture-bound syndrome |
A term that originally described abnormal behaviors that were specific to a particular location or group; however, we now know that some of these behavioral patterns extend across ethic groups and geographic areas. |
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Eccentricity |
When behaviors violate cultural norms; eccentric behavior and how it violates cultural norms |
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Abnormal behavior |
A behavior that is inconsistent with the individual's developmental, cultural, and social norms, and creates emotional distress or interferes with daily functioning. |
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Dimensional approach |
Allow an understanding of how abnormal behavior varies in severity over time, perhaps increasing and decreasing, or how behaviors change from one disorder to another. |
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Developmental trajectory |
Idea that the common symptoms of a disorder vary according to a person's age (path or progression). |
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Trephination |
Using a circular instrument to cut away sections of the skull. - Used to be a practice for treatment of abnormal behaviors |
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Emotional contagion |
Defined as the automatic mimicry and synchronization of expressions, vocalizations, postures, and movements of one person by another. |
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Animal magnetism |
A substance that existed within the body. Body becomes a healthy state when it flows within the body. |
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Dementia Praecox (Schizophrenia) |
Mental deterioration (manic depressive intensity) |
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Autointoxication |
Self-poisoning of brain cells as a result of abnormal metabolism |
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Talking cure |
Discussing feelings that lays out a new approach to mental disorders |
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Psychoanalysis |
Developed by Freud, a comprehensive theory that attempts to explain both normal and abnormal behavior. |
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Behaviorism |
Based on principles that consider all behavior (normal or abnormal) to be learned as a result of experiences or interactions with the environment--Watson |
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Scientist-practitioner model |
Meaning, when proving treatment, psychologists rely on the findings of research. Help provide care.
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Neurons/ Synapses/ neurotransmitters |
- Brain cells - Between neurons are spaces - Chemical substances released into the synapse |
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Biological scarring |
Years of living with the disorder cause changes in the brain |
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Behavioral genetics |
Explore behavior of genes and environment in the transmission of behavior traits |
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Viral infection theory |
Specifically, during the prenatal period or shortly after birth, viral infections might cause brain abnormalities that later lead to behavioral abnormalities. |
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Reinforcement |
Defined as a contingent event that strengthens the behavior that precedes it. |
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Vicarious Conditioning |
No trial learning, the person need not actually do the behavior in order to learn it. |
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Phenomenology |
School of thought that holds that one's subjective perception of the world in more important than the actual world (People are generally good and motivated to self actualize) |
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Sociocultural models |
Propose that abnormal behavior must be understood within the context of social and cultural forces, such as genre roles, social class, and interpersonal resources. |
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Biopsychosocial perspective |
Many different factors probably contribute to the development of abnormal behavior and the different factors may be important for different people. |
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Diathesis-stress model of abnormal behavior |
Begins with the assumption that psychological disorders may have a biological basis |
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Defining a Mental Disorder |
1. Statistical infrequency (behaving differently) 2. Personal Distress 3. Violating Cultural dorms 4. Dysfunction/ disability |
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Statistical infrequency |
When one differs from the norm (i.e.) Hearing voices |
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Violation of social/cultural norms |
Non conforming (dev. or cult. norm) (i.e.) Antisocial behavior
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Emotional/personal distress |
-Emotional pain/suffering (i.e., depression) - A problem is that it's quite normal to feel distressed |
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Dysfunction disability |
Impairment/ inability to fulfill a goal (i.e., excessive alchohol use) |
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Dimensions of the scientist-practitioner |
- Consumer of science (enhances the practice) - Evaluator of science (determining the effectiveness of the practice - Creator of science (conducts research that leads to new procedures) |
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Psychopathology |
Study of the nature and development of abnormal behavior --> theory driven |
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Ancient Greeks and the Supernatural model |
- Abnormal behavior is punishment of the gods - Treatment = temple, rest, diet, exercise |
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Ancient Greeks Biological model |
- Hippocrates - Somatogenis = physical cause - Abnormal behaviors = natural causes - Imbalance of humors: phlegm (sluggish); black bile (melancholy); yellow bile (irritable/quick temp.) |
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Ancient Greeks Psychological Model |
Plato and Aristotle: - Psychogenesis = psychological cause - Abnormal behavior results from social-cultural influences |
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Middle Ages (476-1450 AD) Supernatural Model |
- Demonology (abnormal behavior caused by possession) - Mass hysteria, treatment was an exorcism - Mad King of France = psychotic melt down and attacked his own men |
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Early Modern Period (15th - 17th century) |
Supernatural model: - Persecution of witches - Pope Innocent VIII had witch tests Biological Model - Lunacy Trials in Britain |
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Age of Enlightenment |
Bio model revisited --> abnormal behavior rooted in the brain (physical disease) - Studied by William Griesinger (1817-1868_ Supernatural model--> plants associated with animal magnetism treated by mesmerizing??? - studied by Anton Mesmer |
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Asylums |
- Places for confining ill - Little or no treatment garnered - Poor conditions - Used as an entertainment source Jean Babbise Pussin & Philippe Pinel, advocated for humane treatments in asylums - Removed shackles and improved their diets |
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19th-21st centuries |
- Rise of state hospitals - elicited drugs to the ill (early use to control behavior involved opium, alcohol, and cannabis) - Dortha Dix--> revamped mental health care system (Community mental health centers act) |
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Biological Paradigm |
- Caused by biological factors (ultimate cause of abnormal behaviors - Similar to physical diseases, except symptoms are behavioral - An organic basis will be discovered |
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Behavioral Genetics sub-paradigm |
- Degree to which individual differences are attributed to differences in genetic makeup - Genotype: total genetic material (inherited by DNA) - Phenotype: Observable characteristics = result of gene-environment interaction (can change over time |
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Diathesis |
- Stress model that focuses on underlying vulnerability - Stress = environmental/experience |
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Phenotype vs. Genotype |
Geon= Total genetic material (inherited/DNA) Pheno = causes the disorder, result of gene-environment interaction |
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Family Method |
- Closer blood relationship (more genetic material in common - 1st degree relatives = 50% gene similarity - 2nd degree = 25% * if psych disorder is genetically influenced, relatives genetically closer are more likely to have disorder* |
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Twin Studies |
- Monozygotic MZ (identical) Share 100% genes - Dizygotic DZ (Fraternal) share 50% *If MZ pairs are more concordant for a disorder than DZ twin pairs, disorder is inheritable* |
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Adoption Studies |
- Compares adoptive children to biological parents - Genetic component of heritability Q: Do children resemble parents biologically or from their environment interaction? |
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Linkage Analysis |
- Search for one gene involved in disorder - Compare inheritance pattern; look at genetic makers that show inheritance patterns for a disorder - When a disorder and genetic maker co-occur, ability to locate gene region that confers risk of disorder |
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Association studies |
Genome-Wide Association Study (GWAS) - Compare those with and without disorder on genome - Identify variants more common in patients Common-Variant Association (CVA) - Compare groups on one (or few) variants |
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Quantitative traits |
- Many genes contribute risk - Risk = addictive - Difficult to find genes that contain small risks |
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Neurotransmitters and Reuptake |
- Neurotransmitters = chemical messages released into synapse (inhibitory/excitatory) - Postsynaptic: Neuron has receptor sites for neurotransmitters - Reuptake: Neurotransmitters are taken back into synapse |
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Neurotransmitters associated with psychological disorders |
- Norepinephrine = flight/fight - Serotonin = depression - Dopamine = schizophrenia - GABA = anxiety |
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Structural brain abnormalities |
- Damage causes abnormal behavior - Location influences type of problem
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Treatment in Bio paradigm |
- Use of psychoactive drugs - Modify neurotransmitters activity (block repute and block receptors on postsynaptic neuron) - Reductionism = reduce psychological functioning to simplify components |
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Advantages/Disadvantages with Bio model |
Advantages: Scientifically based, testable hypothesis, applies to all disorders, helpful treatments Disadvantages: Reductionism, not all biological disorders are biologically based, medications do not teach adaption skills |
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Schizophrenia Prognosis |
Early onset: - male, poor premorbid, low education - structural, negative signs/ brain abnormalities - Cognitive impairment, usually have a worse outcome Late onset: - Female, less brain abnormalities, less cognitive impairment, better outcomes Environmental Factors: - Urban born, first born, CNS infection in childhood, prenatal exposure - menopause, cardiovascular diseases, nicotine dependence (80-90%) |
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Freud's levels of consciousness |
- Conscious = present awareness - Preconscious = can be brought to awareness - Unconscious = below awareness |
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ID |
- Primary process thinking - Satisfying desires - Unconscious - Pleasure principle |
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Ego |
- 2nd process thinking - Planning and decision making - Conscious - Reality principle |
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Superego |
- Values and ideals (conscience) - Introjection - Moral principle |
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Stages of psychosexual development |
- Fixation = too little or too much gratification at any stage Oral stage (0-2yrs) - Mouth, lips, gums, tongue Anal stage (2-3yrs) - Anus, pleasure from feces, elimination/retention Phallic stage (3-5yrs) - Sexual organs, sexual desire towards a parent (men) |
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Ego defense mechanisms |
Regression: Return to an earlier stage Denial: Keep real, threatening events from conscious awareness Projection: Attributing unacceptable thoughts to someone else Displacement: Redirect emotional responses from real targets to someone else Rationalization: offer acceptable reasons for unacceptable action Reaction formation: converting unacceptable feeling into opposite Sublimation: Converting unacceptable impulses into socially valued behaviors |
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Assumptions of psychoanalytic paradigm |
- Psychic determinism: behavior results from dynamic processes in the mind - Unconsciousness motivation - Problems can lead to abnormal disorders - Insight needed to change |
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Advantages/ Disadvantages of psychoanalytic paradigm |
Advantages: - Contribution of psychological variables - Emphasized importance of early childhood - Explains both normal and abnormal Disadvantages: - Not scientifically testable/ based - Not a lot of evidence - Extremely long-term therapy indicated |
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Humanistic Paradigm |
- Each person see's the world from a unique perspective - Capacity for self awareness - Humans are basically good and self directed - Self actualization |
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Client-Centered Therapy (Carl Rogers) |
- Unconditional (+) regard = accept patient - Empathy (primary empathy = restating; advanced = interpreting) |
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Humanistic advantages/disadvantages |
Advantages: - Popular appeal, could be used as a way to relate with clients, led to therapy studies
Disadvantages: - Not scientifically based, insufficient when treating disturbed clients, does not explain specific disorders |
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Operant conditioning |
- Behaviors have consequences - (+) reinforcement: behaviors followed by present stimuli are strengthened - (-) reinforcement: behaviors terminate - stimuli are strengthened - Behaviors can be shaped using successive approximation (reward responses that approx. desired response) |
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Basic Assumptions for behavioral paradigm |
- Abnormal behaviors are learned - Observable behavior = topic of investigation |
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Behavior Therapy |
- Uses learning methods to change problem behaviors, thoughts, and feelings - Counterconditioning: learning a new response (anxiety response) - Systemic desensitization: pair relaxation with anxiety provoking stimulus - Aversive conditioning: Pair an unpleasant event with a stimulus to reduce its attractiveness |
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Advantages/disadvantages of behavioral assumptions |
Advantages: - Scientifically based - testable hypothesis - predicts behavior - generates research - effective treatments Disadvantages: - Over simplified - disorders cannot all be explained - No thoughts/ feelings |
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Cognitive paradigm |
- Cognitive activity affects behavior - Schemas = cognitive structure consists of fundamental beliefs and assumptions - Psych disorders involve problems in info-processing - Cognitive activity may be altered/monitored - Desired behavior change may be affected through cognitive change |
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Symptom |
Observable behavior
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Syndrome |
Cluster of co-occurring symptoms |
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Disease |
Disorder + known underlying cause |
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Diagnostic symptoms |
- Diagnosis: classifying disorders by symptoms and signs - Primary symptoms: internal statistical classification of diseases, injuries, and causes of death |
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DSM Diagnostic system |
- Atheoretical; categorical; groups disorders together; criteria sets feats, significance, exclusions |
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Criticism of Classification |
- Harmful nature of labels - Doesn't capture individual uniqueness - Implies abnormal & normal are qualitatively different (happen on a continuum) |
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Categorical vs. Dimensional classification |
Categorical: Disorder present/absent - involves assessment of disorders (i.e., DSM) - diagnosed from specific symptoms Dimensional: Rank on a continuum - classified through numerical values on one or more scales |
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Research Domain Criteria (RDOC) |
- Shift from description to mechanisms of psychological pathology (explanation vs. description) - Not intended to explain DSM disorders - Same mechanisms relate to different disorders - Multiple mechanisms = any disorder - Assessment issues = validity (construct)--> which means the extent to which diagnosis is related to, or predictive of, framing a network for diagnostic hypothesis. |
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Clinical assessment |
Systematic evaluation and measurement of psychological problems - Purposes: 1. Understand 2. Diagnose 3. Produce 4. Plan treatment 5. Evaluating an outcome |
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Reliability |
Consistency of measurement |
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Inter Rater Reliability |
Degree of agreement between two observers |
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Test-Retest |
Extent to which a person's scores are similar across 2 trials (i.e., IQ tests) |
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Internal Consistency |
Extent to which a test produces similar scores over time when given to the same individual (i.e., the SAT)--> predictive validity (predicting college performance by SAT scores) |
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Validitiy |
Test fulfills a specific/intended purpose - Construct = inferred dimension - Instrument's validity - constrained by reliability (i.e., different people grading exams) |
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Content Validity |
Measure that adequately samples domain of interest |
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Criterion Validity |
Measures associated in an expected way with another measure |
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Standardization and norms |
Stand: Procedures for administration, scoring, and interpretation Norms: Population benchmarks for comparison |
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Clinical Interviews |
Any interpersonal encounter using language to gather info - How patients answer certain questions - Empathy - Structural/ informal - Guided by paradigm |
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Psychological tests |
Standardized procedures designed to measure performance - (i.e., projective personality tests) - ^ a way to project personality onto ambiguous stimuli - Psychoanalytical - High degree of inference - Rorschach/ Inkblot tests are examples |
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Objective Personality tests |
- Minimally ambiguous - Empirical - Minimal inference - (i.e., Minnesota Multiphasic Personality test)--MMPI-2 --> uses extensive reliability, validity, and normative databases |
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Intelligence (IQ) Tests |
Uses: - Standard assessment of mental abilities - Diagnose learning disabilities - Identify intellectual disabilities & intellectually gifted - Good reliability and criterion validity |
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Behavioral Assessment |
- S (stimulus) = environment situations that precede problem - O (organismic) = Psychological factors operating under the skin - R (overt responses) = Responses and problems - C (consequences) = Punishing/reinforcing events
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Behavioral and cognitive methods |
- Direct observation - Self monitoring - Interviews - Self report inventories - Thought diaries
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Neuroimaging brain structure |
Computerized axial tomography (CAT/CT scan) - MRI etc. |
