Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
65 Cards in this Set
- Front
- Back
5 perspectives on abnormality
|
1.Cultural Relativism
2.Unusualness of behavior 3.Discomfort of the person exhibiting the behavior 4. Mental Illness 5. Maladaptiveness |
|
which of the 5 perspectives is the predominant criterion used by researchers and clinicians
|
Maladaptiveness
|
|
the heuristic “the 3Ds”.
|
Dysfunction, Distress, & Deviance
|
|
How do culture & gender influence judgments of abnormality
|
1) how likely it is that a maladaptive behavior is shown
2) Ways people express distress or lose touch with reality 3) Willingness to admit maladaptive behaviors 4) Types of treatment people will accept |
|
What are the differing implications of supernatural and biological theories on the interpretation of abnormal behavior & ideas about treatment.
|
Biological=analysis of physical processes of the body
Supernatural= attributes abnormal behavior to possession/demons that requires some sort of divine intervention |
|
What are the societal concerns/values that led to the spread of asylums during the renaissance.
|
Laws were concerned with protecting the public & the ill person’s relatives
|
|
What are the names and basic information about leaders of the moral treatment movements in the eighteenth century.
|
Philippe Pinel (1745-1826)
La Bicetre (1793) Humane Rules: Rejected supernatural theories, believed abnormality could be cured by “restoring dignity & tranquility” Dorothea Dix (1802-1877) School teacher turned lobbyist Helped established > 30 mental institutions |
|
Distinguish between the terms psychoanalysis & psychotherapy.
|
Pychoanalysis is a form of psychotherapy that Freud developed. Psychotherapy is any form of treatment to enhance mental health
|
|
Behavioralism (Definition and Founders)
|
the study of reinforcements & punishments on behavior
Ivan Pavlov – Classical Conditioning John Watson – Classical conditioning and phobias E.L Thorndike & B. F. Skinner – Operant or Instrumental Conditioning |
|
How did Watson’s approach to explaining abnormal behaviors marked a departure from biological & psychoanalytic theories
|
Showed that phobias could be cured through immersing individuals in their phobia gradually.
|
|
Cognitions
|
study of internal processes that influence behavior & emotion
*the process of thought |
|
Assumptions about mental illness that led to deinstitutionalization?
|
Patients’ Rights Movement
Main Assumption/Argument: mental patients can recover more fully or live more satisfying lives if integrated into the community. |
|
Psychiatrist
|
Prescribe Medicine
|
|
Clinical Psychologist
|
Conduct Research, limited prescription privileges
|
|
Marriage and Family Therapists
|
Specialize in Families, Couples, Children
|
|
Clinical Social Workers
|
Work for government agencies to oversee compliance with allocated resources
|
|
Psychiatric Nurses
|
Specialization in treatment of severe psychopathology
-Often work in inpatient settings |
|
Doctor of Psychology
|
Four year professional therapy degree
|
|
Clinical
|
Abnormal Processes/Disorders
|
|
Cognitive
|
Normal (and Abnormal) Information Processing
|
|
Erik Erikson's Theories
|
Psychosocial stages marked by conflicts leading to positive or negative development.
|
|
John Bowlby's Theory
|
Attachment Theory: an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally, and that further relationships build on the patterns developed in the first relationships
|
|
Family Systems Theory
|
The family is a complex system working to maintain homeostasis.
Psychological disorders of an individual are an indication of a dysfunctional family system. |
|
Social Structural Theory
|
Social Structural Theories
Look beyond family, to larger society for sources of psychopathology. Treatment implications: large scale prevention interventions |
|
3 ways psychoanalysis can be defined
|
1)a theory
2)a method of investigating the mind 3)a form of treatment |
|
Id
|
operates by the pleasure principle, to immediately satisfy drives.
|
|
Ego
|
a part of the ID that operates by the reality principle, seeking to gratify drives while remaining consistent with societal rules.
|
|
Superego
|
a later divergence of the ID, the storehouse of rules & regulations for conduct.
|
|
Defense Mechanisms
|
strategies the ego uses to disguise unconscious wishes.
|
|
Karen Horney's 3 Critiques of the Psychodynamic theories
|
1) Emphasis on sexual drives & anatomy…
2) Male as prototypic 3) Generalizing |
|
Operant Conditioning
|
the shaping of behaviors by providing regards for desired behaviors & punishments for undesired behaviors
|
|
Continuous Reinforcement Schedule
|
– pairing behaviors with reward/punishment every time.
|
|
Partial Reinforcement Schedule
|
Pairing behaviors with reward/punishment some of the time
|
|
Extinction
|
Behavior no longer exists
|
|
Cognitive theory of abnormal behavior: Causal Attributions
|
The answer to the question "why events happen."
We can attribute them to situation meaning that the reason that the event happened was temporary or we can attribute them to a personality attribution meaning that the reason is a consistent characteristic of an individual. |
|
Cognitive theory of abnormal behavior: Control Theories
|
Self Efficacy:person's belief that they can successfully execute the behaviors necessary to control desired outcomes
Learned Helplessness:the general expectation that future events will be uncontrollable. |
|
Cognitive theory of abnormal behavior: Global Assumptions
|
Most negative emotions & maladaptive behaviors are the result of one or more dysfunctional global assumptions. (thinking errors)
|
|
Main assumption of both the Existential and Humanistic Theory
|
theories assume humans have an innate capacity for goodness & for living a full life
|
|
Self Actualization (Carl Rogers)
|
man's tendency to actualize himself, to become his potentialities...to express and activate all the capacities of the organism'.
(potential for love, creativity, and meaning) |
|
Developmental
|
Normal (and Abnormal) development/learning processes
|
|
Neuroscience
|
Brain, biological processes
|
|
Social
|
Group dynamics/processes
Situational influences on behavior |
|
Theory
|
Set of ideas that provides a framework for asking questions about a phenomenon, as well as gathering & interpreting information about that phenomenon
|
|
What are the basic ideas of the Diathesis-Stress Model (or Vulnerability-Stress Model) as it explains the etiology of abnormal behaviors and reconciles the “nature vs. nurture” debate.
|
A predisposition (vulnerability) whether it is biological, social, or psychological when combined with stressors to these aspects can lead to a disorder
|
|
3 main biological processes on which biological theories of mental disorders focus.
|
Biochemical, structural, genetic
|
|
Explain the different ways neurotransmitters and hormones can affect psychological symptoms on the cellular level.
|
1)Too much or too little of certain neurotransmitters in the synapses.
2) Too few or insensitive neurotransmitter receptors 3) Endocrine system can over produce/under produce hormones |
|
the definitions of and distinctions between monozygotic & dizygotic twins
|
Monozygotic:One zygote forms two embryos
Dizygotic: Two eggs fertilized by two different sperm cells |
|
concordance rates
|
the rate that a pair of individuals will both have a certain characteristic, given that one of the pair has the characteristic. For example, twins are concordant when both have or both lack a given trait
|
|
Explain why the statistical phrase “correlation does not equal causation” relevant to the consideration of the biology of mental illness.
|
Biological support for mental illness does not imply its causation. For example, it is unknown whether low seritonin levels cause depression or whether depression causes low seritonin levels, but it is known that the two are correlated.
|
|
reliability
|
Indicator in the consistency of a test's ability to measure what it is supposed to measure
|
|
validity
|
Indicator in the accuracy of a test's ability to measure what it is supposed to measure
|
|
face validity
|
Test appears to measure what it is supposed to measure
|
|
content validity
|
test assesses all important aspects of a phenomenon
|
|
predictive validity
|
test predicts the behavior it is supposed to measure
|
|
concurrent validity
|
Test yields the same results as other measures of the same behavior, thoughts, or feelings.
|
|
construct validity
|
test measures what it is supposed to measure, not something else
|
|
test-retest reliability
|
test produces similar results when given at two points in time
|
|
alternate form reliability
|
two versions of the same test produce similar results
|
|
internal reliability
|
different parts of the same test produce similar results
|
|
Interrater or interjudge reliability
|
two or more raters or judges who administer and score a test come to similar conclusions
|
|
Ian Pavalov's Dogs
|
Classical conditioning. Paired a bell with the dog's feeding time. Dogs began to salivate with the sound of the bell.
|
|
Unconditioned Stimulus
|
Stimulus that naturally produces a desired response (food in Pavalov's dogs)
|
|
Unconditioned Response
|
Response naturally occurring in the presence of the unconditioned stimulus (salivating when food is present in P's dog's)
|
|
Conditioned Stimulus
|
a previously neutral stimulus paired with the unconditioned stimulus (bell in P's dog)
|
|
Conditioned Response
|
Response occurring in the presence of the conditioned stimulus (salivating when bell rings in P's dog)
|