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;
160 Cards in this Set
- Front
- Back
|
CHAPTER 1 |
:) |
|
|
Psychopathology |
A scientific field concerned with the nature and development of abnormal behaviour, thoughts (cognition), and/or feelings (affect) |
|
|
Behaviour is abnormal if... (5) |
Unusual (statistical infrequency) Violation of norms Causes distress Maladaptive Defined by the DSM-5 |
|
|
3D's - Maladaptive (3) |
Dysfunction Deviance Distress |
|
|
Demonology |
The doctrine that an evil being, such as the devil, may dwell within a person and control his or her mind and body |
|
|
Treppaning |
Involved making a surgical opening in a living skull (used to treat things such as headaches and seizures) |
|
|
Somatogenesis |
Having its origin in the functioning of the physical body |
|
|
Psychogenesis |
Having its origin in psychological functions |
|
|
Humours of the body (4) |
Blood Black bile Yellow bile Phlegm |
|
|
Kraepelin major types of psychosis (2) |
Dementia praecox (now schizophrenia) Manic depressive psychosis (now bipolar disorder) |
|
|
General Paresis |
A steady physical and mental deterioration, delusions of grandeur and progressive paralysis from which there is no recovery |
|
|
Neurosis |
Mild emotional disturbances (now depression, anxiety, borderline personality disorder) |
|
|
Hysteria |
Somatic symptoms without an organic cause |
|
|
Psychoanalytic theory |
Behaviour is motivated by unconscious forces and/or early childhood experiences of which we have little control |
|
|
Cognitive theory |
Abnormal behaviour is influenced by the way people think and understand the world |
|
|
Psychological disorder |
A psychological dysfunction within an individual that is associated with distress or impairment in functioning and a response that is not typical or culturally expected |
|
|
Psychological dysfunction |
A breakdown in cognitive, emotional or behavioural functioning |
|
|
Scientist practitioners (3) |
Consumer of science Evaluator of science Creator of science |
|
|
Presenting problem |
A patient presents with a specific problem of set of problems |
|
|
Clinical description |
Represents the unique combination of behaviour, thoughts, and feelings that make up a specific disorder |
|
|
Prevalence |
How many people in the population as a whole have the disorder |
|
|
Incidence |
How many new cases occur during a given period |
|
|
Course |
Most disorders follow somewhat of an individual pattern |
|
|
Chronic course |
Tend to last a long time or lifetime |
|
|
Episodic course |
The individual is likely to recover within a few months only to have a recurrence of the disorder later |
|
|
Time-limited course |
The disorder will improve without a treatment in a relatively short period |
|
|
Acute onset |
Begins suddenly |
|
|
Insidious onset |
Develop gradually over extended time |
|
|
Prognosis |
The anticipated course of a disorder |
|
|
Etiology |
Looks at why a disorder begins (causes) and includes, biological, psychological, and social dimensions |
|
|
Historical models (3) |
Supernatural model Biological model Psychological model |
|
|
Bloodletting |
A carefully measured amount of blood that was removed from the body |
|
|
Catharsis |
Recalling and reliving emotional trauma that has been made unconscious and releasing the accompanying tension is therapeutic |
|
|
Insight |
A further understanding of the relationship between current emotions and earlier events |
|
|
Primary process |
The way the id processes information, this type of thinking is very emotional, irrational, illogical, led with fantasies, and preoccupied with sex, aggression, selfishness and envy |
|
|
Secondary process |
The cognitive operations of the ego |
|
|
Intrapsychic conflicts |
When the ego is unsuccessful at mediating the mind and the id or the superego |
|
|
Defence mechanisms |
Unconscious protective processes that keep primitive emotions associated with conflicts in check so the ego can continue its coordinating function |
|
|
Denial |
Refuses to acknowledge some aspect of objective reality or subjective experience that is apparent to others |
|
|
Displacement |
Transfers feelings about an object that causes discomfort to another, usually less threatening object or person |
|
|
Projection |
Falsely attributes own unacceptable thoughts, feelings, or impulses to another individual or object |
|
|
Rationalization |
Conceals the true motivation for actions, thoughts, or feelings through elaborate reassuring or self-serving but incorrect explanations |
|
|
Reaction formation |
Substitutes behaviour, thoughts, or feelings that are direct opposite of unacceptable ones |
|
|
Repression |
Blocks disturbing wishes, thoughts or experiences from conscious awareness |
|
|
Sublimation |
Directs potentially maladaptive feelings or impulses into socially acceptable behaviour |
|
|
Self-actualizing |
All of us can reach our highest potential in all areas of functioning if we have the freedom to grow |
|
|
CHAPTER 2 |
:) |
|
|
Paradigm (4) |
Outlines a basic set of assumptions Defines how to conceptualize a disorder Guides research Guides treatment methods |
|
|
Biological influences (3) |
Structural factors Biochemical factors Genetic factors |
|
|
Structural factors |
Results from damage to the structural integrity of the brain |
|
|
Biochemical factors |
Results from changes or imbalances with neurotransmitters or of the endocrine system |
|
|
Norepinephrine (NE) (3) |
SNS activation Regulating mood Regulating awareness |
|
|
Serotonin (SE) (5) |
Mood Sleep and arousal Eating Dreaming Pain sensation |
|
|
Dopamine (DA) (3) |
Movement Attention Other cognitive function |
|
|
GABA (3) |
Sleep Relaxation Analgesia |
|
|
Diathesis-Stress Model |
Individuals inherit a vulnerability towards characteristics or behaviours which may or may not activate under conditions of stress |
|
|
Gene-Environment Interaction |
A reciprocal model of genetic influences and environmental factors to explain behaviour |
|
|
Epigenetics |
Behaviour is transmitted to subsequent generations through environmental effects indepdent of genetic influence |
|
|
Quantitative genetics |
Estimates the effect of genes in explaining individual differences (heritability) without necessarily telling us which genes are responsible for which effects |
|
|
Molecular genetics |
Focuses on examining the actual structure and functioning of genes with increasingly advanced technologies |
|
|
The central nervous system |
Processes all information received from our sense organs and reacts as necessary |
|
|
Neurotransmitters |
The chemicals that are released from the axon of one nerve cell and transmit the impulse to the receptors of another nerve cell |
|
|
Temporal lobe |
Recognizing various sites and sounds and long term memory storage |
|
|
Parietal lobe |
Recognizing sensations such as touch |
|
|
Occipital lobe |
Integrating and making sense of various visual inputs |
|
|
Frontal lobe |
Carries most of the weight for thinking and reasoning as well as memory |
|
|
Peripheral nervous system |
Consists of the somatic nervous system and the automatc nervous system |
|
|
The automatic nervous system contains (2) |
The sympathetic nervous system The parasympathetic nervous system |
|
|
Agonists |
Substances that effectively increase the activity of a neurotransmitter by mimicking its effects |
|
|
Antagonists |
Substances that decrease or block a neurotransmitter |
|
|
Inverse agonists |
Substances that produce opposite to those produced by the neurotransmitter |
|
|
Reuptake |
After a neurotransmitter is ceased, it is quickly drawn back from the synaptic cleft into the same neuron |
|
|
Rational emotive therapy |
Focuses on irrational beliefs that were thought to be at the root of maladaptive feelings and behaviour |
|
|
Self-instructional training |
Modifying what clients say to themselves about the consequences of behaviour |
|
|
Cognitive restructuring |
To work with the patient to uncover automatic thoughts and to develop a different set of attitudes and attributions |
|
|
Fight-or-flight response |
The alarm reaction that activates during potentially life theatening emergencies |
|
|
Relational components of emotion (3) |
Behaviour Physiology Cognition |
|
|
Interpersonal psychotherapy focuses on... (4) |
Role dispute Experiencing death of a loved one New relationship through marriage or job Identifying and correcting deficits in social skills |
|
|
Equifinality |
Principle used in development psychopathology to indicate that we must consider many paths to a given outcome |
|
|
CHAPTER 3 & 4 |
:) |
|
|
Axes of DSM-IV-TR (5) |
All diagnostic categories except personality disorders and mental retardation Personality disorders and mental retardation General medical conditions Psychosocial and environmental stressors Global assessment of functioning scale |
|
|
Advantages of DSM (3) |
Focuses on description of diagnosis Provides consistency in diagnosis Allows professionals to communicate on common terms |
|
|
Disadvantages of DSM (3) |
High comorbidity Labelling issues What is normal changes over time |
|
|
Assessment is the evaluation of... (3) |
Client symptoms, development and history Possible causal factors Starts broad, becomes more specific |
|
|
Goals of assessment (4) |
Understand the individual's symptoms Predict behaviour Plan treatment Evaluate treatment outcomes |
|
|
Issues in assessment (3) |
Standardization Validity Reliability |
|
|
Face validity |
On the surface, the items on test appear to measure what the intent |
|
|
Criterion validity |
The degree to which the measure correlates with a separate criterion of the same concept |
|
|
Clinical interview mental status exam (5) |
Appearance and behaviour Thought processes Mood and affect Intellectual functioning Sensorium |
|
|
ABC's of observation (3) |
Antecedents Behaviour Consequences |
|
|
Intelligence tests index for (4) |
Verbal comprehension Perceptual reasoning Working memory Processing speed |
|
|
Types of research methods (3) |
Descriptive Correlational Experimental |
|
|
Standardization |
Process by which a certain set of standards or norms is determined for a technique to make its use consistent across different measurements |
|
|
Deviation IQ |
A person's score is only compared with those of the same age |
|
|
Taxonomy |
The classification of entities for scientific purposes |
|
|
Nosology |
If you apply a taxonomic system to psychological or medical phenomena |
|
|
Classical categorical approach |
Assume that every diagnosis has a clear underlying pathophysiological cause and that every disorder is unique |
|
|
Dimensional approach |
Note the variety of cognitions, mood and behaviours with which the patient presents and quantify them on a scale |
|
|
Prototypical approach |
Identifies certain characteristics of an entity so you can classify it, but it also allows for certain non-essential variations that do not necessarily change for the classification |
|
|
Sub-threshold |
All of the symptoms are there but they are in too mild of a form to impair functioning |
|
|
Cultural formation |
Allows the disorder to be described from the patients personal experience and in terms of the primary social and cultural group |
|
|
Comorbidity |
Individuals are often diagnosed with more than one disorder at the same time |
|
|
Spectrum |
A group of disorders that share basic biological or psychological qualities or dimensions |
|
|
Generalizability |
The extent to which results can apply to everyone within a particular disorder |
|
|
Statistical significance |
A mathematical calculation about the difference between groups |
|
|
Clinical significance |
Whether or not the difference is meaningful to those affected |
|
|
Effect size |
Statistical methods that address not just that the groups are different but how large the differences are |
|
|
Patient uniformity myth |
The tendency to see all patients as one homogenous group |
|
|
Epidemiology |
The study of incidence, distribution, and consequences of a particular problem of set of problems in a population |
|
|
Incidence |
The estimated number of new cases during a specific period |
|
|
Prevalence |
The number of people with a disorder at any one time |
|
|
Clinical trial |
An experiment used to determine the effectiveness and safety of a treatment |
|
|
Frustro effect |
People in the control group who are upset about not receiving the placebo treatment |
|
|
Allegiance effect |
A researcher comparing two treatments that expected one to be more effective than the other might try harder if the treatment wasn't working as well as expected |
|
|
Parts of repeated measurement (3) |
Level or degree of behaviour change with different interventions The variability or degree of change overtime The trend or direction of change |
|
|
Parts of withdrawal design (3) |
A persons condition is evaluated before treatment to establish a baseline Change in the independent variable Treatment is withdrawn, return to baseline, researcher assesses whether conditions change as a result of the last step |
|
|
Drug holidays |
Periods where medication is withdrawn so clinicians can determine whether it is responsible for treatment effects |
|
|
Multiple baseline |
Rather than stopping the intervention to see whether it is effective, the researcher starts at different times across settings, behaviours or people |
|
|
Endophenotypes |
The genetic mechanisms that also contribute to the underlying problems and difficulties experienced by people with psychological disorders |
|
|
Association studies |
Compare markers in a large group of people with a particular disorder to people without the disorder |
|
|
Prevention research methods (4) |
Positive development strategies Universal prevention strategies Selective prevention strategies Indicative prevention strategies |
|
|
Cohort effect |
The confounding of age and experience in cross-sectional design |
|
|
CHAPTER 5 |
:) |
|
|
Major components of anxiety (2) |
Physical Cognitive |
|
|
Specific phobia subtypes (5) |
Animal phobias Natural environment Blood-injection-injury Situation type Other |
|
|
What causes phobias? (3) |
Behaviourist view Cognitive view Biological influences |
|
|
Prepared learning |
People may be biologically prepared to fear certain stimuli because it may have provided an evolutionary advantage to our ancestors |
|
|
Phobic individuals are more likely to... (2) |
Attend to negative stimuli Interpret ambiguous information as threatening |
|
|
Multi-model approach - drug treatment with... (3) |
Relaxation training CBT interventions Exposure to internal cues that trigger panic |
|
|
Generalized anxiety disorder (5) |
Chronic uncontrollable worrying Difficulty concentrating Tiring easily Irritability High muscle tension |
|
|
Obsession |
Intrusive thoughts that seem irrational and uncontrollable to the person experiencing it |
|
|
Compulsion |
The irresistible impulse to complete an act over and over again, driven by the need to neutralize the obsession |
|
|
PTSD features (3) |
Flashback Avoidance Chronic arousal |
|
|
Conversion disorders |
Involves the presentation of a physical illness without any biological causes |
|
|
Hysteria |
Physical symptoms that did not appear to have an organic cause |
|
|
Hysterical conversion |
When powerful emotions are repressed they will display themselves as physical symptoms |
|
|
Panic attack |
An abrupt experience of intense fear or acute discomfort, accompanied by physical symptoms |
|
|
Types of panic attacks (2) |
Cued (expected) Uncued (unexpected) |
|
|
Behavioural inhibition system (BIS) |
Activated by the signals of the brain stem of unexpected events, such as major changes in body functioning that might signal danger |
|
|
Fight/flight system (FFS) |
The circuit that originates through the brainstem produces an immediate alarm and escape response that looks very much like panic in humans |
|
|
The triple vulnerability theory (3) |
Generalized biological vulnerability Generalized psychological vulnerability Specific psychological vulnerability |
|
|
Cognitive characteristics of GAD (4) |
Intolerance of uncertainty Erroneous beliefs about worry Poor problem orientation Cognitive avoidance |
|
|
Introceptive avoidance |
Involve removing oneself from situations or activities that might produce the physiological arousal that somehow resembles the beginnings of a panic attack |
|
|
Learned alarms |
Cues become associated with several internal and external stimuli through a learning process |
|
|
Panic control treatment (PCT) |
Focuses on exposing patients with panic disorder to a cluster of introceptive sensations that remind them of their panic attacks |
|
|
Catharsis |
Reliving emotional trauma to relieve emotional suffering |
|
|
Imaginal exposure |
The content of the trauma and the emotions associated with it are worked though systematically |
|
|
Eye-movement and desensitization and reprocessing (EMDR) |
While thinking about their traumatic experience in therapy, the client is asked to follow the therapists moving fingers with his or her eyes all while keeping the image of the trauma in mind |
|
|
Adjustment disorders |
Describes depressive or anxious reaction to life stress that are milder than acute disorder or PTSD |
|
|
Attachment disorders |
Child is unable or unwilling to form normal attachment relationships with caregiving adults |
|
|
Reactive attachment disorder |
A child will very rarely seek out a caregiver for protection, support and nurturance |
|
|
Types of reactive attachment disorder (2) |
Emotionally withdrawn inhibited type Indiscriminatly social disinhibited type |
|
|
Disinhibited social engagement disorder |
Set of child rearing circumstances in which the child shows no inhibitions to approaching adults |
|
|
Types of obsessive compulsive behaviour (4) |
Symmetry obsessions Forbidden thoughts or actions Cleaning and contamination Hearing |
|
|
Tic disorder |
Characterized by involuntary movement and often co-occurs with OCD |
|
|
Body dysmorphic disorder |
A preoccupation with some imagined defect in appearance by someone who looks reasonably normal |
|
|
Characteristics of hoarding (3) |
Excessive acquisition of things Difficulty discarding anything Living with excessive clutter |
|
|
Trichotillomania |
The urge to pull out one's own hair from anywhere on the body |
|
|
Excoriation |
Repetitive and compulsive picking of the skin |
|
|
DONE |
WOO |
