Psych Final Review

Front 1

individual difference

Back 1

the way in which people differ i behavior

Front 2

types of individual differences

Back 2

Types of Individual Differences:
• Inter-individual differences-differences between
individuals or groups
– E.g., gender differences, race differences, age
differences
• Intra-individual differences-Differences within
an individual

Front 3

psychometrics

Back 3

concerned with measurement of behavior and capacities through the development of psychological tests

Front 4

Tests of individual differences:
menal ability?
personality?

Back 4

Mental Ability Tests
–measure or describe an individual’s general
mental ability or intellectual potential.
–3 broad categories: achievement, aptitude,
intelligence

Personality Tests
–Measure various aspects of personality
including motives, interests, values, and
attitudes
–More than 500 different tests

Front 5

mental ability tests:
achievement
intellegence
apttitute

Back 5

Achievement
–Gauge a person’s mastery and knowledge of
various subject

Intelligence
–Measure general mental ability
–Intellectual potential rather than accumulated
knowledge

Aptitude
–Assess specific types of mental abilities
–Break mental ability into separate components

Front 6

what are some issues with mental testing?

Back 6

- measurement: normal distribution and correlation coefficient
- reliability
-validity
-stadardizing and norming

Front 7

individual difference

Back 7

the way in which people differ i behavior

Front 8

function of the normal curve

Back 8

For a given trait, behavior, or cognitive process,
individuals may differ considerably
• The normal distribution(curve) is a
symmetric, bell-shaped curve that represents the
pattern in which many human characteristics are
dispersed in the population

Front 9

types of individual differences

Back 9

Types of Individual Differences:
• Inter-individual differences-differences between
individuals or groups
– E.g., gender differences, race differences, age
differences
• Intra-individual differences-Differences within
an individual

Front 10

measures of center --> normal curve
-mean
-mode
-median

Back 10

-mean: average of all values
-mode: most common value
-median: the value at the center of the distribution

Front 11

variability
--standard deviation

Back 11

variability represtnts how much scores depart from the mean
-SD: index of variability

Front 12

percentile scores

Back 12

b/c of normal curve, you can translate into precentile scores --> the amount of people who scored at or below your score; this is the backbone of most psych. test

Front 13

correlation
--correltation coefficient

Back 13

statistical measure of the degree of linear relatioship between two variables
corr. coeff.: (r), ranges from -1(inversely related) to +1(directly related)

Front 14

* postive correlation
* negative correltation
* zero correlation

Back 14

*postive: r=+1 if perfectly linear, increase in x=increase in y
.
.
.
.
* negative correlation: increase in x=decrease in y
r=-1 if perfectly linear
.
.
.
* zero correlation: no reltationship between variables
r=0

Front 15

reliability
--methods of assessing relaibility

Back 15

reliability: consistancy of measurement
--test-retest: compare the subjects scores on two administrations of a test (ex.: form a and b)
-- alernate forms: different tests that arematched in content and difficulty
-- split-half relaibilty: comparing performance in half a test to that of the other half

Front 16

reliability coefficient

Back 16

correltion between two measures of the test
--between test and retest
between alternate forms
--between odd and even items on a test

Front 17

validity
--types of validity

Back 17

validity: the extent to which a test measures what is it supposed to measure
--content: degree to which the content of a test is representive of the domain it is supposed to cover
--contruct: theoretical issue; does the test accurtately measure the itnended hypothetical construct?
--predictive: does the test predict performance (ex.: SAT score vs. GPA)

Front 18

in order for psych. test to be meaningful...

Back 18

they need to be informative about a persons score relative to others --> it must be standardized and test norms must be computed

Front 19

standardization

Back 19

using the same procedures and scoring rules for everyone

Front 20

test norms (norming)
--percentile scores
--standardization sample

Back 20

provide information about where a test scores ranks in relation to other scores on that test
--percentile scores: % percent of people scoring at or below the score one has obtained
--standardization sample: smaple of people that the norms are based on

Front 21

Sir Francis Galton (1822-1911)

Back 21

- believed that intellence is passed from generation to generation
- thought that the mind was made up of elementary senstions and because of this, more intellegent individuals should exhibit exceptional sensory acuity
- devised a correltation preocedure to test his ideas
- his theory was a FAILURE!

Front 22

binet-simon test

Back 22

-devised by binet and and simon to measure intellectual development in children (1905)
-1st modern intellgence test
-test verbal reasoning
-devised mental age (MA)

Front 23

Stanford-Binet intellegence scale (1916)

Back 23

-similar to the binet-simon test
-allowed for comparisons of test scores amoung children
-devised the intellegnce quotient
-centered at 100

Front 24

IQ formula

Back 24

IQ = (MA/CA) x 100

Front 25

Wechsler Adult Intellegence Scale (WAIS)

Back 25

-stanford-binet not appropriate for adults
-david wechsler (1955) was the first to devise a test to measure intellegence in adults
-more emphasis on nonverbal reasoning

Front 26

WAIS and the deviation IQ score

Back 26

-wechsler realized the inadequacy of expressing intellegence as a quotient
-he developed the deviation IQ score --> locate subjects precisely within the normal distribution using standard deviation as the unit of measure
--mean IQ:100
--standard deviation: 15

Front 27

modern intellegence testing

Back 27

-testing is similar the other methods discussed
-updated versions of stanford-binet and WAIS are in use today (both use deviation scores rather than quotients)
-many other tests besides these are used to discuss intellegence today

Front 28

mental retardation

Back 28

sub-average intellectual and adaptive functioning, originating before age 18
-IQ scores more than 2 SDs from the average (IQ under 70)
-2-3% of school age population diagnosed
-flexbile cutoffs scores
-subjective methods of measuring everyday functioning

Front 29

causes of mental retardation

Back 29

-organic/genetic: fewere than 25% of cases have a clear organic cause (ex.: down syndrome, hydrocephaly)
-unkown orgin: enviromental issues; milder forms of mental retardation can often be attributed to damage during the birth process, a hard injury, in utero exposure to alcohol or cocaine

Front 30

social classes and mental retardation

Back 30

--severe forms are evenly distributed across social classes (suggests that severe retardation is the product of biological factors)
--mild retardation is elevated in lower social classes (suggests that mild retardation is largely a product of unfavorable environmental factors)

Front 31

giftedness

Back 31

--gifted individuals (exp. children) are typically identified as those in the upper 2-3% of the IQ distribution)
--identification of the gifted should not be based on test scores alone (things such as leadership, creativity, or special talent should also be taken into account --> BUT it is typically identified throught IQ tests)
--gifted people are often stereotyped as socially inept, sickly, or weak

Front 32

Terman (1921)

Back 32

longitudinal study of gifted children
-psych's longest running study
-1500 kids with an average IQ of 150
--better than average physical, emotional, and social development
---BUT!, may depend on level of giftedness:
-moderately gifted (130-150):fine
-profoundly gifted (180+): social and emotional problems
-terman's children all grew up to be successful, but non achieved recognition for genuis level contributions
-

Front 33

Renzulli (1986)

Back 33

propsed that intellence is only one factor that determines ones greatness
--interaction of these 3 things:
1. high intellegence
2. high motivation
3. high creativity

Front 34

Giftedness: innate or due to hardwork?
--drudge theory

Back 34

drudge theory: giftedness of a person is due to tireless hardwork, practice, and training
-->confound: those with innate talents are more likely to exert the energy to train and practice

Front 35

Sternberg et al. (1981)

Back 35

-layperson's view on intellegnce
-participants were asked to list examples of behaviors characteristic of intellegence
-results indicated that people concieve 3 kinds of intellegence
--verbal
--practical
--social

Front 36

approaches to intellegence

Back 36

psychometric, information-processing, multiple intellegences

Front 37

psychometric approach
--factor analysis

Back 37

statsitcal techniques used to definte intellectual skills of abilities
-one statistical approach is factor analysis: looks for items that correlate together (are a common factor), factors are named based on how the correltions pan out

Front 38

Factor anaysis and theories of intellegence:
Spearman (1904)

Back 38

-factor analysis allows extraction of a factor that is shared among a variet of intellegence tasks
-spearman porposed that one factor best described an individuals intellegence
-2 factor theory: g + specific

Front 39

general intellegence (G)

Back 39

general mental ability which underlies all cognitive abilities, "mental energy"

Front 40

factor analysis and theories of intellegence:
Thurstone (1938)

Back 40

* claimed that there was no "g"
* proposed 7 factors underlying mental intellegence --> primary mental abilities
1. word affluency
2. verbal comprehension
3. spatial ability
4. perceptual speed
5. numerical ability
6. inductive reasoning
7. memory

Front 41

factor analysis and theories of intellegence:
Guilford (1956)

Back 41

- propsed 150 distinct mental abilities
- these mental abilities were characterized in terms of operations, contents, products

Front 42

factor analysis and theories of intellegence:
Cattell and Horn's gf and gc

Back 42

* cattell and horn proposed that spearman's g should be divided into dluid intellegence and crystal intellegence
-fluid (gf): reasoning ability, memory capacity, and information processing
-crysalized (gc): ability to apply acquired knowledge and skills in problem solving
* gf and gc have had influence on intellegence tests

Front 43

mental retardation

Back 43

sub-average intellectual and adaptive functioning, originating before age 18
-IQ scores more than 2 SDs from the average (IQ under 70)
-2-3% of school age population diagnosed
-flexbile cutoffs scores
-subjective methods of measuring everyday functioning

Front 44

causes of mental retardation

Back 44

-organic/genetic: fewere than 25% of cases have a clear organic cause (ex.: down syndrome, hydrocephaly)
-unkown orgin: enviromental issues; milder forms of mental retardation can often be attributed to damage during the birth process, a hard injury, in utero exposure to alcohol or cocaine

Front 45

social classes and mental retardation

Back 45

--severe forms are evenly distributed across social classes (suggests that severe retardation is the product of biological factors)
--mild retardation is elevated in lower social classes (suggests that mild retardation is largely a product of unfavorable environmental factors)

Front 46

giftedness

Back 46

--gifted individuals (exp. children) are typically identified as those in the upper 2-3% of the IQ distribution)
--identification of the gifted should not be based on test scores alone (things such as leadership, creativity, or special talent should also be taken into account --> BUT it is typically identified throught IQ tests)
--gifted people are often stereotyped as socially inept, sickly, or weak

Front 47

Terman (1921)

Back 47

longitudinal study of gifted children
-psych's longest running study
-1500 kids with an average IQ of 150
--better than average physical, emotional, and social development
---BUT!, may depend on level of giftedness:
-moderately gifted (130-150):fine
-profoundly gifted (180+): social and emotional problems
-terman's children all grew up to be successful, but non achieved recognition for genuis level contributions
-

Front 48

Renzulli (1986)

Back 48

propsed that intellence is only one factor that determines ones greatness
--interaction of these 3 things:
1. high intellegence
2. high motivation
3. high creativity

Front 49

Giftedness: innate or due to hardwork?
--drudge theory

Back 49

drudge theory: giftedness of a person is due to tireless hardwork, practice, and training
-->confound: those with innate talents are more likely to exert the energy to train and practice

Front 50

Sternberg et al. (1981)

Back 50

-layperson's view on intellegnce
-participants were asked to list examples of behaviors characteristic of intellegence
-results indicated that people concieve 3 kinds of intellegence
--verbal
--practical
--social

Front 51

approaches to intellegence

Back 51

psychometric, information-processing, multiple intellegences

Front 52

psychometric approach
--factor analysis

Back 52

statsitcal techniques used to definte intellectual skills of abilities
-one statistical approach is factor analysis: looks for items that correlate together (are a common factor), factors are named based on how the correltions pan out

Front 53

Factor anaysis and theories of intellegence:
Spearman (1904)

Back 53

-factor analysis allows extraction of a factor that is shared among a variet of intellegence tasks
-spearman porposed that one factor best described an individuals intellegence
-2 factor theory: g + specific

Front 54

general intellegence (G)

Back 54

general mental ability which underlies all cognitive abilities, "mental energy"

Front 55

factor analysis and theories of intellegence:
Thurstone (1938)

Back 55

* claimed that there was no "g"
* proposed 7 factors underlying mental intellegence --> primary mental abilities
1. word affluency
2. verbal comprehension
3. spatial ability
4. perceptual speed
5. numerical ability
6. inductive reasoning
7. memory

Front 56

factor analysis and theories of intellegence:
Guilford (1956)

Back 56

- propsed 150 distinct mental abilities
- these mental abilities were characterized in terms of operations, contents, products

Front 57

factor analysis and theories of intellegence:
Cattell and Horn's gf and gc

Back 57

* cattell and horn proposed that spearman's g should be divided into dluid intellegence and crystal intellegence
-fluid (gf): reasoning ability, memory capacity, and information processing
-crysalized (gc): ability to apply acquired knowledge and skills in problem solving
* gf and gc have had influence on intellegence tests

Front 58

heritibility of IQ

Back 58

can genetic variation explain variaiton in IQ scores?
-twin studies: compare IQ in monozygotic and dizygotic twins
-adoption studies: compare similarity of IQ scores of sdoped childen with adopted family and biological family

--results suggest a heavy influence of genetics of individual IQ scores (but also environment)

Front 59

heritibility ratio

Back 59

an estimate of the proportion of trait variability in a population that is determined by variations in genetic inheritance

esimtate of h fall between .4 and .7

H does apply to all people

Front 60

environment and IQ

Back 60

adoption studies suggest that children reared together are more similar than those reared apart

Front 61

Flynn effect (1987, 1994, 1999)

Back 61

importance of environmental influences on IQ
--IQ scores have been steadily rising for the last 70 years
--cant be due to genetics
-reasons: better nutirition, better schooling, more educated parents

Front 62

interaction of heredity and environment
--reaction range

Back 62

heredity and environment both have an influence on intellegence

it has been proposed that heredity sets certain limits on intellegence and the environment determines where in that range the individual falls

reaction range: the gentically determined limits on IQ
--explains why low IQ children sometimes come from good environments and high IQ children often come from bad environments

Front 63

personality

purpose for research

Back 63

refers to enduring patterns of thought, feeling, motivation, and behavior that are expressed in different circumstances
(consistancy and distintiveness)

the aim of personality reaseach is to contruct general theories of personality

Front 64

personality tests

categories

Back 64

althought there are 100s of personality tests, they generally fall into 2 categories:

stuctured: asks specific questions that require specific answers
projection: unstructured tests requiring description of some stimulus

Front 65

stuctured personality tests

empirical critereon keying

problems

Back 65

pose specific questions that required those being tested to give specific responses

often constructed using empircal critereon keying:
being with a large pool of questions, compare answers between a control group and some group strongly displaying a trait, use onlny questions that differntiate the two groups

problem: misrepresentation

Front 66

minnesota multiphasitic personality inventory (MMPI)

Back 66

compares the similarity between examinee and individuals diagnosed with certain psychologigal disorders

567 t/f items lead to scores on 10 scales

primarily for clinical diagnosis

structured test

Front 67

california psychologial inventory (CPI)

Back 67

non clinical assessment of personality

critereon groups were those at extreme ends of personality traits in social groups

consists of 434 t/f questions

widely used with employee selection and counseling

Front 68

projective tests

Back 68

assume that persons presented with a vague stimulus will ptoject their own impulses and desires into a description of the stimulus

problem: interpretation

Front 69

rorschach

Back 69

ink blot test

subjects are presented with an abstract inkblot and asked what they see

responses are scored according the part, attribute, or content used to describe the inkblot

projective!!

Front 70

TAT

Back 70

thematic appreciation test

subjects are presented with pics or drawings of scenes; subjects tell a story about the scene

responses are scored based on the subject's stories

Front 71

reliability and validity of structured tests

Back 71

reliability between .7 and .9

validity typically between .3 and .4

Front 72

reliability and validity of projective tests

Back 72

reliability is contraversial
TAT>Rorschach

low validity --> little predictive power

Front 73

trait approach

personality trait

Back 73

personality trait: a durable disposition to behave in a particular way in a variety of situations
--some traits are more basic than others and there determine other more superficial traits

like intellegence, factor analysis is used to determine factors unerlying personality

Front 74

mccrae and costa:
BIG 5 facors personality

Back 74

O:penesses to experience
C:concientiosness
E:xtroversion
A:greeableness
N:euroticism

OCEAN!

Front 75

eysenck's 2-D model

Back 75

hans eysenck propsed a personlity can be accounted for by 2 major dimensions:
1.neuroticism/emotional stability
2. extroversion/inroversion

Front 76

psychodynamic approach

Back 76

theories include a diversity of theories descended from Freud's work --> focuses on unconscious

major contributers: freud, jung, adler

freud's theoru attempts to explain personality, motivation, and psychological disorders by focusing on early childhood experiences and the unconscious

--structure of personality
--levels of awareness
--defense mechanisms
--development of personality

Front 77

psychodynmics:

structure of personality

Back 77

3 componenets:

1. id: pleasure principle; instinctive; isntant gratification; house raw biological urges (eat, sleep, sex); engages in primary-process thinking: primitive illogical, irrational, and fanatasy oriented

2. ego: reality: delays gratification intil appropriate; secondary process thinking --> rational, realistic, oriented toward problem solving

3. superego: moral componentl emerges from ego around 3-5

Front 78

psychodynamics:

levels of awareness

Back 78

3 levels:

1. conscious: awareness

2. preconcious: just beneatj surface awareness

3. unconscious: thoughts well below the surface of awareness, but still influenve behavior

id, ego, and superego are distributed dofferently across the 3 levels of awareness

-ego and superego operate at all 3 levels
-id is entirely unconscious, but expresses its urges through the ego

iceberg analogy

Front 79

psychodynamics:

conflicts and defense mechansims

Back 79

freud believed that behavior is the outcome of a series of conflicts between id, ego, and superego
-particular focus on agressive and sexual impulses

sometimes conflict leads to anxiety

this discomfort may lead to the use of defense mechansisms, which may temporarily relieve anxiety

Front 80

defense mechanisms

Back 80

largely unconcious reactions that protect a person from anxiety; mental meneuvers that work though self deception

Front 81

types of defense mechansisms

Back 81

--repression: burying distressing thoughts or feelings in the unconcious
--projection: attributing ones own feelings to another
--displacement: diverting emotion feelings from original source to a substitute target
--repression: burying distressing thoughts and feelings in the unconscious
--projection: attributing ones won feelings to another
--displacement: diverting emotion feeligns from orginal source to a substitute agent
--reaction formation: behaving in a way opposite how one feels

Front 82

types of defense mechanisms (cont.)

Back 82

-regressuib: a reversion to immature patterns in behavior
-denial: refusal to recognize reality
-rationalization: creating false but plausable excuses to justify unacceptable behavior
-identification: bolstering self-esteem by forming an imaginary alliance with some person or group

Front 83

psychodynamics:

the develop of personality

Back 83

psyschoanaltytic theory explains personality in terms of:
-early childhood experiences
-unconscious motives and conflicts
-the methods people use to cope with sexual and fressive urges

human bebavior is motivated by two drives
-agressive
-sexual

Front 84

Freud's psychosexual stages

Back 84

libido follows a developmental course during childhood

stages:
* oral (0-1): mouth; sucking, biting
* anal (2-3): anus; expelling or retaining feces
* phallic (4-5): genitals; masturbaing
* latency (6-12): nothing
* genital (puberty and on): being sexually intimate

Front 85

other psychdynamic theories

Jung's analytical psychology

Back 85

unconscios consists of 2 layers
-personal unconscious: repressed or forgotten material
-collective unconscious: latent memory traces inherited from one's ancestral past

first to describe introversion

Front 86

other psychdynamic theories

Adler's individual psychology

Back 86

said that the primary source of motivation in life is stricing for superiority

-compensation: trying to overcome feelings of inferiority by developing ones abilities
--inferiority complex
--birth order

Front 87

evaluating psychodynmaic persepectives

pros and cons

Back 87

pros:
-insights regerding:
* the unconscious
* the role of internal conflict
* the importance of early childhood experience

cons:
-poor testability
-inadaquate empiracal base
-sexist views

Front 88

behavorist approach

skinner's views of personality

Back 88

-operant conditioning: fully determined by environmental stimuli

-personality: a collection of response tendencies that are tied to various stimulus situations
--either strengthened or weakened by new experiences mechanically
--no stages a constinuous lifelong process
--no emphasis on childhood experience

behaviorists view personality as a collection of response tendencies

personlities shaped by reinforcers and other things that follow behavior

Front 89

behaviorist approach

bandura's social cognitive theory

Back 89

conditioning is not mechanical

social cognitive personality theory places emphasis on learned aspects of personality as well as expectations and beliefs of the person

observational learning models

Front 90

behaviorist approach

bandura's social conitive theory

--reciporocal determintism

Back 90

the idea that internal mental events, external environmental events, and overt behavior all influence eachother

Front 91

humanstic approach

Back 91

humanistic theorists reject the behaviorist and psychodynmaic notions of personality

they emphasize the notion that each person has a potential for creative growth

assumes: people can rise above biological urges, people are conscious, rational beings

embraces the phenomenological approach

Front 92

humanistic approach
--maslow's theory of self-actualization

Back 92

human motives are organized into a hierarchy of needs in which basic needs must be met before less basic needs (growth) are aroused

need for self actualization-the highest need in the heirarchy - the need to fulfill ones potential

self actualized persons have actualized personalities and continued personal growth
(tuned into reality, at peace with themselves, open and spontaneous, sensitive to other's needs, not dependend on others for approval, have more emotional highs than others)

Front 93

genetics of personlity

Back 93

biological relatices are more similar in personality then strangers

twins reaies together and apart provide evidence for a genetic aspect of personlity

Front 94

psychopathology

Back 94

the study of the origin, development, and manifestations of mental or behavoral disorders

aka abnormal psych

Front 95

ancient view of abnormal behavior

Back 95

demonology: hisoritically psychopathological disorders and abnormal behaviors were viewed as demonic possessions

Front 96

modern view of abnormal behavior

Back 96

medical model --> it is classified as a disease
-diagnosis
-etiology
-prognosis

Front 97

3 critera of abnormal behavior

Back 97

deviant: deviating from social norms

maladaptive: impairment in everyday life
causing personal distress: self reportof great personal distress

Front 98

boundary between normal and abnormal behavior

Back 98

there is no clear boudary, but rather a continuum

Front 99

who classifies psych. disorders?

Back 99

the american psychiatiric assosciation

Front 100

axis system

Back 100

diagnostics and statistical manual of mental disoreders (4th ed.)

5 axis:
axis I: clincal syndromes
axis II: personality disorders and mental retardation
axis III: general medical conditions
axis IV: psychosocial and environmental problems
axis V: global assessment of functioning

Front 101

epidemiology

Back 101

the study of the distribution of mental of pysical disorders in the popultation

Front 102

prevalance

Back 102

percentage of a population that exhibits a disorder during a specific time period

Front 103

limetime prevalance

Back 103

percetage of people who have been daignosed with a specific disorder at any time in their lives

Front 104

sterotypes about psychologial disorders

Back 104

1. psychological disorders are incurable --> actually most people do improve and lead productive lives
2. people with disorders are violent and dangerous --> only a modest correlation b/t mental illness and violence
3. people with disoders behave in bizarre ways and are very different from "normals" --> most people are indistinguishable,

Front 105

anxiety disorders

--the 4 types

Back 105

a class of disorders maked be feelings of excessive apprehension or anxiety

4 major types:
1. generealized anxiety disorder
2. phobic disorder
3. panic disorder
4. obsessive compulsive disorder`

Front 106

generalized anxiety disorder

Back 106

choronic, high-level of anxiety not tied to any specific threat; "free-floating anxiety", worry constantly about yesterday's mistakes and tomorrow's problems, anxiety accompanied by physical symptoms, gradual onset, more prevalent in females

Front 107

phobic disorders

--common types

Back 107

anxiety is tied to a specific stimulus, persistant and irrational fear of an object of situation that presents no realisitic danger, accompanied by physical symptoms, mild phobias are very common, only disoder where fears seriously interfere with everyday behavior

common phobias:
-acrophobia
-agoraphobia
-arachnophobia
-claustrophobia
-brontophobia
-xenophobia

Front 108

panic disorder

Back 108

recurrent attacks of overwhelming anxiety that usually occur suddenly and unexpectedly, often leads to agoraphobia, onset usually late teens or early adulthood, 2/3 of cases are female

Front 109

obsessive compulsive disorder

Back 109

persistant, uncontrollable intrusions of unwanted thought (obsessions) and urges to engage in senseless rituals (compulsions)
-obsessions: often focus on inflicting harm on others, personal failures, suicide, or sexual acts
- compulsions: involve rituals that temporarily relieve axiety

2.5% of the population; most emerge before age 35

Front 110

etiology and anxiety disorders
-biological factors
-conditioning and learning

Back 110

biological factors: genetic disposition
- more often seen in MZ than DZ twins
-GABA circuits in the brain

conditioning and learning: acquired through classical condition or observational learning (preparedness); maintained through operant conditioning

Front 111

psychologists

Back 111

clinical psychologists: trained to deal with full feldged disorers
counseling psychologists: trained to deal with everyday adjustmenment problems

these doctors are most often used

Front 112

psychiatrists

Back 112

pysicians trained to daignose and treat psych. disorders; more likely to use drug therapies

Front 113

other mental health workers

Back 113

clinical social workers
psychiatric nurses
counselors

Front 114

Insight therapies

Back 114

involve verbal interactions intended to enhance clients' self knowledge and promote healthful changes in personality and behavior

major approaches:
-psychoanalysis
-cognitive therapy
-group therapy

Front 115

psychoanalysis

Back 115

an insight therapy that emphasizes the recovery of unconscious conflicts, motives, and defenses

freud

goal: to discover unresolved uconscious conflicts

Front 116

psychoanalysis methods

Back 116

free association: clients spontaneously express thoughts and feelins exactly as they occur without censorship

dream analysis: the therapist interprets the symobolic meaning of client's dreams

transference: when clients unconsciously start relating to their therapist in ways that mimic critical relationships in their lives

Front 117

issues with psychoanalysis

Back 117

issues:

interpretation: the therapists attempt to explain the inner significance of the clients thoughts, feelings, memories, and behaviors (slow)

resistance: largely unconscious defense manuvers intended to hinder the process of therapy

modern psychoanalysis

Front 118

cognitive therapy

Back 118

an insight therapy that emphasizes recognizing and changing negative thoughts and maladaptive beliefs

goal: to change how clients think

Front 119

cognitive therapy methods

Back 119

detect and recognize negative thoughts

reality teting

homework

Front 120

group therapy

Back 120

the simultaneous treatment of several clients in a group, 4-15 being ideal, carefully selected by the therapaist so that each may effectively serve as therapists to others; can help clients realize that misery is not unique and help them become healthier to win the groups approval

Front 121

evaluating insight therapy

Back 121

difficult to gauge efficacy

superior to no treatment at all or to placebo treatment; effects of treatment are durable

some critics arue that all therapists share certain comon factors that account for all the progress clients make in therapy

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behavior therapies:

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apply the principles of learning and condiioning to change maladaptive behavior

classical conditioning,operant conditioning, observational learning,

assumption: behavior is a product of learning, and that what is leaned can be unlearned

approches
systematic dsensitation
aversion therapy
social skills training

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systematic desensitization

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behavior therapy that reduces anxiety responses through counterconditioning
(ex.: treatment of phobias)

3 steps
1. anxiety hierarchy
2. deep muscle relaxation
4 work through the heirarcy

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aversion therapy

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an aversive stimulus is paired with a stimiulus which elicits an undersirable response
(ex.: substance abuse, gambling, etc.)

contraversial and not widely used

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social skills traning

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berhavior therapy; is the improvement of interpersonal skills using the principles of operant conditioning and oberservational learning

useful in treating social ineptitude arrising from social anxiety, autism, schizophrenia

methods:
modeling
behavioral rehearsal
shaping

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biological theories

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psychosurgery
psychopharmacotherapy
full-spectrum light therapy
ECT
rTMS

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psychosurgery

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refers to the intentional damage of the brain to alter behavior


lobotomoy: damage to the frontal lobe, camls agressive behavior, popular in the 30s, 40, 50s; not practiced today

NOT nuerosurgery

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psychopharmacotherapy (drug therapy)

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the treatment of mental disorder with meidcation

categories:
antianxiety
antipsychotic
antideressent
mood stabalizers

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antianxiety medications

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increase activity of the GABA transmitter to dampen nueral activity in the brain (ex.: valium)

can result in drug dependence and withdrawl

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antipsychotic medication

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refers to the drugs that alleviate schizophrenia; decrease activity of dopamine in the synapse; gradually reduce symptoms includin hyperactivity mental cofusion and delusions for a few months

ex.: thorazine

prior to 1856, schizophrenia was untreatable with many people confined to mental hospitals for life

chlorpromazine (thorazine) was found to reduce severity of psychotic thought, allowig people to live outside of mental hospitals

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antidepressent drugs

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lift depression by affecting the action of the neurotrasmittersnoephrine and serotonin

treatment of unopolar disorder, require 3-4 weeks for affect

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mood stabalizers

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used to control mood swings in patients with bipolar disorder; can prevent manic episides, can aid in bringing patients out of current manic episodes

ex.: lithium, valporic acid

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full spectrum light therapy

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used to treat seasonal affective disorder


SAD lamps

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electroconvulsive therapy

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used if a person is at risk for suicide and there is not time to wait for anti depressents to take affect; refers to the intentional induction of a brain seizure by shock adminitstered to either or both hemispheres

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repetitive transcranial manetic stimulation

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strong magnetic field pulsed over fronal cortex which induces nural activity; can be applies with greater persicion that ECT; avvelieates depression; side effects-seizuire and headache

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somataform disorders

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physical ailments that cannot be fully explained by organic conditions and are largely due to psychological factors

(ex. are not faking illness although symptoms may be imaginary)

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somataform disroder:

somatization

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marked by a history of diverse physical complaints that appear to be psycholoical origin

occurs mostly in women an often coexists with depression or anxiet disorders

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somatoform disroder:

hypochondriasis

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an excessive preoccupation with health conerns and incessant worry about developing pysical illnesses

overinterpret every possible sign of illness, often coexists with depression and anxiety disorders

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somatofrom disorer:

conversion disorder

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a significant loss of physical fuction, usually with no organic basis, in a single organ system

usually more severe ailments than those with somatization disorder; loss of vision, hearing, or limb function, sever laryngitis or mutism

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glove anethesia

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the entire hand from fingertips to wrist becomes numb

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etiology of somatofrom disorders

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personality factors: histrionic personliaty characteristics; self oriented, suggestible, escitable, highly emotional, nueoticism

cognitive factors: tend to draw catastopic conclusion have minor bodily complaints; have faulty standard of good health

the sick role: complaints of physical symptoms reinforced by indirect benefits derived from their illness

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dissociative disorders

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a class of disoerder in which people lost contact with portions of their conciousness or memory, resulting in disruptions in their sense of indentity

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dissociative disorders:

dissociative amnesia

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the sudden loss of memory for important personal info. that is too extensive to be due to normal forgetting; may be for a single traumatic event for an extended period;

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dissociative disorders:

dissociative fugue

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the loss of memory for their entire life along with their sense of personal identity; no memory of name, family, work, etc.; can still remember things unrealted to their identity (ex.: driving)

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dissociative disorders:

dissociative identity disorders

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the coexistance in 1 person or 2 or more largely complete and usually very different personalities

previously known as multiple personality disorder

overly diagnosed

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etiology of dissociative disorders

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dissociative amnesia ad fugue --> extreme stress

dissociative identity disorder:
-personality factors: fantasy proneness, absorbtion with personal experience, etc.
-role playing?: influenced by media coverage
-child sexual abuse: elevates the liklihood for many disorders
-only 1/4 american polled believe there is solid evidence for the validity of dissociative identity disorder

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mood disorders

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a class of disorders marked by emotional disturbances of vaired kinds that may spill over to disrupt, physical, perpetual, social, and thought processes

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mood disorders:

bipolar

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experience of one or more manic episodes as well as periods of depression

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mood disorders:

seasonal affective disorder

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sufferers experience ormal mental health throughout most of the year, but experience dperessive symptoms in winter or summer --> linked to sunlight exposure

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mood disorders:

unipolar disorder

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persistant feelings of sadness and despair and a loss of interest in previos sources of pleasure

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etiology of mood disorders

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genetic vulnerbility: concordance rates moderately low

nerochemical factors: correltion between moo disorders and abnormal nuerotransmitters in the brain;

interpersonal role: link between poor social skills and depression; depressed people tend to be depressing; fewer cources of social support than non depressed people

cognitive factors: negative thinking leads to depression; depression is caused by learned helplessness

stress

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schizophrenic disorders

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a class of disorders marked by delusions, hallucinations, disorganized speech, break-down of adaptive behavior

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schizophrenic disorders:

paranoid schizophrenia

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dominated by delusions of persecution along with delusions of grandeur; believe that they have many enemies who want to harass them; convinced that they are being watched or manipulated

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schizophrenic disorders:

disorganized schizophrenia

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marked by a particular severe deteriation of adaptive behavior; emotional indifference; frequent incoherence, withdrawl

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schizophrenic disorders:

catatonic schizophrenia

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marked by striking disturbances from muscul regidity to random motor activity

catatonic stupor: remain virtually motionaless and seem obvious to environment
cataonic excitement: become hyperactive and incoherent

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schizophrenic disorders:

undifferentiated schizophrenia

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diagnosed when a person is clearly schiizophrenic but does fit into any of the other 3 kinds

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etioology of schizophrenia

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genetics: moderately high rates

neurochemical factors: excess dopamie; abnormal nueral ciruits using glutamate

stuctural abnormalities in the brain: enlarged venrticles; reduced or increased metabolic actiivity

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etiology of schizophrenia:

nueodevelopmental hypothesis

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suggests disorder is caused in part by various disruptions in the normal maturational procesess of the brain before birth (viral infections/flu, obstretical complications in birth process, prenatal malutrirtion)

stress can also set it off

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personality disorders

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a class of disorders marked by extreme inflexible personliaty traits that cause subjective distress or impaired social and occupational functioining; emerge during late childhood or adolescence; mild versions of more severe axis I disorders; daignostic problems

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3 clusters

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anxious/fearful: maladaptive efforts to control anxiety and fear about social rejection

odd/eccentric: distrustful, socially aloof people who cant connect with others emotionally

dramatic/impulsive: overdramatize everything or are impulsive

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anxoius/fearful disorders:

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avoidant personality: want acceptance from others but is excessively senstive to rejection, shame, or humilation

dependent personality: lack self-reliance and esteem; allow others to make all decisions and put their own needs second to others

obsessive compulsive: preoccupied with organization, rules, schedules; unable to be warm

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odd/eccentric disorders

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schizoid: cant form social relationships or expres warm feelings

schizotypal: social deficits and oddities in thinking, percetion, and communication that resemble schizophrenia

paranoid: show pervaive and unwarrented suspiciousnes and mistrust others; tend to overly sensitive and prone to jealously

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darmatic/impulsive disorders:

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histrionic: overly dramatic; tend to exaggerate emtional expressions; egocentric and want attention

narcisstic: grandiosely self important; preoccupied with success fantasies; expect special treatment and lack interpersonal sympathy

borderline: unstable moods, self-image, and iterpseonal relationships; impulsive and unpredictbale

antisocial: chronically violate the rights of others b/c fail to accept social norms regarding moral principles and behavior; trouble forming attatchments to others or to sustain cosistent work behavior; are exploitive and reckless

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antisocial personality disorder

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aka psychopathy

impulsive, callous, manipulative, aggressive, and irresponsible; rarely feel guilty; often involved in criminal activities from an early age and at a high rate; 3-4% of people suffer; most are male

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who seeks psych treatment?

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15% of pop.

women more than men

people with med insurance

higher educated people

people suffering from anxiety and depression