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95 Cards in this Set
- Front
- Back
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Normality |
A pattern ofthoughts, feelings or behaviour that conforms toa usual, typical or expected standard. |
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Mental health |
The capacity of an individual to interact with others and the environment in ways that promote subjective wellbeing, optimal development throughout, the lifespan and effective use of their cognitive, emotional, and social abilities. |
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Mental health problem |
A psychological problem that may interfere with mental wellbeing and everyday functioning but is typically not very severe and temporary |
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Mental illness |
Psychological dysfunction that usually involves impairment in the ability to cope with everyday life, distress, and thoughts, feelings and/or behaviour that are atypical of the person and may also be inappropriate within their culture |
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Approaches to defining normality |
Socio-cultural approach Historical approach Medical approach Functional approach Situational approach Statistical approach "Steph Hit Maria For Stealing Sushi" |
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Socio-cultural approach |
Thoughts, feelings, and behaviour that are appropriate or acceptable in a particular society or culture are viewed as normal and those that are inappropriate or unacceptable are considered abnormal |
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Historical approach |
What is considered normal and abnormal in aparticular society or culture depends on the period(or ‘era’) when the judgment is made. |
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Medical approach |
Abnormal thoughts, feelings or behaviour areviewed as having an underlying biological causeand can usually be diagnosed and treated. |
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Functional approach |
Thoughts, feelings and behaviour are viewedas normal if the individual is able to cope withliving independently (‘function’) in society, butconsidered abnormal if the individual is unableto function effectively in society. |
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Situational approach |
Within a society or culture, thoughts, feelings andbehaviour that may be considered normal in onesituation may be considered abnormal in another. |
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Statistical approach |
Based on the idea that any behaviour or characteristic in a large group of individuals is distributed in a particular way; that is, in a normal distribution. Generally, if a large majority of people, called the ‘statistical average’, think, feel or behave in a certain way, it is considered normal. |
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Categorical approach |
A system of classifying a mental illness by assessing an individual's symptoms and then determining whether or not the individual has the disorder - yes/no approach. |
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Dimensional approach |
an approach to classifying mental disorders that quantifies a person's symptoms or other characteristics of interest and represent them with numerical values on one or more scales or continuums rather than assigning them to a mental disorder category. |
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Assumptions made by categorical approaches |
- A mental disorder can be diagnosed from specific symptoms reported by a client to a mental health professional. - Thoughts, feelings, and behaviours can be diagnosed into categories - Valid and reliable system: high inter-rater reliability - a yes/no approach |
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Assumptions made by dimensional approaches |
Normality and abnormality are measured on a continuum and people may possess symptoms to varying degrees. |
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Categorical vs Dimensional |
- Yes/No vs degree/amount of symptom - Common language vs low inter-rater reliability - Participant individuality overlooked in categorical |
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DSM-IV-TR |
A categorical system for diagnosing and classifying mental disorders based on recognisable symptoms that are precisely described for each of the 365 disorders. |
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DSM diagnostic criteria |
Indicate the symptoms that are characteristic of the disorder and therefore enable assessment of the presence of the disorder |
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DSM inclusion criteria |
Used to identify the symptoms that must be present in order for the disorder to be diagnosed. |
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DSM exclusion criteria |
Identify the symptoms, conditions or circumstances that must not be present in order for the disorder to be diagnosed. |
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Other info given by the DSM-IV-TR |
- Typical course of each disorder - Common age of development - Degree of impairment - The prevalence of the disorder (how common) - Whether or not it is familial - Relationship of the disorder to gender, age and culture - DOES NOT PROVIDE TREATMENT PLANS |
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DSM axes |
I. Clinical disorders and other conditions that may be a focus of clinical attention II. Personality disorders and mental retardation III. General medical conditions IV. Psychosocial and environmental problems V. Global assessment of functioning (GAF) |
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DSM -- GAF |
Assesses an individual's overall level of psychological, social and occupational functioning. |
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ICD-10 |
A categorical system for diagnosing and classifying diseases and mental disorders based on recognisable symptoms described for each disease and disorder. |
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Strengths of categorical approaches |
- Comprehensive - Enhance communication among professionals due to "labels" - High inter-rater reliability |
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Limitations of categorical approaches |
- Loss of valuable clinical info because patients thoughts feeling and behaviour are put into categories and their uniqueness is overlooked. - Labels have a negative effect on the patient because there may be social stigma associated. |
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Strengths of dimensional approaches |
- No loss of information in labeling - Take into account a wider range of a person's symptoms and characteristics - Allows people to be placed on a continuum |
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Limitations of dimensional approaches |
No widely accepted standardised inventory or system that can be used Disagreements between mental health professionals |
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Biopsychosocial framework |
An approach to describing and explaining how biological, psychological and social factors combine and interact to influence a person's physical and mental health |
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Biological factors |
Involve physiologically based or determined influences, often not under our control, such as: - Genes - Gender - Neurochemistry - Hormones - Immune system |
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Psychological factors |
Involve all those influences associated with mental processes; such as how we think, learn, make decisions, solve problems, perceive our internal and external environments, perceive understand and experience emotions, manage stress, reconstruct memories, etc. |
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Social factors |
Factors such as our skills in interacting with others, the range and quality of our interpersonal relationships, and the amount and type of support available from others when needed. |
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Stress |
A state of physiological and psychological arousal produced by internal or external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope. |
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Stressor |
any person, object, situation or event that producesstress. |
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Types of stressors |
Physical Psychological Internal External |
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Physical stressors |
A physical stimulus(e.g. extreme temperatures, intense light, loudnoise, a heavy object) |
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Psychological stressors |
Psychological in nature (e.g. an argument with a friend, running late for a class, failing an exam, changing schools, being bullied). |
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Internal stressors |
Originates within the individual; for example, a personal problem that causes concern about the potential consequences or the experience of physical pain that may be perceived as signalling an untimely illness. |
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External stressors |
Originates outside the individual from situations and events in the environment; for example, having too much homework, being nagged by parents, being in |
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Stress response |
The physiological (bodily) and psychological (mental) changes experienced when confronted by a stressor |
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Fight-Flight response |
An involuntary reaction resulting in a state of physiological readiness to deal with a sudden and immediate threat by either confronting it (‘fight’) or running away to safety (‘flight’). It involves the sympathetic nervous system and the endocrine system. |
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Physiological changes when experiencing fight-flight response |
- increased heart rate and blood pressure - redistribution of blood supply from the skin and intestines to the muscles - increased respiration rate (to increase oxygen supply) - increased glucose secretion by the liver (for energy) - dilation of the pupils (so the eyes can take in as much light as possible) - suppression of functions that are not immediately essential in order to conserveenergy, such as digestion and sexual drive. |
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Steps in the fight-flight response |
The hypothalamus is activated when the threat is perceived. The hypothalamus, in turn activates the sympathetic nervous system. The sympathetic nervous system stimulates the adrenal glands. The adrenal glands (medula) secrete adrenaline and noradrenaline. These stress hormones circulate the bloodstream and activate the necessary responses from various organs, such as heart and lungs and liver. |
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What happens after the fight-flight response |
The threat is either perceived to continue or to no longer be threatening. If the threat has ceased the parasympathetic nervous system is activated, and the body gradually returns to normal as stress hormones fall to pre-threat levels. |
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HPA axis is activated when... |
The threat (or stressor) is not removed or we need to deal with it over time. This is because the effects of adrenaline and noradrenaline do not last long. |
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HPA axis |
Chain of reactions in the physiological response to stress involving the hypothalamus, pituitary gland, and the adrenal cortex. |
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Steps in the HPA axis |
Stressor activates the hypothalamus. The hypothalamus stimulates the pituitary gland. The pituitary gland secretes ACTH. ACTH stimulates the adrenal glands (cortex). The adrenal cortex secretes additional stress hormones including cortisol. Cortisol energises the body by increasing blood sugar and metabolism. |
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HPA axis vs FF response |
The HPA axis takes significantly longer (seconds to minutes) than the fight-flight response to exert its influences. Both HPA and FF help the body deal with stress and energise the body |
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Effect of the increased amount of cortisol over time |
Impaired immune functioning - increased vulnerability to disease. |
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... |
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Eustress |
A positive psychological response to astressor, as indicated by the presence of positivepsychological states such as feeling enthusiasticand motivated, excited, active and alert. Riding a rollercoaster, if you like them. |
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Distress |
A negative psychologicalresponse to a stressor, as indicated by the presenceof negative psychological states such as anger,anxiety, nervousness, irritability or tension. Riding a rollercoaster, if you dislike them. |
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Eustress vs Distress |
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Psychological responses to stress |
Psychological responses are not involuntary and most of the time we have control over them, depending on the individual. Psychological responses are not directly observable but can either be inferred from observable reactions to stressors or through self-reports or reflections from the individual. |
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Emotional changes |
Influence a way a person feels - Anxiety - Tension - Anger - Sadness |
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Cognitive changes |
Influence a person’smental abilities, such as their perceptions of theircircumstances and environment, their ability tolearn and how they think. |
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Behavioural changes |
Apparent in how aperson looks, talks, acts and so on. Strained facialexpressions, a shaky voice, hand tremors or musclespasms and ‘jumpiness’ are common behaviouralresponses to stress. |
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Psychological influence of the stress response |
- Prior experience - Attitudes - Motivation - Self-esteem - Coping skills - General outlook on life - Personality characteristics |
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Social factors influencing stress response |
- Major life events - Cultural - Environmental (e.g. crowding) |
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Transactional model of stress and coping |
Proposes that stress involves anencounter (‘transaction’) between an individualand their external environment, and that a stress response depends upon the individual’sinterpretation (‘appraisal’) of the stressor and theirability to cope with it. |
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Primary appraisal |
An evaluation of thesignificance of a potential stressor resulting ina decision that it is either irrelevant, benign–positive or stressful. Then we decide with we are at a harm/loss, threatened or challenged. |
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PA - Harm/Loss |
Involves an assessment of much damage has already occurred (e.g. have I lost my job?) |
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PA - Threat |
Involves an assessment of harm/loss that may not yet have occurred but could occur in the future (e.g. I might not be able to afford the rent) |
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PA - Challenge |
Involves an assessment of the potential for personal gain or growth from the situation (e.g. I'll get any other job I can and will learn to budget and save money" |
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Secondary appraisal |
An evaluation of internaland external coping options and resources fordealing with a stressor |
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Reappraisal |
A re-evaluation of a potentialstressor in relation to coping resources |
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Coping |
The process of constantly changing cognitive and behavioural efforts to manage specific internal and/or external stressors that are appraised as taxing or exceeding the resources of the person |
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Problem-focused coping |
A strategy to manage orchange the cause or source of a stress |
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Types of problem-focused coping |
- reappraising the stressor by examining it from new perspectives - obtaining more information about the stressor - by talking to someone who could help - redefining the stressor in a way that is more manageable - generating alternative ways of dealing with the stressor - focusing on changing only what is changeable - learning new skills to more effectively manage the stressor. |
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Emotion-focused coping |
A strategy to attend to emotional responses to a specific stressor |
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Types of emotion-focused coping |
- Denial - Avoiding - Venting emotions - Distancing - Wishful thinking - Minimising - Acceptance - Seeking emotional support from family members or friends. "Dad avoids Vin Diesel while Maria attacks Steph" |
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Strengths of the transactional model |
- This model focuses on psychological determinants of the stress response over which we have control and emphasises the personal nature and individuality of the stress response. This allows for more variability in an individual’s response to stress. - It helps to explain why people respond in different ways to the same types of stressors. - Has enhanced the understanding of the importance of stress management programs and strategies to deal with stressors effectively. |
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Limitations of the transactional model |
- The major limitation of this model is that it is difficult to test through experimental research. Because of its subjective nature, variability and complexity, reliable evidence is difficult to collect. - There is doubt as to whether we actually need to appraise something as being stressful in order to experience a stress response. - Individuals may not always be conscious of, or be able to label all of the factors that are causing them to experience a stress response. |
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Social factors that influence the stress response |
According to the biopsychosocial framework, stress is also influence by social factors. These social factors include cultural and environmental factors. Each factor has an impact on how the stress response can be either exacerbated or alleviated. |
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Cultural factors that influence the stress response |
Moving countries can lead to: - language difficulties - racial prejudice - lower socio-economic status - separation from family - conflicts over preserving their old values and beliefs while still adapting to the customs of their new culture coming to terms with the torture or murder of loved ones back home |
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Social readjustment |
The amount ofchange, or ‘adjustment’, in lifestyle a person isforced to make following a speci c event in theirlife. |
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Social factors |
- Our relationships and social interactions with others - Loneliness - Feelings of isolation - Breaking up or reconciling a relationship (being in a bad relationship) - Lack of social skills in forming and maintaining relationships - Lack of social support - Making a new friend or gaining a new family member - Experiences during recreational activities |
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Environmental factors that influence the stress response |
- Crowding - Loud noises - Air pollution - Extremes in temperature - Catastrophes (technological and natural disasters) |
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Allostasis |
Assists the body in maintaining stable physiological environment by adjusting and changing to meet internal and externaldemands |
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Allostatic load |
Wear and tear on the brain and body as a result of cumulative exposure to increased secretion of the stress hormones |
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Allostatic load can lead to.. |
Prolonged (chronic) stress can influence the onset of physical disorders such as cardiovascular disease, obesity, diabetes and mental disorders like depression and anxiety. |
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Strategies for coping with stress |
- Biofeedback - Mediation and relaxation - Physical exercise - Social support |
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Biofeedback |
A technique that enables an individual to receive information (feedback) about the state of a bodily process (bio). |
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Physical exercise |
Physical activity that is usually planned and performed to improve or maintain one's physical condition. Aerobic > Anaerobic |
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Aerobic exercise |
Requires a sustained increase in oxygen consumption and promotes cardiovascular fitness |
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Anaerobic exercise |
Involves short bursts of muscular activity that can strengthen muscles and improve flexibility |
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Meditation |
A specific technique that involvesaltering one’s state of consciousness by focusingattention or thoughts on a single internal stimulus. |
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Relaxation |
The process of reducingpsychological and/or physiological arousal. |
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Social support |
Help or assistance providedby other people when needed |
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Forms of social support |
- Appraisal support - Tangible assistance - Information support - Emotional support |
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Appraisal support |
Help from another person that improves the individual’s understanding of the stressful event and the resources and coping strategies that may be needed to deal with it. |
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Tangible assistance |
The provision of material support, such as services, financial assistance or goods, that may help offset the effects of a stressful event |
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Information support |
Other people can also provide ideas/ a new perspective on how to cope with a stressful event. |
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Emotional support |
Supportive friends, family and acquaintances can provide emotional support, which targets these emotional reactions by reassuring a person under stress that they are an individual who is cared for and valued. |
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Allostatic systems |
The HPA axis, the autonomic nervous system, and the immune, cardiovascular and metabolic systems. |
