Abnormal Psych Midterm 1

Front 1

Mechanism 1, Increasing Neurotransmition

Back 1

Psycho-stimulants, ADHD, Neurotransmitter depletion, releases more NTs

Front 2

Mechanism 2, Increasing Receptor Sensetivity

Back 2

Anxiolytics, interacts w/GABA and glutamate, withdrawal, addiction

Front 3

Mechanism 3, Reuptake Inhibition

Back 3

Antidepressants, serotonin inhibitor, time delay, not addictive

Front 4

Mechanism 4, Changing Electron Potential

Back 4

Mood stabilizers, bipolar, side effects

Front 5

Mechanism 5, Reducing Receptor Sensetivity

Back 5

Antipsychotics, block dopamine receptors, side effects

Front 6

Intellectual Disability

Back 6

1. Deficits in general mental activities (reasoning, planning, abstract thinking, judgement, learning from exp)

2. Impairment in ADAPTIVE FUNCTIONING in at least 1 aspect of daily life including: communication, social participation, functioning at school, personal independence. Necessitates ongoing support.

3. Onset before 18

Caused by:

- Chromosomal (Down Syndrome)

- Metabolic (Tay-Sachs)

- Prenatal (Fetal Alcohol Syndrome)

Mild: Can support selves, can be in school, IQ improves w/ age

Moderate: Earlier diagnosis, deficits in language dev and play, as adults can communicate, unskilled jobs, can learn to care for self

Severe/Profound: Basic motor and communication deficits, require supervision

Front 7

ADHD

Back 7

1. Either of the following groups of symptoms:

A: At least 6 of the following for at least 6 months: failure to give close attention to details, difficulty sustaining attention, failure to follow instructions, failure to listen when spoken directly to, avoidance of tasks that require sustained mental effort, easily distracted

B: At least 6 of the following symptoms for at least 6 months: fidgeting/squirming/tapping of hands or feet when in seat, wandering from seat in classroom/similar setting, running/climbing about when inappropriate, difficulty engaging in leisurely activities quietly, excessive talking, difficulty waiting turn, frequent interruptions

2. Presence of symptoms before 12

3. Symptoms appear in at least 2 settings

4. Significant impairment

Caused by:

- Abnormal activity of dopamine

- High levels of stress/family dysfunction

- Diagnosis can induce Pygmalion effect

Sociocultural Issues:

- African-American and Hispanic children less likely to be diagnosed (more likely to be viewed as just 'bad parenting')

- Over diagnosis in some setting, under (^) in others

4-9% of school children, 70% are boys, 35-65% persist into adulthood with less pronounced symptoms

Treated with psychostimulants (methylphenidate and Ritalin)

Front 8

Separation Anxiety Disorder

Back 8

1. Developmentally inappropriate & excessive fear or anxiety concerning separation from those to whom the individual is attached. Symptoms include fears worries, refusal to leave home, nightmares, and/or physical symptoms

2. Symptoms persistent for at least 4 weeks, 6 months or more in adults

3. Significant distress or impairment

Caused by:

- Social/academic fears

- Depression

- Fears of specific objects/people

Treatments include psychodymanic, cognitive-behavioral, family, and play therapy

Front 9

Autism Spectrum Disorder

Back 9

1. Persistent deficits in social communication & interaction, all of the following: deficits in social-emotional reciprocity, nonverbal communicative behaviors used in social interactions, developing and maintaining relationships

2. Restricted and repetitive patters of behaviors, interests, or activities, with 2 of the following:

- Stereotyped or repetitive speech patterns, motor movements, or use of objects

- Excessive adherence to routines, ritualized patters, or resistance to change

- Highly restricted, fixated, and abnormal interests;

- Hyperactive or hypoactive responses to sensory input

3. Onset by early childhood

4. Significant impairment

Caused by:

- Environmental stress

- Lack of Theory of Mind

- Genetics

- Prenatal difficulties (mother rubella)

- Cerebellum abnormalities?

Treatments include cognitive-behavioral therapy, augmentative communication systems, community integration

Front 10

Stress

Back 10

Stressor: What creates demands

Response: Reaction to demands

Front 11

Mental Disorder

Back 11

A syndrome characterized by clinically significant disturbance in an individual’s cognition, behavior or emotion that reflects a dysfunction in the psychological, biological, or developmental process underlying mental function.

Front 12

Adjustment Disorder

Back 12

1. The development of emotional or behavioral symptoms in response to an identifiable stressor(s) occurring within three months of the onset of the stressor(s). These symptoms or behaviors are clinically significant as evidenced by either of the following: marked distress that is in excess of what would be expected from exposure to the stressor & significant impairment in social or occupational (academic) functioning."Specifiers- with depressed mood, with anxiety, with anxiety and depressed mood, with mixed disturbance of emotions and conduct.

Front 13

Diagnostic Interview Principles

Back 13

1. Observation, how they respond to the environment, they way they dress, the way they talk.

2. Conversation, work towards trust

3. Exploration, explore options, give hope

4. Testing, only when necessary (court ordered)

Front 14

Mental Status Examination (MSE)

Back 14

Assess the general level of awareness of client

1. Mood & Affect

2. Intelligence

3. Behavior

4. Insight (do they know why they are there?)

5. Thought Content (what are they focused on?)

Front 15

Acute Stress Disorder (ASD)

Back 15

Anxiety disorder in which fear and related symptoms are experienced soon after a traumatic event and last less than a month

Front 16

Post-traumatic Stress Disorder (PTSD)

Back 16

1. Exposure to a traumatic event; actual or threatened death, serious injury, sexual violation

2. One or more of the following symptoms:

- Recurrent, involuntary, and distressing memories

- Recurrent distressing dreams

- Dissociative reactions (flashbacks)

- Significant distress at exposure to cues of the event(s)

3. Persistent avoidance of stimuli associated with event(s)

4. Negative changes in cognitions and moods, such as inability to remember important aspects of event, exaggerated negative beliefs about oneself, persistent negative emotions

5. Marked changes in arousal and reactivity, such as hypervigilence, extreme startle response, or sleep disturbances

6. Significant distress or impairment, with symptoms lasting more than 1 month

Treatments:

- Anxiolytics

- Group therapy

- Community interventions

Front 17

Behavioral Model

Back 17

Concentrates on behaviors, the responses an organism makes to its environment. Behaviors can be external (going to work, say) or internal (having a feeling or thought). Focuses on learning and conditioning

Critiques: Can fail to account for the complexity of all human behavior, usually conducted in a research/lab setting

Front 18

Biological Model

Back 18

Thoughts and feelings are the results of biochemical and bioelectrical processes throughout the brain and body.

Critique: Hard to research. Because processes such as id drives, ego defenses, and fixation are abstract and supposedly operate at an unconscious level, there is no way of knowing for certain if they are occurring.