Reading...
Play button
Play button
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;
139 Cards in this Set
- Front
- Back
|
definition of mental illness according to DSM-V
|
-disorder occurs within individual
-significant difficulties in thinking, feeling, or behaving -dysfunction is processes that support mental functioning -not a culturally specific reaction to a disorder -not result of social deviance |
|
|
4 characteristics of stigma
|
1) distinguishing label is applied
2) label refers to undesirable attributes 3) people with label are seen as different 4) people with label are discriminated against |
|
|
Characteristics of mental disorder
|
-personal distress
-violation of social norms -disability -dysfunction |
|
|
general paresis
(disease) |
steady deterioration of mental and physical abilities, progressive paralysis
|
|
|
electroconvulsive therapy
(ECT) |
electric shocks to the head to induce seizures experimentally
|
|
|
id
|
-basic urges
-present at birth -unconscious/out of control -wants immediate gratification (pleasure principle) |
|
|
libido
|
energy of id
|
|
|
ego
|
-mediates between id and superego
-present at 6 months -primarily conscious -deals with reality |
|
|
superego
|
-moral standards
-develops through childhood -person's conscious -incorporate parental values as their own to receive pleasure from approval and avoid pain from disapproval (e.g. bed-wetting) |
|
|
defense mechanism
|
used by ego to protect itself from anxiety
(e.g. repression, denial, projection, displacement, reaction formation, regression, rationalization, sublimation) |
|
|
free association
|
sit on couch facing away from therapist and have free rein of speech
|
|
|
transference
|
unconscious redirection of repressed feelings (usually from childhood) from one person to another (therapist)
|
|
|
interpretation
|
-analyst points out to the patient the meanings of certain of the patient's behaviors
-defense mechanisms are principle focus |
|
|
Freud's Stages of Psychosexual Development
|
-oral stage
-anal stage -phallic stage -latency period -genital stage (under or over gratification at any stage may result in fixation with that stage - results in maladaptive behavior) |
|
|
oral stage
|
-birth to 18 months
-id is satisfied via feeding, sucking, and biting |
|
|
anal stage
|
-18 months to 3 years
-pleasure through anus via bladder and bowel control |
|
|
phallic stage
|
-3 years to 5/6 years
-id is gratified via genital stimulation -person becomes aware of sexuality |
|
|
latency period
|
-7 years to 13 years
-id impulses do not play a major role in motivation behavior |
|
|
genital stage
|
-adulthood
-heterosexual interests predominate |
|
|
systematic desensitization
|
-behavior therapy used to treat phobias
-deep muscle relaxation and gradual exposure to feared situations |
|
|
rational-emotive behavior therapy
(REBT) |
elimination self-defeating beliefs
|
|
|
paradigm
|
set of basic assumptions which scientists work with
|
|
|
heritability
|
-extent to which variability in a particular behavior or disorder in a population can be accounted for by genetic factors
-ranges from 0.0-1.0 (1.0 is greater heritability) -ONLY relevant for large population of people |
|
|
genotype
|
-total make up of an individual
-consists of inherited genes -UNOBSERVABLE |
|
|
phenotype
|
-total OBSERVABLE behavioral characteristics
e.g. level of anxiety -expressed genetic material -depends on interaction between genotype and environment |
|
|
epidemiology
|
scientific study of the frequency and distribution of a disorder in a population during a specific period of time and possible correlates
|
|
|
prevalence
|
total number of ACTIVE cases (old and new) that are present in a population during a period of time
|
|
|
incidence
|
number of NEW cases that are present in a population during a period of time
|
|
|
comorbidity
|
-the presence of more than one condition within the same period of time
-norm, not the exception |
|
|
what percentage of people who meet the criteria for atleast one DSM diagnosis meet the criteria for atleast one more?
|
45%
|
|
|
what fraction of adults will experience a mental disorder at some point in their life?
|
1/4
|
|
|
The Depth Hypothesis
|
almost all mental activity takes place outside of conscious awareness
|
|
|
Psychoanalytic Model
(associated psychologist(s) and key concepts) |
-Freud
-id, ego, superego -5 psychosexual stages -The Depth Hypothesis -goal: make unconscious, conscious |
|
|
Neo-Freudians
(associated psychologist(s) |
-Jung
-Adler -Erikson |
|
|
Carl Jung
|
-founded analytical psychology
|
|
|
analytical psychology
(key concept) |
-individualism
|
|
|
Alfred Adler
|
-founder of "Individual Psychology
-fulfillment derived from working for the social good |
|
|
Erik Erikson
|
-psychodynamic perspective
-psychosocial theory -8 stages of psychosocial development |
|
|
8 stages of psychosocial development
|
1) infancy
2) early childhood 3) 3-5 years 4) 6 years-puberty 5) adolescence 6) early adulthood 7) middle adulthood 8) old age |
|
|
infancy (Erikson's stage)
|
trust vs mistrust
|
|
|
early childhood (Erikson's stage)
|
autonomy vs shame/doubt
|
|
|
3-5 years (Erikson's stage)
|
initiative vs guilt
|
|
|
6 years-puberty (Erikson's stage)
|
industry vs inferiority
|
|
|
adolescence (Erikson's stage)
|
identity vs confustion
|
|
|
early adulthood (Erikson's stage)
|
intimacy vs isolation
|
|
|
middle adulthood (Erikson's stage)
|
generativity vs stagnation
|
|
|
old age (Erikson's stage)
|
integrity vs despair
|
|
|
humanistic psychology
(associated psychologist(s) and key concepts) |
-Rogers
-Maslow -freedom to choose one's fate -emphasis on human capacity for growth -self-actualization |
|
|
self-actualization
|
-fulfillment of one's capacity
-to be "all that you can be" |
|
|
Maslow's Theory
|
-all humans are good
-hierarchy of needs: off basic but grow more complicated through development _________________________ / self-actualization \ / esteem \ / love/belonging \ / safety \ / psychiological/basic needs \ ________________________________________ |
|
|
behavioral model
(associated psychologist(s) and key concepts) |
-Watson
-Skinner -learning... everything constitues a behavior |
|
|
radical behaviorism
|
-Skinner
-includes all a person does, says, and feels -disturbed behavior can be established by or removed by experience (via punishment or reward) -disturbed behavior is the problem |
|
|
Law of Effect
|
-behavior that is favorable is encouraged
-behavior that is unfavorable is discouraged |
|
|
cognitive model
(associated psychologist(s) and key concepts) |
-Beck
-Ellis -distorted thinking, irrational beliefs |
|
|
Beck's cognitive perspective
|
-automatic thoughts
(I am worthless, everyone hates me, etc) -lead to depression -errors in logic -arbitrary inference -selective abstraction -over generalization -magnification or minimization -personalization |
|
|
arbitrary inference
(Beck's errors in logic) |
drawing unwanted conclusions on the basis of little to no evidence
|
|
|
selective abstraction
(Beck's errors in logic) |
drawing conclusions on a single piece of data, ignoring contradictory data
|
|
|
over generalization
(Beck's errors in logic) |
drawing conclusions on a single, insignificant, uneventful event
|
|
|
magnification or minimization
(Beck's errors in logic) |
overestimating/underestimation the importance of events
|
|
|
personalization
(Beck's errors in logic) |
taking blame for something that is clearly not one's fault
|
|
|
Ellis's irrational assumptions
|
-I must always do well
-I must be approved by important people -I can't stand it when life is unfair -I must be loved by everybody |
|
|
physiological perspective
|
-medical model
-neuroscience perspective -biological emphasis -focus on brain anatomy and brain functioning -reliance upon medication |
|
|
soma
|
cell body
|
|
|
dendrites
|
receive messages from neuron
|
|
|
axon
|
-trunk of neuron
-covered by myelin sheath |
|
|
axon terminals
|
-end of axons
-where messages are sent from |
|
|
synapses
|
the space between two neurons
parts of synapse: -axon terminal of transmitting neuron -synapse -dendrite of receiving neuron |
|
|
neurotransmitters
|
transmit signals from a neuron to a target cell across a synapse
|
|
|
acetylcholine
(functions and associations with abnormal behavior) |
-controls muscle contractions
-reduced levels in Alzheimers |
|
|
dopamine
(functions and associations with abnormal behavior) |
-regulation of reward-related behavior
-involved in emotion -schizophrenia and parkinson's disease |
|
|
enkephalins
(functions and associations with abnormal behavior) |
-regulation of pain, mood, motivation
-addiction |
|
|
GABA (gamma amin buteric acid)
(functions and associations with abnormal behavior) |
-inhibits neurons from firing
-anxiety disorders |
|
|
norepinephrine
(functions and associations with abnormal behavior) |
-mental process involved in learning and memory
-activation alertness to danger -mood disorders -panic disorders |
|
|
serotonin
(functions and associations with abnormal behavior) |
-regulates mood states, constraint, sleep
-depression -eating disorders -OCD |
|
|
shared environment
|
events and experiences that family members have in common
|
|
|
nonshared environment
|
events and experiences that are unique to each family member
|
|
|
allele
|
one or a number of different forms of the same gene
|
|
|
knockout studies
|
removing specific genes in animals to observe the effect on behavior
|
|
|
gene-environment interaction (GxE)
|
one's response to a specific environment event is influenced by genes
|
|
|
epigenetics
|
study of how environment can alter gene expression or function
|
|
|
biological reductionism
|
-belief that one can thoroughly understand human behavior just by understanding the biological mechanisms that underlie it
-the main problem of the physiological perspective |
|
|
systems perspective
|
-feedback loops between biological, social, and psychological factors
biological / factors \ / \ social psychological factors ________________________ factors |
|
|
diathesis
|
-stress paradigm
-higher stress, higher illness -lower stress, lower illness -don't inherit disorder, inherit risk for disorder |
|
|
averse therapy
|
-behavioral treatment technique
-creates unpleasant response to undesired behavior -unsuccessful in short term, successful in long run -used to treat alcohol abuse |
|
|
contingency management
|
-behavioral treatment technique
-replacing maladaptive behavior with more adoptive behaviors -effective but results don't generalize -e.g. token system in hospitals |
|
|
biological treatment
|
-medication
-5 categories of psychotropic drugs: -antianxiety agents -sedative-hypnotics -antipsychotics -antidepressants -antimanic/mood stabilizer drugs |
|
|
behavioral assessment
|
-observation and role playing
-predict future behavior -watching and recording key aspects of a person's behavior |
|
|
psychological assessment
|
-structured interview: SCID
-personality inventory: MMPI -projective tests: Rorschach Ink Blot Thematic Apperception -neuropsychological test: Boston naming test (measures detailed functioning) -intelligence: WAIS-IV -interviews - most frequently used |
|
|
theory
|
-framework for explaining various events of processes
-MUST be falsifiable |
|
|
hypothesis
|
-testable prediction that arises form a therory
-MUST be falsifiable |
|
|
case studies
|
intensive exploration of a single or a couple individuals who have a unique behavior or psychopathology
|
|
|
correlational research
|
-is there a relation between variable A and variable B?
-correlation coefficient: r (ranges form -1.00 to +1.00) *correlation is NOT causation* |
|
|
family method
(behavior and molecular genetics) |
looking for genetic contribution in a disorder by looking at genes of relatives in the family tree
|
|
|
twin method
(behavior and molecular genetics) |
-identical twins vs non-identical twins
-identical twin should have greater risk than non-identical twins if one of them has a disorder |
|
|
adoptions studies
(behavior and molecular genetics) |
nature vs nurture
|
|
|
association studies
(behavior and molecular genetics) |
-look at genetic materials of individuals with and without disorder and seeing the difference
-genome-wide association studies (GWAS) |
|
|
double-blind procedures
|
-patients (and sometimes researchers) don't know who has placebo or real drug
|
|
|
analogue studies
|
studying something similar to a disorder
|
|
|
biological assessment
|
-brain imaging (CT and MRI scans)
-neurotransmitter assessment -analyze neutransmitters and receptors -neuropsychological assessment -assess behaviors such as motor speed -psychophysiological assessment -measures of electric activity in autonomic nervous system |
|
|
event related potentials (ERPs)
|
measured brain response that is the direct result of a specific sensory, cognitive, or motor event
|
|
|
dynamic brain imaing
|
images highlight brain functioning
e.g. functional MRI (fMRI) , PET scan |
|
|
reliability
|
consistency in measurement
e.g. ruler provides same value every time |
|
|
interrator reliability
|
-degree to which two independent observers agree on what they have observed
e.g. two umpires may/may not agree on a call |
|
|
test-retest reliability
|
-extent to which people being observed twice, independent of time, receive similar scores
-does the test yield the same results when administered to the same person at different times? |
|
|
alternate-form reliability
|
-aka: split half reliability
-extent to which scores on two forms of a test are consistent |
|
|
validity
|
the extent to which the test measures what it is supposed to measure
|
|
|
how to measure validity (3 ways)
|
-analyze content of the test
-relate test scores to specific criteria -examine the psychological constructs measured by the test |
|
|
content validity
|
-whether a measure adequately samples the domain of interest
-most important with achievement tests |
|
|
face validity
|
-compare the questions on the test to the subject matter
- if it looks like a measure of the skill or knowledge it is supposed to measure, it has face validity |
|
|
criterion-related validity
|
evaluated by determining whether a measure is associated in an expected way with some other measure (the criterion)
e.g. validate tests against school marks, supervisor ratings, or dollar value of productive work |
|
|
concurrent validity
|
-when both variables are measured at the same time
-criterion is available at time of teasting |
|
|
predictive validity
|
-evaluated by the ability of the measure to predict some other variable that is measured at some point in the future
-concerned with how well test scores predict future performance |
|
|
construct validity
|
the extent to which a test measures the construct it claims to measure
|
|
|
categorial classification
|
-does patient have disorder, yes or no?
-no inbetween or scales -defines threshold for treatment -DSM-V uses categorial approach to diagnosis |
|
|
dimensional classification
|
-describes the degree of an entity that is present
e.g. 1-10 on a scale of anxiety |
|
|
clinical interview
(psychological assessment) |
-doctor will be attentive to emotion
-close doctor-patient relationship -doctor empathize with patient |
|
|
structured interview
(psychological assessment) |
-collect standardized information
-usually to diagnose based off of DSM -patients response determines next question |
|
|
psychological tests
|
-used to further structure the process of assessment
-most common types: -personality tests -intelligence tests |
|
|
personality inventory
|
person is asked to complete a self-report questionnaire indication whether statements assessing habitual tendencies apply to him/her
|
|
|
standardization
|
establishing statistical norms
|
|
|
projective personality test
|
set of standard stimuli that are ambiguous are presented
e.g. ink blots |
|
|
projective hypothesis
|
-because stimuli is ambiguous, response will be determined by unconscious
-reveal true attitudes, motivations, and behavior |
|
|
intelligence test
|
-aka: IQ test
-assesses persons current mental ability -used to predict school performance -used to identify cognitive strengths and weaknesses |
|
|
self-monitoring
|
-patient tracks their own behavior and responses
-cognitive-behavior therapists use this method |
|
|
ecological momentary assessment (EMA)
|
collection of data in real time rather than reflecting back on a period of time
|
|
|
reactivity
|
behavior changes because its being observed
|
|
|
direct observation
|
doctors identify problem behaviors
|
|
|
brain imaging
|
evaluating images of brain to check for damages/irregularities
|
|
|
CT or CAT scan
|
helps assess structural abnormalities
|
|
|
MRI
|
produces higher quality scan than CT scan
|
|
|
fMRI
|
-measures brain structure AND function
-provides picture of brain at work, not structure alone -measures blood flow to brain (BOLD image) |
|
|
PET scan
|
-expensive and invasive
-measures structure AND function -not as precise as MRI and fMRI |
|
|
neutransmitter assessment
|
-commonly analyze the metabolites of neurotransmitters that have been broken down by enzymes
--metabolites are produced when a neurotransmitter (usually an acid) is deactivated |
|
|
neuropsychological assessment
|
-neuropsychological tests are used with brain imaging techniques
-detect dysfunction and help pinpoint specific areas in behavior that are impacted by the brain |
|
|
tactile performance test- TIME
|
-while blindfolded and while being timed, patient fits various shaped blocks into corresponding shaped holes on a board using dominant hand first, then non-dominant hand
-can't complete if there is damage in the right parietal lobe |
|
|
tactile performance test- MEMORY
|
-after finishing time test, patient is asked to draw board with shaped holes from memory
-can't complete if there is damage in the right parietal lobe |
|
|
speech sounds perception test
|
-participants listen to a series of nonsense words then selects the "word" they heard from a set of alternatives
-measures left-hemisphere function, especially in temporal and parietal areas |
|
|
psychophysiological assessment
|
-concerned with the bodily changes that are associated with psychological events
-EKG graphs signals conveyed by electrodes placed on the chest -electrodermal responding -EEG measures brain activity by electrodes placed on the scalp |
|
|
electrodermal responding
|
measures currents that flow through the skin via sweat glands in the hand
|
