Slides

Front 1

Describe what is meant by “mental health.”

Back 1

MentalHealth … the capacity to feel, think and act in ways that enhance one’s ability to enjoy life and deal with challenges (PHAC, lastmodified 2012-05-03)

Front 2

Describe and provide examples of the three criteria used to define MHDs.

Back 2

already know it

Front 3

What is the impact of MHDs?

Describe and provide examples of at least two categories of the indirect effects of MHD.

Back 3

Direct effects of a MHD
1. Symptoms

2. Diminished functioning

3. Failure to achieve social roles

4. Loss of social opportunities

5. Poor quality of life

Indirect effects of a MHD (others)

Personal costs- family distress

Interpersonal costs- social/work loss

Economic costs- absenteeism

Front 4

Use Corrigan’s social-cognitive model of MH-relatedstigma to explain how symptoms of a MHD can lead topoor quality of life.

dunno if I should memorize?? =/

Back 4

① Detection of cues (a behaviour,a label)

② Attribution of meaning to cues:Processing of stereotypes

③ Endorsement of stereotypes:development & expression ofprejudicial attitudes

④ Discriminatory behaviours

Example: someone w/ autism acting 'weird', attributing MHD, endorsing stereotype of MHD distancing away, ostrocizing and physically distancing away

Front 5

Getting Unstuck: Alyse Shacter at TEDxUOttawa
What's it about?

Back 5

"being open inspires creativity & acceptance"
i.e. piggyback, #7
unstuck=OCD

Front 6

Describe and discuss strengths and limitations of three approaches to countering stigma.

Back 6

1. Protest
• To the media: stop reporting inaccuraterepresentations
• To the public: stop believing negative views
• Can effect change but can also perpetuate

2. Education
• Promoting awareness
• Challenging the myths of mental illness
• Replacing inaccurate beliefs with facts
• Magnitude and duration of improvement may belimited

3. Contact
• Facilitating interactions between people who do not have a MHD and those who do
• Celebrities
• “people just like me”
• Requires willing individuals to be identified
• Requires individuals who have the courage todisclose his/her mental health disorder/experiences

Front 7

Discuss, in general terms, the implications of adopting a paradigm

Back 7

Limitations of Adopting a Paradigm
• It can act as “blinders”
– Ignore pertinent information
– Consequences????
• Mis-diagnosis
• Ineffective treatment
• Solution????
– Use multiple paradigms
– Be aware … can be challenging!!!

Front 8

Discuss the clinical implications of adopting aparadigm.

Back 8

Clinical implications of adoptinga paradigm
• How we conceptualize psychopathology
• How we perceive the client
• What clinical tools we use– Assessment– Diagnostic
• What therapeutic strategies we use

Front 9

Discuss the limitations of adopting a single paradigm.

Back 9

Implications of adopting a singleparadigm
• How we think, what we think about …
• What we study
• How we study
• How we interpret information

?? kinda useless

Front 10

Describe the diathesis-stress model.

Back 10

1. Diathesis-stress model
– Primary focus: understanding etiology
– Interactionist model
– Diathesis
-- vulnerability, risk factor
• NOT necessarily biological
– Stress -- trigger
• Environmental, life circumstances … biological

Front 11

Humanistic paradigm

Back 11

Humanisticparadigm-emphasizes personal growth-promotes free will, personal responsibility, resilience-therapeutic approach-bear this will provide an environment that willfacilitate expression of actualizing tendency

Front 12

Describe the neuropsychosocial model.

Back 12

already know this

Front 13

Summarize Insel’s rationale for using the term “brain disorders” TED video

Back 13

psycho/behavior disorder is inadequate to a conceptual understanding.

Suggests to use 'brain' to more broadly understand disorders and use fMRI scans to detect onset early on. Sort of like a neurological perspective vs. psych/bio
-specifically looking at how the brain functions and the connectome.
*Although* you can detect many disorders early on based on behavior before 22 as stated in video. 22 schizo observable symptoms, age15 negative slope #of cortical synapse disturbance.

Front 14

Describe the different ways that genes and the environment interact.
3 types of interactions

Back 14

The environment affects the genes
– What we do, what we experience can lead tothe activation, or turning on, of some genes.
– Same genetic factors associated with a numberof different mental health disorders. Presentingdisorder may depend upon environmentalcontext, type of environmental stressorsexperienced

Front 15

Describe at least two different lines of evidence regarding neurological bases of depression (e.g., neuroanatomical,neurochemical).

Back 15

Neurochemical changes in the brain-Serotonin (5-HT) and norepinephrine (Ne) have been implicated. However,not a simple relationship

Genetics-
Depression: 40-50%, maybe higher in more severe cases
Bipolar Disorder: 60 – 85%

Front 16

Describe three domains of psychological factors.

Back 16

cognition
-learning
-mental process: attention, memory, perception
-mental content: cognitive distortion
affect
behavior

Front 17

Describe two lines of evidence that gene-environmentinteractions are helpful in understanding depression.

Back 17

Caspi study= prospective look @ short allele gene variant 5HTTLPR and childhood maltreatment

Klengel & Binder=prediction of response to antidepressants w/ relation to the interaction of genes and enviro

Front 18

Differentiate between “convergent” and “divergent” effects ofgenetic factor(s) interacting with an environmental factor.

Back 18

? no notes

Front 19

. Describe the defining characteristics of a correlational study.Create a clinically relevant example of a correlational study

Back 19

When independent variables can’t or shouldn’t be manipulated

Front 20

. Describe the defining characteristics of a experimental study.Create a clinically relevant example of a experimental study

Back 20

Use of independent and dependent variables and random assignment allows researchers to infer cause and effect

Front 21

Differentiate between “internal” and “external” validity.

Back 21

A study has internal validity if it controls for possible confounding variables.

A study is said to have external validity when...
(1) the results generalize from the sample to the population from which it was drawn and
(2) the conditions used in the study generalize to similar conditions outside the study.

Front 22

Compare (i.e., common features) and contrast (i.e.,distinguishing features) an “experiment” and a“randomized control trial.

Back 22

-both manipulate IV, both random assignment, both control enviro. both placebo, both blind.
-RCT=clinical context of administering medication

Front 23

Describe at least 3 clinical variables that are importantto consider when selecting individuals who belong to aclinical population

Back 23

--

Front 24

. Describe at least 2 distinct ways to recruit individualswho have a specific MHD for a study. Discuss thestrengths and weaknesses associated with each strategy

Back 24

--

Front 25

quasi

Back 25

cannot manipulate IV AND is not continuous
i.e. testing personality and IQ

Front 26

mixed design

Back 26

correlational+experimental