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;
24 Cards in this Set
- Front
- Back
|
Chapter 1 |
Chapter 1 |
|
|
Define abnormal behavior (psychological disorder) and describe psychological dysfunction, distress, and atypical or unexpected cultural responses. |
Abnormal behavior -a psychological dysfunction that is associated with distress or impairment in functioning and a response that is not typical or culturally expected psychological dysfunction -refers to a breakdown in cognitive, emotional, or behavioral functioning personal distress -excluded from some disorders -it is often normal to be distressed -suffering and distress are very much a part of life e..g, if someone close to you dies you get distressed. atypical or not culturally expected -another criterion that cannot alone define abnormal dysfunction -basically means deviating from the average -the greater the deviation, the more abnormal it is |
|
|
Describe the "scientist-practitioner model" |
1. First, professionals keep up with their latest developments in their field and therefore use more current diagnostic and procedures -consumer of science 2. Second, professionals evaluate their treatment and procedures to determine if they actually work. They are not only accountable to their patients, but also to the government agencies, and insurance companies, so they must demonstrate their treatments actually work -evaluator of science 3. Third, they constantly conduct research that produces new information about disorders or their treatment -creator of science |
|
|
Place psychopathology in tis historical context by identifying historical conception of abnormal behavior in terms of supernatural influences |
-deviant behaviors were thought to be battles between good and evil -believed to have been caused by demonic possessions, witchcraft, sorcery -treatments include exorcism, torture, religious services -humans have always supposed that agents outside our bodies and environment influence our behavior, thinking and emotions. These agents, which might be divinities, demons, spirits, or other phenomena such as magnetic fields or the moon or the stars, are the driving forces behind the supernatural model. e.g., trephination; boring a hole in the skull to release the evil spirits trapped in there |
|
|
Trace the major historical developments and underlying assumptions of the bilogical approach to understanding abnormal behavior |
-originally, the biological approach was proposed to define abnormal behavior as a form disease, much like syphilis and gonorrhea -most importantly, it linked the abnormal behavior through the understanding of chemical imbalances in the body, which foreshadowed modern views regarding the biological approach -humoral theory approach: the idea of having too much or too little of the chemicals in the body |
|
|
Describe the different approaches of the psychological tradition (i.e., psychoanalysis, humanism, and behaviorism) with regard to their explanations of abnormal behavior |
psychoanalysis: -assessment and therapy pioneered by Sigmund Freud that emphasizes exploration of, and insight into, unconscious processes and conflicts e.g., Mesmer had his patients sit in a dark room around a large vat of chemicals with rods extending from in and touching them. Dressed in flowing robes, he might then identify and tap various areas of their bodies where their "animal magnetism" was blocked, while suggesting strongly that they were being cured. Because of his unusual techniques, Mesmer was considered an oddity and strongly opposed by the medical establishment humanism: -proposed by Jung and Adler and it emphasized the positive optimistic side of human nature -basically -Maslow's humanistic theory: 1. self actualization, 2. esteem, 3. love and belonging, 4. safety, 5. physiological -person-centered therapy: the therapist takes a passive role making a few interpretations as possible; the point is to give the individual a chance to develop unfettered by threats to the self behaviorism: -major key players are Ivan pavlov and John B. Watson -classical conditioning: people learned to associate UCS with CS in order to create a regular UCR to become CR -John Wolpe systematic desensitization, used to rid of phobias later on -Thorndike's box: understanding of law of effect schedules in order to increases/decrease a wanted/unwanted behavior -Skinner: Operant conditioning |
|
|
Explain the importance of science and the scientific method as applied to abnormal behavior |
-science is extremely important towards abnormal behavior because it requires the creation of a hypothesis, collection of data, use of theories, in order to evaluate an observable situation; all of which refer to the scientific method |
|
|
Describe the multidimensional-integrative approach to the diagnosing and evaluating abnormal behavior and explain why it is important |
-the multidimensional-integrative approach is basically the idea that multiple dimensions of psychological approaches all work together in unison in order to better understand and evaluate a psychological problem -the idea that an abnormal behavior maybe influenced by more than one dimension of psychological influence |
|
|
Chapter 2 |
Chapter 2 |
|
|
Distinguish between multidimensional vs. unidimensional modesl of causality |
unidimensional: -liner way of looking at a psychological disorder -idea that only one approach is used to understand a disorder e.g., schizophrenia as genetic (biological) multidimensional: -idea that there an integrative approach (muti) is necessary to understand a psychological problem -system of influences e.g., schizophrenia as genetic and social cause |
|
|
Identify the main influences comprising the multidimensional model |
1. biological 2. behavioral 3. emotional 4. social, 5. cultural 6. developmental 7. environmental |
|
|
Define and describe how genes interact with environmental factors to influence behavior |
-the idea of genotype vs. phenotype -the genetic structure of cells may change as result of learning experience, which means that an inactive gene may become active due to environmental factors e.g., someone who does not have depression has a late onset after father passes away; depression found in bloodline, but occurred only after personal distress -genetic contribution to psychopathology is LESS than 50% -Brain and its functions are subject to continual change in response to environmental influences even after maturity |
|
|
Identify the different models proposed to describe how genes interact with environmental factors to affect behavior |
There are two ways that explains the way genes interact with the environment in order to affect behavior: diathesis-stress model: -proposes that you need both the stressor and the genetic tendency in order for the psychological disorder to occur e.g., diathesis causes someone to become susceptible to developing a disorder reciprocal gene-environment model: -idea that genes of a person may increase the probability that an individual will experience stressful events e.g., some people who are depressed may seek out difficult relationships or other circumstances that may lead to depression e.g., if you and your spouse have a twin that experienced a divorce, you're more likely to also engage in a divorce with your partner. Likelihood of divorce increases if more and more in your family experience divorce epigenetics: -the idea that parenting styles can override predisposed genetic factors of an individual -e.g., newly born rats from easily stressed mother were placed in the care of calm mothers; they found that baby rats grew up to be very less stressed, if not at all, under the care of the calm mothers, and the same trait was passed down throughout generations of those baby rats, independent of genetics. |
|
|
Explain the role of neurotransmitter and their involvement in abnormal behavior |
neurotransmitters: -key function chemical involved in many brain activities -they are chemical messengers that transmit chemical messages through brain cells endocrine system: -master regulator of hormones -basically the warden of hormones, which ensures the appropriate functioning of hormones HPA axis: -the integrative axis is between nervous system & endocrine system -e.g., primates presented with heavy/light stress in early changes the functioning of the HPA axis, which can either make the primate more/less susceptible to stress later on in life important neurotransmitters: -serotonin: influences on information processing, mood, behavior, thoughts -glutamate (bros): excitatory chemical that turns on many neurons -GABA (bros): inhibitory, turns off transmission of info, fast acing -norepinephrine: involved in alarming & basic bodily processes such as respiration, adrenaline -neurotransmitters affects the way we process information, HOWEVER, it does not necessarily cause psychological disorders -changes in these chemicals can influence the behavior of individuals |
|
|
Identify the functions of different brain regions and their role in psychopathology |
brainstem: (autonomic processes) -hindbrain: regulates autonomic processes such as heart rate, sleep, respiration; that's why they say "in hindsight" , which is basically by impulse, autonomic -midbrain: coordinates movement -thalamus -hypothalamus forebrain: (executive functions) -responsible for sensory, emotional, cognitive processing -limbic system: regulates emotion expression & ability to learn and control impulses -basal ganglia -cerebral cortex: left hemisphere for verbal & cognitive processes; right hemisphere for creating images and giving meaning to perception of the world •frontal: cognitive thinking, memory •parietal: somatosensory, touch •occipital: visual processes •temporal: sights, sounds, LTM |
|
|
Compare and contrast the behavioral and cognitive theories and how they are used to explain the origins of mental illness |
behavioral: -conditioning: simple associations are learned between two things that occur together, which may explain the development of phobias -learned helplessness: occurs when animals encounter a condition in which they have no control so they give up -social learning: model & observational learning, which may explain why some people develop phobias, because they see someone from their family to be extremely scared of a stimulus -prepared learning: hard wired biological factors in our system which allows us to create certain associations to be learned more readily than others; e.g., more easily to be scared of spiders and snakes than flowers and food; essential for survival of species cognitive science: -dissociation between behavior and consciousness -implicit memory: acting on basis of experiences that are not recalled; stroop paradigm -blind sight: some people who are blind can still sense objects that would otherwise be in their visual field |
|
|
Explain the nature and role of emotions in psyhopathology |
Emotions: pattern of action elicited by external event & feeling state, accompanied by characteristic physiological response -basic emotions of fear, anger, sadness or distress,and excitement may contribute to many psychological disorders and even define them. Emotions and mood also affect our cognitive processes: If your mood is positive, yourinterpretations and impressions also tend to be positive -emotional dysregulation: emotions like hostility or anxiety can play a key role in psychopathology. -some emotions & emotion suppression can have negative health consequences -emotions can affect physiological responses such as heart rate & respiration |
|
|
Describe the cultural, social, and developmental influences on abnormal behaior |
cultural: -influence form and expression of behavior; very related to the way we expect from genders; mens shouldn't be scared of anything and women should social: -in Africa, when a person is cast with the evil eye, that person becomes "possessed" because he/she is neglected by their society, in which case, perfectly healthy person can die because of social neglect -in other case, your social surroundings and social network is a great indicator of your psychological health; the more friends you're surrounded with, the more positive affect you have -society also tells developmental: -the conscious awareness of your psychological health who you are now and you will be later on -Erik Erikson talks about the 8 different crises that we go through our entire life span -equifinality: idea that there are several paths to a given outcome; e.g., some with a delusional syndrome maybe due to schizophrenia, but it can also arise from cocaine abuse |
|
|
Explain the importance of considering psychological disorders from a life-span developmental perspective |
-it's important to consider psychological disorder from a life-span developmental perspective because experiences from one stage of your life will be different later on in your life -Erik Erikson's 8 different crises |
|
|
Chapter 3 |
Chapter 3 |
|
|
Describe the nature and function of clinical assessment and the concepts that determine the value of assessment |
1. reliability: -ensures the same result regardless of the amount of times the experiment is repeated -interrater reliability: two or more raters get same answer -test-retest reliability: get same score after taking the same test multiple times 2. validity: -ensures the same result regardless of internal (lab) or external (real world) applications -concurrent validity: comparing results of validity -predictive validity: how well assessment can predict what will happen in the future 3. standardization: -ensures consistency in use of technique |
|
|
Describe the nature and purpose of each of the principal methods of clinical assessment |
1. clinical interview: -structured or semi-structured: semi-structured are made up of questions that have been tested to elicit useful info in a consistent manner -may depart on some questions to follow up on specific issues -mental status exam: 1) appearance & behavior, 2) though processes, 3) mood & affect, 4)intellectual functioning 5) awareness of surrounding (sensorium) -behavioral assessment & observation: ABC's; antecedents, behavior, consequence; can be formal or informal; self-monitoring or observed by others; problem of reactivity if using direct observation; people may change how they react if they know they are being observed -self-monitoring: observing own behavior; e.g., monitoring the amount of times you blink 2. psychological testing (psychoanalytic) -projective tests: assessment of unconscious processes by using ambiguous stimuli; e.g., inkblot test, people see images that imply their internally rooted feelings; lacks reliability & validity for a diagnostic test of psychological disorders -Intelligence tests (IQ): based on mental age & chronological age; only predictive of school success -personality inventories: people with certain disorders tend to follow a pattern the same answers in a certain way; gives no room for interpretation like the projective tests; reliable, good validity, & normative database (standardized) -neuropsychological testing: measure abilities in areas such as attention, memory, motor skills, learning and abstract ideas; commonly used for children to see the difference in their results in comparison to their peers; if results are too deviant, psychological disorder may be possible cause; may be reliable for organic damage; false positive (shows problem when there's none) & false negative (doesn't show problem when there is) -psychophysiological assessment: assesses brain structure and function, and also nervous system function w/ EEG--measure of electrical activity patterns in the brain; using electrodes placed on scalp |
|
|
Explain the nature and purposes of psychiatric diagnosis and how the DSM is used to help therapists and counselors make an accurate psychiatric diagnosis |
1. classical/categorical: e.g., you either have social anxiety or you don't 2. dimensional approach: e.g., different people have different amounts of anxiety in social situations 3. prototypical approach: combination of classical/categorical & dimensional |
|
|
Describe the basic components of research in psychopathology |
internal validity: -extent to which results are due to independent variable; use of control groups; use of random assignment; use of analog models external validity: -extent to which results are generalizable to the real world statistical significance: -ruling out the possibility that the results of the experiments were caused by chance clinical significance: -are results clinically meaningful? basically, who cares? -statistical significance doesn't imply clinical meaningfulness time-based strategies: - cross-sectional: cohort effect (people in different age groups differ in their values & experiences) - longitudinal: cross-generational effect - sequential: combination of cross-sectional & longitudinal |
