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mood, anxiety and psychotic disorders > Lecture 3: Cognitive models Anxiety > Flashcards

Lecture 3: Cognitive models Anxiety Flashcards

1
Q

verschil anxiety and fear

A

fear: immediate respone when faced with threat
anxiety: stress response just from thoughts

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2
Q

new brain =

A

imagination, thinking, planning, rumination, mentalizing, self monitoring

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3
Q

wat zei paul gilbert

A

we have a new brain due to evolution, old brain is what animals also have

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4
Q

old brain =

A

motives: harm avoidance, reproducing, competing, caring
emotions: anger, anxiety, disgust, sadness, joy
behaviour: fight, flight, freeze, submission

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5
Q

welk brein zorgt voor dingen zoals anxiety

A

new brain (door rumination and imagination etc)

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6
Q

welke soort memories kan je hebben

A

verbal/abstract
sensory/perceptual

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7
Q

welk brein hoort bij welke soort memory

A

verbal/abstract = new brain
sensory/perceptual = old brain

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8
Q

hoe werkt cognition (basic process)

A

content of cognitions (what we think) <-> cognitive processes (how we think)

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9
Q

worry kenmerken in GAD

A
  • excessive
  • disproportional
  • difficult to control
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10
Q

prevalentie social anxiety

A

12%

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11
Q

prevalentie GAD

A

3%

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12
Q

verschil worry and rumination

A

worry = worrying about future responses
rumination = repetitive and passive thinking about depression and symptoms

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13
Q

transdiagnostic between GAD and MDD

A

repetitive negative thinking

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14
Q

officiele definitie worry

A

“a chain of thoughts, negatively affect-laden and relatively uncontrollable; it represents an attempt to engage in mental problemsolving on an issue whose outcome is uncertain but contains the possibility of one or more negative outcomes”

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15
Q

rumination officiele definitie

A

“repetitive and passive thinking about one’s
symptoms of depression and the possible causes and consequences of these symptoms”

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16
Q

transdiagnostic: anxiety, depression, SAD

A
  • repetitive
  • no control
  • negative content
  • verbal
  • abstract
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17
Q

transdiagnostic model: worry

A

anxiety
future

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18
Q

transdiagnostic model: rumination

A

past
depression

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19
Q

transdiagnostic model: post event processing

A

social situations
self focused

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20
Q

why do people ruminate?

A

we want to be prepared. een klein beetje is wel effectief, maar te veel is problematisch!

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21
Q

meta cognitive model key aspects

A

positive beliefs about worry (versterkt zichzelf, pijltjes in rondje om zichzelf) -> negative meta beliefs (versterkt zichzelf, pijltjes in rondjes om zichzelf)

positive beliefs about worrying = geloven dat het effectief is, believing they are problem solving
negative meta beliefs = worrying about worrying

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22
Q

avoidance model key aspects

A

zie schrift

mensen met anxiety krijgen perception of threat, dan gaan ze worrying: op verbal linguistic manier. hierdoor worden positive worry beliefs versterkt. maar hierdoor minder mental imagery, waardoor normaal een somatic reaction komt die emotional processing zou stimuleren, wat voor minder perception of threat zou leiden (maar doordat worrying mental imagery verlaagd: ook minder emotional processing)

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23
Q

hoe vergelijkt avoidance model dus met verbal/abstract en sensory/perception

A

normale emotional processing: sensory/perceptual

worry: blijft verbal/abstract, waardoor minder mental imagery, waardoor minder emotional processing

24
Q

hoe kan je dus zorgen voor minder worry

A

if you allow yourself to imagine things, you may lower the somatic reaction you get, which leads to better emotional processing

25
Q

wat heeft dus meer somatische reacties: fear of worrying

A

fear (want worrying is meer verbaal/abstract)

26
Q

evidence: is worrying verbal?

A
  • mensen die relaxerende oefening hadden gedaan, hadden veel meer imagery thoughts
  • de worry group had meer verbal thoughts
27
Q

problem solving does not let you experience the fear itself, therefore it may be problematic

A

volgens het avoidance model

28
Q

evidence: does worry decreases arousal?

A
  • Participants with fear of public speaking
  • Imagine giving a speech
  • Conditions: worry - relax - neutral

-> bij worrying geen groot verschil tussen het inbeelden en het echt hebben van worry. -> worrying decreases arousal

29
Q

wat is een andere uitleg voor ‘evidence: does worry decrease arousal’

A

people worry to avoid problems, they may also dislike relaxing and then suddenly having to cope with a stressor

= contrast avoidance

30
Q

wat is bewijs voor contrast avoidance

A

mensen moesten nadenken over:

neutral activity (wat gedaan dit weekend)
relaxing (instructions on breathing)
worry (think about most worrisome topic)

daarna verschillende filmclips te zien, negative affect levels gemeten

geen groot contrast tussen de worrying group eerst en daarna de plane crash: dus worrying avoids this large contrast!

31
Q

key maintaining factors of anxiety

A
  • positive worrying beliefs (dysfunctional problem focus, ineffective coping)
  • dislike of intense emotions
  • cognitive/emotional avoidance (absence of emotional processing)
32
Q

social anxiety disorder criteria

A

 Marked fear or anxiety about one
or more social situations in which
the individual is exposed to possible
scrutiny by others.
 The individual fears that he or she
will act in a way or show anxiety
symptoms that will be negatively
evaluated (i.e., will be humiliating or
embarrassing; will lead to rejection
or offend others).
 The social situations almost always
provoke fear or anxiety.
 The social situations are avoided or
endured with intense fear or anxiety

33
Q

waar gaat het model van rapee & heimberg over

A

perceived audience, mental representation of the self as seen by the audience, perceived internal clues and external indicators of evaluation, attentional resources etc

34
Q

waar leidt judgement of probability and consequence of evaluation from audience naar toe

A

behavioural, physical and cognitive symptoms of anxiety

behavioural & physical -> external indicators of evaluation

physical & cognitive -> perceived internal cues

35
Q

people with SAD engage in…

A

safety behaviours, which can be contraproductive

36
Q

welk experiment keek naar die safety behaviours

A

kijken naar verschil disclosure en openness, en student beoordeelde de participanten op desire for future interaction.

SA: veel minder open, maar wanneer ze instructies kregen deden ze het wel. dus ze kunnen wel open zijn maar doen het gewoon niet.

= safety behaviours due to negative judgement

37
Q

wat is het gekke aan die safety behaviours

A

the negative judgement they fear (for which they perform the safety behaviours) are actually perceived as negative (dus viceuze cirkel)

38
Q

people with SAD dont lack social skills…

A

they are just too afraid to use em

39
Q

people with sad blush more, but also largely overestimate their blushing.

A

oke

40
Q

hoe is de attention bias in sad

A

overattentive voor boze gezichten, dus overattention to negative cues (= external indicators of negative evaluation)

veeeel snellere reactietijd bij angry faces dan bij happy faces. bij controles was dit verschil veel kleiner.

41
Q

hoe kan cognition behaviour beinvloeden

A

believing another person likes or dislikes you: behaviours make the beliefs come true

42
Q

dus hoe ga je van social anxiety naar social rejection

A

social anxiety -> self-focused attention + negative beliefs -> social performance -> social rejection

43
Q

a positive bias score betekent

A

a positive bias score for angry faces indicates faster RTs to probes replacing angry faces than neutral faces, that is, vigilance for threat

44
Q

hoe interpreteer je de grafiek van low and high speech anxiety bij no threat and social threat

A

mensen kregen trembling devices

positive values reflect faster detection of external than internal probes, and vice
versa for negative values

mensen met high speech anxiety hadden veel snellere detectie van external (trembling device) dan internal probes bij no threat, maar bij social threat opeens meer internal probes (dus social threat leidt tot internally focused attention ipv op de buitenkant letten)

45
Q

wat doet selective attention

A

increases conscious awareness of danger and confirms negative beliefs. socially anxious people become more anxious when you instruct them to focus on themselves.

46
Q

cognitive bias modification: werkt niet goed als alleen staande therapie

A

oke

47
Q

wat liet het onderzoek met likelihood of negative interpretation of ambiguous social and nonsocial scenarios zien

A

Results revealed that GSPs (= generalised social phobia) (but not NACs (non anxious controls) or OCs (obsessive compulsive disorder)) tended to choose a negative interpretation for ambiguous social scenarios even when a positive interpretation was available. This bias was specific to self-relevant scenarios, not seen in their evaluation of what a typical person may think. These results support the hypothesis that a specific negative interpretation bias may be involved in the maintenance of social phobia.

48
Q

wat is het verschil offline vs online

A
  • Offline (slow/elaborated/rule based) – SA have negative interpretations about social situations
  • Online (fast/automatic/ associative) – SA lack positivity bias
49
Q

two routes

A
  • rule based
  • associative
50
Q

rule based =

A
  • controlled
  • conscious
  • intentional
  • inefficient
  • slow
  • flexible
  • logical
51
Q

associative =

A
  • automatic
  • can be unconscious
  • non intentional
  • efficient
  • fast
  • rigid
  • associative
52
Q

wat gebeurt er met deze 2 routes in anxiety als je een spin ziet bijvoorbeeld

A

associative: activation of threat related associations

rule based: interpretation as threat -> validation of threat -> behavioural decision

53
Q

wat zijn dysfunctional schemata and core beliefs voor soort route

A

automatic, fast and associative, sometimes not conscious

54
Q

Cognitive framework that helps organize
knowledge and guide cognitive processes
and behavior.

A
  • Social schema (threat/rejection)
  • Self-schema (no control/weak)
  • World view (danger)
55
Q
  • Anxiety affects what a person thinks and how a person behaves.
  • These processes can be conscious, as well as associatively and unconsciously.
  • Processing biases are interconnected, along with other cognition, emotions, and behavior.
  • Models assist us in gaining an overview of potential relationships, informing both research and clinical practice.
A

oke

56
Q
A

mood, anxiety and psychotic disorders (17 decks)

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