psych 239 midterm 2 Flashcards

1
Q

what is mood disorder

A

it is a type of disorder characterized by disturbance of mood. they can take a variety of forms

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2
Q

what are types of mood disorder

A
  • Mood Episodes
  • Depressive Disorders
  • Bipolar Disorders
  • Other Mood Disorders

there should be a consideration of continuum

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3
Q

what is mood thermometer

A

ranges from severe mania to hypomania (mild to moderate mania), normal/balanced mood, mild to moderate depression, severe depression

mood states can be conceptualized as varying along a spectrum or continuum. one end represents severe depression and the other end has severe mania, which is a cardinal feature of bipolar I disorder. mild or moderate depression is often called “the blues” but is classified as dysthymia when it becomes chronic. in the middle of the spectrum is normal or balanced mood. mild mania is called hypomania

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4
Q

what is major depressive disorder (MDD)

A

Severe mood disorder characterized by the occurrence of major
depressive episodes in the absence
of a history of manic episodes

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5
Q

what are the characteristics of major depressive disorder

A
  • depressed mood
  • lack of interest or pleasure in usual activities
  • lack of energy or motivation
  • changes in appetite or sleep patterns
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6
Q

what are common feature of depression

A
  • changes in emotional states: changes in mood, increased irritability or loss of temper
  • changes in motivation: feeling unmotivated, reduced level of social participation or interest in social activities, loss of enjoyment or interest in pleasurable activities, reduced interest in sex, failure to respond to praise or rewards
  • changes in functioning and motor behavior: changes in sleep habits (sleeping too much or too little, awakening earlier than usual ad having trouble getting back to sleep in early morning hours- so called early morning awakening, changes in appetite, changes in weight, functioning less effectively than usual at work or school
  • cognitive change: difficulty concentrating or thinking clearly, thinking negatively about oneself and one’s future, feeling guilty or remorseful about past misdeeds, lack of self-esteem or feelings of inadequacy, thinking of death or suicide
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7
Q

what are the DSM-5 criteria for major depressive disorder

A

A. At least five of the following symptoms have been present during the same 2-week period and represent a change from previous functioning: at least one of the symptoms is either 1) depressed mood or 2) loss of interest or pleasure.

  1. Depressed mood most of the day, nearly every day, as indicated either by subjective report (e.g., feels sad or
    empty) or observation made by others (e.g., appears tearful)
  2. Markedly diminished interest or pleasure in all, or almost all, activities most of the day, nearly every day (as indicated either by subjective account or observation made by others)
  3. Significant weight loss when not dieting or weight gain (e.g., a change of more than 5% of body weight in a month), or
    decrease or increase in appetite nearly every day
  4. Insomnia or hypersomnia nearly every day
  5. Psychomotor agitation or retardation nearly every day (observable by others, not merely subjective feelings of restlessness or being slowed down)
  6. Fatigue or loss of energy nearly every day
  7. Feelings of worthlessness or excessive or inappropriate guilt (which may be delusional) nearly every day (not merely self reproach or guilt about being sick)
  8. Diminished ability to think or concentrate, or
    indecisiveness, nearly every day (either by subjective
    account or as observed by others)
  9. Recurrent thoughts of death (not just fear of dying),
    recurrent suicidal ideation without a specific plan, or a
    suicide attempt or specific plan for committing suicide
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8
Q

when are changes in mood considered abnormal

A

when they are persistent or severe changes in mood or cycles of extreme elation and depression may suggest the presence of a mood disorder

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9
Q

what are important stats about major depressive disorder in canada

A

Depressive disorders are MOST common in adolescence and early adulthood (15-24 years of age)

Through adolescence and adulthood (15-64 years of age) WOMEN have a higher prevalence of depressive disorders compared to men

Older adults (65 and older) have the lowest prevalence of depressive disorders, and no significant difference between men and women

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10
Q

what are mood depressive disorder specifiers

A
  • With anxious distress
  • With mixed features
  • With melancholic features
  • With atypical features
  • With mood-congruent psychotic features
  • With mood-incongruent psychotic features* With catatonia
  • With peripartum onset
  • With seasonal pattern (recurrent episode
    only)
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11
Q

what are the risks factors for depression

A

*Age – more often starts in younger adulthood (20s and 30s)
*Socioeconomic status: people with lower socioeconomic status are at a greater risk
*Marital status
*Women are nearly twice as likely as men to develop major depression
–Less pronounced difference in later years
–Greater array of life stressors?
* Coping styles of dealing with major life event

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12
Q

what may people with major depression experiences based on the textbook

A

major depression, in more severe episodes may be accompanied by psychotic features such as delusions that one’s body is rotting from illness. People who severe depression may also experience hallucation, such as hearing the voices of others or of demons condemning them for perceived misdeed or telling them to kill themselves

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13
Q

what are features SEASONAL AFFECTIVE DISORDER

A

aka major depressive disorder with seasonal pattern
This is when an individual mood vary with the weather, as often the changing of the season from summer into fall and winter leads to a type of depression
* fatigue
* excessive sleep
* craving for carbohydrates
* weight gain.

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14
Q

what are common stats factors with major depressive disorder with seasonal pattern

A
  • affects women more often than men
  • is most common among young adults
  • possibly occurs in children but not as commonly as in young adults
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15
Q

what are some explanations to explain the causes of major depressive disorder with seasonal pattern

A
  • one possibility is that seasonal changes in light may alter the body’s biological rhythms that regulate such processes as body temperature and sleep-wakes cycles
  • another possibility is that some parts of the central nervous system may have deficiencies in transmission of the mood-regulating neurotransmitter serotonin during the winter months
  • another possibility is the deficiency in vitamin D.
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16
Q

what is a treatment for major depressive disorder with seasonal pattern

A

A trial of intense light therapy called phototherapy helps to relieve depression. it involves exposure to a range of 30 minutes to 3 hours of bright artificial light a day.

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17
Q

what is major depressive disorder with peripartum onset

A

*Persistent and severe mood changes that occur
following childbirth.
*In fact, about half begin in the late stages of pregnancy (hence the switch to peripartum)

Prevalence: 10 to 15%

textbook definition: new mothers experiences mood changes, periods of tearfulness and irritability following the birth of a child. these mood changes are commonly called the maternity blues, postpartums blues or baby blues. they usually last for a couple of days and are believed to be a normal response to hormonal changes that accompany childbirth. however if these severe mood changes persist for months or even a year or more then it will be referred as a major depressive disorder

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18
Q

what is PERSISTENT DEPRESSIVE DISORDER

A
  • Previously called Dysthymic Disorder
  • a milder form of depression, seems to follow a chronic course of development that often begins in childhood or adolescence
  • about 3-6% of canadian adults have dysthymic disorder
  • dysthymic is less severe than major depressive disorder, it can depressed mood and low self-esteem can affect a person’s occupational and social functioning
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19
Q

what are the DSM-5 criteria for persistent depressive disorder

A

A. Depressed mood for most of the day, for more days than not, as indicated by either subjective account or observation by others, for at least 2 years. Note: In children and
adolescents, mood can be irritable and duration must be at least 1 year.

B. Presence, while depressed, of two (or more) of the following: 1.Poor appetite or overeating.
2. Insomnia or hypersomnia.
3. Low energy or fatigue.
4. Low self-esteem.
5. Poor concentration or difficulty making decisions. 6. Feelings of hopelessness.

C. During the 2-year period (1 year for children or
adolescents) of the disturbance, the individual has never
been without the symptoms in Criteria A and B for more than 2 months at a time.

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20
Q

what is Premenstrual Dysphoric Disorder

A

Premenstrual Dysphoric Disorder is characterized by mood changes that revolve around a woman’s menstrual cycle
A. In the majority of menstrual cycles, at least five symptoms must be present in the final week before the onset of
menses, start to improve within a few days after the onset of menses, and become minimal or absent in the week post menses.

B. One (or more) of the following symptoms must be present:1. Marked affective lability (e.g., mood swings: feeling
suddenly sad or tearful, or increased sensitivity to rejection). 2. Marked irritability or anger or increased interpersonal
conflicts. 3. Marked depressed mood, feelings of hopelessness, or self-deprecating thoughts. 4. Marked anxiety, tension, and/or feelings of being keyed up or on edge

C. One (or more) of the following symptoms must additionally be present, to reach a total of five symptoms when combined with symptoms from Criterion B above.
1. Decreased interest in usual activities (e.g., work,
school, friends, hobbies).
2. Subjective difficulty in
concentration.
3. Lethargy, easy fatigability, or marked lack of energy.
4. Marked change in appetite; overeating; or specific food cravings.
5. Hypersomnia or insomnia.
6. A sense of being overwhelmed or out of control.
7.Physical symptoms such as breast tenderness or
swelling, joint or muscle pain, a sensation of “bloating,” or weight gain.

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21
Q

what is bipolar disorder I

A

an essential feature of bipolar I disorder is the occurrence of one or more manic episodes.
when manic episodes and depressive episodes occur simultaneously.People with bipolar I have had at least one manic episode, which may be very severe and require hospital care.
features states of extreme elation
(manic episodes); major depressive episodes are a
common feature

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22
Q

what is bipolar disorder II

A

features states of abnormally elevated mood (hypomania) and major depressive episodes.
it is associated with a milder form of mania called hypomania. with this disorder, the person experiences one or more major depressive episodes and at least one hypomanic episodes but never full blown manic episodes

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23
Q

what is an manic episode

A

Periods of unrealistically heightened euphoria,
extreme restlessness, and excessive activity
characterized by disorganized behaviour and impaired judgment.

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24
Q

what is the DSM-5 criteria for manic episode

A

A. A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased goal-directed activity or energy, lasting at least 1 week and present most of the day, nearly every day (or any duration if hospitalization is necessary).

B. During the period of mood disturbance and increased energy or activity, three (or more) of the following symptoms (four if the mood is only irritable) are present to a significant degree and represent a noticeable change from usual behavior:
1. Inflated self-esteem or grandiosity.
2. Decreased need for sleep (e.g., feels rested after only 3 hours of sleep). 3. More talkative than usual or pressure to keep talking.
4. Flight of ideas or subjective experience that thoughts are racing.
5. Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli), as reported or observed.
6. Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation (i.e., purposeless non-goal-directed activity).
7. Excessive involvement in activities that have a high potential for painful consequences (e.g., engaging in unrestrained
buying sprees, sexual indiscretions, or foolish business
investments)

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25
Q

what is pressured speech

A

Outpouring of speech in which words seem to surge urgently for expression, as in a manic state. occur in people in manic phase

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26
Q

what is rapid flight of ideas

A

A characteristic of manic behaviour involving rapid speech and changes of topics.

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27
Q

what is the DSM-5 criteria for bipolar I disorder

A

A. Criteria have been met for at least one manic
episode.
B. The occurrence of the manic and major depressive episode(s) is not better explained by schizoaffective disorder, schizophrenia, schizophreniform disorder, delusional disorder, or other specified or unspecified schizophrenia spectrum and other psychotic disorder.

so a manic episodes is usually equivalent to a bipolar I disorder

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28
Q

what is DSM-5 criteria for hypomanic episode

A

A. A distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased activity or energy, lasting at least 4 consecutive days and present most of the day, nearly every day.

B. During the period of mood disturbance and
increased energy and activity, three (or more) of the following symptoms have persisted (four if the mood is only irritable), represent a noticeable change from usual behavior, and have been present to a significant degree:
1. Inflated self-esteem or grandiosity. 2. Decreased need for sleep (e.g., feels rested after only 3 hours of sleep). 3. More talkative than usual or pressure to keep talking. 4. Flight of ideas or subjective experience that thoughts are racing. 5. Distractibility (i.e., attention too easily drawn to unimportant or irrelevant external stimuli), as reported or observed. 6. Increase in goal-directed activity (either socially, at work or school, or sexually) or psychomotor agitation. 7. Excessive involvement in
activities that have a high potential for painful consequences (e.g., engaging in unrestrained buying sprees, sexual indiscretions, or foolish business investments).

C. The episode is associated with an unequivocal change in functioning that is uncharacteristic of the individual when not symptomatic.

D. The disturbance in mood and the change in functioning are observable by others.

E. NOT severe enough to require hospitalization or cause major disruption

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29
Q

what is DSM-5 criteria for bipolar II disorder

A

A. Criteria have been met for at least one hypomanic episode and at least one major depressive episode (Criteria A-C under “Major Depressive Episode” above).

B. There has never been a manic episode.

C. The occurrence of the hypomanic episode(s) and major depressive episode(s) is not better explained by
schizoaffective disorder, schizophrenia, schizophreniform
disorder, delusional disorder, or other specified or unspecified schizophrenia spectrum and other psychotic disorder.

D. The symptoms of depression or the unpredictability caused by frequent alternation between periods of depression and hypomania causes clinically significant distress or impairment in social, occupational, or other important areas of functioning

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30
Q

what is CYCLOTHYMIC DISORDER

A

Mood disorder characterized by a chronic pattern of mild mood swings between depression and mania that are not of sufficient severity to be
classified as bipolar disorder.
usually begins in late adolescence or early adulthood and persist for years

when they are “up” people with cyclothymic disorder show elevated activity levels which they directed toward accomplishing various professional or personal projects. however, their project may be left unfinished when their mood is reversed. when they enter a mildly depressed mood states they find it difficult to summon the energy or interest to persevere. they feel lethargic and depressed, but not to the extent typical of a major depressive episode

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31
Q

what are key factors to remember about cyclothymic disorder

A
  • Numerous periods of hypomanic symptoms for at least two years that fail to meet the criteria for hypomanic episodes.
  • Numerous periods of depressive symptoms that fail to meet the criteria for a major depressive episode.
  • The person has experienced the periods mentioned above for at least half the time, and the person has not been without
    symptoms for longer than two months.
  • The symptoms experienced are not due to another mental
    health condition.
  • The symptoms experienced are not caused by a medical
    condition or substance.
  • The symptoms experienced impair the person’s ability to
    socialize, work, or function in other areas of his or her life
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32
Q

what is the relationship between stress and mood disorder

A

research indicates that there is a robust and causal association between stressful life event and major depressive episodes.

Even childhood experiences can later emerge as risk factors

Symptoms of depression may lead to interpersonal conflict and job loss = more stress

people are more likely to become depressed when they hold themselves responsible for an undesirable event

genetic predisposition can make someone more vulnerable to stress

Strong social support and a healthy coping style can be protective factors.

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33
Q

what is the psychodynamic perspective to depression

A

Freud believes depression represents anger directed inward rather than against significant others. anger may become directed against the self following either the actual or threatened loss of these important others

freud believed mourning or normal bereavement is healthy process by which one eventually comes to psychologically separate oneself from a person who has gone through death, separation, divorce and more. however pathological mourning doesn’t promote healthy separation as it fosters lingering depression

pathological mourning is likely to occur in people who hold powerful ambivalent feeling which is a combination of positive feelings (love) and negatives ones (anger, hostility) toward the person who has departed

when people lose or fear loing an important figure whom they feel ambivalent, their feeling anger towards the other person turn to rage, yet rage trigger guilt which in turns pervse the person from ventin ager directly at the lost person called an object. to preserve a psychological connection to the lost object, people itroject or take inward a mental representation of the object. incorporating the other person into self producing self-hatred which turns into depression

chronically depressed patient appear to engage in excessive slef-focusing following loss or failure, but so do other clinical groups

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34
Q

what is the psychodynamic viewpoint of bipolar disorder

A

bipolar disorder represents shifting dominance of the individual’s personality by the ego and superego. in the depressive phase, the superego is dominant, producing exaggerated notions of wrongdoing and flooding individuals with feelings of guilt and worthlessness. after a time, the egp rebounds and asserts supremacy, producing feelings of elation and self-confidence that come to characterize the manic phase. the excessive display of ego eventually triggers a return of guilt, once again plunging the individual into depression

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35
Q

what is the self-focusing model

A

how people allocate their attentional processes after a loss (death of a loved one, personal failure). according to this model, depression-prone people experience a period of intense self-examination (self-focusing) following a major loss or disappointment

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36
Q

what is the learning perspective to depression

A

it is suggested that depression may result when a person’s behavior receives too little reinforcement from the environment. the lack of reinforcement can reduce motivation and induce feelings of depression
it is a vicious cycle may ensures: inactivity and social withdrawal deplete opportunities for reinforcement; lower level of reinforcement exacerbate withdrawal. the low rates of activity typical of depression may also be a source of secondary reinforcement

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37
Q

what is interactional theory in relation to the learning perspective

A

the interactions between depressed individuals and other people may help explain the former group’s shortfall in positive reinforcement. interactional theory propose that the adjustment to living with a depressed person can become so stressful that the partner or family members becomes progressively less reinforcing towards the depressed person

interactional theory is based on the concept of reciprocal interaction. people’s behavior influences and is influenced by the behavior of others. the theory holds that depression-prove people react to stress by demanding greater social support and reassurance. At first, depressed people have great social support however their demand and behavior begin to elicit anger or annoyance

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38
Q

what is attribution styles relating to learned helplessness

A

learned helpfulness is related to Martin Seligman
the Attribution style is a person styles of explanation. when disappointment or failure occur, we may explain them in various characteristic ways. which are
- internal attribution
- stable vs unstable attribution
- global vs specific attribution

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39
Q

what is internal attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involved factors within oneself. contrast with external attribution. in other words, it is blaming oneself
it is linked to lower self-esteem

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40
Q

what is external attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involves outside the self. contrast with internal attribution
in other words, it is blaming circumstance around us

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41
Q

what is stable attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involved stable rather than changeable factors. contrast with unstable attribution
in other words, it is seeing bad experiences as a typical event
it helps to explain the persistence or the chronicity of helplessness cognition

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42
Q

what is unstable attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involved changeable rather than stable factors. contrast with stable attribution
In other words, it is seeing bad experiences as an isolated event

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43
Q

what is global attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involved generalized rather than specific factors. contrast with specific attribution
in other words, it is seeing bad experiences as evidence of broader problems
it is associated with the generality or pervasiveness of feelings of helplessness following negative events

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44
Q

what is specific attribution

A

in the reformulated helplessness theory, a type of attribution involving the belief that the cause of an event involved specific rather than generalized factors. contrast with global attribution
in other words, it is seeing bad experiences as evidence of precise and limited short-coming

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45
Q

example of attribution styles in a real life situation

A

example of a university student who goes on a disastrous date. afterwards, he shakes his head in wonder and tries to make sense of his experiences. an internal attribution for the calamity would involve self-blame as in “ i really messed it up”

an external attribution would place the blame elsewhere as in “some couples just don’t hit it off” or “she must have been in a bad mood”

A stable attribution would suggest a problem that cannot be changed as in “it’s my personality”

an unstable attribution would suggest a transient condition as in “it was probably the head cold”

A global attribution for failure magnifies the extent of the problems as in “i really have no idea what i’m doing when i’m with people

A specific attribution in contrast chops the problem down to size as in “my problem i show to make small talk to get a relationship going

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46
Q

what is cognitive perspective to depression

A

according to Aaron Beck’s Cognitive Theory, the development of depression to the adoption early in life of negatively biased or distorted way of thinking which is the cognitive triad of depression.
the cognitive triad includes negative beliefs about oneself, the environment or the world and the future
people with this type of thinking are at a greater risk of becoming depressed
the negative concept of the self and the world as mental templates called cognitive schemes are adopted in childhood on the basis of early learning experiences

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47
Q

what are cognitive distortion

A
  1. all or nothing thinking
  2. Overgeneralization
  3. Mental filter
  4. Disqualifying the positive
  5. Jumping to conclusions
  6. Magnification/Minimization
  7. Emotional reasoning
    8.“Should” statements
  8. Labelling/Mislabelling
  9. Personalization
48
Q

what is all or nothing thinking

A

seeing events in black and white as either all good or all bad. for example, one may perceive a relationship that ended in disappointment

49
Q

what is over generalization

A

we form sweeping conclusions based on one event or isolated experiences. If something bad happens, we then believe that the same thing will happen in similar situations in the future

50
Q

what is Mental filter

A

someone focuses only on the negative aspects of a situation, filtering out the positive ones

51
Q

what is Disqualifying the positive

A

a negative pattern of thinking that can contribute to negative self-perception.

52
Q

what is Jumping to conclusions

A

making unwarranted assumptions based on limited information. I

53
Q

what is Magnification/Minimization

A

Magnification is exaggerating the importance of shortcomings and problems while minimizing the importance of desirable qualities.

54
Q

what is Emotional reasoning

A

a thought pattern in which our emotional reactions, or our feelings, lead us to believe that something is true even when the empirical evidence tells us otherwise.

55
Q

what is “Should” statements

A

imposing fixed ‘rules’ on how the self, others, and the world should operate, coupled with overestimation of how awful it would be if these expectations are not met.

56
Q

what is Labelling/Mislabelling

A

a cognitive distortion in which we generalize by taking one characteristic of a person and applying it to the whole person

57
Q

what is Personalization

A

a type of thinking in which people assign blame to themselves for external events outside of their control

58
Q

what is the biological perspective to depression

A

There are genetic factors. The important stats are that the twin studies suggest that major depression is moderately heritable. however individual depressive symptoms vary widely in their heritability

there is also a contribution of biochemical factors & brain abnormalities in depression. according to this, depression may involve either an overabundance or an oversensitive of receptor sites on receiving postsynaptic neurons where neurotransmitter docks. An antidepressant drug may work by gradually reducing the number and sensitivity of these receptors
new research has shown that the metabolic activity of the prefrontal cortex is typically lower in clinically depressed group

59
Q

what is the diathesis-stress model of depression according to the theoretical perspectives

A

Diathesis (psychological vulnerability/ biological vulnerability) + potential stress factors (unemployment, divorce, sociocultural factors) –> (potential protective factors: coping resources, social support) depression

60
Q

what are treatment methods

A
  • Psychodynamic Approaches: in this approach, traditional psychoanalysis aims to help people who become depressed understand their ambivalent feelings towards important people (object) while modern psychoanalytic approaches focus on unconcious conflict but are more direct and brief
    ex: Interpersonal Therapy (IPT): Interpersonal therapy: looks at the loss of relationships looking at current relationship resulting in depression which ca alienating them from other. This kind of therapy helps to improve interpersonal functioning
  • Behavioral Approaches: this approach assumes that depressive behavior is learned. meant to modify behavior and also focus on helping depressed patients to develop more effective social or interpersonal skills and increasing their participation in pleasurable or rewarding activities. ex: “Coping With Depression” (CWD) Course: this course helps clients acquire relaxation skills and increase pleasant activities
  • Cognitive Approaches: this approach is changing distorted thinking. ex: Cognitive Therapy: help client identity and change dysfunctional thoughts and develop more adaptive behavior
  • Biological Approaches:
  • Antidepressant Drugs: classes antidepressant drugs are tricyclic antidepressants (TCAs): increase levels in the brain of the neurotransmitter norepinephrine and serotonin by interfering with the reuptake , monoamine oxidase (MAO) inhibitors: increase the availability of neurotransmitter by inhibiting the action of monoamine oxidase , selective serotonin-reuptakes inhibitors (SSRIs): raise the levels of serotonin i the brain , and serotonin-epinephrine reuptakes inhibitors.
  • Lithium: one of the most recommdednd treatment for bipolar disorder
  • Electroconvulsive Therapy (ECT): aka shock therpay
61
Q

what are the action of various types of antidepressants at the synapse

A

tricyclic antidepressants and selective reuptake inhibitors (SSRIs and SNRIs) increase the avaliability of neurotransmitters by preventing their reuptake by the presynaptic neurons. MAO inhibitors work by inhibiting the action of monoamine oxidase, an enzyme that normally breaks down neurotransmitter in the synaptic cleft

62
Q

what is treatment: st. john wort

A
  • Hypericum perforatum. Used for centuries to heal wounds.
  • Early small-scale studies supported benefits of St. John’s Wort with few reported side effects in cases of mild to moderate depression.
  • Unclear as to whether it is effective in treating
    severe depression.
    – Continues to be evaluated
63
Q

who commits suicide

A
  • 24% of deaths in Canada for 15-24 year old.
    *Suicide is one of the leading causes of death in both men and women from adolescence to
    middle age

although adolescent suicides may be more widely publicized, adults, especially middle-aged and elderly men tend to have high suicide rates

64
Q

why do people choose to die by suicide

A

suicide is associated with major depression or bipolar disorder, other psychological disorder, and stress

65
Q

what is theoretical perspectives on suicide

A

the psychodynamic model views depression as the turning inward of anger against the internal representation of a lost love object. this model believe suicidal people do not seek to destroy themselves but to vent their rage against the internalized representation of the love object

the learning theorist point to the reinforcing effect of prior suicide threat and attempts and to the effects of stress especially when combined with inability to solve personal problems

social cognitive theorists suggest that suicide may be motivated by positive experiences and by approving attitudes towards the legitimacy of suicide

biological factors appear to be involved in suicide as evidence shows reduced serotonin activity in people who die or attempts to die by suicide

genetic factors influence the risks of suicidal behavior

66
Q

what are suicide prevention

A

1.Draw the person out.
2.Be sympathetic.
3.Suggest that means other than suicide can be discovered to work out their problems
4.Inquire as to how the person expects to
commit suicide.
5.Propose that the person accompany you to see a professional right now.
6.Don’t degrade the individual (“You’re talking crazy…”)

67
Q

What are Neurodevelopmental Disorders?

A

Disorders usually evident in childhood, often before grade school, that affect the development of the nervous system.

68
Q

What characterizes Disruptive, Impulse Control, and Conduct Disorders?

A

Problems with behavioral and emotional regulatio

69
Q

What are Neurocognitive Disorders?

A

Disorders involving disruptions in previously normal cognitive abilities.

70
Q

Why are psychological problems in children particularly poignant?

A

Because they affect children at a time when they have relatively little ability to cope.

71
Q

How must abnormal behavior in children be considered?

A

In light of developmental issues, as well as factors such as ethnicity and gender.

72
Q

What are some types of Neurodevelopmental Disorders?

A

Intellectual Disability, Autism Spectrum Disorders, ADHD, Specific Learning Disorder, Motor Disorders, Communication Disorders.

73
Q

What are some prenatal factors that can cause Intellectual Disability?

A

A: CMV (Cytomegalovirus) infection, inadequate diet, maternal drinking (FASD), smoking, certain medications, and heavy metals, Cultural-familial intellectual impairment

73
Q

Name four levels of Intellectual Disability

A

Mild, Moderate, Severe, Profound

73
Q

What is Intellectual Disability Disorder based on?

A

Level of adaptive functioning, not IQ alone.

74
Q

What is Savant Syndrome?

A

A condition where a person with a neurodevelopmental disorder can perform exceptionally in a specific domain such as mathematics.
Savant Syndrome occurs in 0.06% of those
with intellectual disability and is closely linked to autism spectrum disorder. It occurs about six times more often in males than females

75
Q

What are the diagnostic features of Autism Spectrum Disorder (ASD)?

A

Persistent deficits in social communication and interaction, and restricted, repetitive patterns of behavior, interests, or activities.
Autism Spectrum disorder becomes apparent in the first few years of life and is often associated with intellectual disability.

76
Q

What theoretical perspective did Simon Baron-Cohen propose for Autism Spectrum Disorder?

A

The Theory of Mind, which involves the ability to attribute mental states to oneself and others.

77
Q

What are the criteria for diagnosing ADHD according to the DSM-5?

A

A. Six or more symptoms of inattention and/or hyperactivity-impulsivity present for at least 6 months to a degree that is inappropriate for developmental level.
– Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.
– Often has trouble keeping attention on tasks or play activities.
– Often does not seem to listen when spoken to directly.
– Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).
– Often has trouble organizing activities.
– Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
– Often loses things needed for tasks and activities (e.g. toys, school
assignments, pencils, books, or tools).
– Is often easily distracted.
– Is often forgetful in daily activities

B. Six or more of the following symptoms of hyperactivityimpulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level:
– Often fidgets with hands or feet or squirms in seat when sitting still is expected.
– Often gets up from seat when remaining in seat is expected.
– Often excessively runs about or climbs when and where it is not appropriate (adolescents or adults may feel very restless).
– Often has trouble playing or doing leisure activities quietly.
– Is often “on the go” or often acts as if “driven by a motor”.
– Often talks excessively.
– Impulsivity
– Often blurts out answers before questions have been finished.
– Often has trouble waiting one’s turn.
– Often interrupts or intrudes on others (e.g., butts into conversations or games).

78
Q

What are some treatments for ADHD?

A

Stimulants, behavior therapy, and EEG biofeedback.

79
Q

What characterizes Specific Learning Disorders?

A

Noted deficiencies in specific learning abilities, such as dyslexia (reading), mathematics, and written expression.

80
Q

What is Oppositional Defiant Disorder (ODD)?

A

A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months.

81
Q

What are some key symptoms of Intermittent Explosive Disorder?

A

impulsive or anger-based aggressive outbursts that begin rapidly and have very little build-up, occurring twice per week for three months.

82
Q

What is Conduct Disorder?

A

A repetitive and persistent pattern of behavior in which the basic rights of others or societal norms are violated.

83
Q

What are Major and Mild Neurocognitive Disorders?

A

Disorders characterized by significant cognitive decline (Major) or moderate cognitive decline (Mild), affecting independence in daily activities.

84
Q

What is Delirium?

A

A rapid onset disturbance in attention and awareness that is often attributable to a medical condition such as bladder infection
* May produce dementia-like impairment such as Disturbances in orientation, memory, concentration, perception. Reduced/clouded consciousness.

Will generally clear within a few days of underlying physical
illness resolving
– Therefore always check white cell count and assess for other symptoms & signs of infection
– Anywhere from 10 to 50% of seniors admitted to hospital for surgery will have, or develop, delirium

Onset tends to be rapid (i.e., hours to days)
* AD and vascular dementias much more gradual

84
Q

What is Dementia?

A

A form of cognitive impairment involving generalized progressive deficits in memory, learning, communication, judgment, and motor coordination.

in normal individual, cognitive ability decreasing with normal aging. however with dementia it is more rapid

85
Q

What is Alzheimer’s Disease?

A

A fatal neurodegenerative disorder that accounts for the majority of dementia cases, diagnosed posthumously by plaques, neurofibrillary tangles, and cortical atrophy.

85
Q

what medical condition may cause of intellectual disorder

A
  • Down Syndrome
  • Fragile X Syndrome
  • Phenylketonuria (PKU)
  • Smith-Lemli-Opitz Syndrome
  • Tay-Sachs disease
85
Q

what are historically treatment of ill children

A

Ancient Greece: Left to die, or thrown from a cliff
Terminating pregnancies where testing of fetal
cells has shown evidence of Down’s syndrome?– Lower surgical and medical priority for severely
disabled individuals

86
Q

What theoretical perspective did O. Ivar Løvaas propose for Autism Spectrum Disorder?

A

Hypothesized inability to process more than one sensory datum at a time.
Leads to conditioning deficits

87
Q

what is the theoretical perspective on autism spectrum disorder

A
  • Intensive behavioural intervention
    – Lovass (1987) 40 hours/wk x 2 years = normal IQ scores for just under half of 19 subjects.
  • Social simulation (eg., FaceSay)
87
Q

what is the ADHD, Combined Type

A

if both criteria A and B are met for the past 6 months

88
Q

what is ADHD, Predominantly Inattentive Type

A

if criterion A is met but criterion IB is not met for the past six months

89
Q

what is ADHD, Predominantly Hyperactive-Impulsive Type

A

if Criterion B is met but Criterion A is not met for the past six months.

89
Q

what are ADHD Comorbidities

A
  • mood disorder
  • substance abuse disorder
  • impulse control/ personality disorder
  • anxiety disorder
  • sleep disorder
  • learning disabilities
90
Q

what is the Theoretical Perspectives of ADHD

A

– Genetic and environmental
– Prenatal risk factors: Drinking, smoking,
antidepressants, antihypertensive drugs,
poor nutrition, heavy metals (lead,
mercury)

91
Q

what is dyslexia

A

A type of learning disorder characterized by impaired
reading ability and may involve difficulty with the alphabet or spelling
* Problems differentiating similar-looking letters (e, c, o OR p, d, q)
* Words may appear reversed or blurred.
* Problems identifying speech sounds and learning how they relate to letters and words (decoding).
* Affects areas of the brain that process language

92
Q

what is the difference between Dyslexia and other reading disorder

A

Dyslexia:

Individuals with dyslexia typically exhibit a phonological deficit. This is a key characteristic of dyslexia, which affects the ability to decode and manipulate sounds within words.
Dyslexia may also involve a speed/naming deficit, which affects the rate at which individuals can process and name letters, numbers, or colors.
Dyslexia does not primarily involve a comprehension deficit. While individuals with dyslexia may struggle with reading comprehension as a secondary issue, it is not the core deficit of dyslexia.
Other Reading Disorders (Not Dyslexia):

These individuals may exhibit a comprehension deficit, which affects the ability to understand and interpret the meaning of text. This is distinct from the phonological and speed/naming issues characteristic of dyslexia.
They might also show a speed/naming deficit, similar to dyslexia, but without the phonological deficit, their condition is not classified as dyslexia.
They do not typically show a phonological deficit as a primary characteristic.
The diagram illustrates that while dyslexia is strongly associated with phonological deficits and can include speed/naming deficits, it is distinct from other reading disorders that are primarily characterized by comprehension deficits. This separation helps in the proper diagnosis and intervention for individuals with different types of reading difficulties.

93
Q

what are Specific Learning Disorders

A
  • Impairment in mathematics
  • Impairment of written expression
  • Impairment in reading
94
Q

what is the Neurobiological perspectives to specific learning disorder

A

from a neurobiological perspective, specific learning disorders are seen as resulting from atypical brain development and function, influenced by genetic and environmental factors. This perspective helps in developing targeted interventions, such as specialized teaching strategies and therapies that address the underlying neural difference

95
Q

what is the genetic factor to specific learning factor

A

genetic factors significantly contribute to the development of specific learning disorders. Multiple genes, each with small effects, interact to influence brain development and function related to learning abilities. Understanding these genetic influences helps in identifying individuals at risk and developing targeted interventions to support their learning needs.

Genetics & Dyslexia:
People whose parents have dyslexia are at greater risk themselves.
Higher rates of dyslexia are found between identical
(MZ) than fraternal (DZ) twins: 70% versus 40%.
Genes may play a role in causing defects in the brain
circuitry involved in reading.

96
Q

what are interventions to specific learning disorder

A
  • Individual Education Plan
  • Specific skill instruction
  • Accommodations
  • Compensatory strategies
  • Self-advocacy skills
97
Q

what are Disruptive, Impulse Control, and
Conduct Disorders

A

– ODD
– Intermittent Explosive Disorder
– Conduct Disorder (Antisocial
Personality Disorder)
– Pyromania
– Kleptomania

98
Q

what is Theoretical Perspectives in ODD

A

Ineffective parenting: Inadvertent reinforcement of
difficult, demanding behavior

99
Q

what are treatment of ODD

A
  • Ecological theory: examines and intervenes in the various environmental systems affecting an individual’s behavior. When applied to the treatment of Oppositional Defiant Disorder (ODD), ecological therapy considers the complex interplay between the child and their multiple environments, such as family, school, peer group, and communit
  • Multisystemic Therapy (MST): Multisystemic Therapy (MST) is an intensive, family- and community-based treatment program designed to address severe behavioral issues, including Oppositional Defiant Disorder (ODD), in children and adolescents. MST focuses on addressing the various systems that influence a young person’s behavior, such as their family, peers, school, and community
  • PMT (Russel Barkley, Alan Kazdin): Parent Management Training (PMT) is a well-established and evidence-based intervention used in the treatment of Oppositional Defiant Disorder (ODD). PMT focuses on teaching parents effective strategies to manage their child’s challenging behaviors.
100
Q

what is the DSM-5 criteria for ODD

A

A pattern of angry/irritable mood, argumentative/defiant
behavior, or vindictiveness lasting at least 6 months as
evidenced by at least four symptoms from any of the following categories, and exhibited during interaction with at least one individual who is not a sibling.
Angry/Irritable Mood
* Often loses temper.
* Is often touchy or easily annoyed.
* Is often angry and resentful.
Argumentative/Defiant Behavior
* Often argues with authority figures or, for children and adolescents, with adults.
* Often actively defies or refuses to comply with
requests from authority figures or with rules.
* Often deliberately annoys others.
* Often blames others for his or her mistakes or
misbehavior.
Vindictiveness
* Has been spiteful or vindictive at least twice within the past 6 months

101
Q

what is the Intermittent Explosive Disorder

A
  • Impulsive or anger-based aggressive outbursts that
    begin rapidly and have very little build-up.
  • Outbursts often last fewer than 30 minutes and are
    provoked by minor actions of someone close, often a
    family member or friend.
  • Aggressive episodes are generally impulsive and/or
    based in anger rather than premeditated.
  • They typically occur with significant distress or
    psychosocial functional impairment.
  • The person is at least 6 years of age (or
    developmentally similar).
  • Verbal aggression like temper tantrums, tirades,
    arguments or fights; or physical aggression toward
    people, animals, or property.
  • This aggression must occur, on average, twice per week for three months.
  • The physical aggression does not damage or destroy
    property, nor does it physically injure people or animals.or
  • Within 12 months, three behavioral outbursts resulting in:* Damage or destruction of property, and/or
  • Physical assault that physically injures people or animals
102
Q

what is the DSM-5 criteria for conduct disorder

A

A repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the past 6 months:

  • Aggression to people and animals
    – (1) often bullies, threatens, or intimidates others
    – (2) often initiates physical fights
    – (3) has used a weapon that can cause serious physical harm to others (e.g., a bat, brick, broken bottle, knife, gun)
    – (4) has been physically cruel to people
    – (5) has been physically cruel to animals
    – (6) has stolen while confronting a victim (e.g., mugging, purse
    snatching, extortion, armed robbery)
    – (7) has forced someone into sexual activity
  • Destruction of property
    – (8) has deliberately engaged in fire setting with the intention of
    causing serious damage
    – (9) has deliberately destroyed others’ property (other than by fire setting)
  • Deceitfulness or theft
    – (10) has broken into someone else’s house, building, or car
    – (11) often lies to obtain goods or favors or to avoid obligations (i.e., “cons” others)
    – (12) has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)
  • Serious violations of rules
    – (13) often stays out at night despite parental prohibitions, beginning before age 13 years
    – (14) has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period)
    – (15) is often truant from school, beginning before age 13 years– Differentials include ODD and Antisocial
    Personality Disorder
  • Most effective treatments are delivered in a
    structured setting and include:
    – Continued education
    – Anger management
    – Victim empathy training
    – Relapse prevention
    – Substance abuse desistence
    – Family therapy
  • Individual psychotherapy of little use.
  • Meds of limited value but some possible success with mood stabilizers & neuleptics, but not for frankly
    antisocial kids
103
Q

how to differentiate on the basis of severity for Neurocognitive Disorders

A
  • Major
    – Significant cognitive decline
    – Interference with independence in daily activities* Mild
    – Moderate cognitive decline
    – Still capable of functioning with independence
  • Several type specifiers
    – Alzheimer’s disease
    – Frontotemporal lobar degeneration (eg., Pick’s)
    – Lewy body disease
    – Vascular disease
    – TBI
    – Substance/medication use
    – Prion disease (PRoteinacious INfectious particle) (Jacob-Creutzfeldt)
104
Q

what does Prion Diseased Brain looks

A

similar to sponge with many tiny holes causing it to be called spongeiform. Prion diseases occur when proteins normally in the body misfold and cause illness. The misfolding leads to brain damage and other symptoms.

105
Q

what is Vascular Dementias

A

Best addressed by controlling cardiovascular risk factors (BP, Diabetes, Smoking, Cholesterol). Vascular dementia is a general term describing problems with reasoning, planning, judgment, memory and other thought processes caused by brain damage from impaired blood flow to your brain. Tends to show up with diagnostic imaging (structure, not function)

106
Q

what does an healthy brain look like

A

normal cerebral cortex and hippocampus

107
Q

what does a brain with mild Alzheimer disease looks like

A

it has cortical shrinkage, moderately enlarged ventricles, shrinking hippocampus

108
Q

what does a brain

A