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Flashcards in Exam #1 Deck (69)
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1
Q

Why do we need to define and classify?

A

Common nomenclature in clinical practice, research, & social and political implications

2
Q

Limitations of defining and classifying

A

Labeling (person is not the diagnosis), loss of info, stereotyping, stigma

3
Q

Prevalence

A

Number of active cases (point, one-year, & lifetime)

4
Q

Point prevalence

A

At a given point in time

5
Q

Incidence

A

Number of new cases

6
Q

Comorbidity

A

More than one disorder in the same person

7
Q

Etiology

A

Cause

8
Q

Onset

A

Acute or sudden, gradual or insidious

9
Q

Course

A

Chronic, acute or time-limited, episodic

10
Q

Prognosis

A

Forecast of course

11
Q

Humanitarian Reform

A

18th century, suitable hospitals were built, patients unchained and places in more humane conditions, emphasized spiritual and moral development

12
Q

Deinstitutionalization Movement

A

20th century, large number of mental hospital closures, shift to community-based residences, created problems

13
Q

Willowbrook (1947-87)

A

State-supported institution for children with intellectual disabilities, overcrowded and poor conditions, controversial medial studies –> Geraldo Rivera investigation (1972)

14
Q

Wilhelm Wundt

A

First experimental psych lab (1879), structuralism (structure of mind)

15
Q

William James

A

Principles of Psych (1890), functionalism (purpose of behavior and consciousness), “Father of American psych”

16
Q

Counter-conditioning: Systematic desensitization

A

Breaking link between CS and CR, aversive stimulus becomes less aversive (ex: use relaxation)

17
Q

Counter-conditioning: Aversive conditioning

A

Pairing CS with an aversive UCS –> CR, less aversive stimulus becomes aversive (ex: pair unpleasant thing with smoking)

18
Q

Multidimensional Integrative Approach

A

Biological, psychological, social, and developmental influences

19
Q

Necessary cause

A

Must exist for disorder to exist (ex: gene)

20
Q

Sufficient cause

A

Guarantees occurrence of disorder

21
Q

Contributory cause

A

Increases probability of disorder

22
Q

Distal risk factor

A

Distant (ex: early abuse, childhood factor)

23
Q

Proximal (immediate) risk factors

A

Tell over short term

24
Q

Diathesis

A

Stress model, combo of inherited vulnerability/susceptibility & stress (environmental factors)

25
Q

Equifinality

A

Start different –> end same

26
Q

Multifinality

A

Start same –> end different

27
Q

Protective factor

A

Decreases likelihood of negative outcomes among those at risk

28
Q

Resilience

A

Ability to adapt successfully to even very difficult circumstances

29
Q

4 categories of biological factors relevant to maladaptive behavior

A
  1. Genetic vulnerabilities
  2. Brain dysfunction and neural plasticity
  3. NT and hormonal abnormalities
  4. Temperament
30
Q

How to measure heritability (3)

A
  1. Family history
  2. Adoption studies
  3. Twin studies (MZ, DZ, compare)
31
Q

Passive effect

A

Inherit genes from parents, affects how both approach environment

32
Q

Evocative effect

A

Child’s phenotype evokes certain reaction from environment

33
Q

Active effect

A

How we build on environment

34
Q

Brain abnormalities in…

A

Structure of brain regions, function of brain regions and neural circuits (ex: ADHD)

35
Q

Id

A

Constantly striving to satisfy basic drives (pleasure principe)

36
Q

Ego

A

Seeks to gratify the Id in realistic ways (reality principle)

37
Q

Super Ego

A

Voice of conscience that focuses on how we ought to behave (morality principle)

38
Q

Psychosexual stages of development (5)

A
  1. Oral (0-2)
  2. Anal (2-3)
  3. Phallic (3-5 or 6)
  4. Latency (6-12)
  5. Genital (after puberty)
39
Q

Behavioral Perspective

A

Reactionary movement against psychoanalysis and “non-scientific” approaches

40
Q

Extinction in conditioning

A

When a CS is repeatedly presented without the UCS (can return later: spontaneous recovery)

41
Q

Generalization

A

Response is conditioned to one stimulus and can be evoked by other similar stimuli

42
Q

Discrimination

A

Learning to distinguish between similar stimuli

43
Q

Observational learning

A

Learning through observation alone, without directly experiencing an UCS

44
Q

Impact of behavioral perspective (3)

A
  1. Maladaptive behavior
  2. Failure to learn necessary adaptive behaviors or competencies
  3. Learning of ineffective or maladaptive responses
45
Q

Schema

A

Underlying representation of knowledge that guides current processing of info

46
Q

Attributions

A

Process of aligning causes to things that happen

47
Q

Attribution style

A

Characteristic way in which individual may tend to assign causes to bad or good events

48
Q

Universality of some disorders

A

Certain psychological symptoms are consistent among similar diagnosed clinical groups (ex: schizophrenia)

49
Q

Sociocultural factors for disorders

A

Which disorders develop (eating disorders), prevalence (major depression rates vary), course

50
Q

Retrospective research strategies

A

Involve looking back in time

51
Q

Prospective research strategies

A

Involve looking ahead in time

52
Q

Psychological Autopsy

A

Investigation into person’s death by reconstructing what they thought, felt, and did before death based on info gathered from personal docs and others

53
Q

DSM-II to DSM-III

A

Explicit behavioral criteria, atheoretical approach, more detailed description, emphasis on reliability

54
Q

Settings for assessment

A

Psychiatric, general medical, legal, academic/educational, psychological clinic

55
Q

Reliability

A

Degree to which a measurement is consistent (across time, across raters)

56
Q

Validity

A

Degree to which a technique measures what it is designed to measure (concurrent, predictive)

57
Q

Standardization

A

Application of certain standards to ensure consistency across different measurements

58
Q

Mental status exam

A

Check appearance, attitude, behavior, mood, awareness of surroundings (oriented x3- person, place, time)

59
Q

Clinical interview

A

Most common clinical assessment, presenting problem, history of problem, used to establish diagnosis (structured, semi-structured vs. unstructured)

60
Q

Behavioral assessment and observation

A

Systematically evaluate behavior in its natural situation/context, identify ABCs, helpful for child or nonverbal patients

61
Q

Behavioral Assessment: Antecedents

A

Events that occur prior to behavior and can increase probability of behaviors

62
Q

Behavioral Assessment: Behaviors

A

Observable events performed by organism

63
Q

Behavioral Assessment: Consequences

A

Events that follow behaviors and can increase or decrease the probability of behaviors

64
Q

Functional Assessment or Chain Analysis

A

One event leads to another, find points to intervene

65
Q

2 types of personality tests

A

Projective (inkblot & TAT) and objective

66
Q

Implicit Association test

A

Uses reaction time to measure strength of association between concepts and attributes

67
Q

Classical categorical approach

A

Strict categories, all criteria must be met

68
Q

Dimensional approach

A

Classification along dimensions with potential arbitrary cutoffs

69
Q

Prototypical approach

A

There are no perfect indicators