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abnormal psych > exam 1 > Flashcards

exam 1 Flashcards

1
Q

(abnormal behavior) within an individual associated with distress or impairment in functioning and a response that is not typical or culturally expected.

A

psych dysfunction

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2
Q

3 parts of psych disorder

A

1 A psychological dysfunction refers to a breakdown in cognitive, emotional, and behavioral functioning.

personal distress of impairment

atypical or not culturally expected

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3
Q

behavioral, psychological, or biological dysfunctions that are unexpected in their cultural context and associated with present distress and impairment in functioning or increased risk of suffering, death, pain, or impairment”

A

abnormal

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4
Q

receive PhD (research-based, clinical training) or PsyD (clinical training) and follow a course of graduate level study lasting approximately five years. have taken an exam to become licensed. A degree alone does not make someone a licensed psychologist. A psychologist may do therapy and/or psychological evaluations and testing. They may also diagnose clients using the DSM-5.

A

clinical psychologists

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5
Q

receive PhD or EdD. They tend to study and treat adjustment and vocational issues encountered by relatively healthy individuals.

A

counseling psychologists

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6
Q

first earn an MD in medical school and then specialize in psychiatry. Make diagnoses and offer treatment. Prescribe psychotropic medications.

A

psychiatrist

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7
Q

master’s degree in social work – collect information relevant to the social and family situation of the individual with a psychological disorder

A

social workers

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8
Q

master’s degree in psychology – clinical services; make diagnoses; no psychological testing;

A

licensed professional counselor

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9
Q

master’s degree – specialize in the care and treatment of patients with psychological disorders – usually in a hospital setting

A

psychiatric nursing

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10
Q

“presents” is a traditional shorthand way of indicating why the person came into the clinic for treatment.

A

presenting problem

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11
Q

describing a presenting problem is the first step; includes: unique combination of behaviors, thoughts, and feelings that make up a specific disorder.

A

clinical description

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12
Q

how many people in the population as a whole have this disorder?

A

prevalence

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13
Q

how many new cases occur during a given period, such as a year;

A

incidence

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14
Q

what percentage of males and females have the disorder

A

sex ratio

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15
Q

the age the symptoms first showed up

A

age of onset

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16
Q

they tend to last a long time, sometimes a lifetime

A

chronic course

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17
Q

likely to recover within a few months only to suffer a recurrence of the disorder at a later time

A

episodic course

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18
Q

the disorder will improve without treatment in a relatively short period of time

A

time-limited course

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19
Q

they begin suddenly

A

acute onset

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20
Q

develop gradually over an extended period

A

insidious onset

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21
Q

anticipated course of a disorder

A

prognosis

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22
Q

The study of the changes in behavior over time

A

developmental psych

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23
Q

the study of abnormal behavior over time

A

developmental psychopathology

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24
Q

Studying abnormal behavior across the entire age span

A

life-span developmental psychopathology

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25
Q

life-span developmental psychopathology

A

etiology

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26
Q

Humans have always supposed that agents outside our bodies and environments 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 this

A

supernatural model

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27
Q

believed that psychological disorders could be treated like any other disease. Could be caused by brain pathology, head trauma, or heredity.

A

bio model

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28
Q

normal brain function was related to the four bodily fluids or humors: blood, black bile, yellow bile, and phlegm. First to attribute it to a “chemical imbalance”

A

humoral theory

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29
Q

first believed in the bio model

A

hippocrates

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30
Q

red like blood (blood rushing to cause excitement)

A

sanguine

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31
Q

depressive (black blood flooding the brain)

A

melancholic

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32
Q

apathy and sluggishness (phlegm) sluggish, calm

A

phlegmatic

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33
Q

hot tempered (yellow bile)

A

choleric

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34
Q

first believed the psych model

A

plato

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35
Q

campaigned endlessly for reform in the treatment of insanity; “mental hygiene movement”

A

dorothea dix

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36
Q

hypnosis; problems caused by an undetectable fluid found in all living organisms called “animal magnetism” which could become blocked

A

frank mesmer

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37
Q

therapeutic process to recall and relive emotional trauma that has been made unconscious and to release the accompanying tension; complete release of emotional material;

A

catharsis

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38
Q 
remains unproven; strong influence; basic ideas:
#1 the structure of the mind and the distinct functions of personality that sometimes clash with on another;
#2 the defense mechanisms with which the mind defends itself from these clashes or conflicts;
#3 the stages of early psychosexual development that contribute to our inner conflicts
A

psychoanalytic theory

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39
Q

source of our strong sexual and aggressive feelings or energies; the animal within us;

A

id

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40
Q

sex drive

A

libido

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41
Q

goal of maximizing pleasure and eliminating any tension or conflict

A

pleasure principle

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42
Q

emotional, irrational, illogical, filled with fantasies, preoccupied with sex, aggression, selfishness, and envy; the way the id processes information

A

primary process

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43
Q

part of our mind that ensures that we are realistic. mediates between id and superego

A

ego

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44
Q

logic, reason

A

reality principle

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45
Q

conflicts within the mind – id vs superego

A

intraphysic conflicts

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46
Q

conscience

A

superego

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47
Q

influenced by parents and culture

A

moral principle

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48
Q

unconscious protective processes that keep primitive emotions associated with conflict in check so that the ego can continue its coordinating function.

A

defense mechanism

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49
Q

strengthen one to hide another

A

compensation

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50
Q

refuse to face a negative behavior

A

denial

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51
Q

take it out on someone else

A

displacement

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52
Q

attach to something positive

A

identification

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53
Q

see your faults in others

A

projection

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54
Q

excuse and justify mistakes

A

rationalization

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55
Q

pretend you are different

A

reaction formation

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56
Q

act much younger to feel better

A

regressions

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57
Q

putting things into darkness

A

repression

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58
Q

override negative with habit

A

ritual and undoing

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59
Q

divert negative into acceptable

A

sublimation

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60
Q

strong feats develop that the father may punish son’s lust for his mom by castration. helps keep the boy in check

A

castration anxiety

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61
Q

battle of lustful impulses and castration anxiety creating a conflict that is internal and intraphysic

A

oedipus complex

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62
Q

young girls wanting to replace her mother and possess her father by being envious for a penis

A

electra complex

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63
Q

developed defense mechanisms more fully

A

anna freud

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64
Q

individual accumulates adaptational capacities, skill in reality testing, and defenses

A

ego psych

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65
Q

theory of the formation of self-concept and the crucial attributes of the self that allow an individual to progress toward health, or conversely, develop neurosis

A

self psych

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66
Q

study of how children incorporate the images, the memories, and sometimes the values of a person who was important to them and to whom they were (or are) emotionally attached

A

object relations

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67
Q

wisdom accumulated by society and culture that is stored deep in individual memories and passed down from gen to gen

A

collective unconscious

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68
Q

patients are instructed to say whatever comes to mind without the usual socially required censoring

A

free association

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69
Q

therapist interprets the content of dreams, supposedly reflecting the primary-process thinking of he id, and systematically relates the dreams to symbolic aspects of unconscious conflicts

A

dream analysis

70
Q

the relationship between the therapist and patient

A

psychoanalyst

71
Q

patients come to relate to the therapist much as they did to important figures in their childhood, esp their parents

A

transference

72
Q

therapists project some of their own personal issues and feeling, usually positive, onto the patient

A

countertransference

73
Q

underlying assumption is that all of us could reach our highest potential, in all areas of functioning, if only we had the freedom to grow

A

self-actualizing

74
Q

client-centered therapy; therapist takes passive role, making as few interpretations as possible

A

person-centered therapy`

75
Q

complete and most unqualified acceptance of the client’s feelings and actions

A

unconditional positive regard

76
Q

cognitive-behavioral model or social learning model; brought systematic dev of a more scientific approach to psych aspects of psychopathology

A

behavioral model

77
Q

people behind humanistic theory

A

jung and adler

78
Q

people behind behavioral model

A

pavlov and watson

79
Q

type of learning in which a neutral stimulus is paired with a response until it elicits that response

A

classical conditioning

80
Q

who initiated classical conditioning

A

pavlov

81
Q

founder of behaviorism

A

watson

82
Q

psych could be made as scientific as phys

A

behaviorism

83
Q

individuals were gradually introduced to the objects or situations they feared so that their fear could extinguish

A

systematic desensitization

84
Q

applications of behaviorism to psychotherapy

A

behavior therapy

85
Q

a type of learning in which behavior changes as a function of what follows the behavior (rewards and consequences)

A

operant conditioning

86
Q

who came up with operant conditioning

A

skinner

87
Q

reward; connotes the effect on behavior

A

reinforcement

88
Q

a process of successive approximations to final behavior or set of behaviors

A

shaping

89
Q

presentation of the conditioned stimulus without the reward would eventually eliminate the conditioned response

A

extinction

90
Q

attempts to trace the origins of behavior to a single cause

A

one-dimensional model

91
Q

attempts to trace the origins of behavior to multiple causes

A

multidimensional models

92
Q

any particular influence contributing to psychopathology cannot be considered out of context

A

systematic approach

93
Q

what approach do we use

A

systematic

94
Q

dimensions that go into the cause of a psych disorder

A 
bio dimension
psych dimension
emotional influences
dev influences
social influences
95
Q

for psych disorders, what dimension makes some contribution to all disorders but account for less than half of the explanation

A

genetic factors

96
Q

nature of genes

A

very genetic structure of cells may change as a result o learning if genes that were inactive or dormant interact w the environment in such a way they become active

97
Q

how the nervous system and the brain work is central to any understanding of our behavior, emotions, and cognitive processes.

A

neuroscience

98
Q

how the brain and nervous system function?

A

cns

peripheral nervous system

99
Q

Brain and Spinal Cord
Processes all information received from our sense organs and reacts as necessary.
Sorts out what is relevant.
Implements the right reaction to those things that are relevant
Spinal cord facilitates this messages to and from the brain from the other parts of our body.
140 billion nerve cells (neurons) control every thought and action
Neurons transmit information throughout the nervous system.

A

cns

100
Q

controls every thought and action; transmits info throughout the nervous system

A

neurons

101
Q

receives messages

A

dendrite

102
Q

transmits messages

A

axon

103
Q

space between the axon of one neuron and the dendrite of another

A

synaptic cleft

104
Q

biochemicals that are released from the axon and received by the dendrite

A

neurotransmitters

105
Q

neurotransmitters relevant to psychopathology

A 
norepinephrine
serotonin
dopamine
gaba
glutamate
106
Q

structure of brain

A

brain stem and forebrain

107
Q

handles most of the essential automatic functions

A

brain stem

108
Q

more advanced brain

A

forebrain

109
Q

contains medulla, pons, and cerebellum– regulates automatic activities

A

hindbrain

110
Q

motor coordination, autism

A

cerebellum

111
Q

coordinates movement w sensory input; contributes to processes of arousal and tension

A

midbrain

112
Q

regulating behavior and emotion

A

thalamus and hypothalamus

113
Q

helps regulate our emotional exps and expressions and, to some extent, our ability to learn and to control our impulses
involved in the basic drives of sex, aggression, hunger, and thirst

A

limbic system

114
Q

associated w recognizing various sights and sounds and w long term memory storage

A

temporal lobe

115
Q

recognizing various sensations of touch and monitoring body position

A

parietal lobe

116
Q

integrating and making sense of various visual inputs

A

occipital lobes

117
Q

what process our senses

A

temporal, parietal, occipital

118
Q

prefrontal cortex; higher cognitive functions such as thinking and reasoning, planning for the future, long-term memory

A

frontal lobe

119
Q

Coordinates with the brain to make sure the body is working properly. Two major components: somatic nervous system and autonomic nervous system.

A

peripheral nervous system

120
Q

controls the muscles

A

somatic nervous system

121
Q

includes the sympathetic nervous system and parasympathetic nervous system

A

autonomic

122
Q

genetic endowment may increase the probability that an individual will exp stressful life events

A

gene-environment model

123
Q

cellular material that is located just outside of the genome

A

epigenetics

124
Q

chemical messenger

A

hormone

125
Q

paths of neurotransmitters

A

brain circuits

126
Q

substances that increase the activity of neurotransmitters by mimicking its effects

A

agonists

127
Q

substances that decrease, or block, neurotransmitters

A

antagonists

128
Q

produce effects opposite to those produced by the neurotransmitter

A

inverse agonists

129
Q

after a neurotransmitter is released, it is quickly drawn back from the synaptic cleft into the same neuron

A

reuptake

130
Q

excitatory transmitter that turns on many diff neurons, leading to action

A

glutamate

131
Q

inhibits (regulate) the transmission of info and action potential

A

gaba

132
Q

regulates behavior, moods, and thought processes

A

serotonin

133
Q

how we acquire and process info

A

cognitive science

134
Q

encountering conditions in which we have no control

A

learned helplessness

135
Q

observig what happens to someone else in a given situation

A

modeling

136
Q

learning to fear some objects more easily than others; we learn fears and phobias more selectively

A

prepared learning

137
Q

when someone clearly acts on the basis of things that have happened in the past but can’t remember the events

A

implicit memory

138
Q

used in dev psychopathology to indicate that we must consider a number of paths to a given outcome

A

equifinality

139
Q

systematic evaluation and measurement of psychological, biological, and social factors in an individual presenting with a possible psychological disorder.

A

clinical assessment

140
Q

the process of determining whether the particular problem afflicting the individual meets all criteria for a psychological disorder as set forth in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders – DSM-5.

A

diagnosis

141
Q

Three basic concepts that help determine the vale of our assessments

A

reliabiity, validity, and standardization

142
Q

the degree to which a measurement is consistent

A

reliability

143
Q

whether something measures what it is designed to measure

A

validity

144
Q

the results of one assessment and they are consistent with the results of another assessment, those assessments

A

concurrent

145
Q

how well your assessment tells you what will happen in the future. IQ tests + school performance

A

predictive validity

146
Q

The process by which a certain set of standards or norms is determined for a technique to make its use consistent across different measurements.

A

standardization

147
Q

Interview gathers information on current and past behavior, attitudes, and emotions, as well a detailed history of the individual’s life in general and of the presenting problem.

A

clinical interview

148
Q

Systematic observation of an individual’s behavior. Occurs during all interactions – even in everyday life.

A

mental status exam

149
Q

5 categories of mental status exam

A 
appearance and behavior
though processes
mood and affect
intellectual functioning
sensorium
150
Q

asking the same set of questions to each client but may stray away from questions depending on answers

A

Semi-structured clinical interviews

151
Q

Uses direct observation to assess formally an individual’s thoughts, feelings, and behavior in specific situations and contexts.

A

behavioral assessment

152
Q

abcs of observation

A

antecedent
behavior
consequences

153
Q

Observe their own behavior to find a pattern

A

self-monitoring

154
Q

include a variety of methods in which ambiguous stimuli are presented to people who are asked to describe what they see
people project their own personality and unconscious fears onto other people and things

A

projective tests

155
Q

questions in psych tests make sense when you read them

A

personality inventories

156
Q

measures intelligence

A

intelligence testing

157
Q

measures in areas such as receptive and expressive language, attention and concentration, memory, motor skills, perceptual abilities, and learning and abstraction in a way that the clinician can make educated guesses about the person’s performance and the poss existence of brain impairment

A

neuropsychological tests

158
Q

tests showing a problem when none exists

A

false positives

159
Q

tests showing no problems exist but there were some difficulties

A

false negatives

160
Q

take increasingly accurate pics of the structure and function of the brain

A

neuroimaging

161
Q

measurable changes in the nervous system that reflect emotional or psych events

A

psychophysiological assessment

162
Q

measuring electrical activity in the head related to the firing of a specific group of neurons reveals wave activity

A

EEG

163
Q

determine what is unique about an individual’s personality, cultural background, or circumstances

A

idographic strategy

164
Q

taking advantage of the info already accumulated on a particular prob or disorder, we must be able to determine a gen class of probs to which the presenting prob belongs

A

nomothetic strategy

165
Q

any effort to construct groups or categories and to assign objects or people to these categories on the basis of shared attributes or relations

A

classification

166
Q

classification in a scientific context

A

taxonomy

167
Q

applying a taxonomic system to psych or medical phenomena or other clinical areas

A

nosology

168
Q

describes the names or labels of the disorders that make up the nosology

A

nomenclature

169
Q

caudate nucleus – controls motor activity

A

basal ganglia

170
Q

contains 80% of neurons

A

cerebral cortex

171
Q

verbal and other cog processes

A

left hemisphere

172
Q

perceiving the world around us

A

right hemisphere

abnormal psych (4 decks)

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