Lecture 2 Flashcards
(19 cards)
Evidence based practice
Psychs are trained to use the most current and relevant research to inform clinical practice -> this evidence doesnt usually use people with co-morbidities
Practice based evidence
Using research methods to evaluate the effectiveness of interventions -> allow to refine treatment -> addresses the gap in treatment for the literature and the person in front of you
Pedigree method
Proband identified -> first person with disorder
Pedigree -> looking at the prevalence of disorder compared to general population chance
Twin designs
Comparing concordance rates in MZ vs DZ twins
if MZ > DZ = genetic
if MZ = DZ -> shared environmental contributions
if MZ and DZ low concordance rates = non-sahred environment influence
Adoption rate
Compares concordance in adopted kids
If greater concordance with bio parents -> genetic influence
If greater concordance with adopted parents -> greater environmental influence
Molecular genetics
Looking at candidate genes -> alleles are alternative forms of a gene
Biochemistry as aetiology
- Serotonin -> Regulates behaviour -> low serotonin = aggression, suicide, hyper-sexuality
- GABA -> inhibits and reduces arousal
- Noradrenaline -> adrenal glands -> controls basic bodily functions influences FFF
- Dopamine -> can be hijacked by addictive behaviours, parkinsons disease is dopamine production damaged
Endocrine as aetiology
Produces hormones through bloodstream -> slow
Can produce stress response -> chronic stress cause dysfunction and cause low serotonin levels
HPA axis
Freud psychosexual development
Oral 0 -1.5 y/o -> mouth suckling, swallowing
Anal 1-3 -> withholding / expelling faeces
Phallic 3-4 -> curiousness about genitalia
Latent 5-12 -> no sexual motivation present
Genital 11-20 -> sexual intercourse
Stages may be interrupted due to childhood trauma
Trauma at certain stages of psychosexual development
Trauma at a certain stage causes a fixation at that particular stage and develop problems
Oral -> oral activities e.g. smoking, dependency, aggression
Anal -> obsessiveness, tidiness, untidiness, generosity
Phallic -> vanity, self expression, inadequacy, inferiority, envy
Psychodynamic model
3 parts to personality
The id -> motivated by biologically driven instincts -> unconscious level (disinhibited thoughts)
The super ego -> internal standards of morality and ethics that regulate the id and disinhibited thoughts
The ego -> forming actions, makes a combination out of super and id, motivated by reality principle, use defense mechanisms to ward off unpleasant feelings
Freud’s view of symptom formation and symptom removal
and defense mechanisms
Formation -> traumatic experience -> defence mechanisms -> symptom expression
Symptom removal
discuss thought (free association) -> Bring unconscious conflict into awareness -> interpretation of this for emotional processing
Defense mechanisms Denial, Displacement, projection, rationalisation (justifying a trauma event), reaction formation (hate someone but deep down you love them), repression, sublimation (diverting id impulses into acceptable outlets)
Limitations of psychodynamic theory
Hard to find empirical evidence
Emphasises abnormality
Blaming of attachment figures
does not contribute to early intervention
Ascribes a power model between professional and patient
Humanistic model
felt psychoanalysis was too pessimistic
Importance of self-actualisation -> process of to achieve potential
Explains abnormal -> if people are only receiving strings attached love -> not going to lead to good results
Need unconditional positive regard to feel unconditional self-regard
Person centred therapy, existential therapy, and gestalt therapy
motivational -> Getting person to understand what is wrong and identify own problems and need for change
Behavioural model
Watson, focused on behaviour because it is observable and measurable
Learning has a key role in development
Classical and operant conditioning
Classical cond. therapy = exposure therapy
Operant cond therapy = reinforcements, behavioural activation -> re-engagement with rewards
Weakness -> no evidence that abnormal behaviour is due to improper conditioning
Too simplistic
Over-emphasis on learning and environmental determinants
CBT models
Antecedent -> belief -> consequence
Emotional reactions strongly influenced by cognitions -> different cognitions give rise to different emotions
Weakness -> lack of evidence that hypothesised mediators chance in CBT
Lack of evidence that cognitive therapy added to behaviour therapy
Ellis list of irrational beliefs vs Beck’s common cognitive distortions
Ellis irrational beliefs example ->must be loved by everyone, must not make mistakes to be worthwhile
Becks common cognitive distortions examples
making arbitrary inferences -> believing something with no evidence
Overgeneralising
Catastrophising
Dichotomous thinking
Magnification and Minimisation
Third wave CBT approaches
1990s -> DBT, MBSR, schema focused therapy, ACT
2000s -> adaptations of MBSR -> Mindfulness based cognitive therapy
MBSR -> originally developed for chronic pain, and stress related illness
MBCT -> prevention of depressive relapse, expanded to chronic pain
ACT -> psych problems originate from thought and language -> which can trigger intense emotional pain, goal is psychological flexibility, accepting something is difficult but trying to persist because it aligns with core values
Diathesis stress model
Measures vulnerability for morbidity
Diatheses -> measures biological risk factors e.g. genes
Stressors -> environment and background factors
Interaction causes mental disorders
