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Psychopathology > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What is the scientist-practitioner model?

A

Integrating scientific research and clinical practice

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2
Q

When researching psychological disorders, what are the 3 broad types of questions?

A
  1. Clinical description (what is its nature?)
  2. Causation/etiology and persistence
    (What causes it and what factors keep symptoms going?)
  3. Treatment mechanisms and outcome
    (Is it treatable, if so, how?)
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3
Q

What is a clinical description and what does it do?

A
  • A presenting problem
  • Shows core characteristics of the disorder
  • Shows clinically significant dysfunction from common human experience
  • Describe prevalence and incidence of disorder
  • Describe onset of disorder: acute vs. Insidious
  • Describe course of disorder: episodic, time-limited or chronic
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4
Q

Causation & Persistence

A

-What factors contribute to the development of symptoms?
V.s
-What factors contribute to symptom maintenance?

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5
Q

Acute Onset

A
  • happens suddenly

- panic disorder

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6
Q

Insidious onset

A
  • happens gradually

- substance abuse

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7
Q

What is the onset of a disorder?

A
  • the beginning of the disorder

- acute or insidious

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8
Q

What is the course of the disorder?

A
  • the pattern of development and change

- episodic, time-limited or chronic

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9
Q

Incident of disorder

A

The rate of new cases of the disease

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10
Q

Prevalence

A

The proportion of a population with the condition

-often expressed as a fraction

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11
Q

Etiology

A
  • origins of a disorder

- genetics, trauma, disease etc..

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12
Q

Time-limited course

A

The disorder will improve without treatment in a relatively short period

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13
Q

Prognosis

A

The anticipated course of a disorder

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14
Q

What 3 things constitute a Psychological Disorder

A
  1. Psychological dysfunction
  2. Distress or impairment
  3. Atypical response
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15
Q

What is a presenting problem?

A
  • to a patient, the presenting problem is the reason you’re seeking professional help
  • the initial symptom for seeking help
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16
Q

Present day focus of treatment research

A
  • treatment optimization and personalized medicine
  • primary prevention (children)
  • relapse prevention
  • improving treatment dissemination and access
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17
Q

Psychological Dysfunction

A
  • a breakdown in cognitive, emotional, behavioural functioning
  • but, how do we define a breakdown
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18
Q

Distress/impairment

A
  • difficulty performing roles in context of persons background
  • impact on individual, family, society
  • but, this is subjective
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19
Q

Atypical/Unexpected cultural response

A
  • violates cultural norms
  • But, there is no “universal abnormal” irrespective of cultural norms
  • ex. Of distress/impairment that is culturally typical/expected> grief, is expected when someone dies
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20
Q

Chronic course

A

-lasts a long time

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21
Q

Episodic course

A

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

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22
Q

Empirically-supported treatment

A
  • research has shown its effective

- ex. CBT

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23
Q

DSM-5

A

Diagnostic and Statistical Manual of Mental Disorders, 5th edition (2013)

  • system for classifying psychological problems and disorders
  • contains diagnostic criteria for categories of symptoms that:
  • are grouped together under categorical labels
  • cause dysfunction and/or subjective distress
  • often occur together (comorbidity)
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24
Q

3 dominant historical traditions

A
  1. Supernatural
  2. Biological
  3. Psychological
25
Q

The Supernatural Tradition

A

Worldview: the battle of good vs. evil

-madness is caused by “evil forces”
>demonic possession, witchcraft, sorcery etc.
-therefore, treatments were: exorcism, torture, beatings and crude surgeries

26
Q

The Biological Tradition

A

Worldview: Mental disorders= physical disease (chemical imbalance)
-Hippocrates (4th c.BCE)
>brain= centre of emotions
>treatment= vegetarianism, exercise, no alcohol

-Galen (2nd c.BCE)
>balance of blood, black bile, yellow bile and phlegm
>first to advocate for sympathetic listener

Enlightenment in Europe- greater reliance on scientific method

General Paresis:
>symptoms (fatigue, insomnia etc.) worsen
>people thought they were mad
>then they realized it was a disease, treatable with penicillin

Emil Kraepelin (1856-1926)
-classification of syndromes> clinical symptoms that occur together
27
Q

The Psychological Tradition

A

18th century: Rise of moral therapy

  • moral= emotional/psychological (human treatment and institutionalizations)
  • focus on therapy, welfare and social interaction
  • influential advocates argue for reform of care for mental patients in us, canada and Europe (ex. Dorothea Dix)

Ultimately, moral therapy movement declined.

28
Q

In the Psychological Tradition, why was the moral therapy declined?

A
  • influx of patients and insufficient hospital staff
  • rise of biological tradition (mental illness was incurable)
  • emergence of other psychological models
29
Q

Psychoanalytic Tradition

A

A.Mesmer—>J.Charcot—>S.Freud—>J.Breuer
Hypnosis: “animal magnetism” vs. The power of suggestion

Breuer & Freud:

  • Hypnosis: a way to access the unconscious
  • Catharsis: releasing tension by accessing the unconscious
  • Insight: relations between past events and current feelings
30
Q

Freud’s Psychoanalytic Model

A

Freudian theory of the structure and function of the mind:

Id: pleasure principle, irrational, sex drive
Superego: moral principle, parents/culture, conscience
Ego: reality principle, logical and rational, conscious awareness

31
Q

Humanistic tradition

A

-early to mid 20th century
-carl rogers, Abraham maslow, Fritz’s Perl’s
Major themes:
-people are basically good
-humans striver toward self-actualization and can reach potential if given freedom to grow

Treatment:

  • therapist warmth, empathy & unconditional positive regard
  • remove obstacles preventing self-actualization
  • client-therapist relationship becomes important
32
Q

The behavioural model

A
  • emphasizes scientific approach to psychopathology
  • importance of observed/measured behaviours
  • Worldview: Abnormal behaviour is learned

Classical conditioning: Pavlov and Watson

  • laws that govern learning of involuntary behaviour
  • neutral stimulus acquires meaning through association
  • example: fear acquisition (little Albert)

Operant conditioning: Thorndike and B.F Skinner

  • voluntary behaviour is controlled by the consequences (reward/punishment) that follow behaviour -Law of Effect
  • shaping behaviour by successive approximations
  • important role of modelling & vicarious learning (Bandura)
33
Q

Behaviour Therapy

A

-reactionary movement vs. Non-scientific approaches
-if people acquired problems through learning, those same problems can be unlearned!
Ex. CBT

34
Q

Cognitive-Behaviour Therapy (CBT)

A
  • acknowledgment that changes in thinking occur along with new behaviours
  • time-limited, direct, and focused on skills acquisition and symptom reduction
  • refer to model
35
Q

Present day view of Psychopathology

A

-needs a multidimensional model of understanding and treating psychopathology

36
Q

Diathesis-Stress Model

A
  • an influential multidimensional theory to explain how nature and nurture interact to produce psychopathology
  • biologically inherited tendencies or diathesis expressed only under certain conditions or stressors
  • the at specific stressors affect specific individuals varies depending on nature of underlying diatheses
  • but the same stressor can be experienced very differently by every person som
37
Q

Gene-Environment Correlation Model

A
  • AKA. Reciprocal Gene-Environment Model
  • an alternative to the Diathesis-Stress Model
  • Genes may increase the probability that an individual will experience stressful/traumatic life events
  • genes that code for personality characteristics may influence people to create/experience the very environmental risk factors that trigger a genetic vulnerability to certain disorders.. ex. Impulsivity
38
Q

Nature vs. Nature in psychopathology

A
  • ALWAYS INTERACT
  • even biological manipulations (ex. Drugs, meds) could have different effects depending on individuals learning histories
39
Q

Field of Epigenetics

A

Individuals stress experiences/environments can determine how/when specific genes “turned on” or expressed

-genome itself may remain unchanged while changes in epigenome are transmitted through generations

40
Q

Learning history and information processing: How is information acquired, stored and retrieved?

A

Traumatic experiences:

  • construed meaning is key
  • maladaptive schema/beliefs

Learned helplessness (Seligman)

  • not trying to get out of a situation because the past has taught you that you are helpless
  • people may become depressed when they believe they have little control over the stress in their lives

-learned optimism

41
Q

3 Components of Emotion Interact with one another to determine outcomes

A
  1. Physiology
    - fight or flight reaction
    - sympathetic NS alarm reaction
  2. Behaviour
    - action tendency
    - behaviour that accompanies emotional state
  3. Cognitive
    - appraisals of the situation determine the emotional experience

-how we manage our experience and expression of emotions when under stress can also lead to different outcomes

42
Q

Sociocultural Factors

A

-sociocultural contexts moderate EXPRESSION of psychopathology
>sociocultural norms, expectations, scripts/rules, hardships and stigmas determine expression of various problems across lifespan

43
Q

Principle of Equifinality

A
  • a given end state can be the result of different developmental paths
  • same end state could be the outcome of many different paths
44
Q

Multidimensional model of psychopathology

A
  • comprehensive, integrative
  • emphasizes multiple causation via interaction of systems
  • draws upon information from several sources

Major influences:

  • biological
  • behavioural
  • emotional
  • social and cultural
  • developmental
45
Q

Psychological Assessment

A

An in-depth examination of a single person

46
Q

3 concepts determine the value of an assessment

A
  1. Validity
    - definition: how well does the assessment test or measure actually measure what it is supposed to measure
    - is the underlying construct adequately being assessed?
  2. Reliability
    - definition: consistency in measurement
    - across items, over time, across assessors etc.
  3. Standardization
    - the process by which standards & norms are determined to help ensure uniformity of procedures in administrating and scoring a test
    - ex. Administering an IQ Test, scoring questionnaire data
47
Q

The Clinical Interview

A

-lies at the heart of psychological assessment lol

48
Q

Process of clinical interviewing:

A
  • question-asking, probing, listening; structured or unstructured
  • promote feelings of safety/control: confidentiality & its limits
  • therapist empathy, validation, and support to build alliance
49
Q

Goal of treatment is case conceptualization and treatment: what is the content of this clinical interview?

A

-Presenting Problems: nature and course, history and possible causes, stressors. Do any current symptoms have any DSM diagnosis criteria?

Personal History: family upbringing & early learning history, education/work, relationships, medical issues, cultural context

Previous/ongoing treatment: psychotherapy, meds, others?

Current strengths: resources, supports, and coping strategies

50
Q

Mental status exam

A 
Appearance
Thought processes
Mood and affect 
Intellectual functioning 
Sensorium
51
Q

ABC’s of behavioural assessment

A
  • antecedents
  • behaviours
  • consequences
52
Q

Diagnosis as a label

A
  • pros: relief, self-advocacy, information, common language, prognosis
  • cons: stigmatization, self-fulfilling prophecy, stereotyping
53
Q

Anxiety disorders

A
  • specific phobia
  • pains disorder and agoraphobia (PD/A)
  • social anxiety disorder (SAD)
  • generalized anxiety disorder (GAD)
54
Q

Trauma and stress-related disorders

A

-post traumatic stress disorder (PTSD)

55
Q

3 components of fear/anxiety

A
  1. Cognitive
    - attention toward perceived danger
    - worst case is likely
  2. Physical
    - cardiovascular, respiratory, digestive
  3. Behavioural
    - escape/avoidance, safety behaviours
56
Q

What is a panic attack

A

Abrupt experience of intense fear/discomfort that reaches a peak within minutes and includes several symptoms

Ex. Heart racing, sweating ex.

57
Q

Types of panic attack

A
  • expected

- unexpected

58
Q

Specific phobia

A
  • animal phobia

- natural environment phobia

Psychopathology (2 decks)

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