Midterm Flashcards
1
Q
DEF
A
Dysfunction associated with distress and considered deviant based on cultural standards.
2
Q
Deviant
A
Reaction is outside cultural norms, not typical or culturally expected
3
Q
Dysfunction
A
breakdown in cognitive, emotional, or behavioural functioning that leads to impairment in the individual’s everyday life.
4
Q
Distress
A
Distress = The individual is very upset/shows high level of anxiety and fear.
5
Q
Danger
A
danger to self and others
6
Q
Duration
A
for how long the symptoms/behaviours has occurred
7
Q
Psychological Disorder
A
Psychological Disorders: can be extreme expression of otherwise normal emotions or behaviours it is hard to define what is normal and abnormal
8
Q
Prototypical approach
A
Identifies essential and less essential features of each disorder, to receive diagnosis an individual meet through criteria
9
Q
Prototype Overlap
A
Diagnosis is difficult, individuals recieve more than one diagnosis (comorbidity)
10
Q
Hippocrates
A
Psychological disorders caused by head trauma
11
Q
Galen
A
Psychology disorders as chemical imbalance occurs
12
Q
Freud Psychoanalysis
A
- Structure of the mind
- Defense Mechanisms
- Stages of early psychosexual development
13
Q
ID
A
sexual drives, instinctual energies, principle of pleasure
14
Q
Ego
A
logic and reason, principle of reality
15
Q
Superego
A
conscience, follows moral principles
16
Q
Conscious
A
reservoir of information we are aware of
17
Q
Preconscious
A
holds information that can be brought to awareness
18
Q
Unconscious
A
contains info, memories, drives that are difficult to bring conscious mind
19
Q
Defense Mechanisms
A
Unconscious protective process to manipulate, deny, distort, reality in order to defend individual against feelings of mixed anxiety and unacceptable awareness.
20
Q
Denial
A
Ignoring thoughts feelings or aspects of reality that can lead to anxiety
21
Q
Repression
A
Pushing disturbing thoughts, memories out of consciousness. Forgetting
22
Q
Rationalization
A
Unconscious instinctual drives justified using logical reason
23
Q
Stages of early psychosexual development
A
- Distinctive patterns, based on Freuds view, every individual would use to gratify our drives for physical pleasure
- Freud hypothesized “we don’t receive gratification during specific stage, the adult’s personality will reflect that stage (e.g. eating, chewing pen)
24
Q
What was Freud right about?
A
Existence of conscious and unconscious mind, Existence of defense mechanisms, The role of childhood in shaping behaviour in adult
25
Psychoanalytic view of abnormal behaviour
Abnormal behaviour caused by conflict between unconscious and conscious forces that arise from psychosexual developmental stages
26
Treatment
- Talking cure – hypnosis, free association, dream analysis
- Relation between patient and the psychoanalyst is key in process
- Within the therapeutic relationship the concept of transference (important to understand clients conflicts)
27
Psychodynamic Psychotherapy
- Conflicts and unconscious are still emphasized, goal is to identify trauma and defense mechanisms
- Mix of tactics with social, interpersonal focus
- Shorter than psychoanalysis (short term = 20 sessions)
- Goal = no reconstructing personality, but relieving suffering
28
Humanistic Theory
Jung and Adler: Basic quality of human nature is positive
29
Self Actualization
Main belief = All of us can reach our highest potential, in all areas of functioning, we have freedom to grow
30
Humanistic Theory - Person Centered Therapy
Carl Rogers Goal to reach self actualization. Importance to relationships, client is expert.
31
Unconditional Positive Regard
complete and almost unqualified acceptance of most of the clients’ feelings and actions. Trust client to work through and fix the problem (no advice)
32
Empathy
Reflecting client thoguhts and emotions back to them through (paraphrasing)
33
Genuineness
Honestly communicating how you feel with client (even if upset)
34
Behavioural model - Classical conditioning
- Learning requires repeated paring od a neutral stimulus and an unconditioned stimulus (food)
- Presentation of the conditioned stimulus (whistle after association without the food for a long enough period would eventually leave a conditioned response - extinction
- Learned responses extended a similar stimulus – stimulus generalization
35
Behavioural model
Mary Cover Jones and Joseph Wolpe
- If fear was learned, it can be unlearned
- Developed this type of therapy to be used especially in cases of phobias
- Gradual exposure to the object/situation of fear
- To resolve phobia, exposure to the feared object has combination with an action or state incompatible with fear
36
Behavioural Model - Operant Conditioning
Behaviour changes and can be shaped as a function that follows behaviour
Behaviour – Reinforcement – behaviour is maintained
Behaviour – Punishment – Behaviour Is changed
37
Positive Reinforcement
Increase behaviour + Application of stimulus = Positive reinforcement (+R)
38
Negative Reinforcement
Increase behaviour + Withholding of stimulus = Negative Reinforcement (-R)
39
Positive Punishment
Decrease Behaviour + Application of stimulus = Positive reinforcement (+P)
40
Negative Punishment
Decrease Behaviour + Withholding of stimulus = Negative Punishment (-P)
41
Behavioural Model
- Learner + Tabula rasa (Clean state
- Behaviour is shaped through responses from environment
- No need to refer to the mental state of consciousness
42
View of Abnormal Behaviour with Behaviour Model
- Learned in interaction in the environment, faulty learning experience
- Goal = treat maladaptive behaviours by changing individuals interaction with environment
43
Learned Helplessness
- People face severe stress, feel loss of control in situation and other their life – become helpless – develop depressive tendency
- Learned optimism (Selingman)
44
Cognitive - Behavioural Therapy
Thoughts - Behaviour - Emotions
- Often used for anxiety, depression and adhd
- Evidence based
- Short term therapy
45
Cognitive – Behavioural Therapy - > Rationale emotive behaviour therapy (REBT)
A – What happened in the individual’s life?
B – What is the belief the individual has about the event?
C – What behaviours and emotions is the individual experiencing
D – Restructuring (e.g., Yes, but..)
46
One Dimension or multiple dimensions?
Scientists and clinicians believe abnormal behaviour can result in multidimensional systematic approach
47
Biology
Study within Genetics, evolution, physiology, anatomy
Genetics: Branch of biology concerned with the study of genes, genetic variation, and heredity in organisms
48
Neuroscience
Scientific study of the nervous system, Biological basis of learning, memory, behaviour, perception and consciousness
49
Nervous system
- Central nervous system
- Brain
- Spinal Cord
50
Peripheral Nervous System
- Somatic nervous system
- Autonomic nervous system
- Sympathetic Nervous system
- Parasympathetic nervous system
51
Central Nervous System
Main function: to process all information received from our sense organs and reacts as necessary
52
Structure
Spinal cord: To facilitate the sending of messages to and from the brain
53
Brain
To transmit information throughout the nervous system
54
Brain stem
More ancient part of the brain, present in most animals. To control essential automatic functions breathing, sleeping moving etc.
55
Hindbrain
To regulate automatic activates (breathing, pumping of the heart, digestion)
56
Midbrain
to coordinate movement with sensory input
57
Thalamus/hypothalamus
regulate emotions and behaviour; bridge between the forebrain and the lower areas of the brain stem
58
Limbic System
Hippocampus, cingulate gyrus, septum, amygdala: Help regulate our emotional experiences and expressions and our ability to learn and control our impulses. It is involved with basic drives of sex, aggression, hunger and thirst
59
Basal Ganglia
Control Motor Activity
60
Central Nervous System, Forebrain and Cerebral Cortex
Contains more than 80% of neurons in central nervous system
Organized in two similar hemispheres that operate
Left H – verbal and other cognitive processes
Right H – Perception and image creation
61
Frontal Lobe
thinking, reasoning, memory, most interested for psychopathology
62
Temporal Lobe
Recognizing various sights and sounds and associated with long-term memory
63
Parietal Lobe
recognizes various sensations and touch
64
Occipital Lobe
integrates and makes sense of visual stimuli
65
Peripheral Nervous system
coordinates with brain stem to make sure body is properly working
66
Somatic Nervous System
To control Muscles
67
Automatic Nervous System
Regulate Cardiovascular system, endocrine system, digestion and regulate body temp
68
Sympathetic Nervous system
Mobilize body during times of stress or danger, organ and glands keep under control
69
Parasympathetic Nervous system
Balance SNS, take over after SNS has been active fir a while normalizing arousal
70
Endocrine system
Each gland produces a chemical messenger (hormone) and releases in the stream. It is closely linked to the immune system
71
Adrenal Gland
Epinephrine/adrenaline
72
Thyroid
Thyroxine (metabolism, energy, growth)
73
Pituitary
Produces regulatory hormones
74
Gonadal glands
Sex hormones (testostrone/estrogen)
75
Hypotalamic Piturary adrenal cortical (HPA)
Brain connection implicated in some psychological disorder
Major neuroendocrine system that controls reactions to stress and regulates processes such as digestion, immune system, mood and emotions, sexuality, and energy storage.
76
Neurotransmitter
Biochemical neurotransmitters in the brain and nervous system that carry messages from one neuron to another
- Stored in vesicles in the neurons
- Released into synapse
- Bind to receptor sites in the synaptic membrane of opposite neuron
- Results in opposite neuron firing an action potential (excitatory effect) some neurotransmitters action results in inhibition of the target neuron (inhibitory effect)
- Deactivation of the chemical in the neurotransmitter reuptake
77
Eggs and Pie Ma'am
E= Endorphins
G= Gaba
G= Glutamate
S= Serotonin
A= Acetylcholine
N= Norepinephrine
D=Dopamine
P=Pain
I=Inhibitory
E= Excitatory
M= Mood
A = Arouse/memory
A= Activate
M = Movement/Reward
78
Agonist
Activates receptors
79
Antagonist
Blocks receptor, producing no effect
80
Do Psychosocial factors interact with out brain functioning? (YES)
Control on when to eat and play – high sense of control
Eat and play only when case 1 does it – Low sense of control
81
Genetic Contributions
- Each cell nucleus we have 23 pairs of chromosomes
- Chromosomes are made of coiled deoxyribonucleic acid (DNA)
- 4 Organic compounds (Adenine, Thymine, Cytosine, Guanine) Organized in base pairs that form the double helix structure of DNA
82
Chromosomal Disorder
Inherited: single gene or polygenic
Example: Huntington disease, Fragile X syndrome, Diabetes, Schizophrenia, Autism
83
Abnormality in number or structure of chromosomes
Down syndrome/Turner syndrome
84
Genetic Contriubutions
- Environmental effects on Epigenome
- Diathesis-stress model
- Gene-environment correlational model
85
Diathesis-stress model
Individuals inherit tendencies to express certain traits of behaviours that may be activated in certain experiences
86
Genes
Susceptibility to developing certain disorder
87
Environment
Stress
88
Serotonin-transporter gene (5HTT) – 2 alleles (S=short, L=long)
Responsible for creating a protein that influences the reuptake of serotonin in presynaptic neuron
89
