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PSY1003 SEMESTER 2 > PSY1003 SEMESTER 2 - WEEK 7 > Flashcards

PSY1003 SEMESTER 2 - WEEK 7 Flashcards

1
Q

give epidemiology of GAD

A

2x common in women
more prevalent in unemployed, live alone but not necessarily causal
onsets 21years

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2
Q

explain cognitive aspect of GAD

A

can’t tolerate uncertainty, feel losing mind (negative belief about worry), believe worrying will help or prepare (positive belief about worry), catastrophising (increasing anxiety levels, worrying make problems worse)

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3
Q

outline physiological aspect of GAD

A

constantly adrenaline response, can’t relax, tense, insomnia, heachache, restlessness

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4
Q

outline behavioural aspect of GAD

A

avoidance, checking things, seeking reassurance, try stop thought via distractions

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5
Q

give diagnostic criteria for GAD

A

disproportionate fears/anxiety relating to different life aspect
anxiety relate to 2 areas of activity (work, study, relationship) for 3+ months
feelings of anxiety accompany symptoms of restlessness, muscle tension, agitation
feelings of worry associate with behaviour like avoidance, seeking reassurance, excessive preparing
impaired social, occupational or important functioning
unexplain by other

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6
Q

explain genetic theory of GAD

A

low heritability, suggest genetic component, tend to inherit vulnerability to anxiety disorders overall or neuroticism

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7
Q

outline biological theory of GAD

A

hyper-responsivity in amygdala, and larger (mediates fear), predisposition (female not male)
decreased connectivity between amygdala and prefrontal cortex (complex cognitions like decision making, planning)

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8
Q

explain environmental factors in GAD

A
  1. attachment style: anxious/insecure more likely to report feeling parent rejection, emotionally controlled, linked to feeling unsafe, uncertain
  2. negative life events: childhood trauma, abuse, child questions safety and stability of world and feel anxious in situations out of their control
  3. modelling: parents act anxious, influences childs interpretation of threat
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9
Q

give dispositional characteristics of GAD

A
  1. intolerant of uncertainty
  2. perfectionist
  3. feel responsible for negative outcome
  4. poor problem-solving confidence
  5. experience negative mood facilitating worrying (promote systematic, deliberate effortful info-processing style and high performance standards)
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10
Q

outline cognitive biases in GAD

A

info processing bias, attentional bias, threat-interpretation bias

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11
Q

define info processing bias in GAD

A

mantains hypervigilance, seeing threats when not present

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12
Q

define attentional bias in GAD

A

pay more attention to negative than to positive info

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13
Q

define threat-interpretation bias in GAD

A

resolve ambiguity through selecting more negative and threatening interpretations of ambiguous info

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14
Q

define outcome bias in GAD

A

biased toward expecting a negative outcome

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15
Q

outline worries function theory for GAD

A

persist with worry despite distress suggesting worrying serves function, used to anticipate problem, avoid and find solutions

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16
Q

explain role of metacognition for GAD

A

develops metacognitive beliefs on worry which drive worry:
positive belief = worrying help to find solutions
negative belief = worrying is uncontrollable and causes harm
this contradiction between 2 belief set cause GAD

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17
Q

explain how GAD could be a protective emotion mechanism

A

worrying reinforced to distract individual from experiencing other negative emotions, evidence showing worrying produces low physiological and emotional arousal, blocking processing of emotional images

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18
Q

outline pharmalogical interventions for GAD

A

benzodiazapines (stimulate GABA receptors which reduce excitatory impulse)
beta blockers (blocks adrenaline effect, decrease flight-flight response, reducing HR and BP so reduce anxiety)
SSRIs: solve comorbidity of GAD/depression

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19
Q

evaluate benzodiazpines in GAD

A

alcohol produce same effect = self-medication
addictive
less prescribed, not for long-period

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20
Q

evaluate pharmacological interventions of GAD

A

help symptom not cause and individual remain on drugs for long time without solving issues

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21
Q

explain stimulus control treatments in GAD interventions

A

limit worrying to specific time - set 30min to worry, process and think about worry, stopping constant worry, giving patient control
requires persistence and can take months

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22
Q

state 4 CBT stages in GAD interventions

A
  1. self-monitoring
  2. relaxation training
  3. cognitive restructuring
  4. behavioural rehearsal
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23
Q

explain self-monitoring in GAD CBT interventions

A

asked to make list of behaviours that trigger worry- often thoughts about future that unlikely to actually occur, so draw clients attention to ideas being cognitively constructed (not real)

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24
Q

explain relaxation training in GAD CBT interventions

A

practice and learn breathing exercises- reduce physiologcal symptoms, visual therapies (art)

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25
Q

explain cognitive restructuring in GAD CBT interventions

A

challenge bias, generate thoughts which are more accurate of situation, outcome/situations realisticity

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26
Q

explain behavioural rehearsal in GAD CBT interventions

A

practice and imagine situation, develop coping strategies so individual has more confidence in their abilities of coping

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27
Q

explain metacognitive therapy in GAD interventions

A

challenge, replace dysfunctional metacognitive belief about worrying

28
Q

state symptoms of panic attack

A
  1. nausea, hyperventilation, heart palpitation, chill, hot flash, sweat, tremble, numbness and tingling, dizziness
  2. real terror feelings, severe apprehension, depersonalisation
29
Q

define depersonalisation

A

feels not connected to own body or in contact with worlds around them

30
Q

give characteristics of panic disorder

A

repeated panic attacks, unexpected and spontaneous but not situationally bound with trigger as more likely to be a specific phobia

31
Q

state diagnostic criteria for panic disorder

A
  1. spontaneous, unpredictable panic attacks
  2. recurring
  3. worry about having more panic attack
  4. modify behaviour to avoid panic attack
  5. unexplained by other
32
Q

define agoraphobia

A

fear of place of not feeling safe or trapped, accompanied with strong urge to escape to safe place and assocaited with fears of having panic attacks, avoidance

33
Q

outline biological theory of panic disorder - dysfunctional fight-flight

A

individual has overactive sympathetic nervous system, experiences physiological symptoms and believes has severe medical condition

34
Q

outline biological theory of panic disorder - hyperventilation cycles

A

dysfunctional breathing pattern triggers autonomic series regarding regulating
1. stressor cause hyperventilation
2. too much CO2
3. changed blood pH
4. less efficient oxygen delivery
5. symptom causes apprehension
6. cycle repeat

35
Q

what research gives support for panic disorder hyperventilation cycle theory

A

biological panic test- panic attack induced by giving CO2, only evoke panic attack in patient with disorder showing causal factor is interpreting physiological change resulting from biological challenge

36
Q

explain suffocation alarm theory of panic disorder

A

sensitivity to increased CO2 and oversensitive suffocation alarm system, cause intense terror, report more symptoms of short breath or suffocation experience

37
Q

what evidence contradicts suffocation alarm systems theory

A

when ppt asked to hold breath, don’t report greater anxiety level than control suggesting don’t possess more sensitive suffocation alarm systems

38
Q

explain brain area theory for panic disorder

A

locus coeruleus in brain stem - main source of norepinephrine, release in stress response and activate biological reaction = panic disorder patient has greater NE sensitivity and and sensitivity for drugs increaseing locus coreleus activity

39
Q

outline panic disorder cognitive model - Clarke’s panic cycle (catastrophic misinterpretation of bodily sensation)

A

trigger stimulus causes a perceived threat. cause apprehension, body sensation and interpretation of sensation is catastrophic

trigger stimuli either external/internal
believe something seriously medical wrong “cognitive bias”
regular medical checks

40
Q

evaluate Clarke’s panic cycle (catastrophic misinterpretation of bodily sensation) for panic disorder

A

evidence- patient attends to and discriminates bodily sensations more closely, reporting more thought of imminent danger
develop panic attack in placebo CO2 challenge (expecting attack enough to trigger a attack)

41
Q

outline anxiety sensitivity, cognitive theory for panic disorder

A

fears of anxiety symptoms based on belief that symptom has harmful consequence (ilness)

42
Q

how is anxiety sensitivity measured-panic

A

AIS (anxiety sensitivity index), measure anxiety sensitivity using questions. individuals with panic disorder score higher than nonclinical control or other anxiety disorder, and high ASI predicts occurrence of attack

43
Q

provide potential causes for anxiety sensitivites in panic disorder

A

possible genetics: moderate (61%) heritability in twin research
stressful life events

44
Q

outline classical conditioning cognitive model for panic disorder

A

fearing fear, detect internal signs of panic attack and forms fear, causes one = interoceptive classical conditioning
internal CS is internal cue
however unsure if symptoms is CS or UCS
anxiety thought to be anticipatory, prepare systems for trauma and panic deal with trauma, with anxiety being CR to detection of CS (symptom)

45
Q

explain pharmacological interventions for panic disorder

A

benzodiazepines
beta blockers
SSRIs
tricyclic antidepressants

46
Q

explain CBT for panic disorder intervnetion

A

challenge beliefs using educational info and experience to eliminate faulty emotional responding
1. recognise trigger
2. restructure maladaptive belief
3. breathing training
4. interoceptive exposure to reduce fear of body sensations
5. educate around fight/flight response
6. prevent safety behaviours

47
Q

outline exposure-based treatment as panic disorder intervention

A

experience conditions that precipitates attack (spin in chair, get dizzy, apply cognitive and physical coping strategy)

48
Q

evaluate psychological interventions in panic disorder

A

shown durable symptoms reduction, increased quality of life but not sure which components are actually most effective

49
Q

explain social anxiety disorder

A

severe and persistent fear of social, performance situation, trying to avoid any kind of social situation where believes may behave in embarrassing way or be negatively evaluated, including conversation, eating in public, performance

50
Q

describe epidemiology of social anxiety disorder

A

earliest age of onset than other anxiety disorders, mid-late teen

51
Q

outline diagnostic criteria for social anxiety disorder

A

distinct fear of social interactions
avoiding social interaction, experiencing intense fear and anxiety (links to feelings of fear embarrassments and rejection)
avoidance last over 6 month, cause significant distress, difficulty performing social occupational activities
unexplained by other
physiological symptom (trembling, heart palpitations, sweating, rosy cheeks)

52
Q

outline genetic factors for social anxiety disorder

A

inherit vulnerability to any anxiety disorder
those with parents, may be due to early experiences, moderate genetic influences in twin research

53
Q

outline early childhood behavioural style factor for social anxiety disorders

A

behaviourally inhibited behavioural style (nervous about environment exploration, stranger interactions, withdrawal in social context) more likely to develop social anxiety disorder, however many do not so not a thorough explanation

54
Q

explain impact of parent-child interaction on developing social anxiety disorder

A

greater control, less warmth, less sociable, exhibit behaviours signalling fears of social evaluation, avoidance of situation, shame as discipline

55
Q

for Clarke & Wells cognitive theory of social anxiety disorder, what occurs before social interaction

A

detailed thinking of possible negative outcome, negative predictions way before event, refer to past failure/experience, negative self view in similar situation and potential rejection, triggers physiological symptom

56
Q

for Clarke & Wells cognitive theory of social anxiety disorder, what occurs during social interaction

A

cognitive, physiological symptoms; mental blanks, feel under pressure, under scrutiny and scrutinise self, rumination (self-focuses attention). believe look as anxious as feeling, safety behaviours (avoiding eye contact)

57
Q

for Clarke & Wells cognitive theory of social anxiety disorder, what occurs after social interaction

A

constant worrying and rumination of what happened, what was said, regret, detailed analyse negatively reinforcing self beliefs, stored in memory which is then drawn up when in next social situation, underestimates own social skills, difficult to process positive social feedback, believe own performances flawed

58
Q

outline cognitive bias in social anxiety disorder

A

focus on negative aspect and struggle processing and accepting positive aspect
maintain dysfunctional belief, info processing and interpreting bias (believe future event bad due to past perceived negative experiences, critical self view)

59
Q

give pharmacological interventions for social anxiety disorder

A

benzodiazepines
beta blockers
SSRI SNRI

60
Q

describe stages of social anxiety disorder CBT internvetions

A
  1. form rapport, brief client on what therapy will targets
  2. role play, identify safety behaviour, aiming removal
  3. encourage focus on external, not internal situation
  4. constructive feedback, involve social skills training
  5. exposure
  6. challenge cognitions
61
Q

outline exposure therapy for social anxiety disorder interventions

A

either real or therapist role plays

62
Q

outline social skills training in social anxiety disorder interventions

A

modelling, behaviours rehearsal, corrective feedback, positive reinforcement

63
Q

outline cognitive restructuring for social anxiety disorder interventions

A

challenges and replace negative biases in info processing and dysfunctional negative self-evaluation on social performances, decreasing self focused attention

64
Q

evaluate interventions on social anxiety disorder

A

integrated CBT programme give gain maintenance for 6-12 month
VR for those unable to seek in-person therapy
ABM (attentional biases modification) successfuly augment CBT for SAD via moving attention from threat, but lack effectivity when is used alone
using both pharmacological and psychological inervention together maintains therapeutic gain

65
Q
A

PSY1003 SEMESTER 2 (10 decks)

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