PSYCHOLOGY UNIT 3 & 4 Flashcards
To Learn ❓ (311 cards)
1
Q
3 Main Roles of the Nervous System
A
Receives
Processes
Responds
1
Q
Central Nervous System
A
- Brain
- Spinal cord (spinal reflex)
2
Q
Peripheral Nervous System
A
All nerves besides the brain and spinal cord
- Autonomic and Somatic
3
Q
Somatic
A
- Voluntary motor movements (conscious)
- Sensory and motor neurons
4
Q
Sensory
A
Afferent, towards CNS
5
Q
Motor
A
Efferent, away CNS
6
Q
Autonomic
A
- Involuntary (unconscious)
- Controls Visceral muscles
7
Q
Sympathetic Nervous System
A
Activated in stress response, responding to threat. Fight / flight
Eg. Heart increases, bladder releases, breathing rate increases, pupils dilate
8
Q
Parasympathetic Nervous System
A
Restores homeostasis (balance)
Eg. Digestive continues at normal rate, decreases heart rate
9
Q
Fight / Flight / Freeze
A
Response of survival when under threat
10
Q
Spinal Reflex
A
Unconscious, immediate response to protect the body from harm
11
Q
Spinal Reflex 1.
A
Receptors - cells that detect a stimulus
12
Q
Spinal Reflex 2.
A
Sensory neurons - carry stimulus to CNS (afferent)
13
Q
Spinal Reflex 3.
A
Interneurons - in spinal cord intercepts the message and initiates a motor response
14
Q
Spinal Reflex 4.
A
Motor neurons - carry message to skeletal muscles (efferent)
15
Q
Spinal Reflex 5.
A
Response - message received muscles move
Then feel pain
16
Q
Neurochemicals
A
- Neurotransmitters
- Neuromodulators
17
Q
Neutotransmitters
A
Used from single pre-synaptic neuron to single post synaptic neuron
- GABA + Glutamate
18
Q
Neuromodulators
A
Strengthen or alters the effectiveness of neural transmissions by controlling the amount of neurotransmitters produced
Used at more than one post-synaptic neuron
- Dopamine + Serotonin
19
Q
Excitatory
A
Increased chance of action potential
20
Q
Inhibitory
A
Decreased chance of action potential
21
Q
Glutamate
A
Is associated with the learning and naming process as it is excitatory.
Stimulates activities in a neural pathway, and promotes a strengthening of the synapses within it
Memory - neurotransmitter (excitatory)
22
Q
GABA
A
Counteracts the excitatory activity of glutamate by slowing down or inhibits neural activity, enabling neural pathways to be balanced
Calming - neurotransmitter (inhibitory)
23
Q
Dopamine
A
Pleasure - neuromodulator (excitatory)
- Reward system
- Repetition of certain behaviours (links behaviour with reward)
24
Seretonin
Low levels of serotonin in the brain increases aggressive and violent behaviours
Mood - neuromodulator (inhibitory)
25
Chemical Transmission 1.
Electrical impulse reaches axon terminal of the pre-synaptic neuron
26
Chemical Transmission 2.
Neurochemicals are released from vesicles into synaptic gap
27
Chemical Transmission 3.
Neurochemicals bind to receptors on the post-synaptic neuron IF the shape is complementary
28
Chemical Transmission 4.
If neurochemicals are glutamate the post-synaptic neuron is more likely to release an electrical impulse
If neurochemicals are GABA the post-synaptic neuron is less likely to fire
29
Threshold
Excitatory: Once over the threshold, the post synaptic neuron has reached action potential
Inhibitory: Decreases until resting
30
Differences between neuromodulators and neurotransmitters
Neurotransmitters have an effect on one or two synapses, whilst neuromodulators have an effect on multiple synapses
31
Similarities between neuromodulators and neurotransmitters
Both most bind to a specific receptor site
32
Synaptic Plasticity (neural plasticity)
Changes to synapses with an increased or decreased stimulation
33
Synaptogenesis (Sprouting)
After repeated use (practice) of neurons they develop new branches on dendrites
- More efficient communication
- Bushier dendrites
- Axon terminals grow more appendages
34
Rerouting
New neural pathways since new synapses form
- Response to damaged neurons
35
Pruning
Decreased number of synapses to conserve resources for sprouting of other neurons
- Weak stimulation leads to pruning
36
Long Term Potentiation (LTP)
Permanent strengthening of synaptic connections due to repeated activity, speeds up communication
Strengthening of synapses, more neurotransmitters and receptors are increased.
Repeated use of neural pathways:
- Increase in neurotransmitters
- Increase in receptors
37
Long Term Depression (LTD)
Weakening of stimulation signals of a synapse, therefore less efficient
- Pre-synaptic neuron reduce in neurotransmitters (glutamate)
- Post-synaptic neuron reduce in receptors
38
Internal Stressor
Body (within)
Eg. Thoughts, illness
39
External Stressor
Outside of body (anything environmental)
Eg. assignments
40
Acute Stress
Is short term and often more intense and immediate responses and isn’t prolonged
41
Chronic Stress
- Long term
- Ongoing pressure
- Cortisol - a stress hormone
42
Eustress
A positive perception of a stressor
43
Distress
A negative perception of a stressor
44
Role of Cortisol
Increased levels of cortisol can effect the results of changes in your gut microbiota
- Is a stress hormone
- Released by adrenal glands when stressor becomes more chronic
- Immune system is suppressed
45
Seyles General Adaption Syndrome (GAS)
Resistance to stress:
- Alarm reaction
- Resistance
- Exhaustion
46
Alarm reaction
Shock and countershock
47
Shock (Alarm)
- Acute stress response
Parasympathetic Nervous System
- Heart rate drops
- Temperature drops
- Breathing rate decreases
48
Countershock (Alarm)
Sympathetic Fight-flight-freeze
Adrenaline and cortisol initially being released
Muscles tense, heart rate and breathing rate increases
49
Resistance Stage
- Cortisol levels are at their highest
- Increased energy levels because of the effect of Cortisol
- Immune system functioning impaired
50
Exhaustion Stage
- Bodies resources are depleted
- No longer manage everyday tasks
- Susceptible to serious illness, chronic diseases
51
Lazarus + Folkman’s transactional model of stress and coping
Stressor —-> Benign/Irrelevant
|
v
Stressful.
- Primary Appraisal -> unconscious evaluation.
Threat ( Future ).
Harm/Loss (Past)
Challenge ( Eustress ) -> benefit.
Secondary Appraisal -> Conscious decision.
“Are there sufficient recourses to cope?”
YES –> Reappraised as NOT stressful.
NO –> Distress is experienced.
52
Strategies to cope with stress
Approach and avoidant
53
Approach
Direct approach
- Directly minimises stressor
54
Avoidance
Indirect approach
- Minimises the effects/symptoms produced by the stressor
- Stressor always still there
55
Maladaptive
Makes avoidance worse in the long run
56
Approach + Avoidant Examples
Exam coming up
Approach: studying for it
Avoidant: procrastination
57
Context Specific Effectiveness
Appropriate for the unique demands of the stressor
Example:
Studying for exam
58
Coping Flexibility
Recognising that the coping strategy is no longer effective and change strategies
Example:
Not being able to study right before the exam, taking deep breaths instead
59
Enteric Nervous System
Controls digestive system
Nerve pathways within the GI (Gastro intestinal) track link to brain
60
Gut Microbiota
All the living microorganisms that live in the gut
-Healthy balance can maintain your stress
-Stress has a negative impact on your gut microbiota
-Gut microbiota must be well-balanced in order to be considered a healthy gut
61
Cortisols Impact on Gut
Increased levels of cortisol can effect the results of changes in your gut microbiota
Eg. Altering gut transit time
62
Gut Brain Axis
Refers to the brain and the gut being connected via several means including the vagus nerve
63
Bidirectional
Communication can occur in both directions, meaning that the brain and gut can influence each other
64
Good for gut health :)
Fermented food
- Miso soup
- Kimchi
Microbiota is good gut bacteria
65
Bad for gut health :(
Antibiotics
Poor food choices like sugar and high fat
66
Good microbiota health controls some stress hormone levels
Communicates with the brain via. the vagus nerve to control neurotransmitter release in the brain
67
Gut microbiome
Human digestive-tract associated with microbes 🦠
68
Behaviourists approaches to learning:
Classical Conditioning and Operant Conditioning
69
Classical Conditioning (Involuntary)
Is learning where a stimulus does not elicit a response, is repeatedly linked with a stimulus that does automatically get a response
70
Neutral Stimulus (NS)
Produces no naturally occurring response (restaurant)
= conditioned stimulus
71
Unconditioned Stimulus (UCS)
Stimulus that produces a naturally occurring response (disagreement)
72
Unconditioned Response (UCR)
An unlearned, innate response to an unconditioned stimulus (nerves)
= conditioned response
73
Conditioned Stimulus (CS)
Produces a conditioned response after repeatedly paired with an unconditioned stimulus (UCS)
= neutral stimulus
74
Conditioned Response (CR)
A response that is produced by the CS after learning has taken place
= unconditioned response
75
3 Phases of Learning - Classical Conditioning
- Before Conditioning
- Acquisition (During Conditioning)
- After Conditioning
76
IN Before Conditioning
The NS ___ produced no relevant to response. The UCS ___ produced the UCR ___.
77
IN Acquisition
The NS ___ paired with the UCS ___ repeatedly, produces the UCR ___.
78
IN After Conditioning
The NS ___ becomes the CS ___ to produce the CR ___ in the absence of the UCS ___.
79
Operant Conditioning (voluntary)
Is 100% active
80
Operant 3-Phase Process (ABC)
Antecedent
Behaviour
Consequence
81
Antecedent
A stimulus that causes the learner to make a decision about the behaviour
82
Behaviour
The action of the learner (voluntary)
83
Consequence
Consequence applied to the learner
- Positive and Negative Reinforcement
- Positive and Negative Punishment
84
Reinforcement
Strengthen the likelihood of behaviour repetition
Positive - applying something desired to strengthen behaviour repetition
Negative - removing something unpleasant to strengthen repeat of behaviour
85
Punishment
Decreases the likelihood that behaviour is repeated
Positive - applying something undesirable to reduce behaviour repetition
Negative - taking away something desired to reduce repetition of behaviour
86
Observational Learning
- Social and cognitive approach to learning
- Active type of learning
- Often occurs with children
- Can be latent. Learning has occurred but not shown (until later)
87
Social
Observation of other
88
Cognitive
Thought process
89
5 stages leaner goes through
A - Attention
R - Retention
R - Reproduction
M - Motivation
R - Reinforcement
90
Attention
Learner actively watches a model
91
Retention
Mental representation of behaviour
(step by step in head)
92
Reproduction
Learner must have the capacity to reproduce behaviour
Example: a 16 month old might have watched a person cook but doesn’t have the capacity to cook
93
Motivation
Desire to repeat behaviour, dependent on characteristics of model
- Expertise
- Similar to learner
- Same gender
- Attractiveness
94
Reinforcement
Increases likelihood that learner will repeat behaviour
- Direct Reinforcement (them)
- Vicarious Reinforcement (model)
95
Memory
Is our brains storage system that recall information and experiences.
Internal record of a prior event
96
Atkinson - Shiffren’s Multi-store model of memory
Stimuli -> Sensory memory —(Attention)–> Short term memory —(Encoding)–> Long Term Memory
97
Stimulus
- Vision
- Touch
- Taste
- Smell
- Hearing
- Sense organs to brain, spinal reflex
98
Sensory Memory
- Entry point for sensory information
- Filters out unnecessary information
- Stores information long enough so that we perceive the world as continuous
> 0.3 seconds (Iconic, light)
3-4 seconds (echoic, sound)
UNLIMITED CAPACITY
99
Short-Term Memory (STM)
Manipulates information so it remains in conscious awareness; working memory
Duration of 20-30seconds
Capacity 5-9 items (7 average)
100
Long-Term Memory (LTM)
Stores information through memory for a long time; storage system
Duration is unlimited
Capacity is unlimited
101
Encoding
Converting information to a useable form so it can be stored
102
Storage
Retaining information in memory over a period of time
103
Retrieval
Locating and recovering the stored information from memory when needed so that we can use it
104
Attention
Paying awareness to stimulus
105
Duration
Time (how long)
106
Capacity
Amount
107
Improving the capacity of STM
Chunking; grouping items together so they are considered as one
Maintenance Rehearsal; repetition
108
Elaborative Rehearsal
Making ‘meaning’ from the information
109
Types of long term memory
Explicit memory
Implicit memory
110
Explicit Memory
Consciously retrieving good and bad memories
Retrieved in response to a specific request or need
Semantic and Episodic
111
Semantic Memory
Facts
ENCODED BY HIPPOCAMPUS
Example:
Remembering the rules of chess or the fact something is scary
112
Episodic Memory
Personally relevant events
ENCODED BY HIPPOCAMPUS
Example:
Other experiences of playing chess
113
Implicit Memory
Does not require conscious retrieval
Not necessarily aware or trying to remember
Procedural and classical conditioned
114
Procedural Memory
How to do something
Voluntary motor movement, eg kicking a ball
ENCODED BY BASAL GANGLIA
Fine motor movements, eg posture
ENCODED BY CEREBELLUM
115
Classical Conditioned Memory
Fear or reflexes
Emotional; fear
ENCODED BY AMYGDALA
Reflexive; involuntary eg. blinking
ENCODED BY CEREBELLUM
116
Hippocampus
Encoding if explicit (STM)
- Aids in improving memories, consolidating more stable
- Acts in coordination with amygdala
Damage = recall of memories, although no new memories are formed
Retrieval of episodic
117
Amygdala
Encoding if implicit (STM)
- Processing and regulating emotional reactions
- Encoding classically conditioned emotional response
- Activated by adrenaline, is released when threatened or excited
Damage = difficulty processing memory and emotional response
118
Neocortex
(LTM)
- Processing, storage and retrieval of explicit memories
- Memory disrupted throughout neocortex
- Interacts with hippocampus when retrieving memories spread throughout neocortex
119
Basal Ganglia
Implicit (STM)
- Encodes motor components of implicit procedural memories
- Includes voluntary motor movements, picking up a pencil
Damage = people with Parkinson’s disease
120
Cerebellum
Encodes and stores implicit procedural memories
(Fine motor movements)
- And classically conditioned simple reflexes
Overtime some procedural memories are sent to neocortex
121
Autobiographical Events
Personally lived experiences stored in long term memory
- Activates both semantic and episodic
122
Retrieval of Autobiography Events
LTM is back to STM (consciously aware)
Example: Memory of a party
Hippocampus (retrieval) Episodic - Conversations at the party, taste of the cake, feeling of being happy
Temporal lobes (retrieval) Semantic - Location of party, what music was played, the flavour of the cake
123
Constructing Possible Imagined Futures
Hypothetical experiences + possible situations.
Example: planning what to wear tomorrow at a semi-formal party
Episodic - Recalling memory of receiving compliments last time you wore a particular outfit
Semantic - Understanding what semi-formal means, knowing what to wear on a hot day
124
Alzheimers Disease
Is a neurodegenerative disease that is characterised by memory decline
125
Alzheimers Symptoms
- Decrease in cognitive functions
- Personality change + mood and emotions
- Frequently becoming confused or disoriented
- Difficulty with language and communication
126
2 types of lesions, damaged tissue
1. Neurofibrillary tangles
2. Amyloid plagues
127
Neurofibrillary tangles
Abnormal build-up of protein inside the neuron
TANGLES = NO SIGNAL = DEATH OF NEURON
128
Amyloid plaques
Are resulted in an abnormal build-up of beta-amyloid protein between the synapses of neurons
129
Alzheimers effect on semantic and episodic memory
Explicit memories are affected
- lacking the capacity to draw on semantic and episodic memories in order to plan for the future, creating new scenarios
130
Aphantasia
When people lack the ability to generate mental imagery
Example:
Thinking about an apple and describing what it looks like but not creating a mental image of it
131
Mental Imagery
Visual representation and experiences of sensory information without the presence of sensory stimuli
132
Mnemonics
Improve your encoding and therefore retrieval
Written Cultures:
- Acronyms
- Acrostics
- Method of Loci
133
Acronyms
Pronounceable word where each letter of the word is the first letter of a sentence
- An abbreviation
Example:
QANTAS
ANZAC
NASA
134
Acrostics
Sentence or poem where the first letter of items create the sentence
Example:
NESW: Never Eat Soggy Weatbix
135
Method of Loci
Memory associations between the environment and the target words that need to be remembered
Example:
House –> Mental image of a room
–> Associate term switch a different aspect
136
8 Ways of Learning Aboriginal
- Story sharing
- Learning maps
- Non-verbal
- Symbols + Images
- Non-linear
- Land links
- Community links
- Deconstruct/reconstruct
137
Story Sharing
We connect through the stories we share
138
Learning Maps
We picture our pathways of knowledge, planning and visualising
139
Non-Verbal
We see, think, act, make and share without words. Through dance and observation
140
Symbols and Images
We keep and share knowledge with art and objects
141
Non-Linear
Knowledge from different view points
142
Land Links
We work with lessons from land and nature
143
Community Links
Local values, needs and knowledge are shared with others
144
Deconstruct/Reconstruct
From wholes to parts, watching then doing
145
Yarn
Continually sharing stories and connecting
Past, present and future
146
Aboriginal connection to country
Ongoing life responsibilities, to the land where they are born and where their ancestors where born
Eg. Land, seasons, waterways, culture
147
Aboriginal Ways of Knowing
Learning is relational and interconnected, taking place in a community where family and kin learn from each other.
Connections between concepts are highlighted and understand; holistic
- Relational and holistic
148
Aboriginal Systems of Knowledge
Knowledge and skills are based on interconnected, social, physical and spiritual understandings. Inform survival and contribute to a strong sense of identity.
Developed by communities working together and sharing traditional expertise / knowledge
149
Songlines
Oral; knowledge from stories, and songlines.
Recall information about the country using songlines.
Stories linking to important aspects of countries, to remember information about country; land, sky and seas
Sing about the lands they're going into, songlines are the maps of the lands.
150
Consciousness
Levels of awareness an individual has over their thoughts, feelings, perceptions and existence.
151
What are the 2 different types of Consciousness?
- Normal waking consciousness
- Altered state of consciousness
152
Normal Waking Consciousness (NWC)
Aware of thoughts, feelings and behaviours including internal / external events
E.g Awake
153
Altered State of Consciousness (ASC)
Not fully aware of thoughts, feelings and behaviours
E.g
- Day dreaming
- Coma
- Meditating
- Sleeping
154
Naturally Occurring (ASC)
A type of altered state of consciousness that occurs without intervention
E.g
- Sleep
- Day dreaming
155
Induced (ASC)
A type of altered state of consciousness that occurs due to being drunk or hallucinating
E.g
- Drunk
- Hallucinations
156
Psychological Construct
Sleep cannot be directly measured
157
Characteristics of Sleep
- Reduced ability to control behaviour
- Reduction in the control we have over our thoughts
- Less accurate understandings of the passage of time
- Perceptual and cognitive distortions
158
Sleep Episode
The entire time spent in sleep
159
Sleep Cycle
A proportion of a sleep episode
Approximately 5-6 sleep cycles per episode
Duration of 90 minutes
160
Two Types of Sleep
- nREM sleep
- REM sleep
161
nREM
- No eye movement
- Muscle tension
- Stages (1-3)
- 80% of sleep episode in an adult
- Duration per cycle of nREM decreases as sleep episode progresses
- Less dreaming
- Less brain electrical activity than REM
162
Stage 1 of nREM
- Light sleep
- Drowsiness - sleeping
- Hypnic jerks occur
- May still hear noises, can be easily woken
163
Stage 2 of nREM
- Fully asleep, but light sleep
- Most time spent in stage 2
- Brainwaves occurring
164
Stage 3 of nREM
- Deep sleep
- Sleep walking occurs (sonabulism)
- Difficult to wake
165
REM
- Rapid eye movement
- Muscle paralysis
- Only 1 stage
- 20% of sleep episode in an adult
- Duration per cycle of REM increases as sleep cycle progresses
- Most dreaming (more vivd)
- More brain electrical activity than nREM
166
ElectroEncephaloGram (EEG)
- Detects, amplifies and records brain activity (brainwaves)
- This device detects impulses when neurons communicate
- High frequency and low amplitude in REM
167
Frequency
Number of brain waves (electrical impulses) that occur per second
167
Amplitude
Intensity and height of electrical impulses
168
If there is higher electrical activity
Increased frequency
Decreased amplitude
169
If there is lower electrical activity
Decreased frequency
Increased amplitude
170
Types of brain waves for EEG:
Beta waves
Alpha waves
Theta waves
Delta
Beta like waves
171
Beta Waves
- Normal Waking Consciousness
Highest frequency + lowest amplitude
Neurons firing - aware of environment
172
Alpha Waves
- Start of nREM 1
Less frequency than Beta + more amplitude than Beta
(High frequency, Low amplitude)
173
Theta Waves
- end of nREM 1, nREM 2, start of nREM 3
Less frequency than alpha + more amplitude than alpha
(Medium frequency, Medium-high amplitude)
K-complex - random spike in middle
Sleep spindles - a small area with low amplitude for a moment then rises again
174
Delta Waves
- nREM 3
Lowest frequency + highest amplitude
175
Beta - Like waves
- REM
Similar to beta in terms of frequency and amplitude but occurs in REM sleep
176
ElectroMyoGraph (EMG)
- Detects, amplifies and records the electrical activity of the body muscles.
- Attached to the skin above the muscles.
DURING REM: low activity; low levels of physiological activity.
DURING NREM: medium/moderate activity; some physiological activity.
177
ElectroOculoGraph (EOG)
- Detects, amplifies and records the electrical activity of muscles responsible for eye movement.
- Attached to the skin above eye muscles.
DURING REM: Rapid eye movement; high activity.
DURING NREM: No rapid eye movement; low activity.
178
Sleep Diaries
Measures aspects of sleep that cannot be detected by physiological measurements (EEG, EMG)
E.g vivid dreams, how rested you feel, sleep quality
179
Video Monitoring
Use of cameras and audio technologies to record an individual’s sleep
E.g Types of movement during sleep
- Important for sleep walking
180
Biological Rhythms
Repeated Biological processes that are regulated by internal mechanisms.
- Circadian + Ultradian
181
Circadian Rhythms
Sleep-wake cycle
The time spent wake + alert and time spent asleep
24 hour cycle
182
Ultradian Rhythms
Biological and behavioural changes that occur in a cycle and lasts less than 24-hours
183
The Suprachiasmatic Nucleus (SCN)
Area of hypothalamus that is responsible for regulating an individuals sleep-wake patterns
- Receives information from both cues to help modulate circadian rhythm
EXTERNAL CUES: information from environment, presence or absence of light
INTERNAL CUES: information that originates from within the body
184
SCN Regulates the Sleep-Wake Cycle
1. SCN receives external (light) and internal cues (detected by photoreceptors)
2. Processes information, SCN sends neural messages (signals) to the pineal gland to produce and release melatonin
3. Melatonin promotes feelings of calm and relaxation, therefore promotes sleep
185
Hormones That Regulate Sleep-Wake Cycle
Melatonin - released from pineal gland
Cortisol - released from adrenaline gland
186
Melatonin
- Low levels in morning, high levels at night
- Released at night to induce sleep
- Makes individual feel more calm and relaxed
187
Cortisol
- High levels in morning, low levels at night
- Makes you more wake
188
NEWBORN
16 hours
50% REM, 50% nREM
REM sleep is significantly high as they are experiencing rapid brain development
+ nREM for replenishing tissues
189
INFANCY
13.5 hours
35% REM, 65% nREM
REM sleep is significantly high as they are experiencing rapid brain development
+ nREM for replenishing tissues
190
CHILDHOOD
11 hours
20% REM, 80% nREM
Time spent in REM starts to reduce as the pace of brain development settles
191
ADOLESCENCE
9 hours
20% REM, 80% nREM
Sleep patterns can change due to social factors. Due to having to wake up earlier
192
ADULTHOOD
7-8 hours
20% REM, 80% nREM
Low levels of sleep occurring due to health
193
OLDAGE
6 hours
20% REM, 80% nREM
Low levels of sleep occurring due to health
194
Sleep Deprivation
Insufficient sleep for age/needs. Poor quantity / quality
195
Total Sleep Deprivation
No sleep for 24 hours or more
196
Partial Sleep Deprivation
Less than the required quantity or quality of sleep in a 24 hour period
197
Quantity
How long you spend asleep
198
Quality
Light or disrupted sleep.
Poor quality example:
- Sleep walking
- Less deep sleep
- Difficulty breathing
- Medication changing sleep patterns
Caused by:
- Lifestyle factors; work, child
- Sleep disorders
- Stress
- External stimulus
199
Impacts of Partial Sleep Deprivation
Affective
Behavioural
Cognitive
200
Affective
Changes in emotional state and functioning
E.g: snapping at others, less empathy
201
Behavioural
Changes in actions and way we function
E.g: increased risk taking, yawning, rubbing eyes, eating more
202
Cognitive
Changes in thinking process
E.g: Lapses in attention, impaired memory ability, illogical or irrational thinking
203
Sleep Deprivation Compared to B.A.C %
17 hours sleep deprived = effects of 0.05% BAC (blood alcohol concentration)
24 hours sleep deprived = effect of 0.1% BAC
204
Sleep Disorders
Disturbances to typical sleeping and waking patterns
205
Circadian Phase Disorders
- Is a group of sleep disorders involving a mismatch between the actual and desired sleep-wake pattern
- This results in less appropriate sleep
206
Circadian Rhythm Sleep Disorders
Sleep disorders that interfere with the typical sleep times therefore leading to a change in the sleep-wake cycle
Might not lead to partial sleep deprivation
- Delayed sleep phase syndrome (DSPS)
- Advanced sleep phase disorder (ASPD)
- Shift work
207
Delayed Sleep Phase Syndrome
Circadian sleep rhythm is delayed 2-3 hours or more, resulting in going to sleep later and waking up later
Can’t fall asleep when intended, delayed sleep causes delayed waking, more than one night
Biological, most often occurs in adolescence
Delay in Melatonin
Causes:
- Lifestyle Factors
- Poor sleep patterns
- Shift-work
208
In adolescents:
Internal Biological, Internal psychological and External
INTERNAL BIO: Puberty; hormonally induced shift of the body clock with melatonin not being released 1-2hrs later than in childhood
INTERNAL PSYCH: Rumination; repeatedly thinking and worrying about things
EXTERNAL: Social factors. eg. work
209
Advanced Sleep Phase Disorder
Extreme tiredness in the evening. Sleep and waking occur earlier than usual
Falling asleep earlier, waking up earlier, continuous
Causes:
- Life styles factors
- Genetics
- Old-age -> reduction in melatonin, decreased exposure to light in early afternoon
In elderly melatonin duration is also reduced
210
Shift Work
Shift-work employment outside of a normal work day. Working overnight
Disorder of not going to sleep when your body tells you to
Forced to stay awake when circadian rhythm indicated that they should be asleep
211
Shift-work Impacts
- Sleepiness at work (safety concerns)
- Partiality sleep deprived
- Insomnia
- Mood swings
- 10 days to recover/adjust after night shifts
212
Shift-work Interventions
- Shift friendly rosters / consistent hours
- Bright light workplace conditions
- Low light conditions after leaving shift and at home
213
Bright Light Therapy
Exposure to intense amounts of light at regular patterns to shift sleep-wake cycle to a desired schedule
Light is transmitted to the SCN, which will then decrease melatonin and increase cortisol levels
Use:
Advanced: the afternoon
Delayed: the morning
Consists of:
- Exposure to 10,000 LUX
214
Sleep Hygiene
Practices and habits that promote an individuals sleep pattern
How to improve sleep hygiene:
- Avoid stimulating activities before bed such as exercise
- Avoid napping
- Associate the bed and bedroom with sleep
215
Zeitgebers
Environmental cue affecting sleep to regulate the body’s circadian
They include:
- Drinking / Eating
- Blue light
- Light
- Temperature
- Exercise
216
Exercise
Vigorous exercise stimulus digestion which makes sleep more difficult
217
Daylight
Exposure to the sunlight ensures we are awake during they day, and asleep during the night.
Darkness for sleep to promote melatonin release
218
Blue Light
Passed by SCN -> pineal gland to delay melatonin causing you to feel less sleepy
Avoid for about an hour before bed as it make sleep more difficult
219
Drinking / Eating
Caffeine increases brain activity which makes sleep more difficult
Alcohol reduces the quality of sleep
Eatings stimulates the digestive system which makes sleeping more difficult and an insufficient food intake in hours before bed makes sleep more difficult
220
Temperature
- Ambient temp of 16c is best for sleep
- Cooler temp for sleep to match the drop in body temperature as the night progresses
(Temperature follows it’s own circadian rhythm)
221
Wellbeing
The individual is mentally, physically and socially healthy
222
Mental Wellbeing
Individuals’ psychological state and their ability to think, process information and regulate emotions
223
Ways of Considering Mental Wellbeing
- Levels of functioning
- Resilience
- Social / emotional wellbeing
224
Levels of Functioning
The degree to which individuals can complete day to day tasks independently and effectively.
225
High Levels of Functioning
- Fulfilling daily basic tasks
- Productive
- Setting goals
- Being independent
- Adapting to change
226
Low Levels of Functioning
- Lack of direction
- Struggle to carry out daily tasks
- Feeling lazy / unproductive
- Unable to cope with change
227
Resilience
Ability to cope and manage change/uncertainty.
Bouncing back.
Respond effectively to stressors, overcome them and adapt them.
228
High Levels of Resilience
- Seeking solutions to problems
- Appropriate coping strategies
- Flexible in changing environments
- Being optimistic and having hope
229
Low Levels of Resilience
- Enduring feelings of being overwhelmed by problems
- Unhealthy coping strategies
- Unable to adapt to change
- Lack of optimism and hope
230
Social Wellbeing
Form and maintain meaningful bonds with others and adapt to social situations.
231
High Levels of Social Wellbeing
- Ability to communicate effectively
- Strong support network
- Form + maintain meaningful relationships
232
Low Levels of Social Wellbeing
- Isolated / lack of support
- Difficulty forming relationships
- Struggle to communicate effectively
233
Emotional Wellbeing
Appropriately control and express emotions in an adaptive way, and understand the emotions of others.
- Express both positive and negative emotions appropriately, eg. Grief at a funeral
234
High Levels of Emotional Wellbeing
- Aware of own and other’s emotional state
- Experience a wide range of emotions
- Appropriately express emotions
235
Low Levels of Emotional Wellbeing
- Unable to understand emotions
- Unable to experience certain emotions
- Inappropriately express emotions, eg. happiness at a funeral
236
Social-Emotional wellbeing framework (SEWB)
Includes all elements of being and well-being for Aboriginal and Torres Strait Islander Peoples.
- Multidimensional (different components).
- Holistic (Considers the whole person).
-conceptions of health as holistic, interdependent, and interconnected domains of social, emotional and cultural wellbeing of the whole community.
237
SWEB’s Domains
- Connection to body
- Connection to mind and emotions
- Connection to family and kinship
- Connection to community
- Connection to culture
- Connection to country
- Connection to spirituality and ancestors
238
Body and Behaviours
Physical health, feeling strong and healthy, being able to participate in life
Eg. A healthy diet
Poor representation: poor diet, destroying body
239
Mind and Emotions
Mental health, the ability to manage thoughts and feelings
Eg. Self esteem
Poor representation: racism
240
Family and Kinship
Connection to immediate and wider family group/community
Eg. Quality time
Poor representation: stolen generation
241
Community
Connection to wide social systems; support and connect
Eg. community services
Poor representation: lack of social services
242
Culture
Provides continuity (connection) with the past and helps with finding a strong identity
Eg. speak the local language
Poor representation: lost languages
243
Country
Connection to country helps find identity and gives a sense of belonging.
Geographic
Eg. only taking what one needs from the land
Poor representation: refrained from country
244
Spirituality and Ancestors
Provides a sense of purpose and meaning. Connecting all things, beliefs and behaviours to guide knowledge
Eg. guide and protect families
Poor representation: absence of connection
245
The Determinants (SWEB)
- Social
- Historical
- Political
246
Social Determinants
Circumstances people grow, live and work in and the systems put in place to deal with illness
Eg. unemployment
247
Historical Determinants
Ongoing influence of events, policies and trauma on groups of people
Eg. colonisation
248
Political Determinants
Shape the process of disturbing resources and power to individuals and communities to create or reinforce social + health inequalities
Eg. unresolved issues on land
249
Mental Well-Being as a Continuum
An individual’s psychological state and the ability to think, process information and regulate emotions.
- Tracks fluctuating mental well-being
- It is constantly changing
- Not-fixed
- Can shift
250
Medium Levels of Mental Well-being (Continuum)
—> Less severe, more temporary
- Not functioning at an optimal level
- Moderate impact on mental wellbeing
- Amplified emotions and high levels of stress
- Difficulty concentrating
- Irrational thought patterns
251
Factors Influencing Mental Health
Internal:
Factors that arise from within the individual. Thoughts, diet, illness, rumination, chronic sleep deprivation
External:
Environmental factors
Social Eg. loss of a loved one, jobless, stigma
252
Stress
About a known stimulus
A response to a threat in a situation, is in the present
- Psychological / physiological
253
Anxiety
About a perceived threat
Stimulus isn’t known
What might occur in the future, is a thought pattern to what might happen
Reaction to stress
- Psychological / physiological
254
Specific Phobia
Is an anxiety disorder of excessive fear when encountering a particular stimulus
255
Characteristics of Specific Phobia
- Is excessive
- Known stimulus
- Persistent
- Avoidance for the phobia stimulus
- Sympathetic nervous system
- Distressing for individual and irrational
256
Predisposing
Increases vulnerability to mental illness
- Gaba dysfunction
257
Precipitating
Trigger for a mental health problem
- Classical conditioning, LTP, specific environment triggers
258
Perpetuating
Maintains a mental health illness
- Operant conditioning, Stigma
259
Protective
Reduces likelihood of mental health illness
260
BioPsychoSocial
- Biological
- Psychological
- Social
261
Biological Approach to Phobia / Risk Factors
- GABA Dysfunction
- LTP
262
Biological
Factors that result in phobia because of a physiological factor in an individuals brain or body
- Internal factors
- Physical health or illness
Eg. sleep, gut health, diet
263
LTP - Biological
Perpetuating
Long Term Potentiation strengthens synaptic connections or more efficient transmission of message along neural pathway.
Classical conditioning, stimulus and fear is stored via neural pathways. The repeated use of pathways leads to LTP creating more efficient pathways, therefore more likely to experience fear when exposed to phobic stimulus
263
GABA Dysfunction - Biological
Predisposing
Low levels of GABA (not being able to bind to receptors), heightens arousal increasing the likelihood of a stress response. Leads to anxiety / phobia development.
GABA is inhibitory and is responsible for calming, lack of that results in fight / flight response being more likely
264
Biological Phobia Interventions
- Benzodiazepines
- Relaxation Techniques
265
Benzodiazepines (Drug) - Biological
Bind to and enhance effects of GABA, improves action of GABA not replace it.
Increases GABA efficiency —> post synaptic neuron is inhibited (less likely to fire)
Physiological arousal is decreased, less likely to experience a stress response
266
Relaxation Techniques - Biological
Reduces stress response, induces parasympathetic nervous system resulting in restoring homeostasis
Eg. Breathing retraining to prevent or reduce hyperventilation, is done when calm or before exposed to stimulus
Teaching long deep breaths
Imbalance of O2 and CO2 in blood, therefore causing feelings of anxiety
267
Biological Protective —> Defends Against Mental Health Problems
- Adequate Diet
- Adequate Hydration
- Adequate Sleep
268
Adequate Diet - Biological
Unprocessed foods high in nutrients reduce the risk of mental health disorders
GUT-BRAIN AXIS:
- Healthy microbiota supported by a high diversity of nutrients
- Reduces stress
Nutrients used to produce neurochemicals, improves physical Health
269
Adequate Hydration - Biological
60% to 70% of body made of water, in blood that transports nutrients and oxygen
- Makes neurotransmitters
- Water required to make and transport neurochemicals
- Dehydration decreases mood and cognition (poorer concentration)
270
Adequate Sleep - Biological
nREM required to replenish muscles and tissues.
REM required to replenish mind.
Insufficient sleep causes affective, cognitive and behavioural functions.
Eg. reduce concentration, affect mood, increase in risk taking, causing a reduce in mental wellbeing
271
Psychological
Thoughts and mental processes that contribute to the development of specific phobia
272
Psychological Approach to Phobia / Risk Factors
- Classical conditioning
- Cognitive bias (memory bias and catastrophic thinking)
- Operant conditioning
273
Classical Conditioning - Psychological
Precipitating
Phobias can be learned through classical conditioning, with repeated association with phobia stimulus to produce a fear response
Eg.
NS (Magpie) –> no response.
UCS(Swooping) –> UCR(fear).
NS(magpie) is repeatedly associated with UCS(Swooping) –> UCR(fear).
NS now becomes CS to produce the CR with the absence of UCS
CS(Magpie) –> CR(Fear).
274
Operant Conditioning - Psychological
Perpetuating
Avoiding the phobic stimulus perpetuates/maintains fear. Avoidance behaviours can be operantly conditioned.
Negative reinforcement, something unpleasant is removed (avoiding stimulus)
- Likely to be repeated, strengthens/maintains response
275
Cognitive Bias - Psychological
Process information in a certain way, causing errors in judgement and thoughts.
Contributes to phobia because you deem something more scary then it is.
- Memory bias
- Catastrophic thinking
276
Memory Bias - Psychological
- Inaccurate / exaggerated memory
- Worse then what it was
- Imagining the spider was a lot bigger then it actually was
- Past thinking
277
Catastrophic Thinking - Psychological
- Futuristic thinking
- Negative thinking of what might happen
- Imagining the worst scenario
278
Psychological Phobia Interventions
- Cognitive behavioural therapy
- Systematic desensitisation
279
Cognitive Behavioural Therapy - Psychological
Replacing unhealthy thoughts with healthy ones
Notice and challenge thoughts and behaviours
1) Aware of thoughts / behaviours
2) Change thought to more positive, change behaviour to exposure rather than avoidance
280
Systematic Desensitisation - Psychological
Deliberate exposure over time
- Creates a new association between stimulus and calm
Step 1: Teach/learn breathing techniques
Step 2: Create fear hierarchy. Ranking anxiety-inducing experiences related to phobia from easiest to confront, to most difficult
Step 3: Gradual exposure using fear hierarchy. Paired with breathing retraining
Step 4: Continue exposure until stimulus produces a relaxation response without fear
281
Psychological Protective —> Defends Against Mental Health Problems
- Attention
- Acceptance
- Cognitive behavioural strategies (CBS)
- Meditation / mindfulness
282
Attention - Psychological
Focused on thoughts / feelings / sensations in the present moment
283
Acceptance - Psychological
Experiencing feelings, thoughts and behaviours without judgement
Accepting these emotions
284
Cognitive Behavioural Strategies- Psychological
Identification and challenge of negative thoughts lead to more positive behaviours, and vice versa
Behaviour –> Thoughts –> Feelings
<———————————————-
LTP becomes more strengthened
285
Meditation / Mindfulness - Psychological
Reduces activity of amygdala and increases activity in the prefrontal cortex (associated with decision making)
286
Social
Contributing factors to phobia which involve interaction with the environment and other people
287
Social Approach to Phobia / Risk Factors
- Specific environment triggers
- Stigma around seeking treatment
288
Specific Environment Triggers - Social
Stimulus’ or experiences in a persons environment that promote phobia
- Direct confrontation, traumatic event (personally experienced)
- Observing traumatic event (watching another person)
- Learned traumatic event (hearing / reading / watching)
289
Stigma Around Seeking Treatment - Social
- Sense of shame about getting professional help for phobia
- Way we perceive expectations
290
Social Phobia Interventions
Psychoeducation
291
Psychoeducation - Social
For families and supporters
Educate family and friends of phobic patient
Learn how to:
- Challenge cognitive bias, unrealistic or anxious thoughts
- Challenge avoidance behaviours
292
Social Protective —> Defends Against Mental Health Problems
- Authentic
- Energising
293
Authentic - Social
- Comfortable relationships
- Honest conversation and feedback to reduce stress
- Uses legitimate and effective advice
294
Energising - Social
Focuses on creating a positive environment
295
Cultural Determinants
Factors that influence wellbeing on cultural levels
- Cultural continuity
- Self-determination
296
Cultural Continuity
- Carrying on historical traditions of cultures
- Can be disrupted or destroyed if cultural practices are not allowed to continue
- Values are generation to generation
297
Self-Determination
- Right of people to shape their own lives
298
Dendrites
Receive messages from other cells - receptors, other neurons
Receive information using receptor sites.
The information exits in the form of neurotransmitters which are chemicals
299
Cell Body (Soma)
Converts the chemical neurotransmitter message to an electrical message known as action potential
300
Axon
Carries the action potential (electrical message)
301
Axon Terminal
Receives electrical messages and releases stored neurotransmitter chemicals
302
Chronic stress produces
additional cortisol in the body which can impact gut microbiota
303
In observational learning mnemonics are most useful in:
Reinforcement, referring to a learners association between a behaviour and desired consequence.
304
Feelings of stress influence
poor mental wellbeing, although that doesn't mean you don't have sufficient resources to cope
305
How long should you use bright light therapy for?
30 minutes
306
How can the zeitgeber of drinking negatively influence sleep-wake cycle
Can influence the SCN
- Would signal to SCN to suppress the release of melatonin
307
How poor SEWB could affect cultural continuity:
Limits an individuals level of functioning which could impair their ability to pass on cultural decisions
308
The Gut-Brain Axis is responsible for the production of...
GABA and serotonin which play a key role in wellbeing
