PSYCHOPATHOLGY (4) Flashcards
(43 cards)
AO1 - DEVIATION FROM SOCIAL NORMS (DSN)
This definition defines abnormality in terms of behaviour that goes against (deviates) the unwritten rules and norms in a given society or community. In any society there are social norms – standards of acceptable behaviour that are set by the social group. This definition is concerned with behaviour that is antisocial or undesirable.
These can be implicit (unwritten) or explicit (laws).
Link to a disorder…
An example could be Antisocial Personality Disorder (APD) – a person with APD is impulsive, aggressive and irresponsible.
AO3 - EVALUATION OF THE DEVIATION FROM SOCIAL NORMS DEFINITION
Social norms change over time.
A problem is that social norms change over time and this means that this approach to defining abnormality is very much era-dependent – behaviours that are considered abnormal now may not be considered abnormal in the future. For example, homosexuality was once considered abnormal behaviour because it broke the social norms of the day. Attitudes have changed considerably now and homosexuality is no longer an abnormal behaviour, yet homosexuality was only removed from Diagnostic and Statistical Manual (DSM) as a mental disorder in 1990. This suggests that we have to be careful when using DSN as a way of defining abnormal behaviour because social norms change over time.
Lack of cultural relativity – a further limitation of the deviation from social norms definition is cultural validity. Social norms by their very definition vary tremendously from one community to another. This means for example, that a person from one cultural group may label someone from another culture as behaving abnormally according to their standards rather than the standards of the person behaving that way. For example, hearing voices is socially acceptable in some cultures but would be seen as a sign of mental abnormality in the UK. Therefore, this definition may not apply in many cases.
AO1 - FAILURE TO FUNCTION ADEQUATELY (FFA)
The Failure to Function Adequately definition sees individuals as abnormal when their behaviour suggests that they cannot cope with everyday life. Behaviour is considered abnormal when it causes distress leading to an inability to function properly, like disrupting the ability to work and/or conduct satisfying relationships. Such people are often characterised by not being able to experience the usual range of emotions or behaviours. The key issue with this is that abnormal behaviour interferes with day-to-day living.
Rosenhan & Seligman suggested characteristics of abnormal behaviour that are related to this definition including irrational behaviour and observer discomfort
Link to a disorder…
A common example would be severe depression, which can lead to a lack of interest meaning that the depressed person may fail to get up in the morning and hold down a job.
AO3 - EVALUATION OF THE FAILURE TO FUNCTION ADEQUATELY DEFINITION
Lacks cultural relativity.
Definitions of adequate functioning are related to cultural ideas of how one’s life should be lived. The ‘failure to function adequately’ criteria is likely to result in different diagnoses when applied to different cultures. This may explain why people of a lower-class and non-white patients are often diagnosed with psychological disorders – because their lifestyles are different from the dominant culture, and this may lead to a judgement of failing to function adequately. This is a limitation as clearly FFA does not provide a universal definition of abnormality.
POINT: ..Abnormality is not always associated with failing to function adequately EVIDENCE: – a further limitation of the FFA definition of abnormality is that many individuals with mental health issues can appear to lead perfectly normal lives most of the time. For example, Harold Shipman was a doctor who was responsible for the death of over 200 of his patients over a 23 year period. In spite of his appalling crimes, Shipman functioned adequately and was seen to be a respectable doctor. He was clearly abnormal, but he did not display the features of dysfunction and was able to escape detection for many, many years. LINK:/ This suggests that using FFA as a single way of defining abnormality is inadequate.
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AO3 - EVALUATION OF THE STATISTICAL INFREQUENCY DEFINITION
Statistical infrequency definition is objective and sometimes appropriate -
A strength of the statistical infrequency definition is that once a way of collecting data about a behaviour and a ‘cut off point’ has been agreed, it becomes an objective way of deciding who is abnormal. Additionally, it has a real-life application in the diagnosis of some disorders, for example it can be used to define and diagnose somebody as suffering from intellectual disability disorder (IDD). (People who have an IQ in the range from 85-115 are viewed as normal, only 2% have a score below 70. Those individuals scoring below 70 are rare and are therefore labelled as having IDD). Statistical infrequency is therefore a useful part of clinical assessment.
however, it Focuses on FREQUENCY of behaviour, NOT its desirability – a limitation of the statistical infrequency definition is that there are many abnormal behaviours that are actually infrequent but quite desirable. For example, a very low IQ is, statistically just as abnormal as a very high IQ, but it is desirable to have a high IQ. For example, very few people have an IQ over 150, yet we would not want to suggest that having such a high IQ is undesirable. Equally, there are some normal behaviours that are frequent but undesirable. For example, experiencing depression is relatively common, yet it is undesirable. Therefore using statistical infrequency to define abnormality means that we are unable to distinguish between desirable and undesirable behaviours. In order to identify behaviours that need treatment, there needs to be a means of identifying infrequent AND undesirable behaviours.
AO1 - STATISTICAL INFREQUENCY
The idea behind this definition is that ‘abnormal behaviour is behaviour’ which is rare (uncommon). Any behaviour that strays statistically FAR from the average would be seen as abnormal.
People who use this definition measure specific characteristics and assess how these characteristics are distributed in the general population. One way of doing this is by means of a normal distribution curve, which is bell shaped and tells us for instance that for a given characteristic most people score around the middle (mean). Any individuals who fall outside the ‘normal distribution’, usually about 5% of the population are perceived as being abnormal.
Link to a disorder…
For example, scoring below 70 on a standardised IQ test would be considered as abnormal (Intellectual Disability Disorder – IDD)
AO1 - DEVIATION FROM IDEAL MENTAL HEALTH (DIMH)
Jahoda suggested that NORMAL mental health includes:
Positive attitudes towards the self – having self-respect and a positive self-concept
Accurate perception of reality – perceiving the world in a non-distorted fashion. Having an objective and realistic view of the world.
Personal autonomy – being independent, self-reliant and able to make personal decisions.
Environmental mastery – being competent in all aspects of life and able to meet the demands of any situation. Having the flexibility to adapt to changing life circumstances.
resistant to stress – being able to cope with stressful situations and cope with anxiety
Self-actualisation and personal growth - having a motivation to achieve our full potential
Link to a disorder…
The more characteristics individuals fail to meet and the further they are away from realising individual characteristics, the more abnormal they are. For example, lacking a positive attitude towards self and a lack of personal growth may be a symptom of depression.
EVALUATION OF THE DEVIATION FROM IDEAL MENTAL HEALTH DEFINITION (AO3)
It sets an unrealistically high standard for mental health, who CAN achieve these criteria – a limitation of the DIMH is that very few people would match all the criteria laid down by Jahoda, and probably nobody achieves all of them at the same time or keep them up for very long. Therefore this approach would see pretty much everybody as abnormal. This can be seen as a positive or a negative. On a positive side it makes it clear to people the ways in which they could benefit from seeking treatment – counselling – to improve their mental health, however at the other extreme, DIMH is probably of no value in thinking about who might benefit from treatment against their will.
Cultural relativism – a further limitation of the DIMH is that the characteristics listed by Jahoda above are rooted in Western societies and a Western view of personal growth and achievement. For example self-actualisation (seeking to fulfil one’s full potential), positive attitude towards self, and personal autonomy may be seen as key goals in life within some cultures e.g. Western (individualistic) cultures but not other cultures e.g. Non-Western (collectivist) cultures. It may therefore be regarded as abnormal to go after your own goals if they are in conflict with those of your own culture. This cultural relativity severely limits the validity of the DIMH definition when looking at abnormality just from a Western society point of view.
outline 3 types of characteristics of phobias
Behavioural Characteristics
Emotional Characteristics
Cognitive Characteristics
Emotional Characteristics (A01) in relation to phobias
BEHAVIOUR APPROACH
Anxiety – phobias involve an emotional response of anxiety and fear. Anxiety prevents the sufferer relaxing and makes it very difficult to experience any positive emotion.
Emotional responses are unreasonable – the emotional responses experienced in relation to phobic stimuli go beyond what is reasonable.
Cognitive Characteristics (A01) in relation to phobias.
Decrease in concentration – people with phobias often find it very difficult to concentrate and therefore they have an inability to complete tasks when the phobic object or situation is around.
Irrational beliefs – a phobic may hold irrational beliefs in relation to phobic stimuli, for example, social phobias can involve beliefs like ‘I must always sound intelligent’, or ‘if I blush people will think I’m weak.’ This kind of belief increases the pressure on the sufferer to perform well in social situations.
Behavioural Characteristics (A01) of phobias
Panic – A phobic person may panic in response to the presence of the phobic stimulus. Panic may involve a range of behaviours including crying, screaming or running away
Avoidance – unless the sufferer is making a conscious effort to face their fear they tend to go to a lot of effort to avoid coming into contact with the phobic stimulus. This can make it hard to go about daily life.
Endurance – the alternative to avoidance is endurance, in which a sufferer remains in the presence of the phobic stimulus but continues to experience high levels of anxiety.
what is the two step model in phobias?
The idea that the phobia is acquired via classical conditioning and maintains via operant conditioning.
- Acquisition by Classical Conditioning, explain using dog bite example
Dog
NS —> NO RESPONSE
UCS —–> UCR
pain crying, anxiety
UCS + NS —> UCR
pain dog crying, anxiety
CS ——> CR
Maintenance by Operant Conditioning (A01)
an individual avoids a situation that is unpleasant, e.g. someone with a fear of the dentist will avoid going to the dentist. Such a behaviour (avoiding the dentist) results in avoiding a potentially negative consequence, which means the behaviour will be repeated. Therefore the individual will avoid their phobic object or situation (the source of their fear).
Strengths of behaviorist explanation of phobias, the two step model
Point: Research Support for the two process model – One strength of the two process model is that there is research support for the ideas. For example,
Evidence: research by Watson & Rayner who created a phobia in a 9 month old baby called ‘Little Albert’. Albert showed no unusual anxiety at the start of the study. When shown a white rat he tried to play with it. However the experimenters then set out to give Albert a phobia. Whenever the rat was presented they made a loud, frightening noise by banging an iron bar close to Albert’s ear.
Elaborate: Eventually Albert became frightened when he saw a rat even without the noise. The rat then became a conditioned stimulus (CS) that produced a conditioned response (CR) of fear.
Link: This conditioning then became generalized to similar objects, demonstrating that initiation of phobias does occur through classical conditioning.
Practical application - therapy – The behaviourist explanation both how phobias can be acquired and maintained. Based on the theory, once a patient is prevented from practicing their avoidance behaviour the behaviour ceases to be reinforced and so it declines. This can be seen in the success of systematic desensitization, which leads to extinction of the bond between the feared stimulus and the feared response, and instead pairs the feared stimulus with relaxation, which are two incompatible emotions, as a treatment for phobias. The effectiveness of systematic desensitisation in addressing phobic symptoms lends support to the behaviourist explanation of phobias.
Limitations of the two step model
Point: Alternative explanation – a weakness of the two process model is that even if we accept that CC and OC are involved in the development and maintenance of phobias, there are some aspects of phobic behaviour that require further explaining.
Explain: Bounton (2007) points out for example, that evolutionary factors probably have an important role in phobias however the two-factor model does not mention this. For example, we easily acquire phobias of things that have been a source of danger in our evolutionary past, such as fears of snakes or the dark.
Elaborate: It is ADAPTIVE to acquire such fears. Seligman called this biological preparedness – the innate predisposition to acquire such fears. However it is quite rare to develop a fear of cars or guns, which are actually much more dangerous to most of us today than spiders or snakes. Presumably this is because they have only existed very recently and so we are not biologically prepared to learn fear responses towards them.
Link: This concept of preparedness is a serious problem for the two-factor theory because it shows there is more to acquiring phobias than simple conditioning.
Reductionist – another limitation of the behaviorist explanation of phobias is that it simplifies complex behaviours such as phobias down to a stimulus-response bond. As a result, it does not account for factors such as faulty cognitions. The cognitive approach proposes that the phobias may develop as a result of irrational thinking. Thoughts like these then contribute to feelings of anxiety that lead a person to show emotional symptoms of phobias. It has been found that cognitive therapies such as CBT may be more successful at treating more complex phobias such as social phobias.
Behaviourist approach to treating phobias (A01)
Systematic Desensitisation
Anxiety Hierarchy - this is put together by the patient and the therapist. It is a list of situations related to the phobic stimulus that provoke anxiety, arranged in order from the least to most frightening. For example, an arachnophobia might identify seeing a picture of a small a spider as low on their anxiety hierarchy and holding a tarantula at the top of the hierarchy.
Relaxation - the therapist teaches the patient to relax as deeply as possible. This might involve breathing exercises or mental imagery techniques. The central idea is that it is impossible to experience two opposite emotions (fear and relaxation) at the same time. This is known as reciprocal inhibition.
Exposure - finally the patient is exposed to the phobic stimulus while in a relaxed state. This takes place across several sessions, starting at the bottom of the anxiety hierarchy. When the patient can stay relaxed in the presence of the lower levels of the stimulus, they move up the hierarchy. Essentially a new response to the phobic stimulus is learned (the phobic stimulus is paired with relaxation instead of anxiety). This learning of a different response is known as counterconditioning.
Behaviourist approach to treating phobias (A01)
- Flooding
Immediate and direct exposure – rather than a gradual progression through a hierarchy, patients are placed directly into a situation that causes high levels of fear and panic.
Prevention of avoidance - patients are prevented from leaving the situation that causes the high levels of anxiety (they have given informed consent). Flooding sessions are typically longer than systematic desensitization sessions, one session often lasting two to three hours.
Exhaustion of phobic response – patients are required to remain in the presence of the phobic stimulus until they recognise that the stimulus is harmless. In terms of classical conditioning, this process is called extinction. This is when the conditioned stimulus (e.g. dog) is encountered without the conditioned stimulus (e.g. being bitten).
AO3 - The Behavioural approach to treating phobias.
Strengths SYSTEMATIC DESENSITISATION
POINT: Research support for SD – Research has found that SD can be extremely effective in the treatment of specific phobias.
EVIDENCE: Gilroy et al. (2003) followed up 42 patients who had been treated for spider phobia in three 45-minute systematic desensitisation sessions. A control group was treated by relaxation without exposure.
ELABORATE: At both three months, and 33 months after the treatment, the systematic desensitization group were significantly less fearful than the control group.
LINK: This is a strength of systematic desensitization as it shows the effects are long lasting.
Limitations of phobia treatments A03.
POINT: Symptom substitution – the psychodynamic model claims that behavioural therapies focus only on symptoms and ignores the causes of abnormal behaviour.
ELABORATE: Psychoanalysts claim that the symptoms are merely the tip of the iceberg - the outward expression of deeper underlying emotional problems. LINK: Psychoanalysts (Psychodynamic approach) believe that whenever symptoms are treated without any attempt to work out the deeper underlying problems, then the problem will only show itself in another way, through different symptoms. This is known as symptom substitution.
POINT: Less effective for some types of phobias. Although flooding and SD are highly effective for treating simple phobias it appears to be less so for more cognitive phobias such as social phobias. ELABORATE: This may be because social phobias have a cognitive aspect – for example, negative irrational thoughts about social situations.
LINK: This type of phobia may benefit more from cognitive therapies because behavioural therapies do not deal with irrational thinking.
POINT: Flooding treatment is traumatic – a major criticism of the use of flooding is that it is a highly traumatic experience for the patient. EXPLAIN: The problem is not that the treating is unethical (patients have given consent) but that patients are often unwilling to see the treatment through to the end.
LINK: This is a limitation of flooding because time and money are sometimes wasted preparing patients only to have them refuse to complete the treatment.
Depression has characteristics within the three types of categories.
outline 3 of each
Emotional:
Cognitive:
Behavioural: .
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Emotional Characteristics
Depressed Mood - a key characteristic is the ever present and overwhelming feelings of sadness / hopelessness. Lowered mood is a defining emotional element of depression but it is more intense and pronounced than in the daily kind of experience people in general can have.
Loss of Interest and Pleasure – depression is often characterised by a lack of enthusiasm associated with a lack of concern or pleasure in daily activities.
Worthlessness - those suffering from depression often have constant feelings of low self-worth and or inappropriate feelings of guilt
Cognitive Characteristics
Reduced Concentration– difficulty in paying and maintaining concentration and/or slowed down thinking and difficulty making decisions. Poor concentration and poor decision making are likely to interfere with the individual’s work.
Negative Beliefs about Self – those suffering from depression often experience persistent negative beliefs about themselves and their abilities.
Suicidal Thoughts – depressives can have constant thoughts of death and/or suicide.
Behavioural Characteristics
Change in Activity – typically depressed people have reduced amounts of energy resulting in fatigue, lethargy and high levels of inactivity. In some cases depression can lead to the opposite effect – known as psychomotor agitation.
Agitated individuals struggle to relax and may end up pacing up and down.
Change in Eating and Sleeping Patterns – people may experience a change in appetites which may mean they eat more or less than usual, and have significant weight changes (5%) either gaining or losing weight. Insomnia or excessive sleeping are characteristics of depression. The key point is that eating and sleeping behaviours are disrupted by depression.
Social Impairment – there can be reduced levels of social interaction with friends and relations.
AO1 - Beck’s Negative Triad (1967)
Cognitive
The self – where individuals see themselves as being helpless, worthless and inadequate, e.g. ‘I am unattractive, what is there to like in me?’
The world (life experiences) – where obstacles are perceived within one’s environment that cannot be dealt with, e.g. ‘I can understand why people do not like me, even my boyfriend left me.’
The future – where personal worthlessness is seen as blocking any improvements, e.g. ‘I am always going to be on my own and nothing will change it’
what does the negative triad lead to
Negative self schemas – Beck believes that depressed people develop negative schemas about themselves, which makes them think in this negative way. Negative schemas develop in childhood and adolescence as a result of rejection by parents or friends in the form of criticism and exclusion, or perhaps by the loss of a close family member. Such negative events mould the person’s concept of themselves as unwanted or unloved. This then filters into adulthood providing a negative framework to view life in a pessimistic fashion. Negative schemas lead to systematic cognitive biases in thinking.
Cognitive biases – people with negative schemas become prone to making errors in their thinking. They tend to focus selectively on certain aspects of a situation and ignore equally relevant information known as cognitive biases. One example is over generalisation where people with depression make a sweeping conclusion on the basis of a single event (e.g. he did not smile at me so he must hate me).