Quiz 1 Abnormal Psych

Question 1

Personal distress

Answer 1

common feature of many disorders but not all (no distress during a manic episode)

distress itself is a normal part of life

(loss of loved one or other kinds of losses (e.g., important jobs)

Question 2

Violation of Norms

Answer 2

People with psych disorders manifest violations in what is considered normative functioning.

BUT
criminals (not meeting diagnostic criteria for any disorder) violate norms
Most individuals with a mental disorder are not dangerous
social norms change over time and vary across cultures.

Question 3

Statistical rarity

Answer 3

Refers to how uncommon or rare a particular occurrence or characteristic is within a specific population

e.g., Multiple personality disorder is psych condition that is considered rare - it only effects 1.5% of the pop.

Question 4

Dysfunction

Answer 4

refers to an impairment of abnormality in the functioning of ones mental process, emotional regulation, or behavior.

e.g., someone with major depressive disorder - might experience emotional dysfunction (persistent sadness etc…)

Question 5

Diagnosis by an expert

Answer 5

in some cases you can have false diagnoses because it can be very hard to be sure what the person is dealing with,

• many experts can give a diagnoses.

Question 6

Defining abnormality

Answer 6

involves considering various factors and dimensions to understand if someone’s behavior is truly atypical or if there are other explanations.

Question 7

Split half reliability

Answer 7

Like checking if two mini-tests (formed from the original test) give you similar results. If they do, you can trust that your test consistently measures what it’s intended to measure, making it a reliable tool.

Question 8

coefficient alpha

Question 9

predictive validity

Answer 9

used to determine how well a test or measure predicts outcomes or behaviors that it is theoretically supposed to predict

e.g., SAT is used my colleges to predict student success

Question 10

internal consistency

Answer 10

Internal consistency is like making sure every question on your cooking quiz is actually about cooking. If some questions start asking about unrelated things, like astronomy or sports, then the quiz isn’t consistent in what it’s trying to measure.

Question 11

face validity

Answer 11

Face validity is just about how a test looks to people at first glance:

Imagine you have a quiz that’s supposed to test your knowledge about dogs. If you look at the quiz and see questions like “What do dogs eat?” or “Name a popular dog breed,” you’d probably think, “Yeah, this quiz definitely looks like it’s about dogs.”

but just because someone is dressed like a doctor does not mean they have medical knowledge…

Question 12

construct validity

Answer 12

Construct validity is about making sure a test is really measuring what it claims to measure. Let’s say you have a quiz meant to test how good someone is at math. Construct validity would check if this quiz isn’t accidentally testing something else, like reading ability or memory.

Question 13

test retest reliability

Answer 13

Test-retest reliability is a simple way to check if a psychological test or any kind of survey is reliable over time. This means checking whether the test can give the same results when given to the same person or group of people under the same conditions but at different times.

Question 14

neuropsychological tests

Answer 14

specialized tasks or procedures that are designed to measure a range of brain functions. These tests help psychologists, neurologists, and other healthcare professionals assess aspects of a person’s cognitive, motor, behavioral, and linguistic capabilities to understand brain function and identify any abnormalities.

Question 15

Etiologies

Answer 15

the cause, set of causes, or manner of causation of a disease or condition

Maladaptive behaviors ( behavior that interferes with an individual’s activities of daily living or ability to adjust to and participate in particular settings)

Maladaptive thoughts

Atypical brain functioning or anatomy

Lost purpose (how to develop your full potential)

Question 15

hysteria

Answer 15

someone who is not stable and has erratic behaviors - toxic to you and your relationships.

Question 16

Id, Ego, Superego

Answer 16

The id is like your inner child—it’s all about immediate gratification. It wants what it wants, right now, without thinking about the consequences. It’s driven by basic urges like hunger and the desire for pleasur

The ego is like a mature adult in your psyche. It deals with reality and works hard to meet the id’s desires in a reasonable and socially acceptable way. It’s the part of you that thinks about how to get what you want without getting into trouble.

The superego is like an internal parent—it’s your moral compass. It holds your beliefs about right and wrong, which you’ve learned from your parents and society. It tries to make you behave in a morally good way and makes you feel guilty if you do something wrong.

Question 17

insight in therapy

Answer 17

is considered the cure or producing the cure.

Question 18

Negative reinforcement

Answer 18

Removing something undesirable to increase a behavior.

Turning off an annoying alarm when you get out of bed

Question 19

Positive reinforcement

Answer 19

Adding something desirable to increase a behavior.

Giving a child a treat for completing their homework.

Question 20

Negative punishment

Answer 20

: Removing something desirable to decrease a behavior.

Taking away a teenager’s phone for breaking curfew

Question 21

Positive punishment

Answer 21

Adding something undesirable to decrease a behavior.

Giving a student extra homework for misbehaving in class.

Question 22

Skinner

Answer 22

Skinner’s operant conditioning showed how reinforcement and punishment shape behavior known for his work in behaviorism. Skinner’s work showed that behaviors followed by positive reinforcement (rewards) are likely to be repeated, while behaviors followed by punishment are less likely to be repeated.

study animals, mainly rats and pigeons. Inside these boxes, animals could press a lever or peck a key to receive food or avoid a mild electric shock.

Question 23

Watson

Answer 23

behaviorism - a school of thought in psychology that emphasizes the study of observable behaviors over internal mental processes. Watson believed that psychology should focus on measurable and observable behavior, rather than unobservable mental states.

• little albert and the Rat.

Question 24

Pavlov

Answer 24

• classical conditioning- Pavlov conducted experiments where he paired a neutral stimulus (like a bell) with an unconditioned stimulus (food) that naturally and automatically triggered salivation (unconditioned response). After repeated pairings, the dogs began to salivate (conditioned response) to the sound of the bell alone (conditioned stimulus), even when no food was presented.

Question 25

Beck’s Cognitive Therapy, Ellis’s Rational Emotive Behavior Therapy (REBT)

Answer 25

Beck’s cognitive therapy focuses on identifying and challenging negative automatic thoughts that contribute to emotional distress and behavioral problems.

Ellis’s REBT targets irrational beliefs and cognitive distortions that lead to emotional and behavioral issues. It encourages clients to adopt more rational, adaptive thoughts.
“I must be perfect” or “Everyone must like me.”

Question 26

• Dysfunctional schemas

Answer 26

Representations about ourselves &
the world, which affect our views of
the future

Question 27

• Information processing biases

Answer 27

How you pay attention to, interpret or
recall information

Question 28

• Automatic thoughts

Answer 28

• Thoughts about failure & loss
  (depression)
• Thoughts about danger & uncertainty
  (anxiety)

Question 29

Third Wave Approaches to Cognitive Behavioral Therapy (CBT)

Answer 29

Third wave CBT combines traditional techniques with mindfulness and acceptance. It helps you notice your thoughts without getting caught up in them and focuses on changing your reactions to those thoughts. This approach aims to reduce the power of negative thoughts and improve overall mental health.

Question 30

Diathesis-Stress Model

Answer 30

a psychological theory that explains how mental and physical disorders develop through a combination of genetic vulnerability and environmental stressors.

Diathesis refers to a person’s predisposition to developing a disorder

Stress refers to environmental factors or life events that can trigger the onset of a disorder in someone with a diathesis.

it is the interaction between the two that leads to the development of a disorder.
High Diathesis + Low Stress -> No Disorder
High Diathesis + High Stress -> Disorder
Low Diathesis + High Stress -> Disorder
Low Diathesis + Low Stress -> No Disorder

Question 31

Stigmatization

Answer 31

process by which individuals or groups are unjustly discredited, devalued, or discriminated against due to certain characteristics or attributes, such as mental illness,

Question 32

Neurodevelopmental Disorders

Answer 32

conditions that affect brain development and function, leading to challenges in physical, cognitive, and behavioral aspects. These disorders often present with a combination of unusual physical characteristics, delayed or impaired language and motor skills, and distinct behavior patterns.

Question 33

Autism Spectrum Disorder (ASD)

Answer 33

In 1943, Leo Kanner first identified autism as a childhood disorder.

observed specific behaviors in children that differed from typical development. There has been ongoing debate about the origins of autism, with some early theories blaming parental behavior (refrigerator mothers). However, current understanding recognizes it as a neurodevelopmental condition.

(autism is fairly common specifically in boys.)

Question 34

DSM-5 Diagnostic Criteria for ASD

Answer 34

emphasize the need for observable deficits in social communication and interaction, as well as repetitive behaviors or restricted interests. These symptoms must appear early in development and significantly impact daily functioning. The diagnosis requires that these symptoms cannot be better explained by other conditions like intellectual disability.

Question 35

Autism Spectrum Disorder - Diagnostic Issues

Answer 35

merged several related conditions under the umbrella term ASD to reflect the spectrum nature of the disorder. Asperger’s Disorder, previously considered separate, is now part of ASD and is characterized by typical language and cognitive development but with distinct social interaction difficulties. High-functioning individuals might mask their symptoms, making diagnosis challenging

Question 36

Communication Impairments in ASD

Answer 36

Children with ASD often show early signs of communication difficulties, such as not using gestures consistently. Language impairments might include using pronouns incorrectly, repeating what others say, and repetitive speech. They also struggle with pragmatics, which involves using language appropriately in social situations.

Question 37

Severity Levels in ASD

Answer 37

ASD is categorized into different severity levels based on the amount of support needed. Level 1 individuals might require some support but can function relatively independently. Level 2 individuals need more support, especially with social interactions and flexibility. Level 3 individuals require very substantial support and have significant impairments that interfere with daily life.

Question 38

Autism Across the Spectrum

Answer 38

Autism is considered a spectrum because individuals can have widely varying abilities and challenges. Some may have intellectual disabilities while others have average or above-average intelligence. Language abilities also vary, and behaviors can change as individuals grow older.

Question 39

Gender Bias in ASD Diagnosis

Answer 39

ASD is diagnosed less frequently in girls, possibly due to a protective effect that makes it harder to trigger. Diagnostic criteria might be biased towards typical male presentations, leading to underdiagnosis in girls who may present symptoms more subtly. Girls might also develop better coping strategies that mask symptoms.

Question 40

Etiology of ASD

Answer 40

ASD is believed to have a biological basis with multiple contributing factors. Problems during early development, genetic predispositions, and abnormalities in brain structure and function are all considered potential causes. Understanding these factors helps in developing targeted interventions and support strategies.

Question 41

Genetic Influences in ASD

Answer 41

Studies have shown that ASD has a genetic component, with higher rates among family members and especially identical twins. However, it is not caused by a single gene but likely involves multiple genes and environmental interactions. Molecular genetic studies help identify these complex interactions and potential risk factors

Question 42

Brain Abnormalities in ASD

Answer 42

Individuals with ASD often have differences in brain structure and connectivity, affecting how different brain regions communicate. The amygdala, involved in social behavior and emotional processing, and the fusiform gyrus, involved in face recognition, show abnormal activity in ASD, contributing to the social and communication challenges characteristic of the disorder.

Question 43

Treatment and Intervention for ASD

Answer 43

Treatment for ASD includes psychological interventions that aim to improve core symptoms and enhance daily functioning. Applied Behavior Analysis (ABA) is a widely used approach. Pharmacological treatments can help manage specific symptoms but are not a cure for ASD. These treatments aim to improve overall quality of life for individuals with ASD and their families.

Question 44

Measuring Neurodiversity - Assessment of Intelligence

Answer 44

Assessing intelligence involves evaluating different cognitive abilities. Verbal comprehension measures understanding and use of language. Working memory assesses the ability to hold and manipulate information. Perceptual reasoning tests problem-solving with visual information. Processing speed measures how quickly information is processed. Visual spatial skills involve understanding and remembering visual details. These indices provide a comprehensive view of an individual’s cognitive strengths and weaknesses.

Question 45

Learning Disorders - Diagnostic Criteria

Answer 45

Learning disorders are diagnosed based on persistent difficulties in academic skills like reading, writing, or math. These difficulties must be significantly below what is expected for the individual’s age and must appear during the school years. The challenges cannot be explained by other conditions, such as intellectual disabilities or sensory impairments.

Question 46

Specific Learning Disorders - Dyslexia

Answer 46

Dyslexia is a specific learning disorder that affects reading skills. Individuals with dyslexia struggle with phonological processing, making it difficult to understand and manipulate sounds in language. This leads to difficulties with reading fluency and recognizing phonemes, which are essential for reading and spelling. Interventions often focus on improving these skills through targeted instruction and practice.

Question 47

Specific Learning Disorders - Dysgraphia

Answer 47

Dysgraphia is a specific learning disorder that affects writing skills. Individuals with dysgraphia may have trouble with spelling, writing quickly and neatly, and organizing their thoughts on paper. These challenges can be due to difficulties with processing speed, working memory, and fine motor skills. Interventions often include specialized instruction and tools to support writing development.

Question 48

Specific Learning Disorders - Dyscalculia

Answer 48

Dyscalculia is a specific learning disorder that affects math skills. Individuals with dyscalculia struggle with understanding and processing numerical information, which can lead to difficulties with basic math operations. Problems with working memory further complicate these challenges. Dyscalculia is often underdiagnosed because its symptoms can be mistaken for general math anxiety or lack of practice.

Question 49

: General Issues in Assessing and Treating Children and Adolescents
Content:

Answer 49

When assessing and treating children, reports from parents and teachers are crucial because children often lack the ability to fully understand or articulate their issues. Environmental factors, such as family dynamics and school environment, play a significant role in the manifestation of symptoms. Additionally, some childhood problems can persist into adulthood, either as the same disorder (homotypic continuity) or as a different disorder (heterotypic continuity).

Question 50

Etiology of Learning Disorders

Answer 50

Learning disorders result from a combination of genetic and environmental factors. Twin studies show a strong genetic component, as learning disorders are more common in identical twins than in fraternal twins. Environmental factors, such as early educational experiences and exposure to certain substances during pregnancy, can also contribute to the development of learning disorders. Understanding these factors helps in designing effective interventions.

Question 51

Prevalence of Childhood Disorders

Answer 51

Childhood psychological disorders are relatively common, affecting about one in five children. Externalizing problems are characterized by outward-directed behaviors like aggression and hyperactivity. Internalizing problems involve inward-focused behaviors such as anxiety, depression, and social withdrawal. Understanding the prevalence helps in recognizing the need for appropriate diagnosis and intervention.

Question 52

Attention Deficit/Hyperactivity Disorder (ADHD)

Answer 52

ADHD affects approximately 2% of preschool-aged children, 6% of children and adolescents, and 4% of adults. It often co-occurs with other disorders such as ODD, CD, learning disorders, and anxiety disorders. In later years, individuals with ADHD may also develop depressive disorders and substance use disorders. Understanding these comorbidities is important for comprehensive treatment planning.

Question 53

DSM-5 Diagnostic Criteria for ADHD

Answer 53

The DSM-5 classifies ADHD symptoms into three main categories: hyperactivity, inattention, and impulsivity. The type of symptoms most prominent in a child will determine the specific ADHD diagnosis (ADHD-I, ADHD-H, or ADHD-HI). Girls are more likely to be diagnosed with the inattentive type, while boys are more often diagnosed with the hyperactive or combined types. The diagnosis requires that symptoms persist for at least six months, appear before age 12, and occur in multiple settings, impacting daily functioning.

Question 54

ADHD Diagnostic Criteria Details

Answer 54

ADHD diagnosis involves specific behaviors such as difficulty sustaining attention, not listening when spoken to, not following through on instructions, fidgeting, and excessive talking. For a diagnosis, at least six symptoms of inattention and/or hyperactivity-impulsivity must be present for at least six months. These symptoms must interfere with social, academic, or occupational functioning and be inconsistent with the child’s developmental level.

Question 55

ADHD Assessment and Treatment

Answer 55

Assessing ADHD involves gathering information from multiple sources, including parents, teachers, and the individual (if they are an adolescent or adult). Clinical interviews and standardized tests like the WISC (Wechsler Intelligence Scale for Children) and the NEPSY (A Developmental NEuroPSYchological Assessment) help evaluate the cognitive and behavioral aspects of ADHD. Accurate assessment is crucial for developing an effective treatment plan.

Question 56

ADHD Assessment Tools

Answer 56

These tools help assess the various cognitive and behavioral functions affected by ADHD. The WISC measures intellectual ability, the NEPSY assesses developmental neuropsychological functions, and the TEA evaluates attention skills. Using these tools provides a comprehensive understanding of the child’s strengths and weaknesses.

Question 57

Mind Wandering or Simply Blanking?

Answer 57

Children with ADHD often experience more mind wandering and mind blanking compared to their peers. Medications like Ritalin can help revert mind blanking to normal levels but may not completely eliminate mind wandering. This distinction helps in understanding the cognitive challenges faced by individuals with ADHD.

Question 58

ADHD Etiology

Answer 58

ADHD has a strong genetic component, with heritability estimates around 77%. Prenatal factors such as exposure to toxins, poor diet, and maternal smoking can increase the risk. Psychosocial factors, including family dynamics and early life stress, also contribute to the development of ADHD. Understanding these factors helps in identifying at-risk individuals and tailoring prevention strategies.

Question 59

ADHD Etiology - Brain Structure and Function

Answer 59

ADHD is associated with abnormalities in the metabolism of dopamine and noradrenergic neurotransmitters. Key brain regions involved include the prefrontal cortex, which affects executive functions, and the basal ganglia, which is involved in motor control and emotional regulation. These neurological differences explain many of the behavioral and cognitive symptoms of ADHD.

Question 60

ADHD Pharmacological Treatment

Answer 60

Stimulant medications like Ritalin (methylphenidate), Dexedrine (dextroamphetamine), and Adderall (a combination of amphetamines) are commonly used to treat ADHD. These medications stimulate the dopamine system, which helps improve attention, reduce hyperactivity, and control impulsive behaviors. They are effective for most individuals but require careful monitoring for side effects.

Question 61

ADHD Interventions and Other Treatments

Answer 61

Effective treatment for ADHD involves a combination of approaches. Psychoeducational interventions help caregivers understand the disorder and how to support the child. Parent training focuses on behavior modification techniques and improving parent-child interactions. Academic interventions address learning difficulties, while other therapies like cognitive-behavioral therapy and social skills training help manage emotional and social challenges.

Question 62

Oppositional Defiant Disorder (ODD)

Answer 62

ODD is characterized by a pattern of angry or irritable mood, argumentative or defiant behavior, and vindictiveness. Symptoms must persist for at least six months and cause significant impairment in social, educational, or occupational functioning. ODD often co-occurs with ADHD and can lead to more severe behavioral problems if not addressed early.

Question 63

ODD and Conduct Disorder (CD)

Answer 63

ODD can progress to Conduct Disorder (CD), which involves more severe antisocial behaviors such as aggression, destruction of property, deceitfulness, and serious rule violations. Early intervention is crucial to prevent the escalation of symptoms and reduce the risk of future criminal behavior or

Question 64

ODD and CD Prevalence

Answer 64

ODD and CD are more common in boys than girls, with boys being more likely to engage in aggressive behaviors. Understanding prevalence rates helps in identifying at-risk populations and tailoring interventions to address gender-specific needs.

Question 65

ODD and CD Developmental Trajectory

Answer 65

Children with ODD or CD are at higher risk for developing adult disorders such as antisocial personality disorder. Early behavioral problems can also lead to substance abuse, criminal behavior, and other negative outcomes in adulthood. Early intervention and continuous support are essential to alter this developmental trajectory.

Question 66

ODD and CD Etiology

Answer 66

Both genetic predispositions and environmental factors like family dynamics, peer influences, and socio-economic status contribute to the development of ODD and CD. Understanding these factors helps in creating comprehensive treatment plans that address both biological and environmental influences.

Question 67

Biological Origins of Aggressive Behavior

Answer 67

Aggressive behavior is linked to imbalances in neurotransmitters like serotonin and dopamine, as well as abnormalities in brain regions such as the amygdala and prefrontal cortex. Hormonal influences, such as increased testosterone levels, also play a role. This biological perspective helps in developing targeted treatments for aggression.

Question 68

ODD and CD Treatment

Answer 68

Effective treatments for ODD and CD include problem-solving training, which helps children develop better coping strategies and social skills. Pharmacological treatments, such as antipsychotics or mood stabilizers, may be used in severe cases. Parent interventions focus on improving parenting skills and family dynamics to create a supportive environment for the child.

Question 69

Risk Factors for Disorders

Answer 69

Various factors increase the risk of developing psychological disorders, including the mother’s emotional state during pregnancy, prenatal stress, and adverse childhood experiences. These factors can affect brain development and lead to behavioral and emotional problems. Early identification and intervention can mitigate these risks.