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A level Psychology > 4.1.4 Psychopathology > Flashcards

4.1.4 Psychopathology Flashcards

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1
Q

Name the 4 definitions of abnormality

A
  1. Deviation from Social Norms
  2. Failure to Function Adequately
  3. Deviation from Ideal Mental Health
  4. Statistical Infrequency
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2
Q

Define Deviation from Social Norms

A

Deviation from unwritten social/societal rules for acceptable behaviour

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3
Q

Describe Deviation from Social Norms (AO1)

A
  1. Standards of acceptable behaviour set by social groups
    • Everyone expected to follow these norms
  2. Social norms can be explicit
    • i.e. laws - respect for human life and property
    • Some can be implicit
      • e.g. queuing at a bus stop without pushing in
      • Is an acceptable behaviour
  3. When someone deviates from these socially acceptable behaviour = classed as abnormal
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4
Q

What are social deviants?

A

People who behave in an undesirable way

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5
Q

Deviation from Social Norms

Name +ve evaluation point

A

Society has right to intervene in abnormal people’s lives

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6
Q

Deviation from Social Norms

Name 2 -ve evaluation points

A
  • Social norms change over time
  • Cultural bias
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7
Q

Deviation from Social Norms

Describe the evaluation point: Society has right to intervene in abnormal people’s lives

A
  • ∴ people can receive help and treatment they wouldn’t have gotten themselves
  • Using this definition = allows people with mental health issues to receive treatment that will improve their lives
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8
Q

Deviation from Social Norms

Describe the evaluation point: Social norms change over time

A
  1. Socially acceptable behaviour may become socially deviant later & vice versa
    1. e.g. homosexuality = now socially acceptable & before = socially deviant & mental disorder
    2. ∴ defintion = era-dependent
  2. Form of diagnosis open to abuse
    1. e.g. 1950s Russia, people that disagreed with government = diagnosed as insane & put into mental institutions
    2. Using this definition = people being persecuted for being non-conformist
  3. Major changes in society happened due to socially deviant behaviour
    1. e.g. suffragettes movement = socially deviant behaviour but led to women voting
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9
Q

Deviation from Social Norms

Describe the evaluation point: Cultural bias

A
  • e.g. western social norms reflect majority of white western population
  • ∴ ethics groups which behave differently could classed as abnormal ∵ their behaviour is based on eastern/European values
  • Cultural values may influence diagnosis
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10
Q

Define Failure to Function Adequately

A

Defined as failing to meet the demands of social life, preventing normal performance in daily activities

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11
Q

Failure to Function Adequately

Describe what Rosenhan et al. suggested

A
  • Rosenhan et al. suggest that the concept of dysfunction includes key features
  • More of these present = more likely abnormality will occur
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12
Q

Name the 5 key features of dysfunction

A
  • Personal distress
  • Maladaptive behaviour
  • Unpredictability
  • Irrationality
  • Observer discomfort
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13
Q

Key Features of Dysfunction

Describe the feature: Personal distress

A

Displaying suffering and distress

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14
Q

Key Features of Dysfunction

Describe the feature: Maladaptive behaviour

A

Behaviour that stops people from attaining satisfactory goals - in social/work life

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15
Q

Key Features of Dysfunction

Describe the feature: Unpredictability

A
  • Behaviour you wouldn’t expect in particular circumstances
  • Show loss of control
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16
Q

Key Features of Dysfunction

Describe the feature: Observer discomfort

A

Behaviour causes distress and discomfort to others

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17
Q

Key Features of Dysfunction

Describe the feature: Irrationality

A

Behaviour that can’t be explained rationally

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18
Q

Failure to Function Adequately

Name +ve evaluation point

A

Recognises subjective experience of suffers

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19
Q

Failure to Function Adequately

Name 3 -ve evaluation point

A
  • Sometimes normal to show features of dysfunction
  • Abnormality ≠ observable dysfunctional traits
  • Cultural bias
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20
Q

Failure to Function Adequately

Describe the evaluation point: Recognises subjective experience of suffers

A
  • & patient centred view by allowing mental disorders to viewed from perception of suffers
  • Allows for individuals differences between patients
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21
Q

Failure to Function Adequately

Describe the evaluation point: Sometimes normal to show features of dysfunction

A
  • e.g. when loved one dies = normal to show personal distress and irrationality
  • Definition doesn’t consider this = limitation
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22
Q

Failure to Function Adequately

Describe the evaluation point: Abnormality ≠ observable dysfunctional traits

A
  • e.g. psychopaths can cause great harm yet appear to be normal
    • e.g. Shipman, English doctor, murdered 215 patients over 20+ years and seemed to be respectable doctor
    • Was abnormal but didn’t show features of dysfunction
  • ∴ definition doesn’t account for all abnormal individuals
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23
Q

Failure to Function Adequately

Describe the evaluation point: Cultural bias

A
  • Related to how one culture believes a person should live their lives
  • Basing abnormality on failure to function = different diagnoses when used on people from different cultures
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24
Q

Define Deviation from Ideal Mental Health

A

Failing to meet the psychological criteria needed to be psychologically healthy

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25
Q

Deviation from Ideal Mental Health

What did Johoda do and believe?

A
  • Johoda identified six major criteria for optimal living = promoted psychological healthy and wellbeing
  • Absence of these criteria = abnormality & maybe mental disorder
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26
Q

Deviation from Ideal Mental Health

Name the six major criteria for optimal living

A
  1. Positive attitudes towards the self
  2. Potential for growth and development
  3. Autonomy
  4. Accurate perception of reality
  5. Resistance to stress
  6. Adapting to environment
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27
Q

Deviation from Ideal Mental Health

Describe the criteria: Positive attitudes towards the self

A

High self-esteem and strong sense of identity

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28
Q

Deviation from Ideal Mental Health

Describe the criteria: Potential for growth and development

A

Experiences personal growth and development towards their potential

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29
Q

Deviation from Ideal Mental Health

Describe the criteria: Autonomy

A

Independent, self-reliant & able to make personal decisions

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30
Q

Deviation from Ideal Mental Health

Describe the criteria: Accurate perception of reality

A

Perceiving the world in objective and realistic view

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31
Q

Deviation from Ideal Mental Health

Describe the criteria: Resistance to stress

A

Effective coping strategies to cope with everyday anxiety provoking situations

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32
Q

Deviation from Ideal Mental Health

Describe the criteria: Adapting to environment

A

Being competent in all areas of life and able to meet the demands of any situation

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33
Q

Deviation from Ideal Mental Health

Describe a +ve evaluation point

A
  • Focuses on positive achievements than failures/distresses
  • = stresses positive approach to mental healthy
  • ∴ carries more positive view on human behaviour
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34
Q

Deviation from Ideal Mental Health

Name 3 -ve evaluation points

A
  • Culture bias
  • Changes over time
  • Criteria is vague
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35
Q

Deviation from Ideal Mental Health

Describe the evaluation point: Culture bias

A
  1. Criteria based on western ideals of what ideal health looks like
  2. Used to judge people from different cultures = incorrect diagnosis of abnormality
    • ∵ they have different beliefs on what “ideal mental health” looks like
  3. e.g. collectivist cultures focus on communal goals rather than personal autonomy
    • ∴ using criteria ≠ diagnosing abnormality
  4. & the case for different social-economic backgrounds
    • Poorer people struggle more with achieving ideal criteria than someone with vast resources and support
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36
Q

Deviation from Ideal Mental Health

Describe the evaluation point: Changes over time

A
  1. e.g. accurate perception of reality
  2. Once seeing visions = positive sign of religious commitment
  3. But now perceived as symptoms of Schizophrenia
  4. ∴ not static dentition
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37
Q

Deviation from Ideal Mental Health

Describe the evaluation point: Criteria is vague

A
  • Difficult and subjective to measure objectivity
  • Diagnoses relies on self-report of patients who may be ill & ∴ not reliable
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38
Q

Define Statistical Infrequency

A

A person’s trait, thinking or behaviour is classed as abnormal if it’s rare or statically unusually

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39
Q

Describe Statistical Infrequency

A
  1. Abnormality = behaviours that are statistically rare/deviate from mean average
  2. Statistics measure certain characteristics and behaviours = show how they’re distributed among general population
  3. Normal distribution is generated from data
  4. Most people will be near mean average
  5. Abnormal characteristics (& thus people) are around edges/tails = statistically rare & ∴ deviation from statistical norms
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40
Q

Statistical Infrequency

Draw the normal distribution curve

A
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41
Q

Statistical Infrequency

Name 2 +ve evalution points

A
  • Appropriate in many situations
  • Objective measure for abnormality
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42
Q

Statistical Infrequency

Name a -ve evalution point

A

Sometimes unsuitable

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43
Q

Statistical Infrequency

Describe the evalution point: Appropriate in many situations

A
  • e.g. in definition of intellectual ability
  • Normal mental ability can measured effectivity & those whose IQ falls more 2 SD points than general population = mental disorder
  • Helped the diagnosis of intellectual ability disorder
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44
Q

Statistical Infrequency

Describe the evalution point: Objective measure for abnormality

A
  1. Once method of collecting data about behaviour/characteristics is established + cut-off point agreed = objective way to decide who’s abnormal
  2. However, cut-off point is subjectively determined - we decide what’s normal behaviour and abnormal
    1. e.g. feature for diagnosing depression may be sleep difficulty
    2. But sleep patterns vary a lot & someone who functions perfectly may be classed as depressed
      • elderly people sleep less due to changing sleep cycles
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45
Q

Statistical Infrequency

Describe the evalution point: Sometimes unsuitable

A
  • To define people’s characteristics based on statical rarity alone
  • e.g. in theory, people with very high IQ’s could be diagnosed as having mental disorder
  • As their intelligence is technically “abnormal”
  • ∴ best to use statistical infrequency with other tools to define abnormality
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46
Q

Behavioural Approach

Name 2 explanations of phobias

A
  • Two-process model
  • Social Learning Theory
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47
Q

Name the 2 stages in the two-process model

A
  1. Acquisition of phobias
  2. Maintenance of phobias
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48
Q

Who proposed the two-process model?

A

Mowrer (1947)

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49
Q

Two-Process Model

Describe how phobias are acquired

A
  • Classical conditioning
    • Learnt to associate NS with UCS that triggers fear response
    • If NS paired with UCS = association
    • Eventually, NS = fear response & becomes CS
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50
Q

Two-Process Model

Describe how phobias are maintained

A

Operant conditioning

  • Negative reinforcement = strengthens the behaviour
    1. Avoidance of fearful stimulus = reinforcement of behaviour ∴ person continues to avoid fearful stimulus
    2. Phobias ∴ become resistant to extinction ∵ sufferer constantly reinforcing avoidance responses
    3. Reduction of unpleasant feelings reinforces behaviour = phobia to continue
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51
Q

Describe how phobias are learned according to SLT

A
  • Phobia learned through observation of role model & imitating phobic behaviours
  • Occurs due to vicarious learning
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52
Q

Evaluation

Name 2 postive evaluation points of using the behavioural approach to explain phobias

A
  • Real World Support
  • Little Albert Study (1920)
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53
Q

Evaluation

Name 2 negative evaluation points of using the behavioural approach to explain phobias

A
  • Safety signals hypothesis
  • Diathesis-stress model
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54
Q

Behavioural Approach to Explain Phobias

Explain the evalution point: Real World Support

A
  • Development of effective treatments with phobias
  • Therapies are effective = strengthens behavioural explanation of phobias
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55
Q

Behavioural Approach to Explain Phobias

Explain the evalution point: Little Albert Study (1920) - conclusion

A
  • Possible to use classical conditioning to learn fear response
  • ∴ supports behavioural explanations of phobias
  • However, case study & can’t be generalised to wider population
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56
Q

Behavioural Approach to Explain Phobias

Explain the evalution point: Safety signals hypothesis

A
  • Undermines two-model process
  • Avoidance behaviour isn’t motivated by negative reinforcement & reduction in anxiety BUT by positive feelings person associates with safety
  • Support from agoraphobics: travel to work on certain routes ∵ they see these as trusted and representative of safety signals
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57
Q

Behavioural Approach to Explain Phobias

Explain the evalution point: Diathesis-stress model

A
  • Combines psychological factors (e.g. two-process model) with genetic vulnerability
    • Provides are more-rounded view of acquisition of phobias
  • Suggests people inherit genetic vulnerability for developing mental disorders (phobias) + right environmental stressors trigger this
  • Explains why phobias develop in some people but not in others
    • e.g. not everybody bitten by a dog = phobia
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58
Q

Name 2 ways to treat phobias

A
  1. Systematic Desensitisation
  2. Flooding
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59
Q

What is systematic desensitisation?

A

Form of counter-conditioning in which patient learns to replace the fear response with relaxation response when faced with phobia-inducing stimulus

60
Q

Name the 3 processes involved in systematic desensitisation

A
  1. Anxiety hierarchy
  2. Relaxing techniques
  3. Gradual exposure
61
Q

Systematic Desensitisation

Describe the anxiety hierarchy

A
  • List of situations involving phobic stimulus = ranked in order (least anxiety-provoking to highest)
  • e.g. fear of heights: stranding on chair at bottom & standing on tall building on top
62
Q

Systematic Desensitisation

Describe relaxing techniques

A

Techniques taught to reduce anxiety levels & encourage relaxation

63
Q

Systematic Desensitisation

Describe gradual exposure

A
  • Patient is exposed to situations in safe and controlled environment
  • Pair exposure with relaxation techniques so they can overcome fear
  • Gradually work up the hierarchy using relaxation techniques
64
Q

Systematic Desensitisation

Name 2 +ve evalution points

A
  • Faster results
  • Effective
65
Q

Systematic Desensitisation

Name a -ve evalution point

A
  • Not appropriate for all phobias
66
Q

Systematic Desensitisation

Explain the evalution point: Faster results

A
  • Works quicker than psychological therapies (e.g. CBT)
  • & requires less will power and commitment from patient
  • ∴ SD is useful when dealing with patients who lack an insight of their thoughts and emotions
67
Q

Systematic Desensitisation

Explain the evalution point: Effective

A
  1. Patients received treatment for spider phobia
    1. Compared with control group (given relaxation without exposure)
    2. Several months after treatment, patients with SD were less fearful than control group
  2. ∴ actual contact with feared stimulus = better results than imagining situation
68
Q

Systematic Desensitisation

Explain the evalution point: Not appropriate for all phobias

A
  • Can’t treat phobias that have underlying evolutionary survival component (e.g. dangerous animals or heights)
  • Works on phobias that are acquired through personal experience
    • = limitation
69
Q

What is flooding?

A
  • Behavioural therapy: treats phobias by direct confrontation of feared stimulus
  • Goes straight to most feared situation
70
Q

Explain why flooding works

A
  1. Suffers can’t make their usual avoidance responses = anxiety is peaked at high level that can’t be maintained
  2. So anxiety ↓ = patient feels relaxed in presence of stimulus = overcome phobia
71
Q

Give an example of flooding

A

e.g. person placed in room full of clowns & therapist encourages patient to use their relaxation until anxiety disappears

72
Q

Flooding

Name a postive evalution point

A

Effective & quicker

73
Q

Flooding

Name 2 -ve evalution points

A
  1. Works on certain types of phobias
  2. Unethical
74
Q

Flooding

Explain the evalution point: Effective & quicker

A
  • Superior to SD
    • SD = several months VS flooding = 1 session
    • SD = patient centred, goes at pace of patient VS flooding = therapist in control
    • Harder to withdraw in flooding than SD = more likely to complete treatment
75
Q

Flooding

Explain the evalution point: Works on certain types of phobias

A
  • Not effective with social phobias ∵ they’re more complex (involve cognitive processing)
  • ∴ CBT may be better
76
Q

Flooding

Explain the evalution point: Unethical

A
  • Patient exposed to their fears = psychological harm as some may not able to cope
    • Phobia may become worse = life becomes dysfunctional
  • Not appropriate for all patients
    • Individual differences: Patient in not good physical health
      • Lots of stress = heart attack
  • Cost-benefit analysis is needed
77
Q

The Cognitive Approach

Name 2 explanations of depression

A
  • Beck’s Cognitive Theory of Depression
  • Ellis’ ABC Model
78
Q

Describe Beck’s Cognitive Theory of Depression

A
  1. Depressions occurs ∵ people view world negatively through negative schemas
  2. Triggered when person is similar situation as to when schema was made
  3. -ve schemas continue throughout life & affected by cognitive biases = causes person to misperceive reality
79
Q

Name the 3 components in Beck’s cognitive theory of depression

A
  1. Negative Schemas
  2. Cognitive Bias
  3. Cognitive Triad
80
Q

Beck’s Cognitive Theory of Depression

Name 3 types of negative self-schemas

A
  1. Ineptness schema
  2. Self-blame schema
  3. Negative self-evaluation schema
81
Q

What do ineptness schemas do?

A

Makes depressives expect to fail

82
Q

What do self-blame schemas do?

A

Makes depressives feel responsible for all misfortunes

83
Q

What do negative self-evalution schemas do?

A

Constantly reminds depressives of their worthlessness

84
Q

Cognitive Bias

Name or describe 4 biased and inaccurate cognitive processes (that occur in depressives)

A
  • Arbitrary reference
    • Draw conclusions based on little evidence
  • Selective abstraction
    • Draw conclusion based on just one part of a situation
  • Overgeneralisation
    • Sweeping conclusions drawn based on 1 event
  • Magnification and minimisation
    • Over or under emphasis is placed upon a situation
85
Q

Describe the cognitive triad

A
  • Negative schemas and biases = cognitive triad
  • Where individuals view themselves, world and future negatively
  • Over time, constantly negative perception = depression
86
Q

Give an example of a cognitive triad

A
87
Q

Describe Ellis’ ABC Model

A
  • Poor mental health ∵ of irrational thinking
  • Irrational thinking = perceive events in certain ways = depression
88
Q

Ellis’ ABC Model

State the what the “ABC” stands for

A
  • Activating Event
  • Beliefs
  • Consequence
89
Q

Ellis’ ABC Model

Describe “activating event” part

A

External event starts thought process i.e. irrational thoughts

90
Q

Ellis’ ABC Model

Describe “beliefs” part

A

Irrational thoughts = irrational belief

91
Q

Ellis’ ABC Model

Describe “consequence” part

A

Irrational belief = abnormal emotional and behavioural consequences

92
Q

Ellis’ ABC Model: Beliefs

What is mustrubation?

A

Belief that person must always succeed

93
Q

Ellis’ ABC Model: Beliefs

What is utopianism?

A

Belief that everything is meant to be fair

94
Q

The Cognitive Approach: Explaining Depression

Name 2 +ve evalution points

A
  • Pratical Applications
  • Strong research support for cognitive bias for depression
95
Q

The Cognitive Approach: Explaining Depression

Name 2 -ve evalution points

A
  • Incomplete Explanation
  • Blames the patient
96
Q

The Cognitive Approach: Explaining Depression

Explain the evalution point: Pratical Applications

A
  • Using these cognitive explanations = successful treatments
  • e.g. CBT works by challenging negative and irrational beliefs (causes of depression) & helps patient overcome depression
  • Effectiveness of CBT = cognitive approach must be valid
97
Q

The Cognitive Approach: Explaining Depression

Explain the evalution point: Strong research support for cognitive bias for depression

A
  • Stronger negative thinking has been found to be more associated with stronger forms of depression
  • More severe cases show = greater tendency for maladaptive attitudes/beliefs
  • Suggests cognitive approach has validly ∵ cause is primarily negative thinking
98
Q

The Cognitive Approach: Explaining Depression

Explain the evalution point: Blames the patient

A
  • Suggests patient is responsible for their irrational/negative thoughts for making themselves depressed
    • Rather than situational factors which may be overlooked
    • Theory assumes person can “think themselves better” which isn’t so straight-forward & oversimplified
      • can be damaging for the patient
  • However, if patient responsible for their disorder
    • Gives them power and autonomy to overcome depression
    • Allows patient control over depression
99
Q

The Cognitive Approach: Explaining Depression

Explain the evalution point: Incomplete Explanation

A
  • Ignores any biological influences that cause depression
    • e.g. found that depressives have lower level of serotonin
  • Doesn’t consider any physical causes of depression
  • More holistic approach would consider impact of biological and cognitive components
100
Q

Name 3 treatments for depression

A
  • Beck’s Cognitive Therapy
  • Ellis’ REBT (rational emotive behaviour therapy)
  • Cognitive Behavioural Therapy (CBT)
101
Q

Describe Ellis’ REBT

A
  1. Identify irrational thoughts
  2. Alter irrational thoughts which affect belief and behaviour
  3. Involves challenging beliefs and helping patient realise thoughts are irrational
102
Q

What is CBT?

A

Psychological treatment that focuses on altering thought processes

103
Q

Name the 3 steps in CBT

A
  1. Challenge thoughts
  2. Homework
  3. Behavioural activation
104
Q

Cognitive Behavioural Therapy (CBT)

Describe the step 1: challenge thoughts

A
  • Patient presents situation & therapist challenges thinking and asks for evidence for their conclusion
  • Conclusion has little to no evidence & challenging patient makes them realise this
105
Q

Cognitive Behavioural Therapy (CBT)

Describe the step 2: homework

A
  • Patients encouraged to complete tasks between therapy sessions
  • To try positive thinking
  • This is done to test their irrational beliefs against reality & put new rational beliefs into practice
106
Q

Cognitive Behavioural Therapy (CBT)

Describe the step 3: Behavioural activation

A
  • Specific focus on encouraging more active participation in activities
  • This will help act as antidote to depression (as participating in pleasurable activities)
  • Therapist will identify any cognitive obstacles that prevent patient participating in activities
107
Q

The Cognitive Approach: Treating Depression

Name 2 +ve evalution points

A
  • Effective
  • Implications for the Economy
108
Q

The Cognitive Approach: Treating Depression

Name a -ve evalution point

A

Time-consuming and Expensive

109
Q

The Cognitive Approach: Treating Depression

Explain the evalution point: Implications for the Economy

A

Pros:

  • Treatments allow patient to return to psychological healthy state faster & return to work quicker = economy benefits
  • Psychological healthy = more productive in work & generate more money for employer + economy

Con:

  • Treatments are expensive = strain on NHS, impacts economy negatively
110
Q

The Cognitive Approach: Treating Depression

Explain the evalution point: Effective

A
  • Treats root cause of depression = psychological in nature VS drugs which treat symptoms
  • ∴ CBT more holistic approach = benefits last long lasting VS drugs only work if you take them continually
  • Also lower relapse rates than other treatments
    • 40% = relapse within 6 months
    • Drugs: 45%
    • Placebo: 80%
  • ∴ more efective
111
Q

The Cognitive Approach: Treating Depression

Explain the evalution point: Time-consuming and Expensive

A
  • Multiple sessions with trained therapist = costly and timely
  • Drug therapies cheaper & patient has to only remember to take drugs + don’t have to share intimate feelings of insecurity with stranger
  • Inappropriate for patients that severely withdraw and struggle to engage with others
  • Patients may be overwhelmed and disappointed = strengthen their depressive symptoms
112
Q

Name 2 emotional characteristics of phobias

A
  • Extreme emotions
  • Severe anxiety
113
Q

Name 3 behavioural characteristics of phobias

A
  • Panic
  • Extreme avoidance
  • Endurance
114
Q

Name 3 cognitive characteristics of phobias

A
  • Irrational thoughts
  • Cognitive distortions
  • Selective attention
    • Extreme attention to stimulus
115
Q

Name 4 cognitive characteristics of depression

A
  • Thoughts of suicide
  • Absolutistic thinking
    • No flexibility in their thoughts
  • All negative thought are about them
    • Focus on negative thoughts
  • Poor concentration
116
Q

Name 4 behavioural characteristics of depression

A
  • Changes in appetite
  • Loss of interest in things they’d normally enjoy
  • Potential aggression & self-harm
  • Sleeping too much or too little
117
Q

Name 3 emotional characteristics of depression

A
  • Low self-esteem
  • Feelings of anger
  • Lowered mood
118
Q

Name 3 behavioural characteristics of OCD

A
  • Compulsion
  • Repetitive behaviours (to reduce anxiety)
  • Avoidance
119
Q

Name 3 emotional characteristics of OCD

A
  • Feel anxiety & distressed + quite low moods
  • Potentially disgusted
120
Q

Name 3 cognitive characteristics of OCD

A
  • Obsessions
  • Aware of their obsessions
  • They are aware they’re acting irrationally
121
Q

The Biological Approach

Name 2 explanations of OCD

A
  • Genetics
    • OCD may be inherited
  • Neural Factors
122
Q

Name 2 genes that if function abnormally may lead to OCD

A
  • COMT gene
  • SERT gene
123
Q

What does the COMT gene do?

A

Involved in production of protein which influences dopamine

124
Q

Describe the COMT gene in people with OCD

A

People with OCD have variation in this gene = ↓ COMT & ↑ dopamine

125
Q

What does the SERT gene do & what does it do in those with OCD?

A
  • Affects transportation of serotonin
  • OCD = ↓ serotonin
126
Q

OCD is thought to be _____

A

Polygenic

Different genetic variations cause it

127
Q

What does lower serotonin mean?

A

Means normal transmission of mood-related information doesn’t take place

128
Q

Name 2 Neural Factors of OCD

A
  • Frontal lobe
  • Left parahippocamal gyrus
129
Q

Describe what happens to the frontal lobe for a person with OCD

A

Abnormal function with sides of it = impairment in decision making = OCD

130
Q

Describe what happens to the left parahippocamal gyrus for a person with OCD

A
  • Processes unpleasant emotions, functions abnormally in OCD
  • Explains why emotions affected & anxiety experienced
131
Q

The Biological Approach: Explaining OCD

Name a +ve evalution point

A

Twin and family studies

132
Q

The Biological Approach: Explaining OCD

Name 3 -ve evalution point

A
  • Not all twins share OCD tendencies
  • Diathesis-stress Model
  • Family members show different forms of OCD
133
Q

The Biological Approach: Explaining OCD

Explain the evalution point: Twin and family studies

A
  • Higher concordance rates for OCD compared to general population
  • Suggests there’s an element of genetics involved
    • 68% of identical twins had OCD
    • 31% = non-identical twins
134
Q

The Biological Approach: Explaining OCD

Explain the evalution point: Not all twins share OCD tendencies

A
  • Even though have same genetics ∴ genes alone don’t cause OCD
  • = biological explaining is reductionist and oversimplified
  • Shows there’s environmental stressors that must trigger OCD & biological approach doesn’t consider this
135
Q

The Biological Approach: Explaining OCD

Explain the evalution point: Diathesis-stress Model

A
  1. Includes both genetic and psychological factors e.g. environmental stressors
  2. Suggests people have genetic vulnerability to develop OCD but only right environmental triggers can start it
  3. Explains why identical twins don’t both share OCD
  4. Provides more holistic explanation
136
Q

The Biological Approach: Explaining OCD

Explain the evalution point: Family members show different forms of OCD

A
  1. If disorder inherited = assume behaviour would be similar between family members = not true
  2. Behavioural explanations may be better suited
  3. Child may learn obsessive behaviour from their parents modelling it
  4. Demonstrate same tendencies due to learning than genetics
  5. Explains high concordance rates in families
137
Q

Treating OCD

Name 3 drugs

A
  1. Selective Serotonin Reuptake Inhibitors (SSRIs)
  2. Tri-cyclics
  3. Serotonin-noradrenaline Reuptake Inhibitors (SNRIs)
138
Q

Describe how SSRIs work

A
  1. Reduces amount of serotonin taken back into presynaptic neurone
  2. Preventing reabsorption and breakdown = increases its level in synapse & stimulates postsynaptic neurone
139
Q

Describe how tri-cyclics work

A
  1. Block transporter mechanism that re-absorbs both serotonin and epinephrine into pre-synaptic neurone after it has fired
  2. More neurotransmitters left in synapse = prolonging their activity
140
Q

When tri-cyclics given?

A

Only given if patient doesn’t respond SSRIs

141
Q

Describe how SNRIs work

A
  1. Work on both serotonin and noradrenaline levels
  2. Allows neurotransmitters to remain in synapse = prolongs their activity
142
Q

The Biological Approach: Treating OCD

Name 2 +ve evalution points

A
  • Effective
  • More accessible
143
Q

The Biological Approach: Treating OCD

Name 2 -ve evalution points

A
  • Doesn’t cure
  • Combination of treatments
144
Q

The Biological Approach: Treating OCD

Explain the evalution point: Effective

A
  • Reduce anxiety associated with OCD
  • Reviewing studies: SSRIs proven to be consistently more effective than placebos at reducing OCD symptoms
  • 50-80% of OCD patients improve when taking drugs = healthy and normal life
145
Q

The Biological Approach: Treating OCD

Explain the evalution point: More accessible

A
  1. Easy to manufacture, easy to use/administer
  2. Fast acting and effective = allow people to manage their symptoms & led normal lives
  3. CBT = more time-consuming ∴ drugs more appropriate
146
Q

The Biological Approach: Treating OCD

Explain the evalution point: Doesn’t cure

A
  1. Mask symptoms of OCD rather than cure disorder
  2. e.g. If patients stop taking drugs = symptoms will return
  3. CBT has been shown effective in treating OCD & has no side effects
  4. Provides patient will have skills for to cope long-term
147
Q

The Biological Approach: Treating OCD

Explain the evalution point: Combination of treatments

A
  1. Combination of treatments might provide best solution
  2. Using SSRIs in conjunction with CBT = produce more effective symptom reduction than drug therapy

A level Psychology (14 decks)

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