5.Developmental Psychology Flashcards
1
Q
what is lifespan development
A
Lifespan development refers to the age-related changes that occur from conception until the time of death
-includes various stages and various areas
2
Q
what makes a change ‘developmental’
A
changes must be relatively permanent (ie not a broken arm that last briefly)
3
Q
what is maturation
A
Maturation refers to physical growth of the body and all its physical components (biological growth process)
-it is automatic and follows a consistent pattern (developmental norms)
4
Q
what are developmental norms
A
standards by which the progress of a child’s development can be measured, such as the average age they learn to walk
5
Q
identify areas of development
A
physical
cognitive
emotional
social
6
Q
what is physical development
A
changes to the body and its systems
-Motor- physical skills development
7
Q
what is cognitive development
A
changes in how we think and learn
-perceptual- how we interpret the environment around us
8
Q
what is a other name for cognitive development
A
psychological development
9
Q
what is emotional development
A
changes in how we experience, express and interpret feelings
10
Q
what is social development
A
changes in how we interact with others
11
Q
identify the stages of lifespan
A
infancy
childhood
adolescence
early adulthood
middle age
old age
12
Q
what ages are infancy
A
0-2 y/o
13
Q
what ages are childhood
A
2-10 y/o
14
Q
what ages are adolescence
A
10-20 y/o
15
Q
what ages are early adulthood
A
20-40 y/o
16
Q
what ages are middle age
A
40-65 y/o
17
Q
what ages are old age
A
65+ y/o
18
Q
physical development during infancy
A
-development of fine motor skills eg grasping
-reflexes eg sucking
-motor production of speech- development of mouth and tongue
-gross motor skills to be able to walk
19
Q
psychological development during infancy
A
-rapid development of perceptual abilities
20
Q
social development during infancy
A
social skills- introduced to new people (other than family)
21
Q
emotional development during infancy
A
-emotional attachment, infant to primary care giver
22
Q
physical development during childhood
A
-motor skills: fine (handwriting) and gross (jump, kick, throw, leap)
-teeth
23
Q
psychological development during childhood
A
-moral development (right and wrong)
-development through play
24
Q
social development during childhood
A
-independence from adults
-play with others
25
emotional development during childhood
-moral development
-appropriate emotional expression
26
physical development during adolescence
-puberty - development of sex characteristics
-growth in height
27
psychological development during adolescence
-seek independence from parents
-advances in logical and abstract thinking
-develop identify
-personality changes
28
social development during adolescence
-strengthening of peer groups
-develop sense of self and identity - personal fable
-personality changes
29
emotional development during adolescence
-personality changes
-changes in hormone levels
30
physical development during early adulthood
-fully developed
eg female ready to conceive
31
psychological development during early adulthood
-financial independence
-career
-ready to start family
32
social development during early adulthood
-establishing personal relationships
-select life partners
-development of intimate relationships
33
emotional development during early adulthood
start family
-emotional attachment to child / partner
34
physical development during middle age
-decreased muscle tone
-decreased posture and balance
35
psychological development during middle age
-increased responsibility eg earn money, provide
36
social development during middle age
-expand social and personal involvements
-support children in their development
37
emotional development during middle age
expand social and personal involvements
38
physical development during old age
-decreased strength
-decline in overall health
-new hobbies eg lawn bowls t/f increased motor development
39
psychological development during old age
-decreased work
-new hobbies eg sudoku
40
social development during old age
-death of friends and family
-increased freedom
-new hobbies eg join book club
41
emotional development during old age
death of friends and family
42
what is personal fable
cognitive distortion leading to an inflated sense of self worth, uniqueness and importance
43
continuous development
Involves gradual ongoing changes throughout life
44
discontinuous development
involves specific stages with bursts of rapid development within those stages
45
what are sensitive periods
+eg
the period of time in which organism is more responsive to certain stimulation
eg sensitive period for language acquisition
46
what are critical periods
+eg
the narrow period of time where development in an animal is preprogrammed for learning to occur
eg critical period for vision
47
what is the principle of readiness
states that unless the necessary physical maturation has occurred, no amount of practice will produce a particular mental process or behaviour
48
what is epigenetics
the study of how environmental factor affect how our genes are expressed
49
identify the two types of twins
monozygotic and dizygotic twins
50
what are monozygotic twins
when a single (mono) fertilised egg (zygote) spontaneously splits into two and develops into two foetuses, monozygotic twins share 100% of their genes
51
what are dizygotic twins
when two eggs are released at the same time and fertilised by two different sperm. They share 50% of the same genes
52
criticism of twin studies
parents tend to treat identical twins in a moire similar way than non identical twins
53
what is the nature vs nurture debate
refers to the question of whether our development is due mainly to genetics (nature) (heredity) or the environment (nurture)
54
what is attachment
attachment refers to the emotional bond that forms between an infant and their caregiver
55
who first proposed the attachment theory
John Bowlby
56
identify the characteristics of attachment
4 characteristics
-Proximity maintenance
-Safe haven
-Secure base
-Seperation distress
57
what is proximity maintenance
the level of desire the infant has to be near the caregiver
58
what is safe haven
the ability for the infant to return to the caregiver when stressed
59
what is secure base
the attachment figure becomes the base from which to explore
60
what is separation distress
level of anxiety felt by infant when caregiver leaves
61
who developed the strange situation test
Mary Ainsworth
62
how old are infants who undergo the strange situation test
between 9 and 18 months
63
8 steps of the strange situation test
1. Infant and Primary care giver (PCG) enter room
2.The PCG observes the infant exploring the room and playing with toys
3.Stranger enters the room and tries to interact with infant
4. PCG leaves the room -may observe separation anxiety
5.PCG returns and stranger leaves- observe reunion
6.PCG leaves room and infant is alone in room
7. Stranger enters the room- is the infant comforted by the stranger?
8.PCG enters (observe reunion) and stranger leaves the room
64
what is stranger anxiety
refers to an infants cautiousness towards and around unfamiliar people
65
what is separation anxiety
signs of distress displayed by an infant when not in the prescence of their primary care giver
66
identify the types of attachment +percentages
-secure attachment (65%)
-insecure avoidant attachment (20%)
-insecure resistant attachment (12%)
67
what is secure attachment
-infant uses primary caregiver as a base for exploration
-shows sign of separation anxiety, but easily soothed by primary care giver when reunited
68
what is insecure avoidant attachment
-infant does not seek closeness with primary care giver
-when separated, infant shows no signs of separation anxiety
-infant ignores primary care giver upon reunion
-
69
what may be the cause of insecure avoidant attachment
neglect and/or abuse
70
what is insecure resistant attachment
-infant seems anxious, even in presence of primary care giver
-extreme distress when the primary care giver leaves
-initially seek comfort from primary care giver upon reunion, but is difficult to soothe
-
71
what may cause insecure resistant attachment
primary care giver is frequently unresponsive to the infants needs
72
what is disorganised attachment
infants are said to display disorganised attachment when their behaviour is inconsistent with the patterns displayed in secure and insecure attachment and seemingly contradictory.
73
examples of disorganised attachment behaviour
-respond to reunions with fearful behaviours, rocking, ear pulling or freezing
-seeking contact with primary care giver upon reunion, but moving very slowly towards them
74
possible causes of disorganised attachment
maltreatment, hostile caregiving, post natal depression, primary care giver experiencing trauma or loss, however some infants with disorganised attachment have seemingly normal upbringings
75
possible outcomes of disorganised attachment
-mental health issues later in life
-extreme mood swings
-low levels of self esteem
-controlling behaviour
-high levels of aggression
76
long term outcomes of secure attachment
-good self esteem
-trusting relationships with friends and romantic partners
-seek out social support
-comfortable expressing feelings
77
long term outcomes of insecure attachment
-anxiety
-difficulty forming and maintaining close relationships with others
-difficulty expressing emotions
78
why are the theories on long term impacts of attachment controversial
because the longitudinal research that has occurred and lack of control over variables
79
identify the factors influencing attachment
-genetics
-temperament
-early life experiences
80
how do genetics influence attachment
-Bowlby suggested that infants are genetically pre programmed to display attachment signals such as crying, clinging, smiling and gazing at their caregiver
-these develop through maturation
81
how does temperament influence attachment
-differs between infants and is is evident from birth through to childhood and adulthood
-have a genetic basis
82
what is temperament
an individuals characteristic way of reacting to people, objects and events
83
identify the different infant temperaments
-easy
-difficult
-slow to warm up
84
describe easy temperament in an infant
Usually content and happy, adaptable to new experiences, regular feeding and sleeping habits, tolerant of frustration and discomfort
85
describe difficult temperament in an infant
Often irritable, irregular sleep and eating habits, negative reactions to disruptions to their routines, throw tantrums when frustrated or uncomfortable
86
describe a slow to warm up temperament in an infant
Somewhat moody, moderately regular sleeping and eating habits ,cautious in new situations
87
how can early life experiences influence attachment
sensitivity and responsiveness of the caregiver
-infants are more likely to form secure attachments to caregivers who are able to respond quickly and appropriately signs of their discomfort
demographic factors
-Family income ,family size, parental age and education level, stability of parent relationships, cultural background
88
sample for Harlows rhesus monkeys experiment
eight infant/newborn rhesus monkeys
89
IV for Harlows rhesus monkeys experiment
the form of the surrogate mother that provided food (either clothed or wired)
90
DV for Harlows rhesus monkeys experiment
the strength of affectional attachment between the infants and their surrogate mothers (measured by mean time spent on surrogate)
91
results from harlows rhesus monkeys experiments
-all infant monkeys spent most of their time clinging to the the cloth-covered surrogates
-infant monkeys ran to cloth covered surrogates when frightened
-concluded that contact comfort was more important than feeding when it came to forming attachment bonds
92
Identify the stages of Erikson's theory of psychosocial development
1.Trust vs mistrust
2.Autonomy vs shame and doubt
3.Initiative vs guilt
4.Industry vs Inferiority
5.Identity vs role confusion
6.Intimacy vs isolation
7.Generativity vs Stagnation
8.Integrity vs despair
93
what is the age range for trust vs mistrust
0-18 months
94
describe trust vs mistrust
-infants develop a sense of trust when caregivers provide reliability, warmth, love, physical care, a lack of this will cause mistrust to develop
-trust helps infant form attachment to their parents
-mistrust can cause insecurity, suspiciousness and inability to relate to others
95
what is the age range for autonomy vs shame and doubt
18 months - 3 years
96
describe autonomy vs shame and doubt
-children learn to develop a sense of control over physical skills and a sense of independence
-autonomy refers to the ability to do things independently and the feelings of self control, self confidence, self reliance and competence which accompanies this
-if caregivers are overprotective then shame and doubt will develop
97
what is the age range for initiative vs guilt
3-5 years
98
describe initiative vs guilt
-through play, children learn to make plans and carry out tasks
-parents reinforce via giving children freedom to play, use imagination and ask questions. This promotes initiative
-feelings of guilt about initiating activities are formed if parents criticise severely, prevent play or discourage questions
99
what is initiative
using ones own resourcefulness to solve problems
100
what is the age range for industry vs inferiority
5-12 years
101
what is the age range for industry vs inferiority
5-12 years
102
describe industry vs inferiority
-children have to cope with new social and economic demands. They become interested in how things are made
-any encouragement allows their sense of industry to increase as they feel worthwhile
-if a childs work is considered messy, childish or inadequate, then the child can develop feelings of inferiority
103
what is the age range for identity vs role confusion
12-18 years
104
describe identity vs role confusion
-at this age, adolescents have to build a steady identity for themselves based on their talents, values, relationships, culture and so on
-those who successfully overcome this dilemma will come out with a new sense of self that is inspirational and normal
-those who do not develop an identity will suffer from role confusion and uncertainty about who they are and where they are going
105
what is the age range for intimacy vs isolation
18-25 years
106
describe intimacy vs isolation
-after developing a stable identity a person is prepared to share meaningful love or deep friendship with others
-young adults who achieve intimacy are able to experience a mature and intimate love
-failure to establish a sense of intimacy with others can lead to a deep sense of self isolation
107
what is intimacy
ability to care about others and share experiences with them
108
what is the age range for generativity vs stagnation
25-65 years
109
describe generativity vs stagnation
-generativity is expressed by caring about oneself, ones children and future generations, this may be achieved by guiding ones own children or by helping other children
-adults who do not achieve generativity may feel stagnation (self absorption and failing to find a way to contribute)
110
what is another word for generativity
primary crisis
111
what is the age range for integrity vs despair
65+ years
112
describe integrity vs despair
-a person must be able to look back over life with acceptance and satisfaction
-the person who has lived richly and responsibly develops a sense of integrity, this allows a person to face ageing and death with dignity
-of adults feel unhappy with their life paths and missed opportunities then they may suffer from despair and regret
113
what did Piagets base his observations from
his own children behaviour
114
what is a schema (schemata)
-Schema is a mental idea of what something is and how to act on it
-the basic building block of intelligent behaviour
115
what is an action schemata
-action schemata are inborn survival reflexes, like sucking and grasping
-they enable us to interact with the world from birth
-they get more sophisticated as we mature
116
by which process are schemata produced
through adaptation
117
identify the two processes of adaptation (schemata)
-assimilation
-accommodation
118
what is assimilation (schemata)
+eg
when new information is fit into existing schemata
eg
-new knowledge = see a cat
-schema = furry things with four legs are dogs, they are for patting
-b/c its furry and has four legs its a dog, lets give it a pat
119
what is accommodation (schemata)
+eg
when schemata are altered to let in new information
eg
-new knowledge = there are different furry things with four legs. Dogs say woof and cats say meow
-t/f this is a cat not a dog
120
identify Piaget's four stages of cognitive development
1. sensorimotor
2. pre operational stage
3. concrete operational stage
4 .formal operational stage
(small pigs can fly)
121
what is the age range for the sensorimotor stage
0-2 years
122
key characteristics of the sensorimotor stage
-infants learning about their surroundings through their senses and motor interactions
123
key achievements of the sensorimotor stage
-sensory and motor coordination
-increased goal directed behaviour-successfully completing a sequence of actions with a particular purpose in mind
-acquire object permanence- understanding that objects still exist when they can't be seen
124
what is the age range for the pre operational stage
2-7 years old
125
key characteristics of the pre operational stage
egocentrism
animism
centration
126
what is egocentrism
The tendency to perceive the world solely from one's own point of view
127
what is animism
The belief that everything that exist has some kind of consciousness
128
what is centration
inability to focus on more than one feature of an object at a time
129
what is the link between centration and conservation
pre operational children are unable to grasp conservation of mass/volume/number because of centration
130
key achievements of the pre operational stage
-increase in symbolic thinking (ability to use symbols to represent objects not physically present)
-transformation- understand that something can change from one state to another
-reversibility- ability to mentally follow a sequence of events back to its starting point
131
what is the age range for concrete operational stage
7-12 years
132
key characteristics of concrete operational stage
-children are able to perform mental operations, however they are limited to concrete objects and events (that can be experienced with the senses)
133
key achievements of the concrete operational stage
-understanding conservation of mass, numbers and volume
-decentering- ability to consider more than one characteristic of an object or problem
-classification- able to classify objects or events based on common characteristics
134
what is the age range for the formal operational stage
12+ years
135
key characteristics of the formal operational stage
-achieve abstract thinking and ability to conduct mental operations
-deductive reasoning - draw conclusions from two pieces of info eg. if sam sleeps she will be late, sam was late to school therefore sam slept in
-systematic problem solving - test solutions to problems in orderly way
-idealistic thinking - envisage better alternatives to reality
136
what is the type of thought in sensorimotor stage
concrete
137
what is the type of thought in pre operational stage
mainly concrete with signs of symbolic beginning to develop
138
what is the type of thought in concrete operational stage
concrete and symbolic (almost fully developed)
139
what is the type of thought during the formal operational stage
concrete and symbolic (fully developed)
140
identify the different approaches to describing normality
-sociocultural approach
-functional approach
-historical approach
-medical approach
-statistical approach
-situational approach
141
what is the sociocultural approach to describing normality
thoughts feelings and behaviours that are considered acceptable in a particular society
142
two examples of the sociocultural approach in describing normality
-in some cultures, loud wailing at a funeral is considered appropriate, whereas in other it is not
-eating with your hands is considered appropriate in some cultures, whereas it would be more appropriate to use utensils in other cultures
143
what is the functional approach to describing normality
thoughts, feelings and behaviours are viewed as normal, so long as they don't interfere with individuals living independently (functionally)
144
two examples of the functional approach in describing normality
-being unhappy from time to time is normal, but being so unhappy you can't get out of bed and go to work is abnormal
-being constantly worried about germs so that you are unable to catch public transport is abnormal
145
what is the historical approach to describing normality
the thoughts, feelings and behaviours that are considered acceptable depends on the period of time in which the judgment is being made
146
two examples of the historical approach in describing normality
-modern day beach wear would be considered indecent 60 years ago
-wearing a top hat or big dress would be considered abnormal
147
what is the medical approach to describing normality
thoughts, feelings and behaviour may be considered abnormal if they have an underlying biological cause and can be diagnosed or treated
148
two examples of the medical approach in describing normality
-someone who experiences muscle tremors and has a degenerating substantial nigra can be diagnosed with parkinson's disease
-
149
what is the statistical approach to describing normality
thoughts, feelings and behaviour can be considered normal if they are shared by a large majority of people and abnormal if they only occur in a small minority of people
150
two examples of the statistical approach in studying normality
-most people score between 85 and 115 on an IQ test, whereas only 0.1% will score above 145 or below 55
-having blue eyes is less common than having brown eyes
151
what is the situational approach to describing normality
particular thoughts, feelings and emotions can be appropriate in some contexts and inappropriate in others
152
two examples of the situational approach in studying normality
-tackling a stranger on the football field is fine, but not on the street
-yelling at a football match is appropriate, but yelling is inappropriate in the classroom
153
typical vs atypical behaviour +eg
typical behaviour describes the usual actions of an individual, whereas atypical behaviour refers to actions that are out of character for an individual
eg if a person is usually outgoing and friendly and suddenly becomes withdrawn fro prolonged period of time, then they are exhibiting atypical behaviour
154
what is adaptive behaviour
+eg
adaptive behaviours enable individuals to adjust to their environment appropriately and effectively
e.g getting enough sleep, controlling temper
155
what is maladaptive behaviour
+eg
maladaptive behaviour interfere with the ability to adjust to the environment appropriately and effectively
e.g over exercising, engaging in regular physical fights
156
what is mental health
A state of well-being in which an individual realises his or her abilities, can cope with normal stresses of life, can work productively and is able to contribute to his or her community
157
what is a mental health problem
mental health problems most often occur as a result of a life stressor, and are usually resolved with time or when the stressor passes
158
what are mental disorders
involve a combination of thoughts, feelings and behaviour which impair the ability to function efficiently in everyday life
159
other names for mental disorder
psychological disorder / mental illness
160
mental health and mental disorders exist on a ____
continuum and there is no clear boundary between the two
161
what are the characteristics of a mental disorder
1.occurs within the individual and results from dysfunction within the individual
2.there is clinically diagnosable dysfunction in thoughts, feelings and/or behaviour
3.it causes significant distress or disability in functioning in everyday life
4.actions and reactions are atypical of the person and inappropriate within their culture
5.it is not the result of personal conflict with society
(A3DNC)
162
what is the biopsychosocial model of mental health
-proposes that mental health and mental illness are due to the interactions between and influences of various biological, psychological and social factors
163
what are examples of biological factors-biopsychosocial model
genes, brain chemistry, disability, sex
164
what are examples of psychological factors -biopsychosocial model
-beliefs, attitudes, personality, self esteem
165
what are examples of social factors- biopsychosocial model
lifestyle, social behaviour, poverty, SES, family background
166
identify the parts of 4P factor model
-predisposing risk factors
-precipitating risk factors
-perpetuating risk factors
-protective factors
167
what is the 4P factor model
proposes that the occurrence and reoccurrence of mental disorders is influenced by four kinds of factors
168
what is a predisposing risk factor
+eg
-increase susceptibility to a mental disorder
(vulnerability)
eg. Family history of condition
169
what is a precipitating risk factor
+eg
-increase susceptibility and contribute to the onset of a mental disorder
(triggers)
eg. being diagnosed with an illness
170
what is a perpetuating risk factor
+eg
-maintain and prevent recovery from a mental disorder
(prolong)
eg. lifestyle factors
171
what are protective factors
+eg
-prevent occurrence or reoccurrence of a mental disorder
(safety)
eg. strong peer group
172
how are mental disorders diagnosed
mental health professionals refer to the DSM-5
173
what does DSM-5 stand for
diagnostic and statistical manual of mental disorders
174
what is labelling (mental disorder)
labelling describes the process of classifying and naming a mental disorder following a diagnosis
175
what is stigma
a sign of social unacceptability or undesirability
176
what is social stigma
the negative attitudes and beliefs held in the wider community that lead people to fear, reject, avoid plus discriminate against people with a mental disorder
177
what is self-stigma
occurs when an individual accepts the negative views of others and applies them to themselves
178
what did rosenhans (1973) study consist of
- 8 participants who had never experiences any symptoms of a mental disorders presented themselves to various psychiatric hospitals and told the staff they had been hearing voices
- all were diagnosed with schizophrenia
- from the moment they were admitted, they behaved normally and reported no further symptoms
-none of them were were identified by staff as having faked their symptoms however some actual patients recognised the participants as frauds
-when participants were discharged their symptoms were said to be 'in remission'
179
criticism of rosenhans study
-some psychologists have criticised the study because 'hearing voices' is a sign of serious mental dysfunction and the staff were obliged to take it seriously
-'in remission' is a rare diagnosis and demonstrated that staff recognised a lack of symptoms
180
what is addiction
refers to the condition in which someone feels a recurring urge to use a substance or engage in an activity despite potentially harmful consequences
181
what are characteristics of addiction
-activation of brains rewards system
-persistent and repeated thoughts, feelings and behaviour associated with substance or activity
-decreased self control
-decreased sensitivity to substance or activity over time
-withdrawal
182
what is withdrawal
unpleasant physical or psychological reactions when the use of the substance or activity is reduced or discontinued
183
what is gambling
any activity in which something of value (eg money) is put at risk in the hope of obtaining something of higher value (eg more money)
184
what is problem gambling
characterised by
-difficulty limiting time or money spent on gambling
-linked to excessive dopamine
185
what are the 3 characteristics of gambling disorder
-need to gamble with increasing amounts of money in order to achieve the desired excitement
-after losing money, returns next day to to get even
-has jeopardized or lost relationship, job or career opportunity
186
biological factors contributing to gambling disorder
dopamine reward system
187
psychological factors contributing to gambling disorder
cognitive distortions
-illusion of control
-the gambler's fallacy
188
social factors contributing to gambling disorder
-social acceptability of gambling
189
what is the dopamine reward system
-dopamine rewards system is a group of neural pathways that when stimulated, results in pleasurable effects.
-These positive feelings reinforce behaviour
190
what is the link between L-dopa and gambling addictions
patients treated with L-dopa have subsequently developed gambling addictions
191
what is a cognitive distortion
cognitive distortions are inaccurate thoughts, beliefs and attitudes that can lead to poor decision making
192
what is illusion of control
+eg
the mistaken belief that they can influence random unpredictable events with their own thoughts and actions
eg.choosing specific lucky numbers in the lottery
193
what is the gamblers fallacy
the gamblers fallacy is the mistaken belief that in a series of independent chance events, future events can be predicted from past events
eg. if the past 10 coin tosses were heads the 11th will be tails
194
how does the social acceptability of gambling influence gambling rates
-75% of Australians have gambled at some point in the last 12 months
-many forms of gambling are legal in Australia
-gambling apps and activities are heavily advertised
-young Australians are more likely to perceive gambling as socially acceptable
-young people are more likely to engage in regular gambling if their family and friends promote positive attitudes towards gambling
195
treatment for gambling disorder
-cognitive behavioural therapy aims to change patterns in people's thinking that leads to maladaptive behaviour, this is done so by replacing cognitive distortions with more accurate thoughts and beliefs
-support groups are groups of people who interact on the basics of common experiences to provide mutual support
196
what is anxiety
a state of physiological arousal associated with feelings of apprehension, worry or uneasiness that something is wrong, or something is about to happen
-should be relatively brief experience
197
what is stress
is a state of physiological and psychological arousal produced by internal or external stressors that are perceived by the individual as challenging or exceeding their ability or resources to cope
198
what is a phobia
excessive or unreasonable fear of a particular object or situation. The fear response is out of proportion to the actual danger posed by the object or situation
199
compare stress and anxiety
-both stress and anxiety are considered a 'normal' experiences of everyday life
-stress may be eustress or distress whereas anxiety is distress only
-stress and anxiety can both be a potential contributing factor to mental disorder
200
compare stress and a phobia
-stress is considered a 'normal' experience of everyday life whereas a phobia is not considered 'normal'
-stress may be eustress or distress whereas a phobia is distress only
-stress can contribute to mental disorder whereas phobia is a diagnosable mental disorder
201
compare anxiety and a phobia
-anxiety is considered a normal experience of everyday life whereas a phobia is not considered normal
-anxiety MAY impact on a person functioning in everyday life whereas a phobia SIGNIFICANTLY impacts on a persons functioning
202
identify some mental disorders
-addiction disorders eg gambling disorder
-anxiety disorders
-mood disorders
-personality disorders
-psychotic disorders eg schizophrenia
203
what does the DSM stand for
Diagnostic and statistical manual of mental disorders
204
what is an anxiety disorder
anxiety disorders are characterised by persistent feelings of tension, distress, nervousness and apprehension about the future with negative effect. A person with an anxiety disorder may feel uneasy or distressed a lot of the time, with no apparent reason.
205
identify + describe types of anxiety disorder
-generalised anxiety disorder: persistent, excessive or unrealistic anxiety and worry
-panic disorder: recurring or unexpected panic attacks
-specific phobia: excessive or unreasonable fear of a specific object or situation
-social anxiety disorder: excessive or unreasonable fear of being negatively judged by others
-agoraphobia: persistent, excessive or unreasonable fear of being in a situation where something bad may happen
206
identify biological factors contributing to anxiety disorder
-stress response
-brain chemistry '
207
identify psychological factors contributing to anxiety disorders
-learning processes
-catastrophic thinking
208
identify social factors contributing to anxiety disorders
-transmission of threat information
-parental modelling
209
how does stress response contribute to anxiety disorders
-research suggests that a people with an anxiety disorders experience an over reactive autonomic nervous system (sympathetic nervous system)
210
how does brain chemistry contribute to anxiety disorders
-An imbalance in brain chemistry involving the inhibitory neurotransmitter GABA may contribute to anxiety disorders (low levels of GABA)
211
how do learning processes contribute to anxiety disorders
Precipitation by classical conditioning
-a fear response is learned initially by associating a fear response to a stimulus that did not initially cause that response eg little Albert
Perpetuation by Operant conditioning
-once a response has been learned the person starts to avoid the stimulus which reinforces the avoidance behaviour (negative reinforcement)
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how does faulty thinking/catastrophic thinking contribute to anxiety disorders
Catastrophic thinking- a thinking style that involves overestimating, exaggerating or magnifying an object or situation and predicting the worst possible outcome
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how does transmission of threat information contribute to anxiety disorders
transmission of threat information refers to how people around us communicate about potentially dangerous events or objects eg 'don't touch that'
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how does parental modelling contribute to anxiety disorders
parental modelling refers to the process of children learning to imitate their parents behaviours, has a significant impact on the types of objects and events that children view as threatening or stressful
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identify psychological, biological and social interventions for anxiety disorder
psychological interventions-systematic desensitisation
biological interventions-anti anxiety meds (benzodiazepine)
social intervention- psychoeducation for families and supporters
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what is systematic desensitisation
three steps
1. learn to relax
2. breaking down anxiety object into anxiety hierarchy
3.gradually pair items in hierarchy with relaxation technique (eg focus on breathing)
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how can anti anxiety medication (benzodiazepine) assist those with anxiety disorders
benzodizepenine are a group of drugs that work on the central nervous system acting selectively on GABA receptors in the brain to increase GABA's inhibitory effect and make the post synaptic neurones more resistant to excitation
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how can psychoeducation for families and supporters assist those with anxiety disorders
this can be done by
-challenging unrealistic or anxious thoughts
-not encouraging avoidance behaviours eg not going to the exam
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biological predisposing risk factors for anxiety disorders
neurotransmitter (GABA) dysfunction
220
biological precipitating risk factors for anxiety disorder
role of the stress response
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biological perpetuating risk factors for anxiety disorder
long term potentiation (repeated biological association of CS/fear and CR/fear responses)
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biological protective factors for anxiety disorders
-use of GABA agonists
-controlled breathing
-physical exercise
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psychological precipitating risk factors for anxiety disorder
classical conditioning
224
psychological perpetuating risk factors for anxiety disorder
-operant conditioning
-cognitive biases eg catastrophic thinking
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psychological protective factors for anxiety disorder
-CBT (cognitive behaviour therapy)
-systemic desensitisation
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social precipitating risk factors for anxiety disorder
specific environmental triggers
227
social perpetuating risk factors for anxiety disorder
stigma related to receiving treatment
228
social protective factors for anxiety disorder
psychoeducation for families and supporters
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what is mood
mood is an overall feeling that colours our perception of the world and influences how we go about daily life
-sometimes referred to as a non specific emotional state
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what is a mood disorder
mood disorders involve a disabling disturbance in emotional state
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what is depression
Depression is a lasting and continuous deeply sad mood or loss of pleasure
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what is mania
mania is an elevated mood involving intense elation or irritability
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what is hypomania
is an extremely happy or irritated mood that is not as extreme as mania
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what are manic episodes characterised by
-talking excessively
-being easily distracted
-unrealistically high opinions on oneself
-oblivious to negative consequences of ones actions
-decreased need for sleep
-rapid changes to trains of thought
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list the types of mood disorder
1.Major depressive disorder
2.Dysthymia
3.Premenstrual dysphoric disorder
4.Bipolar I disorder
5.Bipolar II disorder
6.Cyclothymia
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other name for dysthymia
persistent depressive disorder
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what is major depressive disorder (symptoms)
-duration must persist at least two weeks
-feeling sad most of the time or loss of pleasure most of the time
-plus 4 or more of the following symptoms occurring most days: feeling fatigued, irritable, sleep problems, loss or change of appetite, significant weight loss or gain, feelings of worthlessness or guilt, difficulty concentrating, thinking or making decisions
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what is dysthymia
similar symptoms to major depressive disorder but less severe, with a longer duration (must persist for two years for diagnosis)
239
what is premenstrual dysphoric disorder
dysfunctional changes in mood in the week before the onset of menstruation eg mood swings, feeling suddenly sad or tearful, loss of control, increased sensitivity, irritability, hopelessness, sleep problems, loss of interest in usual activities
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what is bipolar I disorder
fluctuations between periods of major depression and mania
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what is bipolar II disorder
fluctuations between periods of major depression and hypomania
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what is cyclothymia
experience periods of manic symptoms and depressive symptoms over a period of at least two years (these periods are shorter and less severe than bipolar disorders)
243
identify biological factors contributing to depression
genes and brain chemistry
244
identify psychological factors contributing to depression
-psychological responses to change
-habitually negative thinking
245
identify social factors contributing to depression
-poverty
-social status
-social isolation
246
how do genes contribute to depression
-depression has a genetic component
-means that there is a genetic predisposition
-depression is not a genetic disorder
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how does brain chemistry (neurotransmitters) contribute to depression
-deficiency in neurotransmitters serotonin and noradrenaline (excitatory neurotransmitters) is thought to lead to depression
-an oversupply may be an underlying cause of mania
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how does ones psychological response to change contribute to depression
-major depression is often precipitated by stressful life events that disrupt everyday life in an ongoing way
-persons response to stressor rather than stressor itself that can precipitate (trigger) depression
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how can having habitually negative thoughts contribute to depression
-depression is often perpetuated by habitually negative thoughts which pop up automatically in response to every day events
-the constant stream of negative thoughts leads to negative feelings and affects behaviour
250
how can poverty contribute to depression
-strong correlation between suffering from poverty and being diagnosed with depression, but the direction of causality is unclear
251
how can social stress and isolation contribute to depression
social stress is produced when we experience friction in our relationships with others
-this is a precipitating risk factor
social isolation is a lack of interaction and relationship with others
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identify intervention for depression
biological
-medications, diet and exercise
psychological
-meditation
social
-support
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how can medication help those with depression
+what are antidepressant meds
-antidepressant medications often work by blocking the re-uptake of serotonin in the synapse by the pre synaptic neurone, the longer the neurotransmitters stay in the synapse (not reabsorbed) the more likely it is that the neurotransmitter will eventually bind to the postsynaptic neurone
-
254
how can diet and exercise help those with depression
-a diet with a variety of foods from a variety of food groups is associated with deceased risk of depression
-a diet lacking variety (high in sat fats, red meats etc) is associated with increased risk of depression
regular exercise may alleviate symptoms of depression as it may distract one from worries and rumination, improve sleep etc
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how can meditation help those with depression
Meditation/mindfulness trains the mind to focus on a single stimuli there by blocking habitually negative thoughts
256
how can social support help those with depression
can include:
-listening to their concerns
-challenging negative thinking
-providing positive alternatives to negative reinforcing behaviours
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what is personality
unique pattern of thoughts, feelings and behaviours that is relatively stable across times and situations
258
what is a personality disorder
characterised by inflexible/maladaptive personality characteristics that interfere with functioning or cause significant personal distress
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identify types of personality disorders
narcissist
borderline
histrionic
dependent
paranoid
antisocial
260
characteristics of narcissistic personality disorder
-exaggerated sense of self importance
-overwhelming need for admiration from others
-lack of empathy for others
-lack of interest in others
-extreme sensitivity to criticism
-preoccupations with fantasies of power and success
-overestimation of personal qualities and achievements
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characteristics of borderline personality disorder
-ongoing impulsivity and intense fluctuations in mood/ self image and relationship with others
-frequent feelings of depression, emptiness and fear of abandonment
-self damaging behaviours
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describe histrionic personality disorder
continual attention seeking behaviour
and exaggerated expression of emotions
263
describe dependent personality disorder
over reliance on others
and reluctance to take responsibility for oneself
264
describe paranoid personality disorder
distrust and suspicion of others
265
characteristics of antisocial personality disorder
-disregard for rights of others and the law
-irresponsibility
-lack of remorse for wrongdoing
-impulsive and aggressive behaviour
-shallow emotions
-lack of empathy for others
-lack of loyalty towards others
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factors contributing to antisocial personality disorder
Biological:
-genes
-brain structures
psychological:
-emotional poverty
social:
-family environment
-social modelling
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how do genes contribute to antisocial personality disorder
need to inherit at least 4 (out of 6) of the 'psychopathic' alleles to be at a higher risk
268
how does brain structure contribute to antisocial personality disorder
-associated with lower frontal lobe activity
-lower activity in the limbic system, thought to be responsible for lack of fear of punishment and shallow emotions
269
how does emotional poverty contribute to antisocial personality disorder
-less depth of feelings experienced by those with antisocial personality disorder
-leads to less empathy
270
how does family environment contribute to antisocial personality disorder
inadequate supervision, abuse, neglect, harsh and inconsistent discipline can increase the risk of developing anti social personality disorder
271
how does social modelling contribute to antisocial personality disorder
children learn antisocial behaviour from their parents
272
interventions for antisocial personality disorder
-no 'cures' and treatments are often ineffective for adults
-many people with antisocial personality disorder experience co ocurring mental disorders that can be treated
-treatment for children and adolescents who exhibit symptoms of 'conduct disorder' work by using positive reinforcement to encourage normal behaviour
273
what is psychosis
condition in which a person experiences a loss of contact with reality
274
what are psychotic disroders
characterised by symptoms of delusion, hallucinations and disorganised thinking
275
identify two types symptoms of psychotic disorders
positive symptoms
negative symptoms
276
what is meant by positive symptoms
+eg
experiences and behaviours that have been added to a persons normal way of functioning
-E.G hallucinations and delusions
277
identify positive symptoms for psychotic disorders
-delusions
-hallucinations
-disorganised speech and thinking
-grossly disorganised motor behaviour
278
what are delusions
-fixed false beliefs that are held with absolute certainty, even in the face of contradictory factual evidence
-4 themes of delusion
279
identify 4 themes of delusion
persecution
raference
control
grandeur
280
what is persecution delusion
'everyone is out to get me'
281
what is reference delusion
'someone powerful is sending me secret messages'
282
what is control delusion
'someone is controlling what i say and do'
283
what is grandeur delusion
'im a very special and important person'
284
what are hallucinations
perceptual experience during which the individual sees/ hears/ smells/ tastes/feels something that is not actually present
-most commonly auditory, which can be either through the ears or directly to the brain
285
what is disorganised speech and thinking
-reflects disorganised thinking, thoughts are disconnected and jumbled
-derailment
-tangentiality
286
what is derailment (disorganised thinking)
when patients are suddenly switching from one topic to another completely unrelated one
287
what is tangentialiity (disorganised thinking)
when answers to questions are only vaguely related or completely unrelated to the questions asked
288
what is grossly disorganised motor behaviour
the behaviour of people with psychotic disorders often seem unusual/inappropriate/purposeless/erratic
e.g shouting and swearing for no apparent reason
289
what is catatonia (grossly disorganised motor behaviour)
refers to reduced responsivity to external events and often involves unusual motor behaviour
290
identify types of catatonia
catatonic negativism
catatonic mutism
catatonic stupor
catatonic excitement
291
what is catatonic negativism
reduced responsiveness to instructions
292
what is catatonic mutism
lack of verbal responsiveness
293
what is catatonic stupor
lack of motor responsiveness
294
what is catatonic excitement
purposeless and excessive motor activity
295
what is a negative symptom
take something away from a persons normal way of functioning
e.g loss of interest in normal activities
296
what is affective flattening
reduction in the intensity of emotional expression
e.g facial expressions
297
what is avolition
a decrease in self initiated purposeful activities
298
what is alogia
reduction in the content and fluency of speech
299
what is anhedonia
decreased ability to experience pleasure from normally enjoyable activities
300
identify types of psychotic disorders
schizophrenia
delusional disorder
breif psychotic disorder
schizoaffective disorder
substance/medicine induced psychotic disorder
301
what is schizophrenia
persistent symptoms of psychosis
-must be persistent for at least 6 months
302
what is delusional disorder
persistent delusions
303
what is brief psychotic disorder
characterised by one or more symptoms of psychosis that is experienced for between one day and one month before symptoms disappear
304
what are schizoaffective disorders
mixture of symptoms of psychotic disorders and mood disorders
305
what is substance/medicine induced psychotic disorders
persistent delusions/hallucinations due to excessive substance abuse or withdrawal from substance use
306
identify biological factors contributing to schizophrenia
genes
brain structures
307
identify psychological factors contributing to schizophrenia
-stress
-cognitive impairments
308
identify social factors contributing to schizophrenia
family environment
309
how can genes contribute to schizophrenia
-the more closely related an individual is to someone with schizophrenia the greater the chances of developing schizophrenia themselves
-for identical twins, risk is 50%
-for other siblings, risk is 10%
310
how can brain structures contribute to schizophrenia
-reduced activity in prefrontal cortex
-lower amounts of grey matter (dendrites, cell bodies, glial cells)
-enlarged ventricles in the cerebral cortex
-smaller hippocampus and amygdala
311
how can stress contribute to schizophrenia
-stress can be a precipitating risk factor for the onset of schizophrenia
-people with schizophrenia tend to be more reactive and psychologically affected under stress
312
describe stress vulnerability model
all people have some level of vulnerability for any given mental disorder and the risk of developing the disorder varies in relation to the combined affect of a number of stressors
313
how can cognitive impairments contribute to schizophrenia
-jumping to conclusions can lead to the formation of delusions
-working memory is slower and has a lower capacity
-episodic memory is deficient
-goal directed thinking and impaired reasoning
-impaired probabilistic thinking
314
what is probabilistic thinking
making judgments related to probability; more specifically, the likelihood of something happening or being true
315
how can social factors contribute to schizophrenia
-children with genetic predisposition were at a much higher risk if raised in a psychologically unhealthy environment
316
what is meant by the two hit hypothesis
schizophrenia is caused by two sequential events
1. A biological vulnerability eg inheritance of genes associated to schizophrenia
2.A major stressful life event eg abuse or trauma
317
identify intervention for schizophrenia
-antipsychotic medications
-CBT
-Social support programs
318
how can anti psychotic medications help those with schizophrenia
-can help relieve symptoms of psychotic disorders eg hallucinations and delusions. However, they have side affects eg nausea, muscle spasms, agitations, wright gain etc
-
319
how can cognitive behavioural therapy help those with schizophrenia
-can be used in tandem with medication and help people recognise and change patterns of irrational thinking
320
how can social support help those with schizophrenia
can help find work and accommodation to reduce stress related to poverty and stigma
321
psychological factors contributing to schizophrenia
stress-stress vulnerability model
cognitive impairment-impaired reasoning
