behaviour

Question 1

Typical Behaviour

Answer 1

is behaviour that would usually (‘typically’) occur and is appropriate and expected in a given situation.

Question 2

Atypical Behaviour

Answer 2

behaviour is behaviour that is not typical — it differs markedly in some way from what is expected in a given situation.

Question 3

social norms and example

Answer 3

are widely held standards that govern what people should and should not do in different situations, especially in relation to others.
e.g “thank you” “sorry”

Question 4

statistical rarity and example

Answer 4

from a statistical perspective, it is assumed that any behaviour in a large group of individuals which is measured and plotted on a graph will tend to fall in the bell-shaped pattern of the normal distribution curve. Therefore, typical and atypical behavior can be determined by how often or how rarely they occur.

Question 5

personal distress and example

Answer 5

When a person is distressed, they are extremely upset and suffering emotionally. Showing a lack of, or too much distress in an appropriate/inappropriate situation.

Question 6

cultural perspective and example

Answer 6

Generally, each culture and ethnic group within that culture has its own set of norms about what is considered acceptable behaviour.

Question 7

maladaptive behaviour and example

Answer 7

any behaviour that is detrimental, counterproductive or otherwise interferes with the individual’s ability to successfully adjust (‘adapt’) to the environment and fulfil their typical roles in society.

Question 8

Normality

Answer 8

There is no universally accepted single definition of normality in psychology.
-freedom from disabling thoughts
-the capacity to think and act in an organised and reasonably effective manner
-freedom from disabling feelings, such as hopelessness and despair
-freedom from extreme emotional distress, such as excessive anxiety and persistent upset
-the ability to cope with the ordinary demands and problems of life; and
-the absence of clear-cut symptoms of a mental health disorder, such as obsessions and phobias.

Question 9

characteristics of DCD

Answer 9

Difficulty with: Shaving, tying shoe laces, doing buttons, writing with a pen or pencil. They also tend to get stressed, depressed or anxious, insomnia, low self esteem, phobias, etc.

Question 10

Dyspraxia

Answer 10

DYSPRAXIA - developmental coordination disorder (aka DCD) Individuals diagnosed with DCD have difficulties learning and doing motor skills, such as daily activities and academic achievements.

Question 11

Neurotypicality

Answer 11

is based on the terms
‘neuro’ and ‘typical’. Neurotypicality therefore means being neurologically typical.
neurotypicality is used to describe people whose neurological development and cognitive functioning are typical, conforming to what most people would consider to be normal in the general population.

Question 12

age DCD effects the most

Answer 12

It can start in early childhood however most commonly seen in ages 5 or over.

Question 13

Neurodiversity

Answer 13

is used to describe people whose neurological development and cognitive functioning is atypical and therefore deviate from what is considered typical or normal in the general
population.

Question 14

Risks and contributing factors of DCD

Answer 14

This disorder may affect the persons ability to keep fit due to activity limitations, being born prematurely, with issues regarding mental health.

Question 15

Assessment of behaviour

Answer 15

involves collecting and interpreting information about how a person, thinks, feels and behaves in order to make a diagnosis so that appropriate treatment can be provided.
Collecting this information is done via interviews, observations and testing.

Question 16

Assessment of behaviour aspects:

Answer 16

1. often to conduct a face-to-face interview. This could also include discussions with one or more family members, teachers or other health professionals or workers.
2. Behavioural observations are done throughout the interview, and also in a more natural setting, such as the home. This is common in the assessment of children.
3. Testing includes- personality tests, intelligence tests, tests for specific mental health disorders, language abilities, decision-making, problem-solving, cognitive impairments, self-care skills,

Question 17

Classifying and diagnosis of behaviour-* methods,

Answer 17

dimensional and categorical approach

Question 18

strengths of classifying behaviour

Answer 18

CATEGORICAL
-uses specific descriptions to answer either yes or no.
- develop a specific treatment goals.
DIMENSIONAL
- can assess severity more accurately (levels of a mental disorder to a degree.
-provides flexibility, is more personalised, and captures complexities of human experiences.

Question 19

weaknesses of classifying behaviour

Answer 19

CATEGORICAL
-it is too simplified and doesn’t capture the complexities of human experiences.
DIMENSIONAL
- subjective, over pathologising normal variations, can be complex,

Question 20

diagnosis

Answer 20

is the process of identifying the type of disorder affecting an individual on the basis of its signs and symptoms, through the use of assessment techniques and other available evidence.
The term comorbidity is used to describe the experience of more than one disorder at the same time.

Question 21

Labelling disorders

Answer 21

The term labelling is used in mental health to describe the process of classifying an individual according to a specific diagnostic category. The outcome is a ‘label’ or name for their disorder.

Question 22

Stigma

Answer 22

Of major concern is that labelling exposes the person to stigma. Stigma is a sign of social disapproval or social deficiency, often involving shame or disgrace.

Self stigma can occur, where they internalize negative views and relates them to themselves.
Social stigma can occur where negative attitudes and beliefs held in the wider community lead people to fear, exclude, avoid or unfairly discriminate against people with a disorder.