Ch. 2 An integrative approach to psychopathology Flashcards
one dimensional model
attributes causes of behaviour to a single cause. Is linear to approach
multidimensional model
attributes causes of behaviour to several causes
behavioural influences
phobias can be conditioned and generalized to other situations
biological influences
can interact with other factors, heart rate rise, blood pressure
emotional influences
thoughts and feeling affect body’s biology
social influences
society and culture influence behaviour
developmental influences
developmental critical periods, when combined with other factors, may lead to disorders
genes
long molecules of DNA at various locations on chromosomes within the cell nucleus
dominant alleles
expressed even if there is a recessive gene
recessive genes
has to have two recessive alleles
polymorphism
several phenotypic varients, how genes can be expressed, consequences of one single nucleotide
Single nucleotide polymorphism
biological markers of disorders, change of one single nucleotide
autosomes
22 pairs provide programs for development of brain and body
sex chromosome
23rd pair
hormophellia
abnromalities in sex chromosomal pairing or wrong ordering of genes causes abnormalities
turner syndrome
delays in intellectual abilities
polygenic
behaviours influenced by many genes, several genes in charge of our behaviour
genome
a complete set of genes, one gene can effect the expression and activities of other genes
quantitative genetics
Allows you to calculate what is the influence of genes of a specific trait eg. twin studies, how much of a trait is expressed in identical and fraternal twins
molecular genetics
DNA microarrays, go through genes and find what genes are associated with behaviours and psychological disorders
genome wide association studies
tend to look at DNA but with how likely you are to develop something, at risk
new developments in the study of genes and behaviour
genetic contributions to psychological disorders, adverse life events also implicated, genes interact with environment
the diathesis stress model
certain traits or behaviours are inherited, activated under conditions of stress
diathesis
inherited tendency
diathesis stress model criticism
researchers are unable to replicate any gene effects on depression because of small samples, biased publications and that stressful life events increase risk for depression
gene environment correlation model
genetic endowment may increase probability of responding negatively to stressful events. Genes make an environment where the gene will be expressed
Telomeres
structures that cap the ends of chromosomes to protect them from deteriorating or entangling with neighbouring chromosomes.
Epigenetics
environment contributes to genes turning on and off. (life factors), can be passed on
peripheral nervous system
involuntary actions, (digestion), sympathetic and parasympathetic
somatic nervous system
voluntarily, (motor commands)
central nervous system
brain and spinal cord, the brain processes infromation from sense organs
neurons
transmit information throughout the nervous system
soma
the cell body, have all organelles, nucleus, genetic information
dendrites
filaments that are coming out of the cell body and receiving information from something in the environment
axon terminals
allow for pieces of information to merge with the end and release neurotransmitters into synaptic cleft
synapses
have a neuron pick up infromation from another neuron
synaptic cleft
space inbetween the axon of one neuron and dendrite of another
neurotransmitters being excitatory
increases likelihood that the connecting neuron will fire
neurotransmitters being inhibitory
decrease likelihood that connecting neuron will fire
brain stem
primitaive part handles essential automatic functions (breathing and sleeping)
hindbrain
medulla, pons, and cerebellum (controls automatic and motor activities)
midbrain
contains reticular activating system, important for arousal, alertness, falling asleep
top of brain stem
thalamus, hypothalamus, limbic system, sending infromation where they go, biological drives, emotion
forebrain
cerebral cortex, four lobes
pineal gland
charge of sleep, release melatonin
thalamus
charge of sensory information (visual, auditory, taste) and reroutes it of where it needs to be processed
hypothalamus
charge of biological drives, eat, sleep, sexual behaviour, sends commands to pitutary glands
pituitary glands
releases hormones throughout body
hippocampus
charge of memory information
amygdala
emotion, fear, when activated can consolidate memories better
olfactory bulb
sense of smell
cingulate gyrus
process information of awareness of emotion, pain
parahippocampal gyrus
where memories will reside
basal ganaglia
the thalamus and other structures. in charge of voluntary movement (tics, impulses, obsessions)
temporal lobe
hearing, taste, smell, recognition of faces and objects, language comprehension, memory and emotion
parietal lobe
attention, sensory cortex
occipital lobe
vision
frontal
motor cortex, language production, higher cognitive functioning (planning, judgement, empathy)
Peripheral nervous system
somatic nervous system, autonomic nervous system, endocrine system
endocrine system
produces hormones and works in conjunction with the ANS
brain circuits
neurotransmitter paths
agonists
enhances or does the same thing of neurotransmitter
antagonists
block action of the neurotransmitter
inverse agonists
do opposite of neurotransmitter
Glutamate
excitatory transmitter, regulating transmission of information
GABA
inhibitory neurotransmitter, regulates transmission of information and action potentials
serotonin
regulates behaviour, moods and thought processes, activation = vivid experiences. Agonists: LSD, magic mushrooms
norepinephrine
stimulates receptors called alpha-adrenergic and beta-adrenergic. Regulates hypertension
dopamine
pleasure learning, addiction, implicated in the pathophysiology of schizophrenia and disorders of addiction.
L-dopa
increases dopamine for parkinson’s diseasem can create hallucinations and an active body
reuptake
neurotransmitters drawn back from synaptic cleft into the same neuron. No lasting effect
implications for psychopathology
psychological disorders mix emotional, behavioural and cognitive symptoms. Genetic contributions to neurotransmitters, Could be structural abnormality. Dysfunction of neuotransmitter pathway. Connectivity between certain brain areas
prosocial influences on brain structure and function
exposure and response prevention, placebos, cognitive behavioural therapy
exposure and response prevention
exposure based therapy can change brain function dramatically
cognitive behavioural therapy (CBT)
identifying thought patterns of an individual and then doing something to mediate. Uncover automatic thoughts and develop new sets of attitudes
interactions of psychosocial factors and the brain
neurotranmsitters have different effects on indvidiual psychological histories and psychological factors affect brain function and behaviour
neurotransmitters different effects on indvidiual psychological husotries
stressful events while a child can lead to disorders as adult. Animal removed from mom early in life, given GABA drug (anxiety). Control did nothing, the ones that got removed from mom had high responses to drug
psychological factors affect brain function and behaviour
brain is plastic, can be impacted from different experiences, some people have more coping skills than others, many thing that change how people react
the brain-gut connection
neurotransmitters linked to gut bacteria, bacteria can increase neurotransmitters in the brain (diet can influence mental health)
microbiota
microbes in our intestine (fungi, viruses)
psychobiome
brain gute connection, influence of microbiota on gut
classical conditioning
need consistency to have an expectation,
operant conditioning
making connection of what you did and the outcome
learned helplessness
theories for depression, encountering conditions over which we have no control
positive psychology
instilling positive attitudes and happiness, to deal with learned helplessness
social learning
modelling or observational learning
prepared learning
selective learning, learning behaviours that protect us (evolution)
blind sight
seeing without actually seeing (unconscious vision)
implicit memory
seeing something really fast, did not see it but brain did
implicit cognition
unobservable unconscious processes
explicit memory
good memory for events
rational emotive therapy
cognitive aspect and the emotion behind it. Unconditional self acceptance (self is positive)
self-efficacy
accept who you are and become postivie that you can change it
self instructional training
modifying what client says to themselves about the consequences of their behaviour
charles Darwin
states of arousal casued by threatening situations serves useful function. Fight or flight, emotions are universal
Physiology and purpose of fear
Walter Cannon, fear activates cardiovasular susyem, defence adjustments made by body (breathing, hot and cold spells), survival functions
emotion
tendency to behave in a certain way elicited by an external event and a feeling state, accompanied by a characteristic physciological resposne
mood
persistant period of affect or mood
affect
momentary emotional tone of what we say or do
patterns of behaviour
positive emotions, tend to feel more connected. Negative want to avoid
instrumental beahviours
want to approach what we like
emotion distruption (dysregulation)
interferes with behaviour possibly resulting in panic, maina, biopolar disorder or depression
gender roles
cultural expectations, women have more depression, eating disorders and respond better to treatment. males more likely to self medicate
social effect on health and behaviour
social interactions important for general health, life expectancy and richness of life are relateds
seniors
do not get proper care, may not talk about emotional issues
social and interpersonal influences on older adults
expression of disorders can change with age ( younger people more likely to socialize ) higher depressive rates for men with less social support
social stigma
psychological disorders carry shame
lifespan development
experiences at different periods of development influence vulnerability to stress and other psychological problems
the principle of equifinality
must consider many paths in a given outcome.
