Ch.3, Causal Factors/Viewpoints

Question 1

Variable risk factor vs fixed marker

Answer 1

If predictor X can be changed = variable risk factor for outcome Y, if not, and it can only be that one thing, then it is a fixed marker of outcome Y
If changing X does NOT lead to a change in Y, X is a variable marker
If changing X DOES change Y, X can be a causal risk factor

Question 1

Risk factor

Answer 1

if X is proven to occur before Y, we can infer that X is a RISK FACTOR for Y (abuse for depression)

Question 2

Etiology vs Nessecary cause vs Sufficient Cause

Answer 2

causal pattern of abnormal behavior
Nessecary Cause: X is a charachteristic that MUST exist for the disorder: like a genetic disorder
MOST DISORDERS DO NOT HAVE NEAT NESSECARY CAUSES ITS MORE MESSY THAN THAT
Sufficient Cause: a condition that GURANTEES the occurence of a disorder; like hopelessness with depression, a sufficient cause may not be a nessecary cause so it doesn’t have to exist, but if it does = the disorder

Question 3

Contributory causes

Answer 3

considered most in psychology
increases the probability of a disorder developing but is neither necessary nor sufficient for the disorder to occur

Question 4

Distal risk factors vs proximal risk factors vs reinforcing contributory cause

Answer 4

distyal: causal factors that occur early in life and do not show their effects for many years
proximal: factors that operate shortly before the occurence of a disorder
REINFORCING CONTRIBUTORY CAUSE: condition that tends to maintain maladaptive behavior already occuring (like isolating from friends and family that lead to greater sense of rejection)

Question 5

Bidirectionality in abnormal behavior

Answer 5

the effects of feedback and the existence of mutual/two way influences/ interacting causes

Question 6

Diathesis stress models

Answer 6

describe disorders in terms of when someone has a preexisting vulnerability for that disorder and then experiences a major stressor

Question 7

Additive model vs Interactive Model

Answer 7

diathesis (vulnerability) and stress add up over time
Person with low diathesis could still develop disorder when under high stress
Person with high diathesis could develop disorder when under low stress
INTERACTIVE MODEL: some amount of diathesis must be present before stress will have any effect

Question 8

Protective factors and “steeling/inoculation” effect

Answer 8

protective: decrease the likelihod of negative outcomes among those at risk; ACTIVELY buffers against the likelihood of negative outcome (not just the absence of a risk factor)
when a person scuessfully deals with a stressful experience and experiences a positive outcome = steeling/inoculation effect = MORE LIKELY TO ONLY WORK WITH MODERATE STRESSORS, not mild or extreme

Question 9

Resilience/ Multicausal development models

Answer 9

may be produced by protective factors= ability to adapt successfully to difficult circumstances
children who show resilience in one domain may not in another: not nessecarily holistic, and the person may even report high levels of emotional distress while being resilient
Multicausal: in the course of development child may acquire a variety of cumulative risk factors interacting to determine their risk for psychopathology

Question 10

Developmental psychopathology

Answer 10

which concentrates on determining what is abnormal at any point in development by comparing and contrasting it with the normal and expected changes that occur in the course of development

Question 11

Biological perspective of psychopathology; genotype/phenotype

Answer 11

first recognized with the gross destruction of brain tissue
genetic vulnerabilities: genetic predisposition to it; carriers of info we inherit from parents
brain dysfunction and neural plasticity
neurotransmitter/hormonmal imbalances
temperment
genotype, genetic makeup, phenotype, observed characteristics phenotype

Question 12

Chromosomes; Polymorphisms

Answer 12

23 pairs, chain-like structures within a cell nucleus that contain the genes.
Last pair is sex chromosomes,XX female XY male
Polymorphisms: most mental disorders are influenced by naturally occuring variations of genes
Polygenic: disorders are influenced by multiple genes or multiple polymorphisms
ALL ONLY IMPACT BEHAVIOR INDIRECTLY

Question 13

Genotype/environment interactions

Answer 13

genetic factors are not necessary and sufficient to cause mental disorders but instead can contribute to a vulnerability or diathesis to develop psychopathology that only happens if there is a significant stressor in the person’s life (as in the diathesis–stress models described earlier)

Question 14

Types of genotype/environment interactions: pasive, evocative, active

Answer 14

passive: what is inherited passively; what parents do like a good home environment
evocative: child evokes reaction from environment= happy children evoke more positive responses from environment
Active effect: child seeks out or builds environment particular to their genotype, “niche building” like following their musical or social ability

Question 15

Behavior genetics: family/pedigree method, twin method, adoption method

Answer 15

field that focuses on the heritability of mental disorders
family/pedigree method: requires that an investigator observe samples of relatives of each proband or index case (the subject, or carrier, of the trait or disorder in question) to see whether the incidence increases in proportion to the degree of hereditary relationship. the incidence of the disorder in a normal population is compared (as a control) with its incidence among the relatives of the index cases. PROBLEM: people who are closely related tend to share more similar environments, can’t tell which one it is
twin method: no disorder for which the concordance rate is 100%,
adoption method: first way one variation on this method, the biological parents of individuals who have a given disorder (and who were adopted away shortly after birth) are compared with the biological parents of individuals without the disorder (who also were adopted away shortly after birth) to determine their rates of disorder. If there is a genetic influence, one expects to find higher rates of the disorder in the biological relatives of those with the disorder than in those without the disorder; In another variation, researchers compare the rates of disorder in the adopted-away offspring of biological parents who have a disorder with those seen in the adopted-away offspring of normal biological parents.

Question 16

Concordance rate; monozygotic vs dizygotic concordance rates

Answer 16

the percentage of twins sharing the disorder or trait
mono= much higher ; identical
di= much lower, two diff eggs

Question 17

shared vs nonshared environmental influences

Answer 17

shared: would make children ina family more similar
nonshared: make them more different such as difference in parent treatment

Question 18

Linkage analysis vs association studies

Answer 18

studies of mental disorders that capitalize on several currently known locations on chromosomes of genes for other inherited physical characteristics or biological processes
like conducting a family study large scale on schizophrenia, but also keep track of something like eye color
ASSOCIATION STUDIES: start with two large groups of people, one group with and one group without a disorder, researchers then compare frequencies in these two groups of certain genetic markers

Question 19

Prenatal experiences vs postnatal experiences

Answer 19

environment enriched prenatakl rats= offspring with more neural plasticity
Postnatal: enriched environments=rats have more rich synapses and p[hysical excersie associated with neurogenesis

Question 20

Developmental systems approach

Answer 20

acknowledges that genetics influence neural activity, which in turn influences behavior and then environment but everything is bidirectional

Question 21

Synapse, neurotransmitter, types NT imbalances

Answer 21

synapse: gapo betwen presynpatic and postsynpatic
NTS: chemical substance released into synapse by presynpatic
NT imbalances: excessive productiona dn release into synapses, NTs become deactivated too quickly in the synapse, receptors may be insensitive or too sensitive

Question 22

Monamine oxidase

Answer 22

gets rid of extra neurotransmitter

Question 23

Chemical circuits

Answer 23

neurons that are sensitive to particular NT cluster together

Question 24

5 NTs most closely related to psychopathology

Answer 24

Norepinephrine= fight/fliught, attention, basic mtovies
dopamine= cognitive processing, reward
serotonin=behavior moods, anxiety, depression, suicide
glutamate=excitatory, schizoprhenia
GABA (gamma aminobutyric acid) = reduce anxiety, inhibitory
norepinephrine, dopamine, serotonin = monamies (Each is synthesized from single amino acid)

Question 25

Agonists vs antagonists

Answer 25

agonists: medications that facilitate the effects of a NT on the postsynpatic neuron
Antagonists: OPPOSE or inhi9bit the effects of a NT on a postsynaptic neuron

Question 26

Hormones, pituitary gland, neuroendocrine system

Answer 26

hromones: chemical messengers secreted by endocrine glands
neuroendocrine system: CNS is linked to the endocrine system by the effects of the hypothalamus on pituiatry
Pituitary: master gland
Hypothalamus controls pituitary

Question 27

Hypothalamic-pituitary-adrenal HPA axis activation/ negative feedback loop

Answer 27

1. Messages in the form of corticotropin-releasing hormone (CRH) travel from the hypothalamus to the pituitary.
2. In response to CRH, the pituitary releases adrenocorticotropic hormone (ACTH), which stimulates the cortical part of the adrenal gland (located on top of the kidney) to produce epinephrine (adrenaline) and the stress hormone cortisol, which are released into the general circulation. Cortisol mobilizes the body to deal with stress.

=Cortisol in turn provides negative feedback to the hypothalamus and pituitary to decrease their release of CRH and ACTH, which in turn reduces the release of adrenaline and cortisol. This negative feedback system operates much as a thermostat does to regulate temperature.

Question 28

Gondal glands

Answer 28

produce sex hormones

Question 29

Temperment

Answer 29

refers to a child’s reactivity and characteristic ways of self-regulation, which is believed to be biologically programmed; basis for personality development

Question 30

5 dimensions of tempermnent, related to three dimensions of adult personality

Answer 30

: fearfulness, irritability/frustration, positive affect, activity level, and attention persistence/effortful control
RELATE TO (in order)
1) neuroticism or negative emotionality, (2) extraversion or positive emotionality, and (3) constraint (conscientiousness and agreeableness

Question 31

High levels of positive affect and activity

Answer 31

= more likely to show high levels of mastery motivation, whereas children with high levels of fear and sadness are less likely to show mastery motivation

Question 32

Behavioral inhibited vs uninhibited

Answer 32

inhibited: child who is hypervigilant in new settings
uninhibited” shows little fear, difficulty learning moral standards, etc

Question 33

Mediator variable

Answer 33

lies between two other variables and explains their relationship (caffeine impacts energy depending on sleep, which is the mediating variable

Question 34

id (pleasure principal), ego, (reality principal), superego (conscience)

Answer 34

id: functions on the pleasure principal, engaging in selfish pleasure: primary process thinking, but cannot undertake REALISTIC actions needed to meet instinctual demands
ego: secondary process thinking, operates on the reality, balances it b
Superego: conscience, inner control system of the id

Question 35

Life and death instincts; intrapsychic conflicts

Answer 35

controlled by the ID, life instincts are sexual, libido
death instincts: destructive drives that tend toward aggression, destruction, and eventual death
Intrapsychic conflicts: when all three egos are in conflict = mental disorder

Question 36

Freud, anxiety

Answer 36

the concept of anxiety-generalized feelings of fear and apprehension, anxiety is overtly experienced, and at other times it is repressed ands transformed into other symptoms such as conversion blindness/paralysis

Question 37

8 defense mechanisms freud

Answer 37

displacement: emotions onto others
Fixation: stuck at an childhood level
Projection: attributing your bad behavior to others (totalitarian states convinced nneighboring countries are the problem)
Rationalization: using contrived explanations to justify behavior (bible for homophobia)
Reaction formation: adopting the opposite belief to compensate (being homophobic when youre gay)
Regression: retreating to an earlier development level
Repression: preventing painful/dangerous thoughts from entering consciousness
sublimation: channelling sexual energy into other activities like art

Question 38

Oral, anal, phallic, latency, genital

Answer 38

Oral stage: During the first 2 years of life, the mouth is the principal erogenous zone: An infant’s greatest source of gratification is sucking, a process that is necessary for feeding.

Anal stage: From ages 2 to 3, the anus provides the major source of pleasurable stimulation during the time when toilet training is often going on and there are urges both for retention and for elimination.

Phallic stage: From ages 3 to 5 or 6, self-manipulation of the genitals provides the major source of pleasurable sensation.

Latency period: From ages 6 to 12, sexual motivations recede in importance as a child becomes preoccupied with developing skills and other activities.

Genital stage: After puberty, the deepest feelings of pleasure come from sexual relations.

Question 39

Ego psychology, Anna Freud

Answer 39

One new direction was that taken by his daughter Anna Freud (1895–1982), who was much more concerned with how the ego performs its central functions as the “executive” of personality
=sychopathology develops when the ego does not function adequately to control or delay impulse gratification or does not make adequate use of defense mechanisms when faced with internal conflicts.

Question 40

Object relations theory; introjection

Answer 40

focus on individuals’ interactions with real and imagined other people (external and internal objects) and on the relationships that people experience between their external and internal objects. Object in this context refers to the symbolic representation of another person in the infant’s or child’s environment, most often a parent.
introjection=a child symbolically incorporates into his or her personality (through images and memories) important people in his or her life

Question 41

The Interpersonal Perspective, Adler

Answer 41

DISAGREED WITH FREUD
focused on social determinants of behavior. We are social beings, and much of what we are is a product of our relationships with others. It is logical to expect that much of psychopathology reflects this fact—that psychopathology is rooted in the unfortunate tendencies we have developed while dealing with our interpersonal environments.

Question 42

Bowlby, attachment theory

Answer 42

emphasizes the importance of early experience, especially early experience with attachment relationships, as laying the foundation for later functioning throughout childhood, adolescence, and adulthood. He stresses the importance of the quality of parental care to the development of secure attachments, but he also sees the infant as playing a more active role in shaping the course of his or her own development than had most of the earlier theorists

Question 43

Two of Freud’s most important contributions

Answer 43

He developed theories and techniques that are still used today— (a) there are psychological factors outside our conscious awareness that influence our behavior; and (b) early childhood experiences can have an important and lasting impact on the development of both normal and abnormal personality.

He demonstrated that certain abnormal mental phenomena occur as an attempt to cope with difficult problems. This realization that the same psychological principles apply to both normal and abnormal behavior dissipated much of the mystery and fear surrounding mental disorders.

Question 44

criticisms of Freud’s approach (3)

Answer 44

1. fails to realize the scientific limits of personal reports of experience as the primary mode of obtaining information.
   2.Second, there is a lack of scientific evidence to support many of its explanatory assumptions or the effectiveness of traditional psychoanalysis.
2. Freudian theory in particular has been criticized for an overemphasis on the sex drive, for its demeaning view of women, for pessimism about basic human nature, for exaggerating the role of unconscious processes, and for failing to consider motives toward personal growth and fulfillment.

Question 45

Humanistic perspective, Rogers

Answer 45

-The humanistic perspective views human nature as basically “good.”
- emphasizes present conscious processes and places strong emphasis on people’s inherent capacity for responsible self-direction.
-Humanistic psychologists think that much of the empirical research designed to investigate causal factors is too simplistic to uncover the complexities of human behavio= this perspective is concerned with processes such as love, hope, creativity, values, meaning, personal growth, and self-fulfillment

Question 46

Self-concept, Rogers, 3 primary beliefs

Answer 46

1. Each individual exists in a private world of experience of which the I, me, or myself is the center.
2. The most basic striving of an individual is toward the maintenance, enhancement, and actualization of the self, and his or her inner tendencies are toward health and wholeness under normal conditions.
3. Perceived threat to the self is followed by a defense, including a tightening of perception and behavior and the introduction of self-defense mechanisms.

Question 47

Self-actualization

Answer 47

we achieve our full potential; Roger: each of us must develop values and a sense of our own identity based on our experiences

Question 48

Existential perspective

Answer 48

• less optimistic view of human beings and places more emphasis on their irrational tendencies and the difficulties inherent in self-fulfillment—particularly in a modern, bureaucratic, and dehumanizing mass society.

Question 49

3 themes of existentialism

Answer 49

1. Existence and essence. Our existence is a given, but what we make of it—our essence—is up to us. Our essence is created by our choices because our choices reflect the values on which we base and order our lives.
2. Meaning and value. The will-to-meaning is a basic human tendency to find satisfying values and guide one’s life by them.
3. Existential anxiety and the encounter with nothingness. Nonbeing, or nothingness, which in its final form is death, is the inescapable fate of all human beings. The awareness of our inevitable death and its implications for our living can lead to existential anxiety, a deep concern over whether we are living meaningful and fulfilling lives.

Question 50

Behavioral perspective

Answer 50

only the study of directly observable behavior and of the stimuli and reinforcing conditions that control it could serve as a basis for understanding human behavior, normal and abnormal.
FOCUSED ON LEARNING

Question 51

Classical conditioning, UCS, CS, CR, CS, stimulus-stimulus expectancy, extinction, spontaneous recovery PAVLOV

Answer 51

associative learning=neutral stimulus paired with CS = elicits response
UCS: doesn’t require training to elicit response
UCR: response to UCS
CS: requires training to elicit response
CR: response to CR
Stimulus-stimulus expectancy: animals (and people) actively acquire information about what CSs allow them to predict, expect, or prepare for an upcoming biologically significant event (the UCS). That is, they learn what is often called a stimulus-stimulus expectancy.
extinction: gradually extinguishes when CS is repeadetly presented without the UCS
Spotaneous recovery: response returns in the future

Question 52

Thorndike, skinner, operant conditioning

Answer 52

operant/instrumental: chieve goal, reward /punishment
Reinforcement: increases likelihood of behavior
Response-outcome expectancy: person learns a response that will lead to a reward outcome
response can be verystrong when the reward is intermittent

Question 53

Conditioned avoidance response

Answer 53

when something bad happened to you in a situation so you avoid it, this response is much harder to extinguish

Question 54

Generalization/discrimination

Answer 54

when a response is conditioned to one stimulus or set of stimuli, it can be evoked by other, similar stimuli; this process is called generalization=A person who fears bees, for example, may generalize that fear to all flying insects.
discrimination= occurs when a person learns to distinguish between similar stimuli and to respond differently to them based on which ones are followed by reinforcement. (racial stereotypes/behavior)

Question 55

observational learning, bandura

Answer 55

observational learning—that is, learning through observation alone, without directly experiencing an unconditioned stimulus (for classical conditioning) or a reinforcer (for instrumental conditioning).

Question 56

Behavioural perspective and maladaptive behavior

Answer 56

(1) a failure to learn necessary adaptive behaviors or competencies, such as how to establish satisfying personal relationships
(2) the learning of ineffective or maladaptive responses.
=Maladaptive behavior is thus the result of learning that has gone poorly and is defined in terms of specific, observable, undesirable responses.
THERAPY FOCUSES: changing specific behaviors and emotional responses—eliminating undesirable reactions and learning desirable ones.

Question 57

Criticisms of behavioral perspective

Answer 57

-One early criticism was that behavior therapy was concerned only with symptoms, not underlying causes. However, this criticism has been considered unfair by many contemporary behavior therapists, given that successful symptom-focused treatment often has very positive effects on other aspects of a person’s life
-others have argued that the behavioral approach oversimplifies human behavior and is unable to explain all of its complexities.

Question 58

Cognitive Behavioral perspective

Answer 58

focused on cognitive processes and their impact on behavior.
-Cognitive psychology involves the study of basic information-processing mechanisms such as attention and memory, as well as higher mental processes such as thinking, planning, and decision making.
this becomes distorted = maladaptive behavior/emotions

Question 59

Bandura, internal reinforcement basis for self-efficacy

Answer 59

we prepare ourselves for difficult tasks, for example, by visualizing what the consequences would be if we did not perform them = DONT ALWAYS NEED EXTERNAL REINFORCEMENT
created basis for self-efficacy: belief that one can achieve desired goals

Question 60

Schema, Beck; self-schema/ assimilation vs accomodation

Answer 60

underlying representation of knowledge that guides the current processing of information and often leads to distortions in attention, memory, and comprehension.
self-schema: frame of reference for who we are and who we might become (may be distorted/inaccureate)
assimilation: work new experiences into existing cognitive frameworks
accomodation: change our existing frameworks entirely,. goal of therapy

Question 61

Difference between nonconscious and unconcious

Answer 61

nonconscious mental activity as studied by cognitive psychologists= simply a descriptive term for mental processes that are occurring without our being aware of them.
unconcious/Freud: primitive emotional conflicts =exist

Question 62

Attribution,. self-serving bias, attributional style

Answer 62

Attribution = process of assigning causes to things that happen
Attributional style= way in which an individual tends to assign causes to bad events or good events.
self- serving bias = more likely to make internal, stable, and global attributions for positive rather than negative events

Question 63

Cognitive Therapy

Answer 63

founded by Beck: cognitive-behavioral theorists and clinicians = shifted their focus from overt behavior itself to the underlying cognitions assumed to be producing the maladaptive emotions and behavior
=how best to alter distorted and maladaptive cognitions,

Question 64

Skinner and behavioruism beliefs

Answer 64

He questioned the move away from principles of operant conditioning. He reminded his audience that cognitions are not observable phenomena and, as such, cannot be relied on as solid empirical data.

Question 65

Predictable/controllable factors in childhood

Answer 65

things that are unpredictable and uncontrollable = leave children vulnerable to anxiety and negative affect

Question 66

early deprivation/trauma/instituionalization

Answer 66

children raised in institutions from an early age show significant reductions in both gray and white matter volume.
children raised in deprived environments (a Romanian orphanage in this case) have less total cortical gray matter than those in a never-institutionalized group, regardless of whether they were later placed in a more enriched foster care intervention (the “foster care group” or FCG) or not (the “care as usual group” or CAU)
The same study by Sheridan and colleagues showed that although the FCG intervention did not counteract the earlier effects of deprivation, it did seem to lessen the decrease in total cortical white matter associated with earlier deprivation, as shown in this figure.

Question 67

Maltreated c hildren and developemntal problems; attachment style developed as result

Answer 67

maltreated children often have difficulties in linguistic development and significant problems in behavioral, emotional, and social functioning, including conduct disorder, depression and anxiety, and impaired relationships with peers, who tend to avoid or reject them
LONGTERM= previously abused or neglected children have, on average, lower levels of education, employment, and earning; previously abused or neglected children have, on average, lower levels of education, employment, and earning
MOST LIKELY TO DEVELOP DISORGANIZED/DISORIENTED STYLE OF ATTACHMENT

Question 68

Bowlby, seperation, attachment styles

Answer 68

o found evidence that children who undergo a number of such separations may develop an insecure attachment.
separations can cause an increased vulnerability to stressors in adulthood, making it more likely that the person will become depressed

Question 69

Authoratative, authoritarian, permissive/indulgent, neglectful/uninvolved

Answer 69

The authoritative style is one in which the parents are both very warm and very careful to set clear standards and limits on certain kinds of behaviors while allowing considerable freedom within these limits; BEST
authoritarian style are high on control but low on warmth. They often appear quite cold and demanding, favoring punitive methods if their children disobey. Their children tend to be conflicted, irritable, and moody
permissive/indulgent style are high on warmth but low on discipline and control. This lenient style of parenting is associated with impulsive and aggressive behavior in childhood and adolescence
Finally, parents who are low both on warmth and on control exhibit the neglectful/uninvolved style

Question 70

Children from conflicted marriages behavioral effects

Answer 70

children of parents with high levels of overt conflict show a greater disposition to behave aggressively toward both their peers and their parents than children from less conflictual marriages
—children can be buffered against many of the damaging effects of marital conflict if one or both parents have the following characteristics: warmth, proneness to giving praise and approval, and ability to inhibit rejecting behavior toward their children

Question 71

Children from divorce outcomes

Answer 71

On average, compared to young adults from families without divorce, young adults from divorced families have somewhat lower educational attainment, lower incomes, lower life satisfaction, and an increased probability of being on welfare and having children out of wedlock

Question 72

why are mental illness rates higher in low SES?

Answer 72

1. some people with mental disorders slide down to the lower rungs of the economic ladder and remain there, sometimes because they do not have the economic or personal resources to climb back up and sometimes because of prejudice and stigma against those with mental illness
2. Another factor is that, on average, people who live in poverty encounter more—and more severe—stressors in their lives, than do more affluent people, and they usually have fewer resources for dealing with them

Question 73

Proactive vs reactive aggression

Answer 73

bullies to show high levels of both proactive aggression (where they initiate the aggressive behavior) and reactive aggression (where they overreact when confronted

Question 74

Popular prosocial and popular antiscial

Answer 74

Prosocial popular children communicate with their peers in friendly and assertive yet cooperative ways. They tend to be good students relative to their less popular peers
-. Antisocial popular children—usually boys—tend to be “tough boys” who may be athletically skilled but who do poorly academically.

Question 75

Aggressive rejected and withdrawn rejected children

Answer 75

The rejected children who are aggressive take an excessively demanding or aggressive approach when interacting with their peers.
The second subset of children who may become chronic victims of rejection are not aggressive but, rather, are highly unassertive and quite submissive toward their peers, often because of social anxiety and fear of being scorned or attacked

Question 76

Access vs treatment discrimination

Answer 76

1) access discrimination, wherein members of a certain group (e.g., women, people of a certain race or ethnicity) are not hired because of their personal characteristics, and (2) treatment discrimination, wherein certain types of people are given a job but are paid less and receive fewer opportunities for promotion

Question 77

Cultural perspective

Answer 77

concerned with the impact of culture on the definition and manifestation of mental disorders. The relationships are complex. However, cross-cultural research can enhance our knowledge about the range of variation that is possible in human behavioral and emotional development and can generate ideas about what causes normal and abnormal behavior

Question 78

3 cultural concepts of distress, DSM5/ cultural syndromes

Answer 78

cultural syndromes to refer to clusters of clinical symptoms that often appear together within people from specific cultures
Cultural idioms of distress: refer to culture-specific ways of expressing distress to others
cultural explanations refer to different ways of explaining the causes of different symptoms or disorders (spirits, etc)

Question 79

Japanese vs American view of attachment

Answer 79

Japan: dependent children are viewed as more healthy
American: independence is valued more

Question 80

eclectic approach.

Answer 80

when , aspects of two or more diverse approaches may be combined in a more general,

Question 81

purist approach

Answer 81

those who advocate a single viewpoint—are skeptical about eclecticism, claiming that an eclectic approach tends to lack integrity and produces a “crazy quilt” of inconsistent practice with little rationale. This criticism may be true, but the approach certainly seems to work for many psychotherapists.

Question 82

only unified perspective currently in psyc

Answer 82

biopsychosocial perspective. This viewpoint reflects the conviction that most disorders are the result of many causal factors—biological, psychological, and sociocultural—interacting with one another.