chapter 12-14 vocab Flashcards
big 5 factor model of personality
OCEAN - openness to experience, conscientiousness, extraversion, agreeableness, neuroticism/emotional stability
define personality disorders
“enduring” and pervasive predispositions
inflexible and deviates from expectations of culture
distress and impairment
cluster A
odd or eccentric
cluster b
dramatic, emotional, erratic
cluster c
fearful or anxious
cluster a: schizoid personality disorder
DSM criteria
pervasive pattern of detachment from social relationships, restricted range of emotions in interpersonal settings
must have 4/7:
- neither desires nor enjoys relationships
- chooses solitary activities
- little interest in sex with others
- takes pleasure in a few activities
- lacks friends
- indifferent to praise/criticism
- emotional coldness
causes - limited research but precursor is childhood shyness and possibly related to childhood abuse
treatments - no empirically supported treatments. unlikely to seek on own, focus on relationships, social skills therapy (empathy training, role-playing, social networking)
cluster b: borderline
DSM criteria
need 5/9
- frantic efforts to avoid real or imagined abandonment
- a pattern of unstable/intense interpersonal relationships
- impulsivity of at least 2 damaging areas
- identity disturbance
- recurrent suicidal behaviors, gestures, threats
- affective instability (few hours for a day or two)
- chronic feelings of emptiness
- inappropriate intense anger/difficulty controlling anger
- temporary, stress-related paranoid ideation/dissociation
predominantly women
causes - serotonin, limbic circuit, early childhood experience (neglect,trauma)
treatment - highly likely to seek treatment
antidepressants, dialectical behavior therapy (DBT) (reducing interfering behaviors)
cluster b: narcissistic
DSM criteria
pervasive pattern of grandiosity, need for admiration, and lack of empathy
need 5/9
- grandiose sense of self importance
- preoccupied with fantasies of unlimited success, power, beauty, love
- believes they are “special”
- requires expressive admiration
- sense of entitlement
- interpersonally explosive
- lacks empathy
- envious
-arrogant behavior/attitude
50-75% male
causes - deficits in early childhood learning (empathy), some evidence for genetics, sociological view (“me” generation)
treatment - focus on grandiosity, lack of empathy, and hypersensitivity to evaluation
cluster b: antisocial personality disorder
DSM criteria
A. pervasive pattern of disregard for and violation of rights of others since age 15
need 3/7
- failure to conform to social norms and laws
- deceitfulness for profit/fun
- impulsivity
- agressiveness
- reckless disregard for safety or self or others
- consistently irresponsible
- lack of remorse
B. individual at least 18
C. evidence to conduct disorder before 15
D. not due to schizophrenia or bipolar
causes - gene/environment interaction (genetic predisposition environmental triggers), biological factors (genetics 50% of risk, disruption in regulation of dopamine and norepinephrine), developmental (growing up in poverty/unstable environment, fam history of violence/variable support/criminality)
treatment - unlikely to seek on own (high recidivism, incarceration) better to focus on children so parent training, prevention with rewards
cluster c: avoidant
DSM criteria
pervasive pattern of social inhibition, feelings of inadequacy, and hypersensitivity to criticism
- avoid jobs w/ interpersonal due to fear of criticism, rejection
- unwilling to get involved w/ people unless sure to be liked
- not take part in intimate relationships
- preoccupied w/ being criticized in social situations
- inhibited in new situations
- view self as socially inept, inferior, unappealing
- reluctant to take personal risks cause they might be embarassing
causes - difficult temperament, early parental/peer rejection, interaction of personality/environment, runs in fam with history of schizophrenia
treatment - similar to social phobia, group treatment, increase social skills, reduce anxiety, importance of therapeutic alliance
delusions
false belief or judgment about eternal reality
hallucinations
an experience involving the apparent perception of something that is not present
disorganized thinking (speech)
struggle to organize thoughts, leading to interruption in speech and making it difficult to understand
disorganized behavior
a chronic pattern of chaotic actions that can interfere with daily life
negative symptoms
abnormally absent behaviors or emotions
schizophrenia
DSM criteria
A. two or more of following present for at least a month
- delusions
-hallucinations
-disorganized speech
-grossly disorganized or catatonic behavior
-negative symptoms
B. level of functioning is significantly below premorbid functioning
C. continuous signs of disturbance persist for at least 6 months
D. rule out other disorders
E. not due to substance use of med condition
correlates - violence (most are NOT violent), suicide (20% attempts 5% die)
development - early childhood clinical features (mild physical abnormalities, poor motor skills, social problems, mild cognitive problems)
prodromal phase - 85% experience (1-2 years before serious symptoms, relapse and recovery, less severe but still unusual)
causes - diathesis-stress, less active frontal lobe, reduced brain tissue volume, viral infections, pregnancy complications, family associated with relapse
treatment - antipsychotic meds, transcranial magnetic stimulation, inpatient units, social/living skills, behavioral family therapy
schizophreniform disorder
schizophrenic symptoms for a few months only, most resume normal life
schizoaffective disorder
schizophrenic symptoms plus mood disorder (disorders are independent), prognosis is persistent like schoizophrenia
schizotypal personality disorder
symptoms similar to schizophrenia, less severe, genetic relationship to schizophrenia (“schizophrenia spectrum”)
what are developmental disorders?
study the developmental impact of early skill impairments
first diagnosed in infancy, childhood, or adolescence
ADHD
DSM criteria
persistent pattern of inattention/hyperactivity that interfere with functioning or development
1. six or more symptoms of inattention, persisting for at least 6 months to a degree that is inconsistent with development level and negatively impacts activity
2. six or more symptoms of hyperactivity/impulsivity…
inattention criteria
- fails to give attention to details
- difficulty sustaining attention
- doesn’t seem to listen when spoken to
- doesn’t follow through on instructions/complete tasks
- difficulty organizing tasks/activities
- avoids/dislikes/reluctant to engage in tasks that require sustained attention
- often loses important things
- easily distracted by external stimuli
- forgetful in daily activities
hyperactivity/impulsive criteria
- fidgets/squirms
- leaves seat in inappropriate contexts
- runs/climbs in inappropriate contexts
- unable to play quietly
- often “on the go” or acting like they “driven by motor”
- often talks excessively
- often blurts out answers
- often has difficulty waiting one’s turn
- often interrupts others
3. several symptoms present before 12
4. severe impairment from symptoms in 2 or more areas
5. clear evidence that symptoms interfere with functioning
6. not another disorder
boys:girls 2:1
causes - genetics (familial component, dopamine, norepinephrine, GABA, serotonin), smaller brain volume
treatment - goals, stimulants(Adderall), behavioral (reinforcement, social skills training),
specific learning disorder
performance substantially below expected levels
types - impairment in reading, writing, math
boy:girls 2.5:1
negative school experience lead to higher dropout rates
causes - familial component, polygenetic, motivational, socioeconomic status, cultural expectations, parental interaction
treatment - educational interventions (specific skills instruction, vocab, fact-finding), strat instruction, compensatory skills
autism spectrum disorder
DSM criteria
1. persistent deficits in social communication/interaction
- lack of social/emotional reciprocity
- deficits in non verbal communication behaviors
- deficits in developing, maintaining, and understanding social relationships
2. restricted, repetitive patterns of behaviors, interests, or activities
- stereotyped or repetitive movements/speech
- insistence on sameness, inflexible adherence to routines
- highly restricted, fixated, interests that are abnormal in intensity or focus
- hyper or hypoactivity to sensory input
3. symptoms must be persistent in early life
4. cause significant impairment in important areas
5. not better explained by intellectual disability
high IQ usually men
low IQ usually women
causes - familial component, polygenetic, amygdala (larger size at birth = higher anxiety/fear and raised cortisol)
treatment - ABA (skill building, increase socialization, early intervention), SSRIs decrease agitation, oxytocin improve social awareness, social support
intellectual disability
DSM criteria
- below-average intellectual functioning
- deficits in adaptive functioning failing to meet developmental standards for personal independence
- present before 18
causes - hundreds, chromosomal influences, prenatal/birth complications
treatment - skill instructions
prevention of developmental disorders
early intervention (at-risk children and fam)
genetic screening (detection and correction, prenatal gene therapy)
