Chapter 2 in class notes Flashcards
1
Q
Reaction Formation
A
Adopting a set of attitudes and behaviors that are the opposite of one’s true dispositions
2
Q
Identification
A
Adopting the ideas, values and tendencies of someone in a superior position in order to evaluate self worth
3
Q
Intellectualization
A
Adopting a cold, distanced perspective on a matter that actually creates strong, troubled unpleasant feelings
4
Q
Projection
A
Attributing one’s own unacceptable motives or desires to someone else
5
Q
Denial
A
Refusing to perceive or accept reality
6
Q
Rationalization
A
Inventing an acceptable motive to explain unacceptably motivated behavior
7
Q
Displacement
A
Discharging unacceptable feelings against someone or something other than the true target of those feelings
8
Q
Regression
A
Retreating to a behavior of an earlier developmental period to prevent anxiety and satisfy current needs
9
Q
Sublimation
A
Translating wishes and needs into socially acceptable behavior
10
Q
Multidimensional models
A
Interdisciplinary eclectic and integrative
11
Q
Major influences of Multidimensional models
A
- Biological
- Social
- Behavioral
- Emotional
- Cognitive
12
Q
What are multidimensional influences contributing to a blood-injection-injury phobia?
A
Biological influences > Behavioral influences > Emotional and cognitive influences > Social Influences
13
Q
Genetic Contributions to Psychopathology
1. Phenotype vs genotype
2.
3.
A
- Genotype determines our likelihood and if we have blue eyes. Phenotype is the physical manifestation of the blue eyes.
14
Q
Genetic Contributions to Psychopathology
1.
2. Nature of Genes
3.
A
- Development and behavior is often polygenetic
15
Q
Genetic Contributions to Psychopathology
- Genetic contribution to psychopathology __%. Higher chance if…
A
- Less than 50%. Bipolar and schizophrenia - parent with either, offspring has higher chance.
16
Q
[TEST]
The interaction of Genetic and Environmental Effects
Eric Kandel and gene-environment interactions
TEST QUESTION
A
Genetic changes due to learning (change - activated or not based on learning)
TEST QUESTION
17
Q
Diathesis-stress model
A
Disorders are due to underlying risk factors.
Diathesis: biological factor (i.e. social factor - maladaptive upbringing, chronic stress, etc)
Stress: Biological trigger (i.e. social trigger, psychological trigger)
18
Q
The interaction of Genetic and Environmental Effects
- Reciprocal gene-environment model
A
Outcomes result from interactions between genetic vulnerabilities and experience
19
Q
The interaction of Genetic and Environmental Effects
- Epigenetics and the nongenomic inheritance of behavior
A
Genome itself is unchanged
Genes build on each other - activating one vulnerability leads to activating another vulnerability.
Explains why some disorders (i.e. depression and anxiety) are comorbid.
20
Q
Neuroscience Contribution to Psychopathology
The field of neuroscience studies…
A
the role of the nervous system in disease and behavior
21
Q
Neuroscience Contribution to Psychopathology
Branches of human nervous system
A
Central Nervous System (CNS)
Peripheral Nervous System (PNS)
22
Q
Central Nervous System (CNS)
A
Brain and spinal cord
23
Q
[exam]
Peripheral Nervous System (PNS)
Study PNS for exam –in book
A
Somatic and autonomic branches
24
Q
Neurotransmitters (NTs)
Functions
A
Chemical Messengers - transmit messages between brain cells
25
[test]
| Other chemical substances in brain (other than NT)
Agonist (increases activity of NT)
Antagonist (any chemical that decreases activity of NT
Most drugs are either one
26
[test]
| Other chemical substances in brain (other than NT)
Agonist (increases activity of NT)
Antagonist (any chemical that decreases activity of NT
Most drugs are either one
27
Functions of main types of NTs
```
Serotonin***
Norepinephrine***
Dopamine***
Glutamate
Gamma aminobutyric acid (GABA)
```
*** = need to know
28
[TEST]
Reuptake and Enzyme
***TEST QUESTION***
Reuptake: action by which a neurotransmitter is quickly drawn back into the DISCHARGING neuron after being released into a synaptic cleft
Enzyme: way to destroy NTs
29
Biochemical imbalances
Psychological symptoms may possibly be associated with
> Numbers problem - neurotransmitters (too much/not enough)
| > Malfunctioning - neurons (myelin sheath/receptors/dendrites/action potential)
30
Serotonin
1. Also known as
2. Influences
3a. High results in
3b. Low results in
4. Pathways in brain
1. 5-hydrotryptamine (5-HT)
2. information processing, behavioral control (impulsive/not), mood and thoughts
3a. Depression (either ^ or v), anxiety
3b. Memory deficits, Impulsivity and aggression
4. Everywhere in brain
31
Norepinephrine (NE)
1. Also called
2. Influences
3. High or low NE results in
4. Pathways in brain
1. noradrenaline
2. anxiety/fear/stress reactions
3. Alarm responses, emotion regulation, stress reaction, energy mobilization, motivation. Basic bodily processes (eg. breathing).
4. Everywhere in brain
32
Dopamine:
1. Influences
2. Excessive amount influences
3. Reduced amount influences
4. Pathways in brain
1. Depression, ADHD, impulsivity
2. Schizophrenia. High = pleasure and hallucinations. Cocaine and PCP also hit dopamine.
3. Parkinson's Disease
4. Prefrontal cortex and limbic system
33
Neuroscience and brain structure
Two main parts
Brainstem
| Forebrain
34
Neuroscience and brain structure
| Brainstem parts
hindbrain
| midbrain
35
Neuroscience and brain structure
| Forebrain parts
```
Limbic system
Basal ganglia
Cerebral Cortex
Thalamus
Hypothalamus
```
36
[TEST]
Limbic System
H
A
T
HIPPO
***Know Limbic System for test***
Set of structures that regulate emotion
Hypothalamus
Amygdala
Thalamus
HIPPOcampus
37
Amygdala functions
1. High:
2. Low:
1. Anger/violence or fear/anxiety
2. Hyper-orality, hyper-sexuality, disinhibited behavior
* High or low leads to disinhibited behavior
38
Hippocampus
Converts STM to LTM
39
Hypothalamus
Regulates autonomic nervous system (ANS) flight/fight or rest/digest
40
Thalamus
relay station, smell
41
Neuroscience and Brain Structure
| Lobes of the Cerebral Cortex
* Frontal
* Parietal
* Occipital
* Temporal
42
Frontal lobe
Planning of movements, recent memory, some aspects of emotions
43
Parietal lobe
touch, motor/sensory experiences
44
Occipital lobe
visual, hallucinations
45
Temporal lobe
Hearing/memory
46
Neuroscience: Endocrine Systems
The Endocrine System
- Regulates
- Impacts
Regulates: release of hormones
Impacts: mood, emotional state, how feeling, behavior, reaction to stress, level of energy/mobilization
47
Neuroscience: Endocrine Systems
The Hypothalamic-Pituitary-Adrenalcortical Axis (HPA axis)
- What it is
- What it does
- Communication process from brain down to everything- gland, reaction.
Starts at hypothalamus - activates pituitary, then thyroid, then adrenal gland.
- Hypothalamus - short burst of neurotransmitters
48
Implication of Neuroscience for Psychopathology
Relations between brain and abnormal behavior
--Example: Obsessive Compulsive Disorder (OCD) - Basal Ganglia
Psychosocial influences and treatments
49
The contributions of behavioral and cognitive science
- Conditioning and cognitive processes
- Early research - simplistic
- Recent research
50
Pavlov's classic: Stimulus and response in classical conditioning
The researcher would deliver food and then the dogs would salivate when they saw the researcher.
```
Define:
NS:
UCS:
UCR:
CS:
CR:
```
```
NS: researcher
UCS: food
UCR: salivating
CS: researcher
CR: salivating
```
51
Contiguity
the sequential occurrence or proximity of stimulus and response, causing their association in the mind
52
With classical conditioning - contiguity and contiguity and random reinforcement DIFFERENCE
Contiguity only - learn quickly
| Contiguity and random reinforcement: retain memory longer
53
Other types of learning (other than classical)
```
Respondent and operant learning.
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
```
54
Positive reinforcement
- explanation
- example
Adding to situation that increases the probability of the behavior
Ex: Teacher praises student when they increase eye contact leading the student to increase the behavior.
Ex2:
55
Negative reinforcement
- explanation
- example
Taking away that increases probability of the behavior
Ex: Teacher ends the lecture when the student does eye contact, encouraging the student to increase the behavior
56
Positive punishment:
- explanation
- example
Decreasing probability of the behavior by adding something
Ex: Teacher's praise of eye contact leads to the student avoiding eye contact due to embarrassment - a decrease in behavior.
57
Negative punishment:
- explanation
- example
Decreasing probability of the behavior by subtracting something.
Ex: Teacher takes away homework when a student decreases eye avoidance, encouraging the student to decrease the behavior of eye avoidance.
58
Learned Helplessness
A) Who did the study
B) Study done on dogs and the result
C) Theory
A) Dr. Seligman
B) Dogs exposed to random severe shocks eventually give up trying to escape, even when escape is possible.
C) We learn behaviors based on current experiences in the present moment - unless there are past traumatic experiences.
Experience this intense - animal encodes it as part of experience. Some experiences in our life that no amount of current experiences will change - domestic violence (victims returning to abusers), depression.
59
Social learning/ Observational learning
| bobo doll experiment
if we had to experience everything we wouldn't survive.
| Modeling and observational learning
60
Prepared Learning
Some things humans are evolutionary prepared/geared to learn
61
Behavior change techniques
First step is always exposure to the thing most afraid of
62
Cognitive Theories/Science
| > What is cognition?
Thoughts
63
Cognition shapes--
behavior and emotions
64
Causal attributions
describes how people explain the causes of their own and other people's behavior
65
global assumption
broad beliefs about ourselves and the world
66
New model of Cognitive Theory
Automatic Thoughts
Core Beliefs
Schemas
67
Core beliefs
- Ingrained ideas of self and world
- drive automatic thoughts
i.e. "I'm unlovable" - get into fight and it confirms that belief.
68
Schemas
The way a person organizes core beliefs
69
[test]
| Depressive Triad {ON TEST}
Triangle with the corners: Self, world/others and future
70
Depressive Triad developed by
Beck
71
Depressive core beliefs
determine likelihood of psychopathology
72
depressive triad example for "I'm unlovable"
Self: I'm unlovable
World: is dangerous
Future: is bleak
73
Depressive triad example for
| "I am self sustaining"
Self: I'm self sustaining
World: is dangerous
Future: is OK (because I'm self sustaining)
74
Causal attributions
influence core beliefs
- events are not just events,
i.e. homeless: can interpret as lazy leading to disinterest
OR
unfortunate - care to help
75
Global assumption
The more global your assumptions are (if your assumptions are cross situations) the more rigid you'll hold onto the assumptions.
More rigid = higher level of psychopathology
76
Cognitive sciences and the unconscious
| There may be a ____ between ___ and ____.
Dissociation, behavior, consciousness.
77
Implicit memory
*
78
Blind sight
can still sense objects in their visual field
79
Cognitive therapies
1) identify and challenge negative thoughts and dysfunctional belief systems
2) CBT
80
CBT
cognitive techniques combined with behavioral techniques.
in the past cognitive and behavioral therapies were separate.
81
Role of Emotion in Psychopathology
The nature of emotion:
> To elicit or evoke action
> Action tendency different from affect and mood
> Intimately tied with several forms of psychopathology
82
Components of emotion
> Behavior
> Physiology
> Cognition
83
Harmful side of emotional disregulation
> negative emotions and psychopathology
- - too intense of emotion/reaction to the situation (i.e. needs anger mgmt)
- - takes a long time to return to baseline
84
Priming Effect {EXAM Q}
Have an emotion, engage in behavior consistent with emotion -- reinforce emotion and make it more likely to happen again and more intense
85
Psychodynamic Approaches:
Unconscious processes cause thoughts and behaviors
86
Psychodynamically all behaviors, thoughts and emotions, both normal or abnormal are
influenced by unconscious processes
87
Psychodynamic theory formed by
Freud
88
Psychodynamic does not recognize
behavior, thoughts and emotions
89
Psychodynamically the major source of anxiety is
id and superego conflict
90
Defense mechanisms
```
R3
D2
I2
P
S
```
```
> Regression
> Denial
> Displacement
> Rationalization
> Intellectualization
> Projection
> Reaction formation
> Identification
> Sublimation
```
91
Interpersonal Theory (IPT)
A) Emerged from
B) Focused on
A) Emerged from modern psychodynamic theories and is short term
B) Focus on client's pattern of relationship with important people in their lives.
Perception of people guides response -- object in head interacting with
92
IPT
Interpersonal Theory
93
IPT asks
How is the client interacting with people?
94
IPT therapist
much more structured and directive
95
Cultural Social and Interpersonal Factors in Psychopathology
> Cultural Factors
> Gender Effects
> Social Support effects on health and behavior
96
Sociocultural Approaches - examines
the role of larger society on psychopathology
97
Risk factors for mental health problems
1) Socioeconomic disadvantage
2) Upheaval and disintegration of societies
3) Stigmatization and marginalization
4) What abnormal behavior is an "OK mental illness"
98
Stigmatization
Prejudice
99
Marginalization
who are typically these people?
Fringe of society
i.e. women, LGBTQA, poor, minorities, disabled, elderly, obese
100
What abnormal behavior is an OK mental illness?
Not OK?
Depression anxiety, bipolar, eating disorder, ADHD
Psychotic, sexual, addiction
101
Life-span developmental perspective
Address developmental changes
Influence and constrain what is normal and abnormal - i.e. PICA (putting things in mouth not edible) - up to 7 years wouldn't diagnose. if they start at age 18, would look into brain trauma.
102
Principle of Equifinality
for any given outcome there are many ways to arrive at the disorder
> From developmental psychopathology, there are several paths to a given outcome. Paths vary by developmental stage
103
Borderline Personality disorder
How does this support Equifinality?
```
10 symptoms (need 5 to qualify)
2 people could have different symptoms and look different [person 1 has 1-5, person 2 has 6-10] and still be diagnosed with same disorder
```
104
Childrens Expression of Depression/sadness
Infants - sad face
young boys - hostile/angry
young girls - anger >> leading to tears in teenage years
105
Third-Wave approaches
> Focus on ..
> Incorporates techniques from ..
> people's ability to understand and regulate their emotions
| > behavioral, cognitive therapy, with Zen Buddhism
106
Evidence-based treatments
> Dialectical behavior therapy
> Mindfulness based therapy
> Cognitive and Behavioral Therapies
107
Dialectical behavior therapy
most difficult therapy out there. Combines everything.
| Used for severe personality disorders
108
Mindfulness based therapy
anxiety, chronic pain
109
Cognitive and Behavioral Therapies (CBT)
exposure treatments, habit reversal
| OCD, PTSD, pulling out hair/skin.
