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Abnormal Psychology PSYCH303 > Chapter 2 in class notes > Flashcards

Chapter 2 in class notes Flashcards

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1
Q

Reaction Formation

A

Adopting a set of attitudes and behaviors that are the opposite of one’s true dispositions

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2
Q

Identification

A

Adopting the ideas, values and tendencies of someone in a superior position in order to evaluate self worth

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3
Q

Intellectualization

A

Adopting a cold, distanced perspective on a matter that actually creates strong, troubled unpleasant feelings

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4
Q

Projection

A

Attributing one’s own unacceptable motives or desires to someone else

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5
Q

Denial

A

Refusing to perceive or accept reality

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6
Q

Rationalization

A

Inventing an acceptable motive to explain unacceptably motivated behavior

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7
Q

Displacement

A

Discharging unacceptable feelings against someone or something other than the true target of those feelings

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8
Q

Regression

A

Retreating to a behavior of an earlier developmental period to prevent anxiety and satisfy current needs

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9
Q

Sublimation

A

Translating wishes and needs into socially acceptable behavior

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10
Q

Multidimensional models

A

Interdisciplinary eclectic and integrative

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11
Q

Major influences of Multidimensional models

A
  • Biological
  • Social
  • Behavioral
  • Emotional
  • Cognitive
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12
Q

What are multidimensional influences contributing to a blood-injection-injury phobia?

A

Biological influences > Behavioral influences > Emotional and cognitive influences > Social Influences

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13
Q

Genetic Contributions to Psychopathology
1. Phenotype vs genotype
2.
3.

A
  1. Genotype determines our likelihood and if we have blue eyes. Phenotype is the physical manifestation of the blue eyes.
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14
Q

Genetic Contributions to Psychopathology
1.
2. Nature of Genes
3.

A
  1. Development and behavior is often polygenetic
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15
Q

Genetic Contributions to Psychopathology

  3. Genetic contribution to psychopathology __%. Higher chance if…
A
  1. Less than 50%. Bipolar and schizophrenia - parent with either, offspring has higher chance.
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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

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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)

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18
Q

The interaction of Genetic and Environmental Effects

- Reciprocal gene-environment model

A

Outcomes result from interactions between genetic vulnerabilities and experience

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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.

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20
Q

Neuroscience Contribution to Psychopathology

The field of neuroscience studies…

A

the role of the nervous system in disease and behavior

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21
Q

Neuroscience Contribution to Psychopathology

Branches of human nervous system

A

Central Nervous System (CNS)

Peripheral Nervous System (PNS)

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22
Q

Central Nervous System (CNS)

A

Brain and spinal cord

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23
Q

[exam]
Peripheral Nervous System (PNS)

Study PNS for exam –in book

A

Somatic and autonomic branches

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24
Q

Neurotransmitters (NTs)

Functions

A

Chemical Messengers - transmit messages between brain cells

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25
Q

[test]

Other chemical substances in brain (other than NT)

A

Agonist (increases activity of NT)
Antagonist (any chemical that decreases activity of NT

Most drugs are either one

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26
Q

[test]

Other chemical substances in brain (other than NT)

A

Agonist (increases activity of NT)
Antagonist (any chemical that decreases activity of NT

Most drugs are either one

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27
Q

Functions of main types of NTs

A 
Serotonin***
Norepinephrine***
Dopamine***
Glutamate
Gamma aminobutyric acid (GABA)

*** = need to know

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28
Q

[TEST]
Reuptake and Enzyme

TEST QUESTION

A

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

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29
Q

Biochemical imbalances

Psychological symptoms may possibly be associated with

A

> Numbers problem - neurotransmitters (too much/not enough)

> Malfunctioning - neurons (myelin sheath/receptors/dendrites/action potential)

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30
Q

Serotonin

  1. Also known as
  2. Influences
    3a. High results in
    3b. Low results in
  3. Pathways in brain
A
  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
  3. Everywhere in brain
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31
Q

Norepinephrine (NE)

  1. Also called
  2. Influences
  3. High or low NE results in
  4. Pathways in brain
A
  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
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32
Q

Dopamine:

  1. Influences
  2. Excessive amount influences
  3. Reduced amount influences
  4. Pathways in brain
A
  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
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33
Q

Neuroscience and brain structure

Two main parts

A

Brainstem

Forebrain

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34
Q

Neuroscience and brain structure

Brainstem parts

A

hindbrain

midbrain

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35
Q

Neuroscience and brain structure

Forebrain parts

A 
Limbic system
Basal ganglia
Cerebral Cortex
Thalamus
Hypothalamus
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36
Q

[TEST]
Limbic System

H
A
T
HIPPO

Know Limbic System for test

A

Set of structures that regulate emotion

Hypothalamus
Amygdala
Thalamus
HIPPOcampus

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37
Q

Amygdala functions

  1. High:
  2. Low:
A
  1. Anger/violence or fear/anxiety
  2. Hyper-orality, hyper-sexuality, disinhibited behavior
  • High or low leads to disinhibited behavior
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38
Q

Hippocampus

A

Converts STM to LTM

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39
Q

Hypothalamus

A

Regulates autonomic nervous system (ANS) flight/fight or rest/digest

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40
Q

Thalamus

A

relay station, smell

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41
Q

Neuroscience and Brain Structure

Lobes of the Cerebral Cortex

A
  • Frontal
  • Parietal
  • Occipital
  • Temporal
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42
Q

Frontal lobe

A

Planning of movements, recent memory, some aspects of emotions

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43
Q

Parietal lobe

A

touch, motor/sensory experiences

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44
Q

Occipital lobe

A

visual, hallucinations

45
Q

Temporal lobe

A

Hearing/memory

46
Q

Neuroscience: Endocrine Systems
The Endocrine System
- Regulates
- Impacts

A

Regulates: release of hormones
Impacts: mood, emotional state, how feeling, behavior, reaction to stress, level of energy/mobilization

47
Q

Neuroscience: Endocrine Systems
The Hypothalamic-Pituitary-Adrenalcortical Axis (HPA axis)
- What it is
- What it does

A
  • 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
Q

Implication of Neuroscience for Psychopathology

A

Relations between brain and abnormal behavior
–Example: Obsessive Compulsive Disorder (OCD) - Basal Ganglia

Psychosocial influences and treatments

49
Q

The contributions of behavioral and cognitive science

A
  • Conditioning and cognitive processes
  • Early research - simplistic
  • Recent research
50
Q

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:
A 
NS: researcher
UCS: food
UCR: salivating
CS: researcher
CR: salivating
51
Q

Contiguity

A

the sequential occurrence or proximity of stimulus and response, causing their association in the mind

52
Q

With classical conditioning - contiguity and contiguity and random reinforcement DIFFERENCE

A

Contiguity only - learn quickly

Contiguity and random reinforcement: retain memory longer

53
Q

Other types of learning (other than classical)

A 
Respondent and operant learning.
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
54
Q

Positive reinforcement

  • explanation
  • example
A

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
Q

Negative reinforcement

  • explanation
  • example
A

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
Q

Positive punishment:

  • explanation
  • example
A

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
Q

Negative punishment:

  • explanation
  • example
A

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
Q

Learned Helplessness
A) Who did the study
B) Study done on dogs and the result
C) Theory

A

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
Q

Social learning/ Observational learning

bobo doll experiment

A

if we had to experience everything we wouldn’t survive.

Modeling and observational learning

60
Q

Prepared Learning

A

Some things humans are evolutionary prepared/geared to learn

61
Q

Behavior change techniques

A

First step is always exposure to the thing most afraid of

62
Q

Cognitive Theories/Science

> What is cognition?

A

Thoughts

63
Q

Cognition shapes–

A

behavior and emotions

64
Q

Causal attributions

A

describes how people explain the causes of their own and other people’s behavior

65
Q

global assumption

A

broad beliefs about ourselves and the world

66
Q

New model of Cognitive Theory

A

Automatic Thoughts
Core Beliefs
Schemas

67
Q

Core beliefs

A
  • Ingrained ideas of self and world
  • drive automatic thoughts

i.e. “I’m unlovable” - get into fight and it confirms that belief.

68
Q

Schemas

A

The way a person organizes core beliefs

69
Q

[test]

Depressive Triad {ON TEST}

A

Triangle with the corners: Self, world/others and future

70
Q

Depressive Triad developed by

A

Beck

71
Q

Depressive core beliefs

A

determine likelihood of psychopathology

72
Q

depressive triad example for “I’m unlovable”

A

Self: I’m unlovable
World: is dangerous
Future: is bleak

73
Q

Depressive triad example for

“I am self sustaining”

A

Self: I’m self sustaining
World: is dangerous
Future: is OK (because I’m self sustaining)

74
Q

Causal attributions

A

influence core beliefs
- events are not just events,

i.e. homeless: can interpret as lazy leading to disinterest
OR
unfortunate - care to help

75
Q

Global assumption

A

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
Q

Cognitive sciences and the unconscious

There may be a ____ between ___ and ____.

A

Dissociation, behavior, consciousness.

77
Q

Implicit memory

A

*

78
Q

Blind sight

A

can still sense objects in their visual field

79
Q

Cognitive therapies

A

1) identify and challenge negative thoughts and dysfunctional belief systems
2) CBT

80
Q

CBT

A

cognitive techniques combined with behavioral techniques.

in the past cognitive and behavioral therapies were separate.

81
Q

Role of Emotion in Psychopathology

The nature of emotion:

A

> To elicit or evoke action
Action tendency different from affect and mood
Intimately tied with several forms of psychopathology

82
Q

Components of emotion

A

> Behavior
Physiology
Cognition

83
Q

Harmful side of emotional disregulation

A

> 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
Q

Priming Effect {EXAM Q}

A

Have an emotion, engage in behavior consistent with emotion – reinforce emotion and make it more likely to happen again and more intense

85
Q

Psychodynamic Approaches:

A

Unconscious processes cause thoughts and behaviors

86
Q

Psychodynamically all behaviors, thoughts and emotions, both normal or abnormal are

A

influenced by unconscious processes

87
Q

Psychodynamic theory formed by

A

Freud

88
Q

Psychodynamic does not recognize

A

behavior, thoughts and emotions

89
Q

Psychodynamically the major source of anxiety is

A

id and superego conflict

90
Q

Defense mechanisms

R3
D2
I2
P
S
A 
> Regression
> Denial
> Displacement
> Rationalization
> Intellectualization
> Projection
> Reaction formation
> Identification
> Sublimation
91
Q

Interpersonal Theory (IPT)

A) Emerged from

B) Focused on

A

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
Q

IPT

A

Interpersonal Theory

93
Q

IPT asks

A

How is the client interacting with people?

94
Q

IPT therapist

A

much more structured and directive

95
Q

Cultural Social and Interpersonal Factors in Psychopathology

A

> Cultural Factors
Gender Effects
Social Support effects on health and behavior

96
Q

Sociocultural Approaches - examines

A

the role of larger society on psychopathology

97
Q

Risk factors for mental health problems

A

1) Socioeconomic disadvantage
2) Upheaval and disintegration of societies
3) Stigmatization and marginalization
4) What abnormal behavior is an “OK mental illness”

98
Q

Stigmatization

A

Prejudice

99
Q

Marginalization

who are typically these people?

A

Fringe of society

i.e. women, LGBTQA, poor, minorities, disabled, elderly, obese

100
Q

What abnormal behavior is an OK mental illness?

Not OK?

A

Depression anxiety, bipolar, eating disorder, ADHD

Psychotic, sexual, addiction

101
Q

Life-span developmental perspective

A

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
Q

Principle of Equifinality

A

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
Q

Borderline Personality disorder

How does this support Equifinality?

A 
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
Q

Childrens Expression of Depression/sadness

A

Infants - sad face
young boys - hostile/angry
young girls - anger&raquo_space; leading to tears in teenage years

105
Q

Third-Wave approaches
> Focus on ..
> Incorporates techniques from ..

A

> people’s ability to understand and regulate their emotions

> behavioral, cognitive therapy, with Zen Buddhism

106
Q

Evidence-based treatments

A

> Dialectical behavior therapy
Mindfulness based therapy
Cognitive and Behavioral Therapies

107
Q

Dialectical behavior therapy

A

most difficult therapy out there. Combines everything.

Used for severe personality disorders

108
Q

Mindfulness based therapy

A

anxiety, chronic pain

109
Q

Cognitive and Behavioral Therapies (CBT)

A

exposure treatments, habit reversal

OCD, PTSD, pulling out hair/skin.

Abnormal Psychology PSYCH303 (23 decks)

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