Chapter 2-Models Of Abnormality Flashcards
Biological processes of maladaptive behavior
- In the body-neurotransmitters, hormones
(Genetic inheritance, evolution mutations, viral infections) - In psychological functioning-coping skills, temperament
- In the social environment-social support network, financial sources
Genetic abnormalities
Structure/number of chromosomes
-specific genes
Genetic penetrate
Rate at which you see a trait within a population of individuals that possess the GENE for that trait
(When phenotype matches genotype)
Behavioral genetics
Study of genes in groups of people as they relate to behavioral characteristics
- pedigree studies
- twin studies
Pedigree studies
Genealogical: must see conclusion across at least 2 generations
Twin studies
Identical: monozygotic, share 100% genes
Fraternal: dizygotic, share 50% genes
Concordance
Rate at which twins share a trait
Discordance
When both twins do not share the same trait
Nervous system map
Peripheral & Central
Peripheral–> somatic & autonomic
Autonomic–> sympathetic & parasympathetic
CNS
Brain & spinal cord
Peripheral NS
Connects CNS to glands, muscles, sensory systems
Autonomic NS
Smooth muscle functions (involuntary)
Somatic NS
Striated muscles (voluntary)
Parasympathetic NS
Restores homeostasis
Sympathetic NS
Arousal response, fight/flight
Role of NS in anxiety disorders
Increased & sustained activity in sympathetic NS
Role of neuron in disorders
- lack of NT at synapse
- excess of NT at synapse
- heightened sensitivity of receptors at synapse
Left hemisphere of brain
Verbal, speech, math, logic
Relatively more active with joy/happiness
Positive emotions
Right hemisphere of brain
Imagery, artistic skill, creativity
Relatively more active with sadness/anger
Negative emotions
Characteristic hemispheriality
Some people may have relatively more activity in one hemisphere during resting state
Hemispheriality & mood disorders
Right hemisphere people closer to threshold for negative mood stages than left
Psychoneuroimmunology
Interactions among nervous, endocrine, & immune system
Ex: stress–>cortisol–>decrease in immune system functioning–>illness
Biological model treatment
- Psychotropic meds
- Electroconvulsive therapy (ECT): caused seizure–>decreased depression
- Psycho/neural surgery only used as last resort
Psychic determinism
All behavior is caused by unconscious variables and events from earlier life
Structures of the mind
Levels of personality functioning:
- preconscious: not currently in awareness, but can gain access
- conscious: in current awareness
- unconscious: below level of awareness and difficult to gain access, where bulk of personality resides (Freud)
The Id
Instinctual, aggressive, sexual urges
Resides in: unconscious
*only structure present at birth
Pleasure principle: desire for immediate gratification
(Unrealistic!)
The Ego
Problem-solving, rational, helps Id obtain needs in rational way
Reality principle: ability to delay gratification
(Only one that’s realistic!)
The SuperEgo
Internalization (of parenting received) of moral code & social values
Ego Strength
Healthy personality
- grounded in reality
- see to it needs are met realistically
- better able to cope with life
Repression
Avoid anxiety by simply not allowing painful/dangerous bought to become conscious
Denial
Simply refusing to acknowledge the existence of an external source of anxiety
Projection
Projection of unacceptable thoughts/feelings onto others
-attribute own personal unacceptable impulses/motives/desires onto others
Displacement
Unacceptable feelings/attitudes unconsciously displaced into someone or something else
Rationalization
Creates socially acceptable reason for action that actually reflects unacceptable motives
Intellectualization
View emotional challenges/events as intellectual experiences, rather than emotionally acknowledging them
Regression
Retreats from upsetting conflict to an early development stage at which no one is expected to behave maturely or responsibly
Psychodynamic causes of maladaptive behavior
- all occur at unconscious level
1. Rigid/consistent use of defense mechanism
2. Conflicts b/w Id & Superego that overwhelm the Ego
3. Vulnerability due to early life experiences
4. Fixations at one of the first 3 stages of psychosexual development
Fixation
when portion of psychic energy gets “stuck” at a stage
Oral Fixation
over or under gratification of one’s oral needs
- ->passive, dependent, oral behaviors
ex: smoking, drinking, biting nails, eating disorders
Anal Fixation
when you obtain a sense of control
anal retentive
controlling, clean, organized, stubborn, frugal
anal expulsive
opposite of anal retentive
phallic fixation
problems with identifying with same sex parent, development of one’s sexual identity
–>vanity, promiscuity
Carl Jung (Neoanalytic)
added more spirituality to psychodynamic perspective
Alfred Adler (Neoanalytic)
added the “inferiority complex” to psychodynamic model
Karen Horney (Neoanalytic)
First Feminist psychoanalyst
How Neoanalysts differ from Freud
- more emphasis on sociocultural factors (less on instinct)
- More spirituality (esp. Jung)
- More positive view of human nature
- Belief in freedom of choice (not all unconsciously determined)
- Considered more of the conscious aspects of personality
Free association
psychodynamic therapy
patient describes any though/feeling/image that comes to mind even if it seems unimportant
–>eventually leads to uncover unconscious events
Psychodynamic therapist interpretations: Resistance
patients resistance to topic shows it is an unconscious refusal to participate in therapy when suddenly cannot free associate or changes subject to avoid painful discussion
psychodynamic therapist interpretations: transference
when they act/feel toward therapists as they did/do toward other important people in their lives
psychodynamic therapist interpretations: dreams
“royal road to the unconscious”
manifest: consciously remembered
- ->latent: symbolic meaning
short term psychodynamic therapies
patients choose single problem to work on
relational psychoanalytic therapy
therapists key figures in lives of patients–>their beliefs should be included in the process–>establish more equal relationship with client
Behavioral Model
Behavior & personality develop through the learning process
classical conditioning
pairing neutral stimulus with one that naturally elicits a response,
previously neutral stimulus now elicits the response
Unconditioned Stimulus (UCS)
original natural stimulus, does not have to be learned
Unconditioned Response (UCR)
Original natural response, does not have to be learned
Conditioned Stimulus (CS)
previously neutral stimulus, now paired with UCS
Conditioned Response (CR)
learned response to the CS
generalization
when other stimuli similar to the CS elicit the CR
ex: after a car accident–>fear of riding in any moving vehicle
Extinction
cessation of a response, remove or stop reinforcement
through exposure therapy–>exposure to CS without the UCS
Operant conditioning
organism operates on the environment in some way and receives a response from the environment
Negative reinforcement
by removing something negative you INCREASE a behavior
*Increase behavior by removing something not desired
punishment
by removing something positive, or delivering something negative, you DECREASE a behavior
shaping
reinforce each step made toward a goal
“baby steps”
positive reinforcement
increases behavior by giving something desired
positive punishment
decreases behavior by delivering something undesired
negative punishment
decreases behavior by removing something that is desired
social learning
behaviors acquired through relations with others, and observations of others
modeling
learn by watching others perform a behavior
- more powerful when:
- model is similar to learner
- learner is dependent on the model
- model is rewarded for the behavior
- when there is uncertainty about appropriate behavior
implicit learning
when interpretation of an event shapes one’s behaviors/attitudes towards the behavior
-takes place below the level of awareness, may not be overtly stated
systematic desensitization
behavioral therapy
learn to react calmly to stimuli
Cognitive model
Internal processes/thoughts
thoughts produce, and are initiated by behavior
making assumptions/adopt attitudes that are disturbing/inaccurate, overgeneralization
cognitive model causes of maladaptive behavior
- unfortunate experiences + maladaptive thoughts/beliefs
- schemata cannot accommodate current life experiences
- irrational & maladaptive thoughts/beliefgs
schemata
overall world view perspective–>interpretations of world
Ellis’ Rational-Emotive therapy
A-Antecedent: event, “trigger”
B-Belief about the event
C-Consequences: emotional consequences of our belief
*D-Disputing: maladaptive beliefs/thoughts (therapeutic) to change emotional consequences (C)
A–>B–>C
But most people skip B, changing B can change emotional consequences
cognitive therapy
help clients recognize negative thoughts, biased interpretations, & errors in logic
Acceptance & Commitment Therapy (ACT)
help clients accept problematic thoughts, rather than try to change them
mindfulness based techniques, pay attention to thoughts/feelings
Humanistic/Existentialist perspective
study & evaluate based on the individuals view/perspective
Focus on self, dignity, inherent goodness
humanists
humans have natural tendency to be friendly, cooperative, constructive
self actualize
fulfill potential for goodness/growth
existentialists
humans must be aware of themselves & live authentic lives to be mentally well
Maslows hierarchy of needs
Base:
Deficiency Needs: physiological, safety
Belonging
Esteem
Aesthetic
Self-Actualization
Top
- may not apply equally across all cultures
- suggests when you have trouble progressing is when you are stressed, or unhappy
Carl Roger’s Person Centered Theory
One’s self image needs to be congruent with life experiences
Problems from discrepancy b/w one’s Real Self (way you actually view self) & Ideal self (all that you aspire to be)
unconditional positive regard
humanist therapist must have warmth and acceptance
accurate empathy
humanist therapist must have skillful listening, restating
Existential Theories
individual needs to take responsibility for one’s actions and freedom of choice
living authentically
establishing one’s own goals and living by them
living inauthentically
living by goals set by other people
Humanist/Existentialist causes of maladaptive behavior
- being held back from achieving one’s full potential (self-actualization
- incongruence b/w self image and life expectations
- living inauthentically
Multicultural models of maladaptive behavior
on the cultural context of behaviors
must explore & understand the cultural context in which the behavior is occuring
The Inferiority model
because ethnic minorities are different from the majority, they are inferior
the deprivations/deficit model
ethnic minority performance on tests, etc. are lesser because of social deprivation/less advantages or resources than the majority groups
multicultural model
each culture has own strengths & limitations, and people should be evaluated based on their own cultural value system
Criticisms on multicultural model
- not empirically based
2. cultural phenomena are culture specific (cannot generalize findings)
