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Abnormal Psychology > Chapter 2 - Theoretical Perspectives on Abnormal Behavior > Flashcards

Chapter 2 - Theoretical Perspectives on Abnormal Behavior Flashcards

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1
Q

Why are Diagnostic Classification Systems important?

A
  1. Provides nomenclature and the structure of information
  2. Has social and political implications
  3. Classifies disorder, not the person
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2
Q

What is the definition of a Mental Disorder (DSM)?

A

A clinically significant behavioural or psychological syndrome or pattern. Associated with distress or disability.

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3
Q

What are some problems associated with DSMs?

A
  1. Stigma
  2. Stereotyping
  3. Labeling
  4. Comorbidity (having more than one psych. disorder at a time)
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4
Q

Prevalence

A

the number of active cases in a population during and given period of time

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5
Q

Incidence

A

the number of new cases in a population over a given period of time

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6
Q

Epidemiology

A

the study of the distribution of diseases, disorders, or health-related behaviours in a given population

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7
Q

What are the most common individual disorders (DSM-IV)?

A 
Major depressive disorder
Alcohol abuse
Specific phobias
Social phobias
Conduct disorder
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8
Q

Etiology

A

the causal pattern of abnormal behavior

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9
Q

Single-factor explanation (for cause of mental disorder)

A

attempts to trace the origins of a disorder to one factor

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10
Q

Interactionist explanation (for cause of mental disorder)

A

views behaviours as the product of the interaction of a variety of factors. i.e.. biology & behaviour, cognitive, social and cultural environment

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11
Q

Reinforcing contributory cause

A

maintaining already-occuring maladaptive behaviour. i.e. afraid of dogs, so stays away from dogs

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12
Q

What is one thing that can sometimes be manipulated to alleviate disorders with biological causes?

A

environment

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13
Q

Diathesis

A

a vulnerability or predisposition to a particular disorder. Can be social, psychological or biological - long term, in the past, ongoing

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14
Q

Stress

A

the response of an individual to demands perceived as taxing. Can be social, psychological or biological - trigger, dramatic, less ongoing

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15
Q

Diathesis - stress model

A

A model that posits that abnormal behaviour problems involve the interaction of a vulnerability/predisposition with stressful life events or experiences

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16
Q

Protective factors

A

influences that change a person’s response to environmental stressors, making negative consequences less likely

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17
Q

Resilience

A

the ability to adapt successfully to very difficult circumstances.

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18
Q

Viewpoints

A

theoretical constructions devised to orient psychologists in the study of abnormal behavior

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19
Q

What are the benefits of viewpoints?

A
  1. Help professionals organize observations
  2. Provide systems of though
  3. Suggest areas of focus
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20
Q

How are mental disorders seen from a traditional biological viewpoint?

A

Diseases

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21
Q

What are the 5 categories of biological factors related to the development of maladaptive behaviour?

A
  1. Neurotransmitter and brain hormonal imbalances
  2. Genetic vulnerabilities
  3. Temperament/other constitutional liabilities
  4. Brain dysfunction/neural plasticity
  5. Physical deprivation/disruption
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22
Q

Neurotransmitters

A

Chemical substances that carry messages from one neurone to the next

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23
Q

How do neurons communicate?

A

By releasing neurotransmitters into the synapse

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24
Q

Synapse

A

Tiny space between neurons

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25
Q

What do axons do?

A

Carry the nerve impulse to the dendrites

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26
Q

What do dendrites do?

A

Pick up the activity from the neighbouring neurons

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27
Q

What can result from neurotransmitter imbalances in the brain?

A

abnormal behaviour

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28
Q

Hormones

A

Chemical messengers secreted by a set of endocrine glands in our bodies

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29
Q

Abnormalities in the structure or number of chromosomes are associated with what?

A

Malfunctions and disorders eg. down syndrome

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30
Q

Genotype

A

a person’s total genetic endowment

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31
Q

Phenotype

A

the observed structural and functional characteristics

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32
Q

Passive effect

A

a genotype-environment correlation resulting from the genetic similarity of parents and children

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33
Q

Evocative effect

A

a genotype-environment correlation where a child’s phenotype evokes particular kinds of reactions from the social and physical environment

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34
Q

Active effect

A

a genotype-environment correlation where a child seeks out or builds an environment that is congenial

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35
Q

Genotype-environment interaction

A

refers to the fact that genes may influence behaviours that contribute to environmental stressors, which, in turn, increase the risk of psychopathology

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36
Q

How do genetic influences operate in terms of mental disorders?

A

Polygenetically ie. through the action of many genes together in an additive or interactive fashion

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37
Q

What are the three traditionally used methods in studying behaviour genetics?

A
  1. The family history method
  2. The twin method
  3. The adoption method
38
Q

Concordance

A

When another family member displays the same disorder as the index case (person being studied)

39
Q

Psychodynamic viewpoint

A

4 features control behaviour/thinking: (via Freud)

  1. Levels of consciousness
  2. Structures of personality
  3. Stages of psychosexual development
  4. Defense mechanisms
40
Q

What are the levels of consciousness in the psychodynamic viewpoint?

A

Conscious - information in our current awareness
Unconscious - primary, behaviour-driving eg. hunger
Preconscious - Information that is not in awareness but can be brought into it

41
Q

What are the structures of personality in the psychodynamic viewpoint?

A

Id
Ego
Superego

42
Q

Id

A

source of instinctual drives

43
Q

Ego

A

mediates the demands of the id and the realities of the external world

44
Q

Superego

A

outgrowth of internalizing the taboos and moral values of society

45
Q

How does the Ego deal with neurotic or moral anxiety?

A

By resorting to irrational protective measures. ie. ego-defense mechanisms

46
Q

Ego-defense mechanism: Repression

A

burying in the unconscious the unacceptable impulses of the id

47
Q

Ego-defense mechanism: Regression

A

employing behaviors typical of an earlier stage of development

48
Q

Ego-defense mechanism: Projection

A

attributing one’s own desires to others

49
Q

Ego-defense mechanism: Intellectualization

A

hiding the real issues behind a screen of abstract analyses

50
Q

Ego-defense mechanism: Denial

A

refusal to acknowledge an unpleasant reality

51
Q

Ego-defense mechanism: Displacement

A

the transfer of feelings from one person to another, less threatening person

52
Q

Ego-defense mechanism: Reaction formation

A

repressing unacceptable desires by expressing the opposite viewpoint

53
Q

Ego-defense mechanism: Sublimation

A

transformation of sexual or aggressive energy into some more acceptable activity

54
Q

What are the stages of psychosexual development?

A 
Oral (0-2 yrs)
Anal (2-3 yrs)
Phallic (2-6 yrs)
Latency (6-12 yrs)
Genital (puberty and beyond)
55
Q

How did Freud connect the psychosexual phases to abnormal behaviour?

A

He believed that life events could cause someone to get ‘stuck’ at a particular stage, which came out in their behavior

56
Q

Oedipus/Electra complex

A

When a child resents same-sex parent and developed an unhealthy attachment to the the other gender parent. Results from being ‘stuck’ at Phallic stage

57
Q

What is the Behavioural Perspective?

A

The idea that behaviour can be learned and changed through the process of classical conditioning

58
Q

Unconditioned Stimulus

A

a stimulus that elicits and unlearned response

59
Q

Unconditioned Response

A

an unlearned response

60
Q

Conditioned Stimulus

A

a previously neutral stimulus that evokes a conditioned response after repeated pairings with an unconditioned stimulus that had previously evoked that response

61
Q

Conditioned Response

A

a learned response to a previously neutral stimulus

62
Q

Classical conditioning

A

a form of learning in which a response to one stimulus can be made to occur to another stimulus by pairing or associating the two stimuli

63
Q

Operant conditioning

A

a form of learning in which behaviour is acquired and strengthened when it is reinforced

64
Q

Reinforcement

A

changes in the environment (stimuli) that increase the frequency of the preceding behavior

65
Q

Positive reinforcers

A

reinforcers that, when introduced, increase the frequency of the preceding behavior

66
Q

Negative reinforcers

A

reinforcers that, when removed, increase the frequency of the preceding behavior

67
Q

Punishment

A

application of aversive or painful stimuli that reduces the frequency of the behaviour it follows

68
Q

Generalization

A

when a response is conditioned to one stimulus it can be evoked by other similar stimuli

69
Q

Discrimination

A

when a person learns to distinguish between similar stimuli

70
Q

Social Learning Theory

A

a learning-based theory that emphasizes observational learning and incorporates roles for cognitive variables in determining behavior

71
Q

Modeling

A

learning by observing and imitating the behaviours of others

72
Q

Expectancies

A

beliefs about expected outcomes

73
Q

What is the basis of Cognitive Models of study?

A

That our interpretations of events is what determines our response, emotional state and if it devolves into abnormal behaviour. ( as opposed to the actual events)

74
Q

Who used the ‘ABC approach’ to explain the causes of misery?

A

Albert Ellis - prominent cognitive theorist

75
Q

What is the ‘ABC approach’?

A

A - Activating event
B - Beliefs
C - Consequences
The relationship between A and C depends on B

76
Q

Rational Emotive Behavior Therapy (REBT)

A

a therapeutic approach that focuses on helping clients replace irrational, maladaptive beliefs with alternative, more adaptive beliefs

77
Q

Schema

A

an underlying representation of knowledge that guides the current processing of information

78
Q

What does Aaron Beck believe is the cause of depression?

A

‘cognitive distortions’ (ie. errors in thinking) - interpreting events in a negative light

79
Q

Cognitive Therapy

A

a therapeutic approach that encourages clients to recognize and change their cognitive distortions

80
Q

Cognitive - Behavioural Perspective

A

a perspective that focuses on how thoughts and information processing can become distorted and then result in maladaptive emotions/behavior

81
Q

Humanistic Model: Abraham Maslow

A

people behave dysfunctionally as a result of experience that diverts them from self-actualization

82
Q

Humanistic Model: Carl Rogers

A

abnormal behaviour results form a distorted view of self which comes from an inability to trust experience

83
Q

Self-actualization

A

the tendency to strive to become ‘all that you can be.’ The motive that pushes one to reach full potential and express unique capabilities

84
Q

What are the levels of Maslow’s hierarchy of needs?

A 
Physiological
Safety
Love/Belonging
Esteem
Self-actualization
85
Q

What is the focus of Humanistic Therapies?

A

The clients subjective, conscious experiences

The present, here and now

86
Q

Person-centered therapy

A

a therapeutic approach that uses a warm, accepting therapeutic relationship to encourage a client to engage in self-exploration and achieve self-acceptance.
Non directive, extensive use of reflection

87
Q

Psychosocial Causal Factors

A

developmental influences that may handicap a person psychologically

88
Q

What are some psychosocial causal factors?

A

Early deprivation or trauma
Inadequate parenting styles
Marital discord/divorce
Maladaptive relationships

89
Q

Sociocultural viewpoint

A

A viewpoint that sees the social environment as a source of either vulnerability or resistance to mental disorder

90
Q

Sociocultural Causal Factors

A

sociocultural factors that are associated with a greater risk of various disorders

91
Q

What are some examples of sociocultural causal factors?

A 
Low SES
Unemployment
Subjection to prejudice/discrimination
Social change/uncertainty
Gender
Social support levels
92
Q

Biopsychosocial Perspective

A

a perspective that examines the contributions of multiple factors representing biological, psychological, and sociocultural domains as well as their interactions, in the development of psychological disorders

Abnormal Psychology (8 decks)

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