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Psych 241 > Chapter 2 Theoretical Perspectives on Abnormal Behaviour > Flashcards

Chapter 2 Theoretical Perspectives on Abnormal Behaviour Flashcards

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1
Q

Theoretical Perspective Goals

A
  • etiology
  • factors maintaining disorders
  • Predict course of disorders
  • Design effective treatments
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2
Q

Interactionist explanation:

A

-many factors contribute to a behaviour not Nurture VS Nature

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3
Q

Biological models entail:

A
  • damage to the brain
  • Neurotransmitters
  • Autonomic Nervous System
  • Endocrine System
  • Genetics
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4
Q

Neurotransmitters

A

-Chemical messengers that are released from the propagating neuron and move through synapse to post-synaptic neuron

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5
Q

Most well known neurotransmitters

A

Dopamine- pleasure seeking
Serotonin- inhibition of behaviour
Norepinephrine
Gamma aminobutyric acid (GABA)

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6
Q

Peripheral Nervous System made up of:

A

Somatic Nervous system

Autonomic Nervous System

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7
Q

Somatic Nervous System:

A

Controls muscles- muscle tension in anxiety

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8
Q

Autonomic Nervous System:

A

Controls bodily functions such as breathing, digestion, heart rate

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9
Q

Endocrine System:

A

Endocrine system releases hormones into the blood stream

disturbances in hormone balance can cause disruptions in behaviour , thoughts and feelings

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10
Q

Hypoglycaemia

A

Pancreas fails to secrete balanced levels of insulin or glycogen

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11
Q

Genetics

A

Inherited characteristics
When characteristics interact with environment leads to psychopathology
combo of trait with stressful life event

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12
Q

Family Studies

A

A person who displays a disorder is compared to other family members (adoption, family, twin studies) to see if there is concordance (same problem occurs in individual as a family member)

environment can confound the influence of genetics

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13
Q

Psychodynamic Theories

A
  • Sigmund Freud
  • Theory initially based of Anna O. psychoanalysis
  • theory to explain human behaviour and neurosis (mental disorders)
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14
Q

4 features that determine abnormal and normal behaviour

A

1) levels of consciousness
2) Structures of personality
3) Psychosexual development
4) Defence mechanisms

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15
Q

Levels of consciousness

A

conscious: Info we are aware of

Pre-conscious: info is not presently in awareness, but can be readily brought into awareness

Unconscious: Info would require lots of attention to bring to awareness
-freud believed sexual and aggressive drive is here

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16
Q

Structures of Personality

A

id: present at brith, represent biological and instinctual drive
- instant pleasure and no concern for others
* pleasure principle

ego: develops in first year of life
- maximize benefits against cost
- mediator between ego and super ego
* reality principle

superego: internalizing societal values and morals
* moral principle

17
Q

Psychosexual Stages of development

A 
Oral -oral activities
Anal- toilet train
Phallic- oedipal or Electra complex
Latency- Consolidation behaviour and attitudes
Genital- personal sexual maturity
18
Q

Defence Mechanisms:

explain denial, reaction formation, projection

A

express desires of the id in a symbolic unconscious form
Denial- refusal to accept reality
Reaction Formation- repressing unwanted desires, by expressing opposite of what you believe
Projection- putting your own beliefs/feelings, onto someone else

19
Q

Behavioural Theories

A

Conditioning

  • classical condition (Watson)
  • operant (Skinner)

Social Learning Theory
-cognitive-behavioural theory

20
Q

Classical Conditioning

ex/ Dog and Bell

A

Unconditioned stimulus: automatically elects a response
Conditioned stimulus: neutral stimulus, that becomes triggering once paired with UCS
Unconditioned Response: The natural response to the UCS
Conditioned Response: The learned response to CS once frequently paired with UCS

21
Q

Little Albert

A

Classical Conditioning
CS rat
UCS loud noise (creating fear)
CS and UCS pairing created a CR to fear of rat

22
Q

Problems with Classical Conditioning

A

could NOT explain why phobias didn’t extinguish

-once CS is not appears a number of time without UCS the CR will stop

23
Q

Operant Conditioning

A

Consequences of behaviour important
Reinforcement and punishment
positive and negative

24
Q

Reinforcement:

A

Both positive and negative
increases the behaviour to occur
+ sticker for finishing homework
- aspirin to take away the headache

25
Q

Punishment

A

Decreases likelihood of behaviour to occur positive and negative forms
+behaviour reduced because of the consequence of a negative experience
-behaviour reduced due to the removal of something desirable (take away phone)

26
Q

Social Learning Theory

A

Operant and classical conditioning matter, but most behaviour acquired through observation and social context

Bobo doll

27
Q

Cognitive Behavioural Theory

A

Bandura emphasizes importance of cognitive process

individuals play and ACTIVE roll in controlling thoughts and behaviour

28
Q

Cognitive Behavioural Theory Beck

A

Because behaviours and thinking are learned they can also be changed
-Thoughts-behaviours-feelings all interact and make up our situation

29
Q

Becks cognitive model emotions and behaviours are influenced by…

A

1) Schemas- internal representations of info and experiences
2) Information processing, intermediate beliefs- selective attention to info that is schema specific
3) Automatic thoughts- cognitive distortions, unconscious thoughts that come into mind

30
Q

Humanistic view Roger and Maslow (1954)

A
  • Person centred theory of personality

- self fulfilment is achieved by accepting self

31
Q

Maslow Hierarchy of Needs

A 
Physiological needs 
safety needs 
belongingness needs
esteem needs 
self actualization needs
32
Q

Existential Views

A

-Individuals view and awareness of themselves is critical feature of human functioning , control of actions and responsibility

33
Q

Sociocultural Theories

A

-Stereotypes of gender, race, poverty, labelling disorders

34
Q

Systems Theory

A

-The whole is greater than the sum of its parts
-Causation as multifactorial
-Causation is bidirectional
Parent behaviour —— Child behaviour

35
Q

Diathesis- Stress Perspective

A

when people are pre-disposed to develop a disorder a stressor is needed to activate the appearance of symptoms

-stressors and diathesis are both able to be psychological or biological

multiple pathways to develop the same disorder

36
Q

Biopsychosocial Model

A

Biological, psychological, and social factors all play important role
-each factor needs to be taken into account but is emphasized differently depending on the disorder

37
Q

Developmental Psychopathology

A

-multifactorial causation
-Risk and protective factors
-Maladaptation as an outcome of development
DYNAMIC VS STATIC
-processes the underlie development
-always changing

Psych 241 (3 decks)

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