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psych 1/2 > Check in chapter 4 > Flashcards

Check in chapter 4 Flashcards

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1
Q

What is typical behaviour

A

Patterns of behaviour that are expected of an indervidual or that conform to standards of what is acceptable for a given situation

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2
Q

What is atypical behaviour

A

Patterns of behaviour that are not expected for an indervidual or that deviate from the norm and can be harmful or distressing for the indervidual and those around them

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3
Q

Criteria for categorising typical and atypical behaviours

A

- Cultural perspectives
- Social norms
- Statistical rarity
- Personal distress
- Maladaptive behaviour

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4
Q

What is Cultural perspectives and example

A

Consideration of cultural. norms or standards to consider what acceptable for that culture

What is viewed as normal, acceptable or typical behaviour in one culture can be considered atypical in another

e.g showing affection (western vs eastern) making eye contact (middle eastern vs western)

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5
Q

Limitations of using cultural perspectives to categorise a/typucal behaviour

A

- no universal agreement on what is tupical vs atypical

- some countries are culturally diverse, so there may be many conflicting ideas on what is acceptable

- difficult to differentiate between atypical/abnormal behaviour and unusual behaviour

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6
Q

What is Social norms and example

A

- social norms are shared standards or social beliefs on what is typical, acceptable behaviuors

-e.g giving up a seat for the elderly

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7
Q

Limitations for using social norms

A

- social norms change over time (e.g drink driving, same sex marriage)

- social norms can change depending on context (e.g cannibalism)

- no universal agreement on social norms

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8
Q

What is Statistical rarity

A

- behaviours that deviate significantly from the ‘mean’ are atypical

- behaviours that are common are the ‘mean’ anyting significantly different is atypical

- e.g 7 hours sleep

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9
Q

Limitations for statistical rarity

A

- even though the behaviours might be different from the ‘mean’ they are quite frequent and common (e.g anxiety)

- The decision of where the cutoff point is subjective (e.g IQ of 69 vs. 70)

- When viewing behaviour according to this criterion, both ends of the behaviour are considered atypical (e.g anxiety vs no anxiety)

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10
Q

What is personal distress

A

- a negative anf self-oriented emotional reaction

- involves unpleasant emotions such as sadness, anxiety, feeling overwhelmed, or cause some psychological pain/suffering

- e.g excessive alcohol consumption -> alcohol dependency -> shame, anxiety, sadness

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11
Q

Limitations to personal distress

A

- the maladaptive behaviour might not cause distress (e.g smoking)

- normally must be in conjunction with another criteria because distress alone does not make something atypical (e.g losing a loved one)

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12
Q

What is maladaptive behaviour

A

- if it is considered unhelpful, dysfunctional and non-productive, it is maladaptive and atypical

- Interferes with a persons ability to adjust appropriately and effectively to their environment

- e.g test coming up, instead of cutting back on work hours to study, you pick up more shifts distract yourself

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13
Q

Limitations for maladaptive behaviours

A

- level of maladaptive behaviour is subjective (depends on the psychologist)

- the context of the behaviour matters (e.g stealing for a reason)

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14
Q

What is normal

A

- behaviours that are typical and expected, or that conform to standards of what is acceptable

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15
Q

What is abnormal

A

- behaviours that are unusual, bizarre, atypical or out of the ordinary

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16
Q

What is neurotypical

A

- an individual whose neurological development or functioning is within the typical (average) range

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17
Q

What is neurodiverse

A

- not neurotypical; functioning outside the typical range of neurological development

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18
Q

What is adaptive

A

- a term used by psychologists to describe emotions, behaviours and cognitions that enable us to adjust to our environment appropriately and cope most effectively

19
Q

What is maladaptive

A

- a term used by psychologists to describe emotions, behaviours and cognitions that interfere with our ability to adjust to our environment appropriately and effectively

20
Q

What does the ABC model stand for

A

- Affect

- Behaviour

- Cognition

21
Q

What is affect

A

- emotions, what we feel

- may not be directly observed

22
Q

What is behaviours

A

- what we do

- can be directly observed

23
Q

What is cognition

A

- thoughts, what we think

- can not be directly observed

24
Q

Affect adaptive vs maladaptive

A

Adaptive
- respond to stimulus effectively

- help us to communicate

- help us to convey our needs

- fear or distress in response to a threat

Maladaptive
- intense or overwhelming

- occur frequently

- persist for long periods of time

- are disproportionate to the stimulus

25
Q

Behaviour adaptive vs maladaptive

A

Adaptive
- helpful to us

- allow us to achieve and manage daily tasks

- respond to change

Maladaptive
- unhelpful

- dysfunctional

- non-productive

- avoidance

- range from minor to severely impairing

26
Q

Cognitions adaptive vs maladaptive

A

Adaptive
- benefit survival

- benefit well-being

- growth mindset

- positive outlook

Maladaptive
- distorted

- irrational

- negative

27
Q

What is the interactive nature of ABC

A

- maladaptive cognitions in particular can lead to maladaptive emotions or behaviour

28
Q

What is neurodiversity

A

- a term that is used to refer to people whose brains function differently to others

- The term was created to make a shift in the stigma associated with conditions such as autism

29
Q

Examples of neurodiversity

A

- dyslexia

- dyspraxia

- autism spectrum disorder

30
Q

About autism spectrum disorder (ASD)

A

- is a persistent neurodevelopmental disorder

- ASD characteristics/symptoms are ones that include problems with social communication and interaction

- people with ASD often have different ways of learning, moving, or paying attention

31
Q

ASD characteristics

A

- poor communication and social skills in familiar and unfamiliar environments

- lacks the ability to understand emotional and social cues (ranges from struggling to hold conversation to being non-verbal)

- poor non-verbal communication skills (e.g eye contact, wrong gestures, facial expressions)

- struggles to form and maintain relationships

32
Q

Autism stats and facts

A

- it is estimated that 1 in 70 people are autistic

- most often identified in children ages 3-14 years old

- 83% of people with ASD were diagnosed before 25 years old

33
Q

ASD brains vs neurotypical brains

A

- it’s almost impossible to distinguish a brain with ASD vs a neurotypical brain

- we instead look at the cognitive ability variations. The 3 main being: Theory of mind, executive function and central coherence

34
Q

What is executive function

A

- a cognitive process that helps us set goals, organise and plan, focus our attention, and get things done

- it involves complex cognitive functions such as working memory, problem-solving, and flexible thinking

35
Q

What is central coherence

A

- refers to a humans ability to derive overall meaning from a mass of details

- e.g seeing nothing but trees, so you assume it’s a forest

- individuals with ASD instead focus on the details. However, this can be a pro. (e.g math, arts, ect)

36
Q

What are the 3 severity levels of ASD

A

- Mild
- Moderate
- Severe

37
Q

What is ADHD attention deficit hyperactivity disorder, symptoms and diagnosis criteria

A

- a nerodevelopmental disorder that can affect some areas of brain function

- ADHD characteristics/symptoms are ones that include inattention, distractibility, hyperactivity and impulsivity

- diagnosed using criteria outlined in DSM-5TR - i attention and/or hyperactivity and impulsivity must be:

- excessive for the developmental age

- present before the age of 12

- persistent for longer than 6 months

- contributing to impairment across multiple settings

38
Q

DSM-5TR includes

A

- Prevalence

- Development and course

- Risk and causal factors

Also includes criteria that reflect cross cultural variations in presentations and informatopn about cultural concepts of stress

39
Q

Psychologists

A

- 6 year education and training in psychology

- focus on thoughts and emotional state of an indervidual

- Provide counselling and/or psychotheraphy which can involve xhanging thinking patterns and behaviours to improve mental wellbeing

- work in a different range of settings (education, business clinical, neuro, forensic ect)

40
Q

Psychiatrists

A

- 12 years of studying

- medical doctors, can give medication, perform surgerys and admit patients to hospital

- Tend to focus on mental wellbeing from a biological/ medical perspective

41
Q

Health organisations

A

- Beyond Blue

- Headspace

42
Q

Mental Health Support Workers

A

Provide general support including assisting clients to:

- Develop and review recovery plans

- moniter their own progress

- meet their own goals

- manage their daily activities

- connect with community

- access other health and support services

43
Q

Culturally responsive practices

Consider

Communitys in Australia

A

respect for, and relevant to, the health beliefs, health practices, culture and linguistic needs of diverse populations and communities

consider place, ancestry, ethnicity, religion, language

- first nations peoples

- refugees

people with different abilities (physical, interlectual and cognitive)

- LGBTQIA+ peopel

psych 1/2 (11 decks)

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