class 1 Flashcards
externalizing disorders
very obvious and bothersome to others, defined as problems turned outward, conduct problems, problems of under control (unable to control impulses)
externalizing disorders are also referred to as
behavior disorders, conduct problems, or aggression
internalizing disorders
cannot be seem as easily, defined as problems turned inwards, problems of overcontrol
internalizing disorders also referred to as
emotional problems, personality problems, inhibition
internalizing problems and age
as age increases, the number of internalizing problems/symptoms increase
relationship between females and # of internalizing problems
-as age increases, F show more problems than males
-# of problems seems to increase by early adolescence (while males do not increase as much)
of internalizing problems (initial) q
no one is at 0 problems, giving the conclusion that having internalizing problems to a certain degree is normal
externalizing problem # and males
-M have higher # of externalizing problems at a younger age but then it decreases over time
-M have higher starting level of externalizing problems
parents/teachers rate ___ problems are more serious while kids identify ___ problems more often
externalizing disorders; internalizing
are internal or external disorders easier to treat
internalizing
early psychopathological research
involved externalizing disorders (recognized in 1970s) and were given more attention than internalizing disorders
what improved the recognition and treatment of internalizing disorders
invention of cognitive psychology and cognitive behavioral therapy (1980s)
DSM internalizing disorders
anxiety ( incl. OCD), depression (incl. bipolar), somatic (incl. eating disorders) and schizophrenia
DSM externalizing disorders
conduct disorder, ADHD, oppositional defiant disorder, antisocial personality disorder
comorbidity
presence of 1 or more psychological disorder
individuals with externalizing disorders have poorer
cognitive, academic and social functioning (poorer prognosis) than those with internalizing disorders
psychopathology
study of the nature, development and treatment of psychological disorders
prevalence of meeting criteria for 1 mental illness over the last year
25-30%
prevalence of meeting criteria for 1 mental illness over lifetime
50%
what % of people will have no disorders over lifetime
52%
what % of people will have one disorder over lifetime
21%
what % of people will have two disorders over lifetime
13%
what % of people will have 3 disorders over lifetime
14%
12 month prevalence of anxiety disorders
18%
12 month prevalence of mood disorders
9.5%
12 month prevalence of ICD disorders
8.9%
12 month prevalence of substance disorders
3.8
12 month prevalence of any disorders
26.2%
first force
psychoanalysis
-founded in Europe around 1890
-Freud and Jung
psychoanalysis (1st force)
-Germany and Austria
-Freud believed that we are all aggressive, sexual beings that are controlled by unconscious, those more educated are not above anyone else because we are all animals
second force
radical behaviorism
-founded in US around 1920
-Skinner and Watson
radical behaviorism (2nd force)
-what you see is what you get
-your personality develops by interactions with the environment (stimulus responses)
-all observable
third force
humanism
-founded in Europe and US around 1940
-Rogers and Maslow
humanism (3rd force)
-generally positive, believed that leaving people to their own devices that they would get happy overtime
-positive regards will help you get better
neo-freudians
-Horney, Fromm, Erickson
-social factors (birth order, attachment to caregiver) also played role in who we are that freud did not look at
trait theorists
-Cattell, Eysenck
-there are a finite number of personality traits (such as neurotic, openness)
-if you knew someones personality traits you could predict how they would act in the future
-used factor analysis and were generally very quantitative
Social learning theory (SLT)
believed that we learn by observing others or examples, look at inner workings of the mind
cognitive behavioral theory
-Michenbaum and Beck
-figure out what cognitive distortion is at play to cause the disorder and then internalize it by looking at inner workings of mind
intermediate forces in personality psychology
neo-freudians
trait theorists
social learning theory/CBT
disthesis stress model function
suggests that a biological vulnerability in combination with psychosocial or environmental stress creates the necessary conditions for illness to occur
diathesis
biological vulnerability
4 reasons why we need to classify psychological disorders
- common nomenclature
- facilitates clinical interview and thinking
- facilitates research into etiology and treatment
- creation of public policy
categorical systems
place people into two groups, those who have the disorder and those who do not (DSM)
dimensional systems
describe different levels of the disorder, usually based on severity such as a continuum of mild, moderate, severe (CBCL)
4 criteria for evaluating categorical systems
- categories should be defined by several features of behaviors that are: measurable, clearly defined, regularly occurring together
- categories should be reliable: between raters in a single setting, between raters in different settings, within a developmental phase
- categories should have good validity
- the system should be economical (not have more categories than needed but also not too few)
DSM-1
-1950
-glossary of descriptions of 106 diagnostic categories
DSM-II
-1968
-168 diagnostic categories
1974 revison to DSM-II
removed homosexuality as a disorder
DSM-III
-1980
-explicit diagnostic criteria (symptoms, timelines, etc)
-multiaxial system
-265 diagnostic categories
DSM-III-R
-1987
-292 diagnostic categories
DSM-IV
-1994
-3 stage revision (literature reviews, data re-analyses, field trials)
-developed committees based on disorders (made up of psychologists and psychiatrists
DSM-IV-TR
-2000
-criteria of DSM-IV the same
-revisions of descriptions of disorders based on new research
-over 300 diagnostic categories
DSM-5 came out in
2013
unspecified diagnosis
used when a person clearly displays abnormal behavior, but does not meet enough criteria for a specific type of diagnosis (try to avoid)
Child Behavioral Checklist (CBCL)
-developed by Achenbach
-150 items that fall into 2 borad domains (competence scales and clinical scales)
-completed by parents, teachers, older children
8 dimensions of behaviors of CBCL
-withdrawn
-somatic complaints
-anxious/depressed
-social problems
-thought problems
-attention problems
-rule breaking/delinquent behavior
-aggressive behavior
axis I
clinical disorders and other conditions that may be the focus of clinical attention:
-mood disorders
-anxiety disorders
-psychotic disorders
-substance use disorders
-cognitive disorders
-pervasive developmental disorders
-eating disorders
axis II
-mental retardation/intellectual disability
-adult personality disorders (cluster A, B, C)
Cluster A (axis II)
asocial, odd, eccentric
Cluster B (axis II)
flamboyant, emotional erratic
Cluster C (axis II)
anxious, fearful
axis III
general medical conditions (relevant to understanding/management of axis I or II disorders):
-infectious and parasitic diseases
-cancer
-endocrine, metabolic diseases
-nervous system diseases
-complications of pregnancy/childbirth
-injury, poisoning
axis IV
psychosocial and environmental problems/stressors:
-problems with primary support group
-problems related to social environment
-educational/occupational problems
-housing problems
-economic/financial problems
-legal problems
axis V
global assessment of functioning (GAF) scale: objective, numerical measurement of overall psychological, social and occupational functioning
–91-100: superior functioning, no symptoms
–61-70: mild symptoms or mild difficulty in functioning, has meaningful relationships
–51-60: moderate symptoms or moderate difficulty in functioning
–41-50: serious symptoms or serious difficulty in functioning
–21-30: delusions or hallucinations
–1-10: danger of severely hurting self of others
