DEFINING AND SUPPORTING PSYCHOLOGICAL DEVELOPMENT

Question 1

DEFINE TYPICAL BEHAVIOUR

Answer 1

Typical behavior is behavior that usually typically occurs and expected in a given situation.

Question 2

DEFINE ATYPICAL BEHAVIOR

Answer 2

Atypical behavior is behavior that is not typical - it is uncommon and not what most people will do in a situation.

Question 3

SOCIAL NORMS:

Answer 3

Held standards on what people should and should not do in given situations
e.g. greeting upon meeting

Question 4

CULTURAL PERSPECTIVES:

Answer 4

Each culture and ethic group within that culture has their own set of norms on what is considered accepted behavior.
e.g. Women wearing a certain colour (white)

Question 5

STATISTICAL RARITY:

Answer 5

Statistics of behaviors in a large group of individuals which are measured and plotted (bell shaped pattern). Typical and atypical behavior can be determined with the statistics on how rare they occur.
e.g. IQ LEVELS

Question 6

PERSONAL DISTRESS

Answer 6

When a person is distressed, they are extremely upset and suffering emotionally
e.g. losing sleep

Question 7

MALADAPTIVE BEHAVIOR:

Answer 7

Any behavior which is detrimental, or interferes with the individuals ability to successfully adapt.
e.g. self isolation

Question 8

WHAT ARE THE 5 PERSPECTIVES ON TYPICAL AND ATYPICAL BEHAVIORS?

Answer 8

social norms, cultural perspective, statistical rarity, personal distress and maladaptive behavior

Question 9

NEUROTYPICALLY:

Answer 9

Neurotypically is used to describe people whose neurological development and cognitive functions are typical (what most people will consider normal in the general population).

Question 10

NEURODIVERSITY:

Answer 10

Neurodiversity is to describe people whose neurological development and cognitive functions are atypical (therefore different from normal in most of the general population)

Question 11

WHAT IS AUTISM?

Answer 11

A serious developmental disorder that impairs the ability to communicate and interact.

Question 12

ASSESSMENTS:

Answer 12

Collecting and interpreting information on how a person thinks, feels and behaves in order to make a diagnosis.

Question 13

INTERVIEW:

Answer 13

Involves questions asked by the researcher by obtaining specific information.

Question 14

STRENGTH AND LIMITATIONS OF INTERVIEW:

Answer 14

Limitations: develop stereotypes
Strengths: Boost knowledge

Question 15

STEPS OF ASSESSMENTS:

Answer 15

1. Interview
2. Behavioral observations
3. Testing

Question 16

THE 2 DIAGNOSIS BEHAVIOR APPROACHES:

Answer 16

categorical and dimensional

Question 17

LABELLING:

Answer 17

used in mental health to describe the process of classifying an individual according to a specific diagnosis category.

Question 18

WHAT IS STIGMA?

Answer 18

stigma is a sign of social disapproval which leads to shame due to your mental illness

Question 19

TYPES OF STIGMAS?

Answer 19

social stigma and self stigma

Question 20

OPINION?

Answer 20

Point of view that is not based on verifiable evidence

Question 21

ANECDOTE?

Answer 21

informal verbal report of an event that has been casually observed

Question 22

DRAWING CONCLUSIONS? (HOW TO WRITE)

Answer 22

In conclusion, for this sample it was found that ….

Question 23

GENERALISATIONS?

Answer 23

is how widely the results of an investigation can be applied to other members of the population

Question 24

HOW TO WRITE A GENERALISATION?

Answer 24

To generalise these findings, it could be suggested that

Question 25

CORRELATIONAL STUDIES?

Answer 25

type of non-experimental research where the researcher investigates the relo between two variables, they overserve the variables that usually occur.

Question 26

STRENGTHS AND LIMITATIONS OF CORRELATIONAL STUDIES?

Answer 26

limitation:
strength: excellent for investigating the relationship between two variables

Question 27

QUESTIONNAIRES?

Answer 27

written set of questions to gain information from participants on a topic of research interest

Question 28

STRENGTHS AND LIMITATIONS OF QUESTIONNAIRES?

Answer 28

strength: relatively cheap and quick way to gather information
limitation: limited depth of response

Question 29

SELF-REPORTS?

Answer 29

participants answers to questions presented by the researcher

Question 30

OBSERVATIONAL STUDIES?

Answer 30

involves collection of data by carefully watching and recording behavior as it occurs (without an intervention or manipulation of the behavior being observed)

Question 31

STRENGTHS AND LIMITATIONS FOR OBSERVATIONAL STUDIES?

Answer 31

strength: no need of manipulation or intervention
limitation: observer bias

Question 32

CASE STUDIES?

Answer 32

in-depth investigation of some behavior of interest in a individual or group situation.

Question 33

STRENGTHS AND LIMITATIONS OF CASE STUDIES?

Answer 33

strength: provides insights on how others think
limitation: small sample size

Question 34

SIMUATION STUDIES?

Answer 34

involve reproducing situations in a realistic way to investigate the behavior or mental process of individuals in that environment.

Question 35

STRENGTHS AND LIMITATIONS OF SIMUATION STUDIES?

Answer 35

strength: can be used when an investigation is not ethically permissible
limitation: its artificial

Question 36

CONTROLLED EXPERIMENTS:

Answer 36

experimental investigation of the relationship between one or more IV’s and DV.

Question 37

STRENGTHS AND LIMITATIONS OF CONTROLLED EXPERIMENTS?

Answer 37

strength: ensure no errors or extraneous variables
limitation: might ack external validity

Question 38

NORMALITY:

Answer 38

a number of psychological and behavioral characters that have been suggested to help recognise normality

Question 39

STRENGTHS OF CLASSIFYING BEHAVIOUR?

Answer 39

categorical?
- uses specific descriptions to either answer yes or no
dimensional?
- can assess severity more accurately

Question 40

WEAKNESSES OF CLASSIFYING BEHAVIORS?

Answer 40

categorical?
-it is too simplified
dimensional?
- subjective

Question 41

ONE DIFFERENCE AND SIMILARITY BETWEEN DIMENSIONAL AND CATEGORICAL

Answer 41

diff: categorical represent qualitative data, dimensional represents quantitative data
sim: both can influence dependant variable