Everything Flashcards
Pharmacology - Mechanism of action:
1) antipsychotics?
2) antidepressants?
3) benzodiazepines
4) mood stabilizers (lithium/anticonvulsant)
1) Dopamine D2 antagonist
2) block reuptake if serotonin and/or norepinephrine
3) increase GABA ability to bind to receptor site
4) largely unknown
Drugs that end with
1) “azine”
2) “amine” or “tyline”
3) “pam” or “lam”
1) Antipsychotics (neuroleptics it major tranquilizers)
2) Tricyclic antidepressants
3) Benzodiazepine
Common disorders for antipsychotic treatment
- Schizophrenia (just positive sx)
- delusional disorder
- schizoaffective disorder
- bipolar disorder (sometimes)
May also be used for:
- delirium
- Tourette’s
- ASD
- comorbid PTSD + MDD
Common disorders for antidepressant treatment
- MDD
- bipolar (depression)
- trauma related disorders
- OCD
- Panic disorder
- social anxiety disorder
- GAD
- chronic pain
- bulimia
- premature ejaculation
Common disorders for benzo treatment
- panic disorder (though long term tx is usually SSRI/tricyclics)
- GAD
- other ANX disorders
- sleep problems (acute)
- acute mania
- muscle relaxer
Antipsychotic side effects
Common: sedation/drowsiness, orthostatic hypotension, weight gain, sexual dysfunction, anticholinergic effects (dry mouth, constipation, urinary retention, blurred vision, dry eyes, light sensitivity, nasal congestion, confusion, decreased memory)
Also: extrapyramidal side effects (movement disorders) and tardive dyskinesia
Antidepressant side effects
SSRIs: headache, nervousness, restlessness, insomnia, and GI stuff
Tricyclics: anticholinergic effects, sedation, orthostatic hypotension, weight gain, nausea, sexual dysfunction
MOAs: orthostatic hypotension, weight gain, edema, sexual dysfunction, insomnia, and tyramine-induced hypertensive crisis (severe, increase in BP)
Benzodiazepine side effects
- drowsiness
- dizziness
- mild cognitive impairment
- impaired coordination
- nightmares
- headache
- upset stomach
- memory problems
Antipsychotic: dependence, withdrawal, and overdose
Not common. May experience withdrawal when a high dose is stopped
- GI stuff
- headache
- insomnia
- nightmares
Antidepressants: Dependence, withdrawal, and overdose
No dependence, tolerance, or addiction.
Withdrawal sx are not life threatening
Tricyclics and MOAs are lethal when patients take too many to overdose.
Benzodiazepine: Dependence, withdrawal, and overdose
High risk of dependence and developing a tolerance
High risk of benzo + alcohol use
Withdrawal: serious and potentially fatal if abruptly stopping
Stage 1: tremor, sweating, agitation, increased autonomic reactions
Stage 2: hallucinations and panic
Stage 3: grand mal seizure(s)
Alloplastic vs. Autoplastic Reactions
- Alloplastic: stress from trying to change the external environment or blaming the external environment
- Autoplastic: stress from trying to change oneself or blaming oneself
Herzberg’s Two-factor Theory
(Motivator-hygiene theory) Low level needs -basic job context (hygiene factors), little effect on satisfaction but produces dissatisfaction when not met Vs High level needs - job enrichment and enlargement
Job enrichment – expanding responsibility and autonomy
o Increases satisfaction and performance
o Decreased turnover and absenteeism
Job enlargement – expanding variety of job tasks without increasing responsibility or autonomy
o Increases satisfaction and only slightly increases job performance
Patterson’s Coercion Model of Aggression
3 steps that lead towards delinquency
1) children learn to be aggressive by observing coercive and antisocial behavior in parents. A cycle of escalating coerciveness ensues
2) the child with conduct problems experiences academic failure and peer rejection
3) the child then experiences a depressed mood and is more likely to join a deviant peer group
James-Lange vs Cannon-Bard Theories of Emotion
James-Lange: Idea that a person perceives an event (sees a bear), the body reacts (person runs away), and the person interprets the bodily changes as specific emotion (so I must be afraid)
Cannon-Bard: Proposes that perception of an emotion-provoking stimulus (sees a bear), the thalamus sends simultaneous signals to the body (allowing the person to run) and the cortex (produces the emotion of fear); the body’s response is not a necessity or factor in emotion
Racial/Cultural Identity Development Model
Stage 1: Conformity – preference for dominant culture
Stage 2: Dissonance – appreciation for minority culture/questioning dominant culture (some conflict)
Stage 3: Resistance (immersion) – complete endorsement of minority culture and rejection of dominant culture
Stage 4: Introspection – deeper analysis of minority and dominant culture; rigidly held beliefs weaken
Stage 5: Synergetic Articulation and Awareness (integrative awareness) – ability to appreciate one’s own culture, dominant culture, and other cultures
Premack Principle
Frequently performed behavior is used to reinforce an infrequently performed behavior (e.g., play video game after studying!!)
Proactive vs Retroactive Interference
Proactive: occurs when previously learned information interferes with recall of newly learned information
Retroactive: occurs when newly learned information interferes with previously learned information
Carol Gilligan’s Theory of Moral Development
- Argued for two basic approaches to moral reasoning: justice/fairness (males > females) and caring (females > males). Developed a model for women:
Level 1: Orientation of Individual Survival – focus on self needs
Level 2: Goodness of Self-sacrifice – focus on other’s needs
Level 3: Morality of nonviolence – belief that no one should be hurt; more balance between self and other needs
Item Response Theory
(AKA latent trait theory)
- Used to calculate to what extent a specific item on a test correlates with an underlying construct
- Can be used to compare a subject’s performance on two measures that have different types or number of items, or are scored differently
Tolman’s Latent Learning
- Idea that a behavior can be learned by will only be exhibited at a later time when the behavior is reinforced
- Found that rats developed “cognitive maps” of the mazes, thereby learning how to successfully run them, even though they would only demonstrate this learning when reinforcement was offered
Thorndike’s Law of Effect
- Operant conditioning
- Proposes that people repeat behaviors that have positive consequences
Instrumental Learning
- Another term for operant conditioning
- Associated with Thorndike and Skinner
Habituation (conditioning)
- A concept of classical conditioning
- Occurs when a person is repeatedly exposed to an unconditioned stimulus, and as a result, the unconditioned response eventually decreases
Consultation (4 types)
- Consultee-centered administrative consultation: focus on employee’s attitudes towards a new program
- Program-centered administrative consultation: focus is on the program itself
- Consultee-centered case consultation: focus is on the consultee on his/her difficulties with patients
- Client-centered case consultation: focus on helping the consultee with a particular client
Treatment for paranoia in older adults
-Neuroleptics (antipsychotics) along with managing the environment
Attachment Styles
Secure: (65% of babies) warm and responsive
o Caregiving style: sensitive and responsive
Avoidant: (20%) do not seek closeness with mother (ignore her when returning)
o Caregiving style: aloofness and distance OR
intrusiveness or overstimulation
Ambivalent/resistant: (10%) clingy and become upset when mother leaves but ambivalent when she returns
o Caregiving style: inconsistent and insensitive
Disorganized-disoriented: No clear strategy in dealing with mother; least secure attachment style
o Caregiving style: may be result of abuse
Male vs. Female: Risk factors in development?
- Boys are more vulnerable to risk factors from the prenatal period to about age 10
- Girls are more vulnerable to risk factors during teens (and generally have a wider range of coping skills than boys)
Male vs. Female Leadership Style
- Females are more democratic and participative than men
- Men are more autocratic and directive than women
Standard Error of the Measurement/Estimate/Mean
- Measurement: average amount of error in the test
- Estimate: average amount of error in prediction
- Mean: average amount of error in the group’s mean in relation to the population
Freud’s Stages of Development
Oral (0 – 1) Anal (1 – 3) Phallic (3 – 5/6) Latency (5/6 – 12) Genital (12 – 18)
Erikson’s Stages of Development
Trust vs. mistrust (0 – 1): Hope
Autonomy vs. shame and doubt (1 – 3): Will
Initiative vs. guilt (3 – 5/6): Purpose
Industry vs. inferiority (5/6 – 12): Competence
Identity vs. role confusion (12 – 18): Fidelity
Intimacy vs. isolation (18 – 35): Love
Generativity vs. stagnation (35 – 60): Care
Integrity vs. despair (60+): Wisdom
Aversive Conditioning/Therapy
- Behavioral technique that is occasionally used in the treatment of addictive behaviors
- An aversive unconditioned stimulus (e.g., bad taste) is paired with a conditioned stimulus (e.g., smoking). The goal is that the unconditioned response (e.g., unpleasant feelings) to the aversive stimulus (bad taste) will eventually become the new response to smoking, replacing the previous conditioned response of pleasure
Attribution Bias:
- Fundamental Attribution Bias
- Actor-observer Bias
- Self-Serving (hedonic) Bias
- Fundamental Attribution Bias = (others) attribute Bx of others to internal rather than external
- Actor-observer Bias = (self and others) idea that people tend to make dispositional (internal) attributions about the behavior they observe in others but make situational (external) attributions about their own behavior
- Self-Serving (hedonic) Bias = (self) explain our success to internal and our failure to external factors
Marlatt’s Model of Relapse Prevention
- Minimize effects of relapsing by teaching recovering addicts to view them as inevitable experiences which can be learned from
- Part of this model also includes encouraging addicts to attribute relapses to external factors rather than internal factors
- High risk factors are identified for relapses and new methods for dealing with them are developed
Kohlberg’s Theory of Moral Development
Preconventional (ages 4 to 10)
o Emphasis: compliance with rules to avoid punishment and get rewards; People act out of self-interest
1. Punishment-Obedience: avoiding punishment
2. Instrumental Hedonism: Involving obedience to rules with the hope that good deeds will be rewarded
Conventional (>10)
o Emphasis: conforming to rules to get approval from others
3. Good boy/girl: gaining approving through obedience
4. Law and Order: doing one’s duty/maintain social order
Postconventional/morality of autonomous moral principles (13+, young adulthood, or never)
o Emphasis: recognition that there are conflicts between moral and socially accepted standards
5. Morality of Contact, Individual Rights, and Democratically Accepted Laws: value of the will of the majority/welfare of all
6. Morality of Individual Principles of Conscience: based on what the individual believes is right, regardless of legal restrictions or other’s opinions
Zeigarnik Effect
Refers to people noticing unfinished/incomplete tasks better than complete tasks
Differential Reinforcement of Other Behaviors (DRO)
Combines extinction for an undesired behavior with reinforcement for more appropriate behavior (e.g., a child is ignored when whines but complimented when child asks politely for something)
Weiner’s Theory
Addresses the stability and instability of internal and external factors
Self-perception Theory
Tendency for people to look outside of the self when they do not know the cause of their own behavior
Average effect size for psychotherapy outcome research?
.85
Yalom’s Stages of Group Therapy
Stage 1: Hesitant participation, a search for meaning, and dependency
Stage 2: Conflicts, efforts of dominance, and rebellion against leader
Stage 3: Cohesiveness
Masters and Johnson’s Sensate Focus Technique
A classical conditioning intervention that involves counterconditioning (CC). In CC, a person learns a new response (e.g., pleasurable feelings) that is incompatible with a problematic response (e.g., performance anxiety)
Sapir-Whorf Hypothesis
Idea that the language people use actually shapes the way they think
Job Analysis vs Job Evaluation
JA = clarify requirements of job
JE = determine worth of job for salaries
Types of ratings scales (6 types)
Paired Comparison: rated in pairs
Forced Distribution: assign ratees to a normal distribution
Critical Incident Technique: rating based on checklist of job duties
Forced Choice: ratings from two good attributes
Graphic Rating: rating on Likert scale
Behaviorally-Anchored Rating Scale: ratings based on an ordering a list of behaviors (e.g., best to worst)
Hiring Biases:
- Adverse Impact
- Differential Validity
- Unfairness
AI: 80% rule in hiring minorities
DV: when measure is valid for one group but not another. In other words, predictor and criterion do not correlate for one group BUT they do for another group
Unfairness: when one group obtain lower scores on predictor than another group BUT no different in scores on the criterion
Needs Assessment (Needs Analysis)
1) identify organizational goals and if training is needed to meet goals
2) job (task) analysis to identify what must be done to perform the job successfully
3) person analysis to identify employees that require training
4) demographic analysis to identify training needs of different groups
Super Model of Career Development
Career rainbow! Theory that involves:
Self-concept: natural abilities/aptitude
Life span: 5 stages of life span (career maturity)
Life Space: refers to different social roles one adopts in their life
Holland Model of Career Development
Theory that emphasizes importance of matching personality and work.
6 dimensions (RIASEC) - Realistic, Investigative, Artistic, Social, Enterprising, Conventional
Differentiation (most optimal balance) occurs when someone has a spike on one of the six
Hawthorne Effect
Concept that people will improve performance when participating in a research study (likely due to novelty and attention)
Maslow’s Need-Hierarchy Theory
Motivation is based of 5 basic needs (in order)
1) physiological needs (e.g., food, sleep)
2) safety
3) belongingness
4) esteem
5) self-actualization
McClelland Acquired Need Theory
Three needs:
1) achievement (nACH)
2) power (pACH)
3) affiliation (aACH)
Fiedler’s Contingency Theory
Leadership effectiveness is result of interaction between leader’s style and favorability of situation
Least preferred coworker (LPC)
-low LPC = evaluates lowest worker as unfavorable; task oriented and interested in goal achievement
-high LPC = evaluates lowest coworker as favorable; relationship oriented and interested with maintaining support/trust
Low LPC performs best at poles (best and worst scenario is) while high LPC performs best in middle
Gate Control Theory
Melzak- theory of pain
Not related to receptors but rather pain is mediated by neural gates in the spinal cord that allow these signals to continue to the brain.
Gates can close (e.g., rubbing area) or open more (e.g., psychological factors).
Sleep Stages and Waves
Awake: Beta
Restful and awake: Alpha
Stage 1: Theta, lightest stage
Stage 2: sleep spindles
Stage 3 & 4: delta
REM: more active, dreaming
Rational Emotive Behavior Therapy (REBT)
Developed by Ellis
Focus on identifying and challenging irrational beliefs
ABC model (activating event, belief, consequence)
Cognitive Therapy (CT)
Developed by Beck
Focus on hypothesis testing and (maladaptive) automatic thoughts
Most essential: collaborative empiricism
Depression Triad: Negative view of the…
- Self
- World
- Future
Cognitive Behavior Modification (CBM)
Developed by Meichenbaum. Two concepts:
Self-Instructional Training: Combination of modeling and graduated practice. Therapy models, then verbalizes, patient verbalizes, then talks through task, then performs (similar to protocol analysis)
Stress Inoculation Training: Bolsters patient’s coping responses to mild stressors in an effort to combat more severe stressors. Tx involves education, cognitive preparation, acquisition of coping skills, and practice (in imagination and in vivo)
Self-Control Model of Depression
Developed by Rehm
Integrates cognitive and behavioral models of depression. Depression results from low rate of behavior from: 1) lack of self-reinforcement and 2) negative self evaluations, 3) high rates of self-punishment.
Relapse Prevention
Developed by Marlatt
Relapse is viewed as part of the recovery process. Treatment involves identifying triggers and developing new skills/behaviors to deal with triggers.
Internal emotional state is most significant trigger
Dialectial Behavior Therapy
Developed by Linehan
Structured Tx for borderline PD. Concepts of “acceptance” and “change”
Typically involves individual, group (skills training), phone contact, and therapist-consultation
Freud’s 3 part theory of personality
Id: Most primitive, basic biological drives. Largely unconscious (present in dreams). Operates on pleasure principle
Ego: Operates on reality principle and defer gratification. Largely modified by external world. “executive control”
Superego: Individual’s conscious, ideal, moral code. Forces Ego to satisfy Id in a moral/ethical way.
Freud’s 2 kinds of mental function
Primary Process: dreams or hallucinations (id)
Secondary Process: ability to think, speak, and meet demands of reality (ego)
