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)
Defense Mechanisms
- Repression
- Regression
- Projection
- Displacement
- Reaction Formation
- Intellectualize
- Rationalization
- Sublimation
When the ego cannot control the id in rational ways… calls upon defense mechanisms (to prevent us from become aware of hidden id impulses)
Repression: involves forcing disturbing impulses out of consciousness (underlies all other defensives)
Regression: involves regressing to earlier stage
Projection: involves seeing one’s unconscious urges in another’s behavior (paranoia!!!)
Displacement: Involves transference of emotions from the original object to some substitute/symbol representation (underlies phobias).
Reaction Formation: Involves engaging in behaviors exactly opposite of our true feelings.
Intellectualization: Involves distancing one self from one’s feelings
Rationalization: Involves coming up with self-satisfying (yet incorrect) reasons for one’s behavior
Sublimation: Involves redirecting urges in socially acceptable ways (e.g., painting violent scenes).
Milton PD and Defense Mechanisms
Schizoid: Intellectualizations Narcissistic: Rationalization Paranoid: Projection Borderline: Regression Histrionic: Dissociation Dependent: Introjection Antisocial: Act out
Classical Psychoanalysis Treatment
Developed by Freud
Focus on making the unconscious conscious (i.e., bringing to light the id impulses).
Treatment involves free association:
- clarification, confrontation, interpretation, and working through
- analysis of dreams
- transference and counter-transference
Ego Psychology (3 names & theories)
Heinz Hartmann: ego viewed as parallel to id. In other words, people are driven by both thinking and impulses.
Anna Freud: Noted that ego was a medium to get a fuller picture of id and superego.
Erik Erkison: Discussed epic-genetic sequences (Stage-related based on mastery of previous stage). Developed 8 stages of development
Object Relations Theory (3 names & theories)
Focus on interpersonal relationships
Melanie Klein: Developed concept of object splitting as a major defense mechanism. Worked with children: play seen as a form of free association
Winnicott: Pathology results from adopting a “false self” and abandoning “true self.” Concept of “good enough mother”
Margaret Mahler: Discussed separation and individuation. She had a 6-stage development model.
Self-Psychology Treatment
Developed by Kohut (psychoanalysis)
Viewed development as narcissism (both healthy and bad forms). Goal to get self-object needs met
Self-object needs involves mirroring, idealizing, and twinship
Tx focuses on empathic attunement and present (rather than past)
Alderian’s Individual Psychology
Pragmatic, problem solving approach to treatment.
Involves therapist influencing clients towards more positive attitudes towards self and others, and to adopt effective and socially acceptable patterns of living.
Applied to education and parenting: Systematic Training in Effective Parenting (STEP).
- a democratic approach
- logical
Jungian Psychology (Analytic Psychology)
Added the “collective unconscious” to Freud’s theory.
CU has archetypes (primordial images/ideas inherited from all members of the race)
- persona (social mask)
- shadow (one’s hidden aspects)
- anima (female aspect)
- animus (male aspect)
Neurosis stems from the struggle to free oneself from archetypes
Treatment involves gaining awareness of unconscious (to gain individuation).
Perls’ Gestalt Therapy
- introjection
- projection
- retroflection
- deflection
- confluence
Focuses on client becoming aware of their whole personality by discovering aspects of self that are blocked from awareness. Treatment involves improving communication with self and others.
Resistance to contact OR boundary disturbances include:
- Introjection: taking information in whole, resulting in overly compliant and gullible
- Projection: you know
- Retroflection: turning back on self what hey would like to do to others
- Deflection: distancing oneself from feelings
- Confluence: lack of awareness of a differentiation between self and others
Empty chair technique: playing out fantasies by taking on both sides of conflict
Glasser Reality Therapy
Treatment focuses on getting clients to accept RESPONSIBILITY. Includes clarifying values and helping evaluate current behavior and plans with regards to values.
Habituation vs. Satiation
Habituation - involves becoming accustomed to an unconditioned stimulus after repeated exposure so that the US no longer elicits the UR
Satiation - involves a reinforce losing its value through overuse
Frame-of-Reference (FOR) Training
Used to improve the accuracy of performance ratings.
Provides raters with common performance standards (references) to help raters become clear on what constitutes “good” and “bad” behavior.
Improves agreement with raters and may reduce error
Justice Types
- Distributive
- procedural
- interactional
Distributive - outcome is considered fair by both parties
Procedural - based on the perceived fairness of the process used to come to a decision
Interactional - two parts
Informational = appropriateness of explanation given for procedures used
Interpersonal = manner in which people are treated by authority figures making decision
Rosenthal Effect
Self-fulfilling prophecy aka experimenter expectancy
When expectations are communicated to subjects about how they should perform, and these expectations do, in fact, influence the examinees performance
Factors that increase power in research
- increase sample size
- increase magnitude of the intervention
- minimizing error
- using a paramedic test (t test, ANOVA) and one-tailed test
Organizational Development (OD)
Focused on systematic ways to bring about planned change
- goal to increase performance
- goal to improve employee relationships
Its purpose is not to help employees adapt to unanticipated change.
Personal Construct Theory (Kelly)
Kelly described people as scientists
This theory is based on how we perceive the world according to what we expect to see (based on past experiences)
Donald Kirkpatrick’s Training Evaluation Model
1) measure participant reactions
2) measures learning/increase skills
3) measures behavior/transfer to everyday environment
4) evaluated based on effects of business and results of training
Two basic processes that are important to consider when working with minority clients (Sue and Zane)
- credibility (perception that the therapist is trustworthy/effective)
- giving (perception that something was received from Tx)
Autism Spectrum Disorder
Two criteria: 1) restrictive, repetitive Bx, and 2) deficits in social communication
With or without language impairment
With or without intellectual impairment
Onset in early developmental period
Prognosis best with a sense of ID
4x more common in males
Chi-Square test
Independent groups (requires independence of observations)
When data is nominal
IV: one or more
DV: two or more
Teachers’ interactions with students
The gender of the students (not that of the teacher) has an impact on the teacher’s interactions with students
Male and female teachers interact more with male students (primarily negative/critical interactions)
Mediator vs Moderator variable
Moderator influences straight of the relationship between two other variables
Mediator literally does what it says. When controlled, the relationship between IV and DV is 0.0
Self-Instructional Therapy
(Meichenbahm)
Involves repetition, graded practice, and cognitive restructuring
OCD prevalence rates by M/F and by age
In young ages: more common in boys
In adults: equally common (females slightly higher)
Effects of divorce on children
Most children (about 2/3) do not suffer long-lasting effects
Younger children demonstrate poorer adjustment than adolescents; however, older children at time of divorce tend to have more significant problems later in life
Cross’s Model of AA identity
Preencounter Encounter Immersion-Emersion Internalization Internalization-commitment
Similar (lines up with) to the Minority Identity Development Model
Bipolar disorder
BP I - manic episode that may have been proceeded by and followed by a hypomanic or MD episode
BP II - at lease one MD episode and at least one hypomanic episode (no full manic episode)
Tricyclics antidepressants may trigger a manic episode
Proactive vs retroactive interference
Proactive - prior learning interferes with new learning (ie, can’t recall NEW)
Retroactive - new learning interferes with prior learning (ie, can’t recall RETRO)
Minuchin’s Structural Family Therapy
Family is viewed as a single, interrelated system. Goal to initially join therapy structure but then disrupt the malfunctioning patterns.
Assessed for:
- hierarchy of power
- boundaries
- alliances and splits (subsystems)
Common problems include:
- triangulation = child caught in the middle of parents’ conflict
- detouring = blaming child as source of family problems
- stable coalition = one parent unites with child against other parent
Bowen Family Systems Therapy
Healthy families are differentiated with balance
Unhealthy families function as a single organism
Multigenerational transmission process = dysfunction of an individual results from generational problems
Goal is differentiation from the family of origin: ability to be one’s true self
Milan Group: Systematic Family Therapy
Key aspects include:
-circular questioning = information gathering while introducing info to family
-prescription of rituals = altering the families direction from current course
Prevention
- Primary
- Secondary
- Tertiary
Primary = prevents problem
Secondary = early use identification and aggressive Tx
Tertiary = minimizing long-term Sx
Intellectual Disability (severity and sex ratio)
Deficits in IQ (<2 SDs) and adaptive functioning
severity based on adaptive Fn
75% cases are prenatal and 5% are accounted for by genetic factors (environment plays more of a role)
M to F = 1.5 to 1
Specific Learning Disorder
Achievement scores 1.5 SD and below (< 7%ile)
- Reading, Written Expression, Mathematics
Present despite interventions for 6 months
ADHD vs Conduct Disorder vs ODD
ADHD: attention and/or hyperactivity present before age 12
CD: persistent Bx in which basic rights of others OR major age-appropriate societal norms are violated
ODD: recurrent angry/irritable mood, argumentative/defiant Bx, or vindictiveness for 6 months
Schizophrenia vs Schizophreniform vs Brief Psychotic Disorder
Schizophrenia: >1 month
Schizophreniform: >1 month and <6 months
Brief Psychotic Disorder: 1 day to 1 month
Rates of & Prognosis factors for Schizophrenia
Identical twins (50%) Child when both parents have (45%) Siblings/fraternal twins (10-15%) Parent to child (5-10%) Overall population (<1%)
Better Prognosis: abrupt onset, late onset of illness, fewer negative Sx, and female gender
Delusional Disorder (types of delusions)
Erotomanic: belief that someone is in love with patient
Grandiose: belief of inflated self-worth, power, knowledge, special relationships, etc.
Jealous: Belief that sexual partner is unfaithful
Persecutory: Belief that one is being persecuted
Somatic: Beliefs relating to bodily functions and sensations
Mixed: More than one above
Unspecified: not clearly defined
Schizoaffective vs Bipolar with Psychotic Features vs Depressive Disorder with Psychotic Features
Schizoaffective = schizophrenia Sx present and underlying with a major mood episode
Bipolar with Psychotic Features = bipolar Sx present and underlying with episode of delusions or hallucinations
Depressive Disorder with Psychotic Features = Depressive Sx present and underlying with episode of delusions or hallucinations
Suicide Risk
Men 4x more likely to complete
Women 3x more likely to attempt
Highest rates in middle ages, next gero (lowest is younger people!)
Risks (in order): previous attempt, mental disorder, male, single/living alone, family history, and chronic pain/illness
Separation Anxiety Disorder
Developmentally inappropriate and excessive anxiety/worry/distress about being away from home or away from person(s)
Reactive Attachment Disorder
vs
Disinhibited Social Engagement Disorder
RAD: Consistent pattern of inhibited, emotionally withdrawn Bx towards the caregiver
DSED: Pattern where child actively approaches and interacts with adult strangers
Evidence Tx for Anxiety Disorders
- Specific Phobia
- Social Anxiety Disorder
- Panic Disorder
- Agoraphobia
- GAD
- OCD
- PTSD
- Specific Phobia - exposure with response prevention, systematic desensitization
- Social Anxiety Disorder - combo of CBT and Bx approaches (exposure, relaxation)
- Panic Disorder - CBT, psychoed, relaxation
- Agoraphobia - CBT, psychoed, relaxation
- GAD - CBT, Anx management, and Bx approaches
- OCD - Exposure with response prevention, Cognitive Therapy
- PTSD - Cognitive Processing Therapy (CPT), Prolonged exposure (PE), safety seeking, and eye movement desensitization and reprocessing (EMDR)
Factitious Disorder Malingering Conversion Disorder Somatic Sx Disorder Illness Anxiety Disorder
Factitious Disorder - feigning Sx
Malingering - feigning Sx for secondary gain
Conversion Disorder - One or more Sx affecting voluntary motor or sensory Fn (not feigned)
Somatic Sx Disorder - one or more somatix Sx that are distressing/disrupt Fn
Illness Anxiety Disorder - Preoccupation with having/developing a serious illness
OCD vs OCPD
OCD: frequent thoughts (obsessions) that are controlled by repeating Bx (compulsions)
OCPD: Preoccupation with orderliness, perfectionism, and control, resulting in inflexibility and inefficiency
Avoidant PD vs Schizoid PD vs Schizotypal PD
Avoidant PD: social inhibition, feelings of inadequacy, and hypersensitive to negative evaluation
Schizoid PD: detachment and indifference to social relationships and restricted range of emotions
Schizotypal PD: social and interpersonal Fn marked by discomfort and reduced capacity for relationships; as well as odd Bx/cognitions
Margaret Mahler’s 6-stage theory of early development
Normal Infantile Autism: (0-1 month) unaware of external world
Symbiosis: (2-4 m) baby and mother are “one”
Differentiation: (5-10 m) distinguishes self from others; stranger anxiety begins
Practicing: (10-16 m) can physically separate self from mother (e.g., crawls); separation anxiety begins
Rapprochement: (16-24 m) increased need for mother to share the child’s new skills/exp
Object Constancy: (24-36 m) ability to maintain image of mother when she is not present; can unify good and bad into whole representation
Bowlby’s Attachment Theory
Theory of attachment for newborns; described a predictable sequence of Bx when separated from mother.
1) Protest: When separated initially, child protests/crys for lost person
2) Despair: As separation continues, child shows signs of hopelessness
3) Detachment: Child emotionally separates self from mother
Argued that early disruption of attachment bond led to irreversible effects BUT recent evidence suggests that it is reversible is child later receives good quality of care
Continuous vs Intermittent Reinforcement
Continuous = reinforcement given every time Bx occurs (best for acquisition phase BUT susceptible to satiation and extinction)
Intermittent = reinforcement is not given every time Bx occurs (Fixed/Variable and Interval/Ratio)
Changing from Continuous to Intermittent is referred to as thinning (ideal!)
Reciprocal Determinism
Social Learning Theory
Idea that one’s behavior is regulated by the person, his/her behavior, and the environment
Bandura Observational Learning
Four steps
- attention (attending to model)
- retention (remembering what is seen/heard)
- production (reproducing the memory during imitation)
- motivation (reinforcement for accurate performance)
Electroconvulsive Therapy (ECT)
Used for severe depression, Tx-resistant bipolar, acute psychosis, or catatonia
Helps up to 85% of patients who are Tx-resistant
-Rapid relief (usually after 1-2 sessions)
Anterograde amnesia (typically resolves after a few weeks) and retrograde amnesia (takes longer to resolve)
Bilateral causes more memory impairment than unilateral ECT
VIE vs Equity Theory
General Expectancy Theory (AKA Valence-Instrumentality-Expectancy) = idea that people behave in ways that are based on perceived expectancy of awards. Three concepts:
- expectancy = expectancy of success on a task
- instrumentality = anticipation of award
- valence = value of the reward for an employee
Equity = idea that we examine the self-inputs/self-outcomes verses others’ inputs/other’s outcomes. A social comparison theory -> inequity leads to lowered motivation
Job-related Factors that effect motivation and satisfaction
>Human Factors Approach
>Psychological Approach
Human Factors Approach = concerned with physical aspects of the job; focus on how humans and machines work together to accomplish a job
Psychological Approach = assumes that efficiency and effectiveness are correlated with satisfaction, and that satisfaction allows people to meet self-actualization needs. Includes…
- job enlargement (increases satisfaction)
- job enrichment (increases satisfaction and performance)
Types of Research:
Experimental vs Quasi-experimental vs Non-experimental
Experimental: random assignment
Quasi-experimental: non-random assignment; involves pre-existing groups
Non-experimental: (AKA observational or passive) no intervention or manipulation; sometimes called correlational
Research Design: Groups
Between Groups vs Within Subjects vs Mixed
Between Groups: groups measured once; compared
Within Subjects: groups measured repeatedly and compared
Mixed: independent groups that are correlated (and measured repeatedly)
Sampling Procedures: >Simple Random >Stratified Random >Proportional >Systematic >Cluster
> Simple Random: every member of population has equal chance
> Stratified Random: population first divided into strata (e.g., age levels) then random/equal selection from each sample
> Proportional: individuals are randomly selected in proportion to their representation in general population (e.g., ethnicity/race)
> Systematic: selecting every Xth (e.g., every 10th)
> Cluster: identify naturally occurring groups (clusters) and randomly selecting certain clusters (e.g., classes at school within a specific district)
Threats to Internal Validity: >History >Maturation >Practice effects >Instrumentation >Statistical Regression >Selection Bias >Attrition/Experimental Morality >Diffusion
> History: anything occurring between measuring times
> Maturation: subjects changing over time
> Practice effects: familiarity with testing
> Instrumentation: changes in obs. or equipment
> Statistical Regression: regression of extreme scores to mean
> Selection Bias: due to non-random assignment
> Attrition/Experimental Morality: differential loss of subjects from group
> Diffusion: when no-Tx group gets some of Tx (clouding overall Tx effects)
Threats to Construct Validity: >Attention/Contact with Clients >Experimental Expectancies >Demand Characteristics >John Henry Effect
> Attention/Contact with Clients: concern if change is due to Tx or contact with therapist
> Experimental Expectancies: AKA Rosenthal effect (controlled by blinding researchers)
> Demand Characteristics: Factors that suggest how participants should behave (controlled by blinding participants)
> John Henry Effect: AKA compensatory rivalry; occurs when persons in control group try harder than usual (spirit of the competition!)
Threats to External Validity:
>Sample Characteristics
>Stimulus Characteristics
>Contextual Factors
> Sample Characteristics: differences between sample and population (e.g., HMRI highly educated sample)
> Stimulus Characteristics: when artificial research environment does not translate to real world
> Contextual Factors: refers to conditions in which Tx is imbedded (e.g., Hawthorne effect)
Calculating Shared Variability of a Correlation
(AKA Coefficient of Determination) Simply involves squaring the correlation coefficient.
r = .50 (or .5 squared) would equal .25 shared variability between X and Y
If you are given the shared variability, you need to square root the value to get the correlation.
Canonical R and Canonical Analysis
(Extension of multiple R) Correlation between two or more IVs and two or more DVs
Allows you to evaluate relationship between two sets of variables (the predictor set and criterion set)
Redintegration
Occurs when something (e.g., a smell from childhood) rapidly unlocks a chain of memories
IQ Theories: Spearman vs Thurstone vs Cattell-Horn-Carroll vs Gardner vs Sternberg
Spearman = overall IQ “g factor”
Thurstone = seven distinct primary abilities
Cattell-Horn-Carroll = Three-level strata (III = g; II = 10 broad; I = 70 narrow abilities); fluid vs crystal here too
Gardner’s Multiple Intelligences = 8 distinct (includes things like musical, bodily-kinesthetic, etc.)
Sternberg’s Triarchic Theory = Focuses on processes rather than product; three components (internal, capacity to adopt environ changes, and ability to apply past exp to problem solving)
Ellen Berscheid’s Theories on Relationships
Studies relationships. Contends that people underestimate the effects of external factors (e.g., physical and social environment) on relationship satisfaction
Tiedman and O’hara’s Theory on Successful Career Development
Focuses on the process of differentiation and integration
> Differentiation = making distinctions about the different aspects of one’s self and the environment
> Integration = refers to unifying these factors; results in making better decisions, making more refined goals, and developing more useful plans
Intrinsic/Extrinsic
vs
Internal/External
Intrinsic/Extrinsic = motivation
Internal/External = locus of control
Quality Control Circles (QCCs)
Goal: to improve the finished product and low level of production
Methods involve increasing workers’ responsibility for their work, as well as increasing their participation in decisions affecting their work. QCCs typically affect only their organizational unit (dept) and not the whole company. Typically consists of 7-10 employees from the same dept.
Extinction
Classical: withholding US (e.g., ring bell without meat powder)
Operant: Withholding reinforcement
Other facts:
-not advised in self-injurious Bx (since no immediate reduction)
Incompetence to Stand Trial
vs Insanity
Insanity: not competent at time of crime (M’Naghten rule in 1843)
Incompetence to stand trial refers to the defendant being unable understand the nature and consequences of the proceedings. Law indicates that defendant must receive Tx aimed at restoring Fn so the defendant can stand trial
Multifinality
vs
Equilfinaltiy
Multifinality: refers to phenomenon that similar initial conditions (e.g., abuse) may result in different outcomes (e.g., PTSD vs no PTSD)
Equilfinaltiy: opposite ^
Sexual Orientation Identity Development
1) Confusion
2) Comparison (feelings of alienation)
3) Tolerance (homosexuality is tolerated)
4) Acceptance (homosexuality is valid)
5) Pride (heterosexuality is devalued and homosexuality preferred)
6) Synthesis (sexual orientation is integrated)
Reciprocal Inhibition
Idea that two incompatible responses (e.g., fear and relaxation) cannot occur at the same time
Concept underlies counterconditioning
Interpersonal Therapy (IPT)
a form of brief therapy (12-16 session… super brief…) for Tx of depression
- Focus on current relationships/conflicts since interpersonal problems are commonly associated with acute depression
- often combined with antidepressants
Word Association vs Pegboard System vs Method of Loci vs Substitute Word System
Word Association: forming words/sentences with the first letter being memorized (acronyms) OR making up a story
Pegboard System: involves memorizing a set of visual images that can later be pegs on which to have ideas (one bun, two show… etc.)
Method of Loci: involves forming a mental image of a walk through of a certain location (puts visual images in environment)
Substitute Word System: break down word to be remembered in parts and substitutes words that are familiar and can be visualized
Kinesics vs Proxemics vs Paralanguage
Kinesics: bodily movements involved in communication (e.g., facial exp, gestures, physical contact)
Proxemics: refers to perception and use of personal space (e.g., standing too close!!)
Paralanguage: refers to vocal cues (e.g., loudness, pauses, rates of speech, silences, inflections)
Successful lawsuits of psychologists involve…
Dereliction of Duty Directly causing Damage
Dereliction: negligence
Duty: therapeutic relationship
Directly causing Damage: something the therapist did (e.g., Tx) directly causing harm
Biserial Coefficient
vs
Phi/Tetrachoric Coefficient
Biserial: A correlation coefficient used when one variable is continuous (i.e., interval or ratio data) and one variable is dichotomous (e.g., nominal)
Phi/Tetrachoric: A coefficient used when both variables are dichotomous
Diathesis-Stress Model of mental illness
Posits that mental illness results from combo of natural biological/genetic vulnerability (e.g., diathesis) and nurture aka a person’s life circumstances (e.g., stress)
-frequently used to explain development of schizophrenia
Banding (used in personnel selection)
process whereby a range of scores by numerous applicants on a test is essentially considered the same score (e.g., range of 100 to 109 are considered one unit for selection purposes)
Leadership Theories: >Normative Model (Vroom & Yetton) >Path-Goal Theory (House) >Contingency Theory (Fielder) >Vertical Dyadic Linkage Theory (Graen)
> Normative Model (Vroom & Yetton): five styles, ranging from autocratic to complete participation; best leadership style depends on situation
> Path-Goal Theory (House): involves ways in which leaders can help employees achieve their goals (4 styles); best leadership style depends on subordinates AND situation
> Contingency Theory (Fielder): involves effectiveness of the style based on type of leader and nature of situation (LPC stuff)
> Vertical Dyadic Linkage Theory (Graen): focuses on impact of the leader-subordinate relationship on the leadership process (‘leadership’ style with in-group subordinates; ‘supervisory’ style with out-group subordinates)
Match each Theory (for each, first step is experience of autonomic arousal)
1) THEN emotional reaction
2) AND an emotional reaction (simultaneous)
3) THEN cognitively interprets arousal AND experiences an emotion
1) James-Lange Theory of Emotions
2) Cannon-Bard Theory of Emotions
3) Schacter’s Two-Factor Theory
Heinz Hartmann
(Ego psychologist)
considered the “father” of ego psychology
ego viewed as parallel to id. In other words, people are driven by both thinking and impulses.
Anna Freud
Noted that ego was a medium to get a fuller picture of id and superego.
Ego has inherent ability to reconcile drive conflicts with the demands of reality
Worked with children -> interpreted their words (rather than play) to get at the unconscious
Erik Erikison
Discussed epic-genetic sequences (Stage-related based on mastery of previous stage).
His stage theory is based on the premise that development occurs in response to social crises.
Berne’s Transactional Analysis (TA)
Goal: for clients to become aware of the intent behind their communication AND to eliminate deceit so clients can interpret their own Bx accurately.
Key concepts: ego states, transactions, games, strokes, life scripts
Psychodynamic Family Theory (and Object Relations Family Therapy)
Psychodynamic: Focuses on freeing family members from unconscious drives. Includes:
- Martial Schism = discord/disequilibrium
- Marital Skew = focus on meeting one member’s needs at the expense of another family member’s needs
Object Relations: branch of Psychodynamic. Focuses on transferences and projections between couples/family members
Positive vs Negative Feedback Loops (Family Therapy)
Positive FL = creates change (good or bad)
Negative = maintains or keeps things the same
Haley’s Strategic Family Therapy
Combo of Structural (hierarchies) and Communication (interactions between family) approaches
Tx focuses on interrupting rigid feedback cycle and defining a clear hierarchy
Attitudes: Consistency Theories
> Balance Theory
Symmetry Theory
Congruity Theory
Cognitive Dissonance
> Balance Theory: idea that attitudes change when two people have differing opinions; people will either change their attitude or belief
> Symmetry Theory: extends balance theory; the stronger the relationship between the people leads to a more intense imbalance
> Congruity Theory: further extends balance theory; reflects if attitudes will change -> basically whichever is stronger (friendship or belief) will be retained
> Cognitive Dissonance: proposes that people change their attitudes to reduce aversion arousal they would experience if they become aware of inconsistency in their cognition (e.g., low reward for boring task led to greater interest than high reward folks).
Vygotsky’s Social Development Theory of Cognition
Zone of Proximal Development = target developmental level just above child’s current Fn. Lead to ideas of…
- Scaffolding
- Reciprocal teaching
Adolescent Thinking
>Personal Fable
>Imaginary Audience
> Personal Fable - belief that one is special (cannot be harmed)
> Imaginary Audience - belief that everyone is thinking about the same thing they are thinking about (e.g., themselves)
Gender Role Development (3 stages)
Gender Roles: refers to societal expectations being male or female (developed from birth)
Gender Identity: individual’s perception of himself or herself (usually achieved by age 3)
Gender Constancy: attainment of recognition that gender does not change with dress or behavior (usually achieved by age 5 or 6)
Adolescent Identity Formation >Achievement >Foreclosure >Moratorium >Diffusion
> Achievement = resolved crisis and made a commitment
> Foreclosure = committed to goal without exploring all options (sometimes forced upon them)
> Moratorium = active process of struggling to make a decision, exploring interests and needs
> Diffusion = individuals who lack direction and are not committed
Best thing to remember
YOU WILL PASS
