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Abnormal Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Distress or impairment in functioning - it is a breakdown of functioning in cognitive, emotional, and behavioral areas. Involves a response that is not typical or culturally expected.

A

Psychological dysfunction

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2
Q

Occurs when person is much more distressed than others would be

A

Dysfunctional distress

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3
Q

Must be pervasive and/or significant. Mental disorders are often exaggerations of normal processes

A

Impairment

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4
Q

Consider “normalcy” relative to behavior of others in same context

A

Culture

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5
Q

Rule of thumb

A

Mental disorder = harmful dysfunction

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6
Q

Behavioral, psychological, or biological dysfunctions that are unexpected in their cultural context and associated with present distress and/or impairment in functioning or increased risk of suffering, death, pain, or impairment

A

An Accepted Definition of a Psychological Disorder

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7
Q

Scientific study of psychological disorders

A

Psychopathology

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8
Q

Clinical and counseling psychologist (trained in research and delivering treatment

A

Ph.D

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9
Q

Clinical and counseling “Doctor of Psychology” (trained in delivering treatment)

A

Psy.D.

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10
Q

Psychiatrist

A

M.D.

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11
Q

Licensed Clinical Social Worker (trained in delivering treatment)

A

LCSW

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12
Q

Nurses

A

Psychiatric nurses

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13
Q

Stays current with research in field. Evaluates own assessment and treatment. Conducts research

A

Scientist-practitioner

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14
Q

Symptoms that brought the client to seek help

A

Presenting problem

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15
Q

Aims to distinguish clinically significant dysfunction from common human experience.

A

Clinical Description

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16
Q

How many people in a population have the disorder

A

Prevalence

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17
Q

The number of new cases over a period of time

A

Incidence

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18
Q

Acute vs. insidious

A

Onset of disorders

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19
Q

Episodic, time-limited, or chronic. Individual pattern of disorder

A

Course of disorders

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20
Q

Good vs. guarded. The anticipated course of disorder.

A

Prognosis

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21
Q

Age may shape presentation. Can be acute. Can be insidious

A

Onset of disorder

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22
Q

The factors contributing to the development of psychopathology

A

Etiology

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23
Q

Deviant behavior as a battle of “Good” vs. “Evil”. Believed to be caused by demonic possession, witchcraft, sorcery. Treatments included exorcism, torture, religious services.

A

The supernatural tradition

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24
Q

Experience of an emotion seems to spread to those around us

A

Emotion contagion

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25
Q

If one person identifies a “cause” of a problem, others may assume that their own reactions have the same source

A

Mob Psychology

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26
Q

Founded by Hippocrates (460-377 BC). Etiology of mental disorders = physical disease. Linked abnormality with brain chemical imbalances (foreshadowed modern views). Galen (129-198 AD) extended Hippocrates’ work

A

Biological tradition

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27
Q

Blood - cheerful and optimistic; insomnia and delirium caused by too much blood in the brain

A

Sanguine

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28
Q

Black bile - depressive

A

Melancholic

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29
Q

Phlegm - apathy and sluggishness

A

Phlegmatic

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30
Q

Yellow bile - hot tempered

A

Choleric

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31
Q

Functioning is related to having too much or too little of four key bodily fluids (humors). Treated by changing environmental conditions or bloodletting/vomiting

A

Humoral theory of disorders

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32
Q

Popular in first half of 19th century. Referred to psychological/emotional factors. Main idea to treat patients as normally as possible in normal environment. More humane treatment of institutionalized patients. Encouraged and reinforced social interaction

A

Moral therapy - the psychological tradition

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33
Q

Freudian theory of the structure and function of the mind. Unconscious, catharsis - helpful release of emotion, model sought to explain development and personality.

A

Psychoanalytic theory

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34
Q

Id (pleasure principle; illogical, emotional, irrational). Superego (moral principles). Ego (rational; mediates between superego/id)

A

Structure of the mind

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35
Q

Ego’s attempt to manage anxiety resulting from id/superego conflict. Displacement & denial; rationalization & reaction formation; projection, repression, and sublimation

A

Defense mechanisms

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36
Q

Oral, anal, phallic, latency, and genital stages. Theory: conflicts arise at each stage and must be resolved.

A

Psychosexual stages of development

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37
Q

Theoretical constructs: intrinsic human goodness, striving for self-actualization.

A

Humanistic theory

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38
Q

Carl Rogers (1902-1987). Therapist conveys empathy and unconditional positive regard. Minimal therapist interpretation

A

Person-centered therapy.

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39
Q

Abraham Maslow (1908-1970). Humans fulfill basic needs first before moving onto higher needs like self esteem

A

Hierarchy of needs

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40
Q

Derived from a scientific approach to the study of psychopathology.

A

The behavioral model

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41
Q

Ubiquitous form of learning. People learn associations between neutral stimuli and stimuli that already have meaning (unconditioned stimuli). Explains the acquisition of some fears

A

Classical conditioning

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42
Q

Start to respond the same way to similar stimuli

A

Stimulus generalization

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43
Q

When the conditioned stimulus is repeatedly presented without the unconditioned stimulus, the association is weakened

A

Extinction

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44
Q

Behavior will be repeated more often if it is followed by good consequences and less often if it is followed by bad consequences

A

Law of effect (E.L. Thorndike 1874-1949)

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45
Q

New behavior can be learned by reinforcing successive approximations

A

Behavior “shaping”

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46
Q

Creating new association by practicing new behavioral habits and/or reinforcing useful behaviors with positive consequences. Tends to by time-limited and direct. Evidence supports its efficacy

A

Behavior therapy

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47
Q

Individuals gradually exposed to fears (usually through imagination) while practicing relaxation exercises

A

Systematic desensitization

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48
Q

A broad approach with multiple interactive influences. Scientific emphasis continues to be very important; advances in neuroscience and cognitive and behavioral science will add to our knowledge

A

The scientific method and an integrative approach

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49
Q

Explain behavior in terms of a single cause. Could be a paradigm, school, or conceptual approach. Tend to ignore information from other areas.

A

One-dimensional models

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50
Q

Interdisciplinary, eclectic, and integrative. “System” of influences that cause and maintain suffering. Draw upon information from several sources. Abnormal behavior results from multiple influences

A

Multidimensional Models

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51
Q

Biological, behavioral, emotional, social & cultural, developmental, environmental, and spiritual

A

Major influences of multidimensional models

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52
Q

Behavioral - Conditioned response to the sight of blood. Biological - genetics (inherited tendencies), physiology (e.g., lightheadedness). Emotional - fear and anxiety. Social - attention from others

A

Causes of Judy’s phobia

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53
Q

Exceptions to polygenetic development and behavior

A

Huntington’s disease, phenylketonuria

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54
Q

Disorders are the result of underlying risk factors combining with life stressors that cause a disorder to emerge

A

Diathesis-stress model

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55
Q

Chemical messengers - relay messages between brain cells

A

Functions of neurotransmitters

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56
Q

Increases the activity of a neurotransmitter by mimicking its effects

A

Agonist

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57
Q

Produce effects opposite to a given neurotransmitter

A

Inverse agonists

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58
Q

Inhibit/block the production of a neurotransmitter/function

A

Antagonists

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59
Q

Most drugs are

A

Either agonistic or antagonistic

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60
Q

Giving up trying to control outcomes after unsuccessful attempts

A

Learned helplessness

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61
Q

Learn to copy the behaviors that seem to turn out well for other people

A

Modeling and observational (social) learning

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62
Q

Many types of psychopathology are maintained by

A

Problematic reactions to our own emotions

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63
Q

Systematic evaluation and measurement

A

Clinical assessment

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64
Q

Areas of clinical assessment

A

Psychological, biological, social, and spiritual

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65
Q

Degree of fit between symptoms and diagnostic criteria

A

Diagnosis

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66
Q

Purpose of assessing psychological disorders

A

Understanding the individual, predicting behavior, treatment planning, and evaluating outcomes

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67
Q

Degree of consistency of a measurement

A

Reliability

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68
Q

Consistency across two or more raters

A

Inter-rater reliability

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69
Q

Consistency across time

A

Test-retest reliability

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70
Q

Whether the test measures what it is intended to measure

A

Validity

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71
Q

Comparison between results of one assessment with another measure known to be valid

A

Concurrent (Descriptive) Validity

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72
Q

How well the assessment predicts outcomes

A

Predictive validity

73
Q

Degree to which test or item measures the unobservable construct it claims to measure

A

Construct validity

74
Q

Application of certain standards to ensure consistency across different measurements. Provides normative population data.

A

Standardization

75
Q

Examples of things that are kept constant

A

Administration procedures, scoring, evaluation of data

76
Q

Assesses multiple domains: gathers information, presenting problem, current and past behavior, detailed history, attitudes and emotions. Most common clinical assessment method

A

Clinical interview

77
Q

Ask the exact same questions in the same order

A

Structured clinical interview

78
Q

Outline of questions that are followed, but some flexibility to ask more or less about certain areas depending on the needs of the interviewee

A

Semi-structured clinical interview

79
Q

Observes appearance and behavior, thought processes, mood and affect, intellectual functioning, and sensorium (orientation x3 - person, place, time)

A

Mental status exam

80
Q

Identification and observation of target behaviors. Direct observation conducted by assessor or by individual or loved one

A

Behavioral Observation

81
Q

Determine the factors that are influencing target behaviors

A

Goal of Behavioral Observation

82
Q

When individual observes self, informally or formally.

A

Self-monitoring

83
Q

Simply observing a behavior may cause it to change due to the individual’s knowledge of being observed

A

Reactivity

84
Q

Specific tools for assessment of cognition, emotion, or behavior. Include specialized areas like personality and intelligence

A

Psychological testing

85
Q

Rooted in psychoanalytic tradition. Used to assess unconscious processes. Project aspects of personality onto ambiguous test stimuli. Require high degree of inference in scoring and interpretation (very subjective)

A

Projective tests

86
Q

May be useful icebreakers. One way to gather qualitative data

A

Strengths of projective tests

87
Q

Hard to standardize. Reliability and validity data tend to be mixed

A

Criticisms of projective tests

88
Q

Roots in empirical tradition. Test stimuli are less ambiguous. Require minimal clinical inference in scoring and interpretation.

A

Objective tests

89
Q

Extensive reliability, validity, and normative database

A

Personality tests

90
Q

567 items. T/F responses. Interpretation: individual scales, profiles

A

Minnesota Multiphasic Personality Inventory

91
Q

Nature of intellectual functioning and IQ. Originally developed as a measure of degree to which children’s performance diverged from others in their grade.

A

Intelligence tests

92
Q

Compare a person’s scores against others of the same age

A

Deviation IQ

93
Q

Assess broad range of skills and abilities. Goal is to understand brain-behavior relations

A

Neuropsychological testing

94
Q

Designed to assess for brain damage. Test diverse skills ranging from grip strength, rhythm sound recognition, math, memory, attention, concentration.

A

Luria-Nebraska and Halstead-Reitan batteries. (Neuropsychological tests)

95
Q

False positives and false negatives

A

Problems with neuropsychological tests

96
Q

Mistakenly shows a problem where there is none

A

False positives

97
Q

Fails to detect a problem that is present

A

False negatives

98
Q

Pictures of the brain to understand brain structure and function

A

Neuroimaging

99
Q

Neuroimaging techniques

A

MRI, CAT/CT, PET, SPECT, fMRI

100
Q

Yield detailed information. Lead to better understanding of brain structure and function. Still not well understood. Expensive. Lack adequate norms. Limited clinical utility.

A

Advantages and Disadvantages of Neuroimaging

101
Q

Assesses brain structure, function, and activity of the nervous system

A

Psychophysiological assessment

102
Q

Electroencephalogram (EEG) - brain wave activity. Heart rate and respiration. Electrodermal response and levels

A

Psychophysiological assessment domains

103
Q

Disorders involving a strong physiological component. Ex: PTSD, sexual dysfunctions, sleep disorders, headache, hypertension

A

Uses of routine psychophysiological assessment

104
Q

Assignment to categories based on shared attributes or relations

A

Diagnostic classification

105
Q

Determination of individual, unique features or attributes

A

Idiographic strategy

106
Q

Determination of general classes and common attributes - involves the study of large groups with shared features

A

Nomothetic strategy

107
Q

Taxonomy

A

Classification in a scientific context

108
Q

Taxonomy in a psychological/medical phenomena

A

Nosology

109
Q

Labels in a nosological system

A

Nomenclature

110
Q

Strict categories

A

Classical (pure) categorical approach

111
Q

Classification along dimensions

A

Dimensional approach

112
Q

Combines classical and dimensional views. DSM-5 based on this

A

Prototypical approach

113
Q

Updated every 10-20 years. Current edition released May 2013.

A

Diagnostic and Statistical Manual of Mental Disorders. DSM-5. Previous edition DSM-IV-TR

114
Q

Published by the World Health Organization

A

International Classification of Diseases (ICD-10)

115
Q

Classification newly relied on specific lists of symptoms, improving reliability and validity. Diagnoses classified along five “axes” describing types of problems

A

DSM-III changes in 1980

116
Q

Eliminated previous distinction between psychological vs. organic mental disorders. Reflected appreciation that all disorders are influenced by both psychological and biological factors

A

DSM-IV introduced in 1994

117
Q

Removed axial system. Clear inclusion and exclusion criteria for disorders. Disorders are categorized under broad headings. Empirically-grounded, prototypic approach to classification

A

Basic characteristics of DSM-5

118
Q

When groups of individuals are identified whose symptoms are not adequately explained by existing labels

A

New disorder labels are created

119
Q

Two or more disorders for the same person. Extremely common. Emphasizes reliability, maybe at the expense of validity

A

Comorbidity

120
Q

Lack of dimensional classification. Labeling issues. Stigmatization

A

Issues in DSM-5

121
Q

The event that provoked/triggered/caused the behavior

A

Antecedent

122
Q

Actions that can be positive, problematic, or pivotal

A

Behavior

123
Q

The outcome that resulted from the behavior, which can either extinguish or encourage the behavior

A

Consequence

124
Q

6 circuits in the brain. Influences behavior, moods, and though processes

A

Serotonin

125
Q

Less inhibition; instability; impulsivity; tendency to overreact. Aggression, suicidal thoughts, impulsive overreacting, excessive sexual behavior

A

Effects of low serotonin

126
Q

Treat anxiety, mood, eating disorders

A

SSRIs: serotonin specific reuptake inhibitor

127
Q

Rx and herbal Serotonin correctors

A

Celexa, Lexapro, Prozak, Paxil, Zoloft; St. John’s Wart

128
Q

Excitatory transmitter that turns on many different neurons for action

A

Glutamate

129
Q

Inhibitory transmitter that puts the brakes on. Reduce anxiety

A

GABA (gamma aminobutyric acid)

130
Q

Lower arousal and emotional responses. Lower anger, hostility, and aggression. Relaxes muscles (anticonvulsant effect)

A

Benzodiazepines (GABA Rx)

131
Q

One circuit, regulating basic bodily functions. Another circuit, influencing emergency reactions/alarm responses. Regulates/modulates behavioral tendencies

A

Norepinephrine, also called noradrenaline.

132
Q

5 circuits in brain. Implicated in Schizophrenia, Parkinson’s, and addictions. Described as a SWITCH turning on brain circuits that inhibit or facilitate emotions/behaviors. Pleasure-seeking behaviors.

A

Dopamine

133
Q

Muscle rigidity, tremors, impaired judgement

A

Low levels of dopamine

134
Q

Marriage and family therapists. Mental health counselors

A

1-2 years Master’s degree, employed by hospitals or clinics under supervision of doctoral-level clinician

135
Q

The study of changes in behavior over time

A

Developmental psychology

136
Q

The study of changes in abnormal behavior

A

Developmental psychopathology

137
Q

The study of abnormal behavior across the entire age span

A

Life-span developmental psychology

138
Q

Physical symptoms appear to be the result of a medical problem for which no physical cause can be found

A

Somatic Symptom Disorder (originally hysteria)

139
Q

Sexually transmitted disease caused by a bacterial microorganism entering the brain. Can cause delusions similar to psychosis

A

Advanced syphilis

140
Q

psychological disorders characterized in part by beliefs that are not based in reality, perceptions that are not based in reality, or both

A

Psychosis

141
Q

Giving insulin to psychotic patients in high dosages

A

Insulin shock therapy. Abandoned because dangerous, leading to prolonged comas or death

142
Q

Sending electric shocks through the brain

A

Electroconvulsive therapy

143
Q

Benzodiazepines brand names

A

Valium and Librium

144
Q

Improving the conditions imposed on patients with insanity

A

Mental hygiene movement

145
Q

The release of emotional material by recalling and reliving emotional trauma

A

Catharsis

146
Q

A fuller understanding of the relationship between current emotions and earlier events

A

insight

147
Q

The id has its own characteristic way of processing information. This type of thinking is emotional, irrational, illogical, filled with fantasies, and preoccupied with sex, aggression, selfishness, and envy

A

Primary process

148
Q

The cognitive operations or thinking styles of the ego are characterized by logic and reason

A

Secondary process

149
Q

Conflicts between the id and the superego that are beyond what the ego can intercede

A

intrapsychic conflicts

150
Q

Transfers a feeling about or a response to an object that causes discomfort onto another, usually less threatening object or person

A

Displacement

151
Q

Directs potentially maladaptive feelings or impulses into socially acceptable behavior

A

Sublimation

152
Q

Refuses to acknowledge some aspect of objective reality or subjective experience that is apparent to others

A

Denial

153
Q

Falsely attributes own unacceptable feelings, impulses, or thoughts to another individual or object.

A

Projection

154
Q

Conceals the true motivations for actions, thoughts, or feelings through elaborate reassuring or self-serving but incorrect explanations

A

Rationalization

155
Q

Substitutes behavior, thoughts, or feelings that are the direct opposite of unacceptable ones

A

Reaction formation

156
Q

Blocks disturbing wishes, thoughts, or experiences from conscious awareness

A

Repression

157
Q

when we are more or less reactive to a given situation or influence than at other times

A

developmental critical period

158
Q

a condition that makes someone susceptible to developing a disorder

A

vulnerability or diathesis

159
Q

chemical transporters

A

can affect the activity of neurotransmitters in the brain

160
Q

The ways genes are turned on or off by cellular material located outside the genome

A

Epigenetics

161
Q

After a neurotransmitter is released, it is quickly drawn back from the synaptic cleft into the same neuron

A

Reuptake

162
Q

Monoamine neurotransmitters

A

Norepinephrine, serotonin, dopamine

163
Q

Amino-acid neurotransmitters

A

Gamma-aminobutyric acid (GABA) and glutamate

164
Q

Benzodiazepine works to

A

enhance activity of GABA molecules

165
Q

Overt physical behaviors

A

Appearance and Behavior aspect of Mental status exam

166
Q

Rate or flow of speech

A

Implies thought processes aspect of MSE

167
Q

slow and effortful motor behavior

A

Psychomotor retardation

168
Q

disorganized speech pattern

A

loose association or derailment

169
Q

Distorted views of reality

A

Delusions. of persecution, grandeur, or ideas of reference

170
Q

everything everyone else does somehow relates back to the individual

A

Ideas of reference

171
Q

Things a person sees or hears when those things really aren’t there

A

Hallucinations

172
Q

Predominant feeling state of the individual and the feeling state that accompanies what we say at a given point

A

Mood and Affect aspect of MSE

173
Q

Affect can be said to be

A

Appropriate, inappropriate, or blunted or flat

174
Q

Composed of vocabulary, abstraction and metaphor, and memory

A

Intellectual functioning aspect of MSE, only very roughly estimated

175
Q

General awareness of surroundings (date, time, location, identity of self and others)

A

Sensorium aspect of MSE

176
Q

Identifying specific behaviors that are observable and measurable

A

Formal observation by operational definitions

177
Q

TAT

A

Thematic apperception test

178
Q

The wording of questions seems to fit the type of information desired

A

Face validity

Abnormal Psychology (2 decks)

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