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PSY 395 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Define psychopathology

A

the diagnosis of a psychological disorder/ mental illness

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2
Q

The 4 Ds

A

deviance, distress, dysfunction, dangerousness
(none are universally accepted standards and all have disadvantages)

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3
Q

what does it mean to deviate?

A

to deviate is to vary from NORMS: implicit and explicit rules for proper thinking feeling and behavior, or vary from what is statistically common or typical

rare = abnormal

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4
Q

what are the problems with deviance?

A

norms change over time, norms differ between cultures, norms violation is common among social reformers

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5
Q

what does distress mean as a mental health disorder?

A

subjective sense of significant psychological suffering caused by certain thoughts, feelings, or behaviors

strong psychological discomfort = psychological disorder

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6
Q

what are the problems with standard of distress?

A

distress is not always disordered (grief and guilt are viewed differently)
some abnormal behavior doesn’t cause distress

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7
Q

what does dysfunction mean as a mental health disorder?

A

if there is interference with daily functioning or any behavior/thinking that is not adaptive

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8
Q

what are the problems with dysfunction?

A

dysfunction does not always indicate psychological abnormality
dysfunction is subjective

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9
Q

what does dangerousness mean as a mental health disorder?

A

behavior may be considered psychopathology if it may cause harm to self or others
(suicidal thoughts, self-harm, violent actions or intentions)

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10
Q

what are the problems with dangerousness?

A

dangerousness is the exception, not the rule

is it always a symptom of mental illness to harm self or others?

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11
Q

what did Thomas Szasz do?

A

he differentiated norm violations or “problems in living” from organic dysfunction

saw psychiatric diagnosis as society’s modern “myth” to explain ethical, social, and legal discord

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12
Q

how has psychopathology been viewed historically?

A

deviant behavior has been understood but treated differently over time

people believed they were supernatural and there was “evil magic”

trephination

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13
Q

what are the current trends in treatment?

A

outpatient treatment - meds/psychotherapy/short term hospitalization

theoretical perspectives - psychodynamic, biological, behavioral, cognitive, existential

practitioners - psychiatrists, psychologists, social workers

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14
Q

what is research?

A

systematic search for facts through the use of careful observations and investigations

use of scientific method to gain understanding, hypothesis for research design

search for a relationship between variables (quality/characteristic, experience that can differ between people)

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15
Q

what is facilitated communication?

A

it was a communication technique used for Autistic people and it started at SU in the 90s by Douglas Bicklen

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16
Q

why is research important?

A

we need to test hypotheses systematically because:
- logic can fail us
- one or two observations does not mean its universal
- many different variables could relate to the phenomena

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17
Q

what were refrigerator mothers?

A

theory that a mother being cold and not maternal towards her child would cause or connect to autism

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18
Q

describe a case study

A

investigation of a single individual or case (ex - families or couples)
- detailed description of person’s history, symptoms, treatment

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19
Q

advantages of a case study

A

there is a source of new ideas about cause/treatment for symptoms

can offer support for a theory

way of studying rare phenomena

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20
Q

disadvantages of case study

A
  • subjective observations and conclusions
  • low internal and external validity
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21
Q

internal validity

A

the extent to which a study has ruled out all possible causes and explanations except the one of interest in the hypothesis

  • high internal validity would help determine a causal relationship
  • (ex) daycare caused aggression for my client as opposed to anything else causing the aggression
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22
Q

external validity

A

the extent to which you can apply results to other people or situations

(ex) that daycare causes aggression in children generally, not just for this particular child

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23
Q

define the correlational method

A

identifies the relationship between variables by designing a study that involves a number of participants (a sample)
- use operational definitions so studies can be replicated
- no manipulation/changing variables –> measure naturally

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24
Q

correlation

A

degree to which events/characteristics vary together
- assess direction and strength of the relationship with statistics

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25
Q

define correlation coefficient

A

statistical measure of relationship between 2 variables
- range is from -1 to 1
-sign tells you the direction

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26
Q

positive correlation

A

variables increase or decrease together
(correlation between height and weight)

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27
Q

negative correlation

A

as one variable increases, the other variable decreases
(correlation between GPA and drinks per week)

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28
Q

describe the strength of a correlation

A

0 = no relationship
1 or -1 = very strong relationship

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29
Q

advantages of the correlational method

A
  • high external validity because it involves the use of many individuals who represent the population of interest
  • can be easily replicated to confirm findings
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30
Q

disadvantages of correlational method

A

-correlation does not equal causation
- lacks internal validity (describes but doesn’t explain relationship)

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31
Q

why does correlation not equal causation?

A

correlational studies do not eliminate CONFOUNDS, which are variables other than the one of interest that might explain the findings
- third variables (foods, sleep, socioeconomic disadvantage)
- causal connection could be opposite of predicted
- could be pure coincidence

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32
Q

define an experiment

A

a research procedure in which a variable is manipulated and the manipulation’s effect on another variable is observed/measured
- allows manipulation, control, and random assignment

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33
Q

what variable is the independent variable (the cause)

A

manipulated variable

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34
Q

what variable is being observed

A

dependent variable (the effect)

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35
Q

how do experiments reduce likelihood of confounds?

A
  1. CONTROL
    - can compare different conditions through experimental/control groups
  2. RANDOM ASSIGNMENT to groups
    - assures that groups will be the same on average
  3. BLIND DESIGN
    - eliminates placebo effect and experimenter bias
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36
Q

advantage of experiments

A
  • has good internal validity = can draw conclusions about cause and effect
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37
Q

disadvantages of the experiment

A
  • often lacks external validity or real world applicability because it is so tightly controlled
  • internal and external validity are negatively correlated
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38
Q

describe a model

A

theoretical perspectives/paradigm
- usually focus on one aspect of a person
- influence how research and treatment are conducted
- none are sufficient and all have value

39
Q

biological model

A

medical perspective
- brain abnormalities and biochemical problems (neurotransmitters)
-excess of insufficiency of a chemical may be associated with psychopathology
-endocrine abnormalities or genetics

40
Q

clinical genetic studies

A

determines heritability of given disorder
- diathesis-stress model (ex)

41
Q

treatments from biological perspective

A

1) drug therapy - antidepressant/mood stabilizers
2) electroconvulsive therapy (for depression)
3)psychosurgery

all have side effects

42
Q

psychodynamic model

A

assumes that the motives of our behavior are determined by the interplay of unconscious, dynamic aspects of personality
- dynamic = active/inactive

43
Q

Freuds notion of the dynamic personality

A

Id and the pleasure principle
- what seeks immediate gratification of all needs, wants, urges
Ego and the reality principle
- ego has to balance our needs with reality of the situation at hand
-defense mechanisms

44
Q

in what functioning does ego achieve balance

A

normal functioning

45
Q

in wat functioning is ego not able to manage conflicts adaptively

A

abnormal functioning

46
Q

repression

A

motivated “not wanting to know” in which some ideas/conflicts are pushed into the unconscious

46
Q

defense mechanisms

A

ways in which the ego distorts reality to protect the self from anxiety

47
Q

rationalization

A

excuses to justify undesired behavior or feelings

48
Q

displacement

A

divert feelings away from real object

49
Q

projection

A

attribute to someone else

50
Q

denial

A

actively reject

51
Q

treatment goals of the psychodynamics model

A

make the unconscious conscious
1) insight - client understanding symptoms
2) reduce defenses against emotion, increase emotional tolerance

52
Q

how is modern treatment different from Freud in the past?

A

-there is more of a focus other than sexual and aggressive drives
- more focus on relationships
-frequency and duration of treatment is shorter

BUT
- continue to still focus on childhood experiences

53
Q

what is the behavioral model

A

-views abnormal behavior as the result of our environment, specifically our learning history
-focused on behavior or what can be objectively observed and measured
- defines mental illness in terms of specific behaviors
- association, consequences, observation

54
Q

what is classical conditioning learned by?

A

association

55
Q

what is classical conditioning?

A

a stimulus comes to produce a given response because it has become associated with another stimulus that already produced that response

56
Q

what is a stimulus

A

something in the environment

57
Q

what is a response

A

behavior in the organism

58
Q

what is the unconditioned stimulus?

A

what unconditionally/naturally triggers a response

takes place without prior learning

59
Q

what is the unconditioned response?

A

automatic response to the stimulus

60
Q

what is the conditioned stimulus?

A

stimulus that can eventually trigger a conditioned response

61
Q

what is the conditioned response?

A

behavior that does not come naturally, the behavior MUST BE LEARNED by pairing the conditioned stimulus

unconditioned response and conditioned response are always exactly the same behavior!

62
Q

what is operant conditioning learned by?

A

consequences

63
Q

what is operant conditioning?

A

the likelihood of voluntary behaviors are determined by virtue of their environmental consequences

64
Q

what are the two types of consequences in the operant conditioning model?

A

reinforcements and punishments

65
Q

reinforcements

A

increase likelihood of behavior

(ex) avoid phobic object leads to a reduction in anxiety and will continue to avoid the phobic object

66
Q

punishments

A

decrease likelihood of behavior

(ex) attempts to start friendships but leads to rejection which leads to social withdrawal

67
Q

what behavior is modeling learned through?

A

observation

68
Q

what is modeling?

A

observe responses and their consequences for others, and then imitate those responses

69
Q

how is modeling more of a cognitive process ?

A

not directly experiencing environmental associations or consequences

imagining another’s experiences as positive or negative and then deciding if you would like to engage in the same behavior

(ex) learning abusive behavior or depression

70
Q

how do you use the therapeutic approach with the behavioral model?

A

try to identify problematic behaviors and replace with more adaptive ones using principles of learning

therapist as a teacher vs healer

71
Q

what is the cognitive model?

A

understand abnormal behavior as resulting from faulty cognitive thinking
- thoughts, attitudes, assumptions and how one interprets/perceives information
- maladaptive thinking = maladaptive behavior

72
Q

how does illogical thinking lead to misery?

A

responses to events determined by how we think about and interpret them
(ex) event - cognition (interpretation) - feeling
- friend doesn’t return text - friend is sick of me - sadness

illogical interpretations often lead to unnecessary emotional pain

73
Q

how do we treat behavior according to the cognitive model?

A

treatment teaches logical thinking
- thinking logically will reduce emotional pain
- cognitive therapists help clients to identify and modify irrational beliefs
- automatic thoughts – take place instantly

74
Q

what are cognitive distortions?

A

types of errors in thinking about self, world, future
- all or nothing thinking (black and white), thinking the worst, mental filtering, mind reading, etc

75
Q

what is the humanistic model?

A

views people as inherently driven toward growth, constructive relationships and self-actualization
- very positive view of human nature
-mental health issues arise when one’ natural path toward personal growth is interrupted

76
Q

what does the humanistic model believe?

A
  • fertile soil is necessary for growth
  • unconditional positive regard “you are intrinsically valuable regardless of behavior or choices”
  • genuineness - positive regard is real
  • conditions of worth
77
Q

ideal self vs real self (incongruence)

A
  • actual desires, behaviors, experiences in opposition to set of “should” of which the person falls short
  • self judgments, lack of positive self regard
    -inability to fully acknowledge and accept own experiences
78
Q

what does therapy look like for the humanistic model?

A

truly client centered and person centered
- focus on relating to another human being
-not reducing to diagnostic categories, playing the expert role or one’s own viewpoint
- client directs the therapy and therapist is non directive
- client autonomy
- create climate that promotes growth

79
Q

unconditional positive regard - humanistic model

A

acceptance of the client no matter what, nonjudgmental attitude

80
Q

what is clinical assessment?

A

the collection, organization, and interpretation of information about a person and his or her situation to draw conclusions
- want to answer the what and why of symptoms

81
Q

what are the two main purposes of clinical assessment?

A

description - the rendering of an accurate portrait

prediction - predict future behavior based on present functioning

82
Q

what is the DSM-5-TR?

A

current diagnostic model for mental disorders

83
Q

standardization - DSM 5 characteristic

A

set of specific procedures for administration, scoring and interpretation, norms

84
Q

predictive validity

A

degree to which an assessment accurately answers questions about cause, future behavior, prognosis and treatment

85
Q

reliability - DSM 5 characteristic

A

stands the test of repeated measurements

86
Q

validity - DSM 5 characteristic

A

measures what it claims to measure

87
Q

descriptive validity

A

degree to which an assessment device provides significant information about the current behavior of the people being assessed

88
Q

what does the interview look like with the DSM 5?

A
  • face to face conversation
    -gain info on client history, present functioning, symptoms, risk
  • range from structured to unstructured
89
Q

behavioral observations

A

appearance, mood, thought process, orientation, speech, openness, motivation, social skills, how they tell their story, etc

90
Q

naturalistic observation

A

observe someone in their daily activities
(often used with children and families)

91
Q

intelligence testing (IQ)

A

Wechsler Scales and Stanford Binet

WS:
- verbal comprehension (vocab test and similarities)
- perceptual reasoning (use blocks/pics)
- working memory (arithmetic, read backwards)
- processing speed

92
Q

projective hypothesis test

A
  • ink blot tests
  • sentence completion
  • thematic apperception test
93
Q

neuropsychological testing

A

detects brain impairment by measuring a person’s cognitive, perceptual and motor performances
- determine severity and domains of difficulty and assists in monitoring changes
- sometimes used alongside brain imaging
- Bender-Gestalt Test for organic screening

PSY 395 (2 decks)

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