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Abnormal Psychology P-324 > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

How do we determine if a behavior is abnormal?

A
  • circumstance/situation
  • developmental ability
  • medical history
  • substance use (drugs/alcohol)
  • age
  • mental ability
  • pattern
  • culture
  • species
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2
Q

Book: Psychological Disorder is a…(1)

A

-psychological dysfunction breakdown in function of 3 areas: cognitive, emotional, behavioral

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3
Q

Cognitive

A
  • thoughts
  • Gerald thought the picture had a headache
  • breakup our thoughts get distorted into feeling unlovable and that you’ll never love again
  • not capable of being happy-worthless
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4
Q

Emotional

A
  • feelings
  • depression; sadness and hopelessness
  • anxiety; fear
  • schizophrenia; mismatch in some cases could be happy but showing signs of sadness
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5
Q

Behavioral

A
  • actions
  • psych disorder; screaming when no one or nothing is there
  • depression; can’t stop sleeping
  • OCD; can’t stop checking
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6
Q

Psychological Disorder is associated with…(2)

A
  • distress-suffering-majority of disorders are not pleasant (exception: mania and antisocial personality disorder-lack empathy; don’t feel distress but cause distress)
  • impaired functioning-when behavior is disordered it gets in the way; ex: can affect relationships, school, work (anxiety: when someone catastrophizes they may struggle taking exams, depressed and can’t get out of bed)
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7
Q

Anorexia

A
  • distress-suffering aspect as well as impaired functioning aspect
  • all they think about is food
  • body is breaking down
  • changes body in harmful ways and can ultimately lead to death
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8
Q

Psychological Disorder has responses that are (3)

A
  • not typical/culturally expected
  • developmental=age appropriate?
  • culture: continuity (will find across cultures-where there are humans there are these disorders which indicates a genetic basis but how the culture can interpret the disorder may change) cultural norms between cultures, between groups within a culture, over time within a culture, in different environments
  • all 3 criteria are necessary; inadequate when considered alone
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9
Q

Between Cultures

A
  • USA vs. other cultures
  • food-some people eat insects, we don’t
  • gestures
  • dating-arranged marriage
  • dress-specifically women (hijabs vs. not)
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10
Q

Between Groups Within A Culture

A
  • the Duggars-isolationist view that’s very structured very outlier religous group (can’t have physical contact before marriage, keep kids from outside world by homeschooling, blanket training-smack baby when it leaves the area).
  • binge drinking-normal for our age not for adults
  • hook up culture-STDs on the rise in nursing homes
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11
Q

Over Time Within A Culture

A
  • homosexuality used to be considered a psychological disorder until 1974-civil rights movement and research found there is no difference in psychological health based on sexual orientation
  • transgender individuals today vs. in the past
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12
Q

In Different Environments

A

-sporting event vs. classroom: yelling at ref when he makes a bad call is not acceptable in a classroom toward a teacher

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13
Q

Insanity

A
  • legal term

- means you did not know the difference between right and wrong when the crime was committed

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14
Q

Psychopathology

A

-scientific study of psychological disorders

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15
Q

Models of Abnormal Behavior

A
  • historic
  • psychoanalytic or psychodynamic
  • learning
  • cognitive
  • biological
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16
Q

Historic

A
  • explained mental illness/unusual behaviors by supernatural or biological means
  • supernatural: punished by gods; possessed by devil
  • biological: hysteria: caused by a wondering uterus-more emotional without a child because the natural state of the uterus is to have a baby in in
  • humors: something in the blood that’s problematic and the properties of your blood determine physical and mental health-treated by leaching.
17
Q

Psychoanalytic/Psychodynamic

A
  • Freud=powerful inner forces=shape personality and motivate behavior
  • Psyche: no empirical support for these strucutres) unconscious
  • id=thought of as the infant-impulsive and wants immediate gratification; driven by sex and aggression but are unaware of the drives
  • superego=angel on your shoulder; driven by conscience; tells you to do the right thing and develops over time by parents and society telling you what’s right
  • ego=mediator; therapy=focus on intrapsychic conflicts, childhood developmental stages; anal-retentive: stuck when stress–>return to behaviors
18
Q

Learning

A
  • classical conditioning: learn relationship between stimuli=person reacts to stimuli C=learned
  • UCS–>UCR
  • CS–>CR
  • irene got trapped in a small space as a kid and experienced unconditioned fear
  • something that was neutral is now scary and small spaces become associated with being trapped
  • small space is the CS that became associated with the UCS that was the shed
  • so her conditioned response is fear
  • exposure breaks the connection between the CS and UCS
  • operant conditioning: person acts on the environment=focus on consequence; behavioral therapy (look at chart)
  • reinforcement increases behavior
  • punishment decreases behavior
  • if you want behavior to increase give something they like or take away something they don’t like
  • if you want behavior to decrease give something they don’t like and take away something they like
19
Q

Cognitive

A
  • irrational, distorted cognitions lead to psych problems
  • A (event)–>B (belief)–>C (consequence)
  • A=breakup
  • B=belief about the event (i.e. that you’re not worthy) makes you feel lonely/sad
  • C=loneliness/sadness
  • people who are anxious have to work on their catastrophizing which is their irrational thought process at work
20
Q

Biological

A
  • behavioral genetics
  • heritability-no single gene for any psych disorder
  • polygenic-many genes–>each has a small contribution
  • family studies-what are the # of relatives with the disorder–not only genetic; take away what they teach as well-they make sure you learn early on the world is a scary place
  • adoption studies-want to separate out people who gave you your genes and the people that taught you about your environment
  • twin studies: identical 100% shared, fraternal 50% shared, regular 50% shared
  • identical twins are more alike when it comes to psych disorders than fraternal twins
  • if one twin has schizophrenia there is a 48% chance the other does as well (more concordant than fraternal)
  • if you don’t have the genes for it it won’t develop but if you do have the genes also need the environment
  • fraternal twins are more concordant than normal siblings because they share the same environment at the same time
21
Q

Concordance

A

-if person X has it what’s the likelihood that Y has it

22
Q

Marry Someone With Schizophrenia and You’re Schizphrenic

A
  • your chances of being schizophrenic are doubled from 1% to 2%
  • assortative mating: spend time with people like you
  • share environment and time which could bring out psychosis in you
23
Q

Integrating Models: Diathesis-stress Model

A
  • diathesis=inherited predisposition-biological-genetic
  • stress: environmental stressor-outside of you
  • disorder: will not manifest until stress is present
  • ex: Irene and jeff; irene is loaded with anxiety-high diathesis and jeff has low diathesis for anxiety so Irene needs less stress to set her off whereas Jeff would need a lot of stress to trigger a response
24
Q

Diagnosis Definition

A
  • the identification and labeling of a disease based on its signs and symptoms (plural, one sign or symptom does not make a disorder)
  • greek: discrimination/distinguishing between 2 possibilities
25
Q

Diagnosis Results From

A
  • assessment: collect info from a variety of sources
  • behavioral observation: problem is reactivity=we behave differently if we’re being observed
  • evaluation: questionnaires; often standardized so they are valid; quick but people may lie
  • interview with client or others: primarily self-reports; may tell you what you want to hear and we are not good reporters of our own behavior (self preservation vs. sometimes we just don’t pay attention
  • look at pattern/set of symptoms to assign diagnosis: have to have particular symptoms
26
Q

Values of Diagnossi

A
  1. guides intervention=
    - treatment planning: different treatments are differentially effective
    - prognosis: the course of the disorder; want a sense of how things are going to proceed
    - etiology: the cause; if we know the cause it gives us info about the treatment and could also lead to intervention
  2. Facilitates communication=provides common language
    - therapist may need to talk to other healthcare professionals or other therapists
    - therapist may need to talk to prescribers of medication
    - therapist may need to talk to insurance agents
27
Q

Adjustment Disorder

A
  • rightnow the person is having difficulties and needs to learn skills
  • can put things in this diagnosis that don’t meet criteria for anything else
28
Q

Concerns of Diagnosis

A
  • labeling: classify the person instead of the disorder
  • ex: Johnny has ADHD advantages: not make negative attributions toward him and it may explain his behavior better; treatment; mom might understand better. Disadvantages: social stigma-teacher might look at him/treat him differently; might single him out instead of seeing behavior as normative
29
Q

Szasz

A

believed that most of what we call mental illness are “problems in living”

  • when you call someone mentally ill you give them the role of the patient which means they lose their personal responsibility and control
  • control goes to medical professionals and creates preconceptions
30
Q

Rosenhan

A
  • 8 confederates working with him (in on the research) and sent them to different institutions and told them to present with one symptom of auditory hallucinations
  • problem should not have received a diagnosis with only one symptom a diagnosis is a pattern of symptoms
  • all admitted and all are given the same diagnosis of schizophrenia
  • once admitted told them to act normally staff all treated them according to the diagnosis but the other patients didn’t treat them according to the diagnosis.
  • Patients live with the diagnosis, spend more time with the confederates, don’t know the diagnosis, etc.
  • released: schizophrenia in remission
31
Q

Stigma

A
  • sign of social unacceptability
  • depression/anxiety used to be stigmatized: more common now; don’t make us uncomfortable
  • schizophrenia/autism are still stigmatized: have symptoms that make us uncomfortable
32
Q

Classifying Disorders

A
  • DSM
  • published by American Psychiatric Association
  • standard classification of mental disorders used by mental health professionals in US
  • issues to consider: reliability and validity
33
Q

Reliability

A
  • consistency-get same result when classifying the same individual
  • interrater: 2 therapists evaluating 1 person should come up with same diagnosis/conclusion
  • test-retest: 1 therapist looking at client over time
34
Q

Validity

A
  • measures what it is supposed to measure

- depression symptoms that hang together

Abnormal Psychology P-324 (5 decks)

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