exam 1 Flashcards
1
Q
(abnormal behavior) within an individual associated with distress or impairment in functioning and a response that is not typical or culturally expected.
A
psych dysfunction
2
Q
3 parts of psych disorder
A
1 A psychological dysfunction refers to a breakdown in cognitive, emotional, and behavioral functioning.
personal distress of impairment
atypical or not culturally expected
3
Q
behavioral, psychological, or biological dysfunctions that are unexpected in their cultural context and associated with present distress and impairment in functioning or increased risk of suffering, death, pain, or impairment”
A
abnormal
4
Q
receive PhD (research-based, clinical training) or PsyD (clinical training) and follow a course of graduate level study lasting approximately five years. have taken an exam to become licensed. A degree alone does not make someone a licensed psychologist. A psychologist may do therapy and/or psychological evaluations and testing. They may also diagnose clients using the DSM-5.
A
clinical psychologists
5
Q
receive PhD or EdD. They tend to study and treat adjustment and vocational issues encountered by relatively healthy individuals.
A
counseling psychologists
6
Q
first earn an MD in medical school and then specialize in psychiatry. Make diagnoses and offer treatment. Prescribe psychotropic medications.
A
psychiatrist
7
Q
master’s degree in social work – collect information relevant to the social and family situation of the individual with a psychological disorder
A
social workers
8
Q
master’s degree in psychology – clinical services; make diagnoses; no psychological testing;
A
licensed professional counselor
9
Q
master’s degree – specialize in the care and treatment of patients with psychological disorders – usually in a hospital setting
A
psychiatric nursing
10
Q
“presents” is a traditional shorthand way of indicating why the person came into the clinic for treatment.
A
presenting problem
11
Q
describing a presenting problem is the first step; includes: unique combination of behaviors, thoughts, and feelings that make up a specific disorder.
A
clinical description
12
Q
how many people in the population as a whole have this disorder?
A
prevalence
13
Q
how many new cases occur during a given period, such as a year;
A
incidence
14
Q
what percentage of males and females have the disorder
A
sex ratio
15
Q
the age the symptoms first showed up
A
age of onset
16
Q
they tend to last a long time, sometimes a lifetime
A
chronic course
17
Q
likely to recover within a few months only to suffer a recurrence of the disorder at a later time
A
episodic course
18
Q
the disorder will improve without treatment in a relatively short period of time
A
time-limited course
19
Q
they begin suddenly
A
acute onset
20
Q
develop gradually over an extended period
A
insidious onset
21
Q
anticipated course of a disorder
A
prognosis
22
Q
The study of the changes in behavior over time
A
developmental psych
23
Q
the study of abnormal behavior over time
A
developmental psychopathology
24
Q
Studying abnormal behavior across the entire age span
A
life-span developmental psychopathology
25
life-span developmental psychopathology
etiology
26
Humans have always supposed that agents outside our bodies and environments influence our behavior, thinking, and emotions. These agents – which might be divinities, demons, spirits, or other phenomena such as magnetic fields or the moon or the stars – are the driving forces behind this
supernatural model
27
believed that psychological disorders could be treated like any other disease. Could be caused by brain pathology, head trauma, or heredity.
bio model
28
normal brain function was related to the four bodily fluids or humors: blood, black bile, yellow bile, and phlegm. First to attribute it to a “chemical imbalance”
humoral theory
29
first believed in the bio model
hippocrates
30
red like blood (blood rushing to cause excitement)
sanguine
31
depressive (black blood flooding the brain)
melancholic
32
apathy and sluggishness (phlegm) sluggish, calm
phlegmatic
33
hot tempered (yellow bile)
choleric
34
first believed the psych model
plato
35
campaigned endlessly for reform in the treatment of insanity; “mental hygiene movement”
dorothea dix
36
hypnosis; problems caused by an undetectable fluid found in all living organisms called “animal magnetism” which could become blocked
frank mesmer
37
therapeutic process to recall and relive emotional trauma that has been made unconscious and to release the accompanying tension; complete release of emotional material;
catharsis
38
```
remains unproven; strong influence; basic ideas:
#1 the structure of the mind and the distinct functions of personality that sometimes clash with on another;
#2 the defense mechanisms with which the mind defends itself from these clashes or conflicts;
#3 the stages of early psychosexual development that contribute to our inner conflicts
```
psychoanalytic theory
39
source of our strong sexual and aggressive feelings or energies; the animal within us;
id
40
sex drive
libido
41
goal of maximizing pleasure and eliminating any tension or conflict
pleasure principle
42
emotional, irrational, illogical, filled with fantasies, preoccupied with sex, aggression, selfishness, and envy; the way the id processes information
primary process
43
part of our mind that ensures that we are realistic. mediates between id and superego
ego
44
logic, reason
reality principle
45
conflicts within the mind – id vs superego
intraphysic conflicts
46
conscience
superego
47
influenced by parents and culture
moral principle
48
unconscious protective processes that keep primitive emotions associated with conflict in check so that the ego can continue its coordinating function.
defense mechanism
49
strengthen one to hide another
compensation
50
refuse to face a negative behavior
denial
51
take it out on someone else
displacement
52
attach to something positive
identification
53
see your faults in others
projection
54
excuse and justify mistakes
rationalization
55
pretend you are different
reaction formation
56
act much younger to feel better
regressions
57
putting things into darkness
repression
58
override negative with habit
ritual and undoing
59
divert negative into acceptable
sublimation
60
strong feats develop that the father may punish son's lust for his mom by castration. helps keep the boy in check
castration anxiety
61
battle of lustful impulses and castration anxiety creating a conflict that is internal and intraphysic
oedipus complex
62
young girls wanting to replace her mother and possess her father by being envious for a penis
electra complex
63
developed defense mechanisms more fully
anna freud
64
individual accumulates adaptational capacities, skill in reality testing, and defenses
ego psych
65
theory of the formation of self-concept and the crucial attributes of the self that allow an individual to progress toward health, or conversely, develop neurosis
self psych
66
study of how children incorporate the images, the memories, and sometimes the values of a person who was important to them and to whom they were (or are) emotionally attached
object relations
67
wisdom accumulated by society and culture that is stored deep in individual memories and passed down from gen to gen
collective unconscious
68
patients are instructed to say whatever comes to mind without the usual socially required censoring
free association
69
therapist interprets the content of dreams, supposedly reflecting the primary-process thinking of he id, and systematically relates the dreams to symbolic aspects of unconscious conflicts
dream analysis
70
the relationship between the therapist and patient
psychoanalyst
71
patients come to relate to the therapist much as they did to important figures in their childhood, esp their parents
transference
72
therapists project some of their own personal issues and feeling, usually positive, onto the patient
countertransference
73
underlying assumption is that all of us could reach our highest potential, in all areas of functioning, if only we had the freedom to grow
self-actualizing
74
client-centered therapy; therapist takes passive role, making as few interpretations as possible
person-centered therapy`
75
complete and most unqualified acceptance of the client's feelings and actions
unconditional positive regard
76
cognitive-behavioral model or social learning model; brought systematic dev of a more scientific approach to psych aspects of psychopathology
behavioral model
77
people behind humanistic theory
jung and adler
78
people behind behavioral model
pavlov and watson
79
type of learning in which a neutral stimulus is paired with a response until it elicits that response
classical conditioning
80
who initiated classical conditioning
pavlov
81
founder of behaviorism
watson
82
psych could be made as scientific as phys
behaviorism
83
individuals were gradually introduced to the objects or situations they feared so that their fear could extinguish
systematic desensitization
84
applications of behaviorism to psychotherapy
behavior therapy
85
a type of learning in which behavior changes as a function of what follows the behavior (rewards and consequences)
operant conditioning
86
who came up with operant conditioning
skinner
87
reward; connotes the effect on behavior
reinforcement
88
a process of successive approximations to final behavior or set of behaviors
shaping
89
presentation of the conditioned stimulus without the reward would eventually eliminate the conditioned response
extinction
90
attempts to trace the origins of behavior to a single cause
one-dimensional model
91
attempts to trace the origins of behavior to multiple causes
multidimensional models
92
any particular influence contributing to psychopathology cannot be considered out of context
systematic approach
93
what approach do we use
systematic
94
dimensions that go into the cause of a psych disorder
```
bio dimension
psych dimension
emotional influences
dev influences
social influences
```
95
for psych disorders, what dimension makes some contribution to all disorders but account for less than half of the explanation
genetic factors
96
nature of genes
very genetic structure of cells may change as a result o learning if genes that were inactive or dormant interact w the environment in such a way they become active
97
how the nervous system and the brain work is central to any understanding of our behavior, emotions, and cognitive processes.
neuroscience
98
how the brain and nervous system function?
cns
| peripheral nervous system
99
Brain and Spinal Cord
Processes all information received from our sense organs and reacts as necessary.
Sorts out what is relevant.
Implements the right reaction to those things that are relevant
Spinal cord facilitates this messages to and from the brain from the other parts of our body.
140 billion nerve cells (neurons) control every thought and action
Neurons transmit information throughout the nervous system.
cns
100
controls every thought and action; transmits info throughout the nervous system
neurons
101
receives messages
dendrite
102
transmits messages
axon
103
space between the axon of one neuron and the dendrite of another
synaptic cleft
104
biochemicals that are released from the axon and received by the dendrite
neurotransmitters
105
neurotransmitters relevant to psychopathology
```
norepinephrine
serotonin
dopamine
gaba
glutamate
```
106
structure of brain
brain stem and forebrain
107
handles most of the essential automatic functions
brain stem
108
more advanced brain
forebrain
109
contains medulla, pons, and cerebellum-- regulates automatic activities
hindbrain
110
motor coordination, autism
cerebellum
111
coordinates movement w sensory input; contributes to processes of arousal and tension
midbrain
112
regulating behavior and emotion
thalamus and hypothalamus
113
helps regulate our emotional exps and expressions and, to some extent, our ability to learn and to control our impulses
involved in the basic drives of sex, aggression, hunger, and thirst
limbic system
114
associated w recognizing various sights and sounds and w long term memory storage
temporal lobe
115
recognizing various sensations of touch and monitoring body position
parietal lobe
116
integrating and making sense of various visual inputs
occipital lobes
117
what process our senses
temporal, parietal, occipital
118
prefrontal cortex; higher cognitive functions such as thinking and reasoning, planning for the future, long-term memory
frontal lobe
119
Coordinates with the brain to make sure the body is working properly. Two major components: somatic nervous system and autonomic nervous system.
peripheral nervous system
120
controls the muscles
somatic nervous system
121
includes the sympathetic nervous system and parasympathetic nervous system
autonomic
122
genetic endowment may increase the probability that an individual will exp stressful life events
gene-environment model
123
cellular material that is located just outside of the genome
epigenetics
124
chemical messenger
hormone
125
paths of neurotransmitters
brain circuits
126
substances that increase the activity of neurotransmitters by mimicking its effects
agonists
127
substances that decrease, or block, neurotransmitters
antagonists
128
produce effects opposite to those produced by the neurotransmitter
inverse agonists
129
after a neurotransmitter is released, it is quickly drawn back from the synaptic cleft into the same neuron
reuptake
130
excitatory transmitter that turns on many diff neurons, leading to action
glutamate
131
inhibits (regulate) the transmission of info and action potential
gaba
132
regulates behavior, moods, and thought processes
serotonin
133
how we acquire and process info
cognitive science
134
encountering conditions in which we have no control
learned helplessness
135
observig what happens to someone else in a given situation
modeling
136
learning to fear some objects more easily than others; we learn fears and phobias more selectively
prepared learning
137
when someone clearly acts on the basis of things that have happened in the past but can't remember the events
implicit memory
138
used in dev psychopathology to indicate that we must consider a number of paths to a given outcome
equifinality
139
systematic evaluation and measurement of psychological, biological, and social factors in an individual presenting with a possible psychological disorder.
clinical assessment
140
the process of determining whether the particular problem afflicting the individual meets all criteria for a psychological disorder as set forth in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders – DSM-5.
diagnosis
141
Three basic concepts that help determine the vale of our assessments
reliabiity, validity, and standardization
142
the degree to which a measurement is consistent
reliability
143
whether something measures what it is designed to measure
validity
144
the results of one assessment and they are consistent with the results of another assessment, those assessments
concurrent
145
how well your assessment tells you what will happen in the future. IQ tests + school performance
predictive validity
146
The process by which a certain set of standards or norms is determined for a technique to make its use consistent across different measurements.
standardization
147
Interview gathers information on current and past behavior, attitudes, and emotions, as well a detailed history of the individual’s life in general and of the presenting problem.
clinical interview
148
Systematic observation of an individual’s behavior. Occurs during all interactions – even in everyday life.
mental status exam
149
5 categories of mental status exam
```
appearance and behavior
though processes
mood and affect
intellectual functioning
sensorium
```
150
asking the same set of questions to each client but may stray away from questions depending on answers
Semi-structured clinical interviews
151
Uses direct observation to assess formally an individual’s thoughts, feelings, and behavior in specific situations and contexts.
behavioral assessment
152
abcs of observation
antecedent
behavior
consequences
153
Observe their own behavior to find a pattern
self-monitoring
154
include a variety of methods in which ambiguous stimuli are presented to people who are asked to describe what they see
people project their own personality and unconscious fears onto other people and things
projective tests
155
questions in psych tests make sense when you read them
personality inventories
156
measures intelligence
intelligence testing
157
measures in areas such as receptive and expressive language, attention and concentration, memory, motor skills, perceptual abilities, and learning and abstraction in a way that the clinician can make educated guesses about the person's performance and the poss existence of brain impairment
neuropsychological tests
158
tests showing a problem when none exists
false positives
159
tests showing no problems exist but there were some difficulties
false negatives
160
take increasingly accurate pics of the structure and function of the brain
neuroimaging
161
measurable changes in the nervous system that reflect emotional or psych events
psychophysiological assessment
162
measuring electrical activity in the head related to the firing of a specific group of neurons reveals wave activity
EEG
163
determine what is unique about an individual's personality, cultural background, or circumstances
idographic strategy
164
taking advantage of the info already accumulated on a particular prob or disorder, we must be able to determine a gen class of probs to which the presenting prob belongs
nomothetic strategy
165
any effort to construct groups or categories and to assign objects or people to these categories on the basis of shared attributes or relations
classification
166
classification in a scientific context
taxonomy
167
applying a taxonomic system to psych or medical phenomena or other clinical areas
nosology
168
describes the names or labels of the disorders that make up the nosology
nomenclature
169
caudate nucleus – controls motor activity
basal ganglia
170
contains 80% of neurons
cerebral cortex
171
verbal and other cog processes
left hemisphere
172
perceiving the world around us
right hemisphere
