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Abnormal Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

abnormal psychology

A

the scientific study of human behavior that is rare, unusual, bizarre, distressing, harmful, or maladaptive

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2
Q

abnormal behavior

A

behaviors that are rare, unusual, bizarre, distressing, harmful, or maladaptive

  • Deviation from what is considered normal in a sociocultural context
  • Statistical deviation
  • Deviation from ideal mental health
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3
Q

probabilistic vs deterministic statements

A
  • probabilistic statements are derived from probability which is based on the randomness in occurrence of events.
  • deterministic statements are statements derived from known causes of events.
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4
Q

practical reasons for defining abnormality

A
  • Discomfort: physical/psychological pain or distress
  • Deviance: bizarre/unusual behavior
  • Dysfunction: inability/loss of ability to perform one’s normal roles
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5
Q

developmental and sociocultural contexts for determining abnormality

A
  • we have to think of the abnormal behavior in context:
  • developmental:
    ex: it’s normal for infants/toddlers to get extremely upset over something small; while it may be irrational and abnormal for an adult to get that upset over the same small occurrence
  • sociocultural contexts:
    ex: peoples behaviors can depend on different life events; if someone is extremely happy it could be due to a major event like a wedding or having a baby; if someone is acting extremely sad/depressed it could be due to the loss of a loved one, natural disasters, etc
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6
Q

complexity, ambiguity

A

it is hard to determine what is an abnormal because you have to take context and sociocultural norms into consideration

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7
Q

cultural relativism, determinism

A

-determinism:
Conceptual definitions:
-Deviation from what is considered normal in a sociocultural context
-Statistical deviation
-Deviation from ideal mental health
-Cultural perspective
•Culture is shared learned behavior transmitted from generation to generation.
•Culture is a powerful determinant of how behavior is defined and treated.
•Cultural universality: Origins, processes, manifestation of disorders are the same across cultures.
•Cultural relativism: What is normal/abnormal varies from culture to culture.

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8
Q

medical student syndrome

A

medical students perceive themselves to be experiencing the symptoms of a disease that they are studying

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9
Q

helpers and clients

A

are not two distinct populations of people

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10
Q

drapetomania

A

“mental illness” of slaves who “craved freedom”

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11
Q

neuron

A

-Cell body: the cell’s life support center
-Dendrites: receive messages from other cells
-Axon: passes messages away from the cell body to other neurons, muscles, or glands
-Neural impulse: electrical signal traveling down the axon
-Myelin sheath: covers the axon of some neurons and helps speed neural impulses
Terminal branches of axon: form junctions with other cells

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12
Q

Neurotransmission

A
  • Synapse: a junction between the axon tip of the sending neuron and the dendrite (or cell body) of the receiving neuron. This tiny gap is called the synaptic gap or cleft
  • Neurotransmitters released from the sending neuron travel across the synapse and bind to receptor sites on the receiving neuron, thereby influencing it to generate an action potential
  • Reuptake: neurotransmitters in the synapse are reabsorbed into the sending neurons through the process of reuptake. This process applies the brakes on neurotransmitter action
  • Lock and key mechanism: neurotransmitters bind to the receptors of the receiving neuron in the lock and key mechanism
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13
Q

serotonin

A

serotonin pathways are involved with mood regulation

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14
Q

dopamine

A

dopamine pathways are involved with diseases such as schizophrenia and Parkinson’s disease

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15
Q

SSRIs

A

selective serotonin reuptake inhibitors; are antidepressants that affect serotonin levels in the brain

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16
Q

endocrine system

A

the body’s “slow” chemical communication system.

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17
Q

hypothalamus

A

controls the endocrine system

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18
Q

hormones

A

synthesized by the endocrine glands are secreted in the bloodstream, and affect the brain and many other tissues.

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19
Q

Thomas Insel’s TED talk on mental illness

A

“it is crucial to stop thinking about ‘mental disorders’ and start understanding them as ‘brain disorders.’”

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20
Q

parts of the brain

A
  • Brainstemis the oldest part of the brain, beginning where the spinal cord swells and enters the skull. It is responsible for automatic survival functions.
  • limbic system is a doughnut-shaped system of neural structures at the border of the brainstem and cerebrum, associated with emotions such as fear, aggression and drives for food and sex. It includes the hippocampus, amygdala and hypothalamus
  • Hypothalamus: regulates maintenance functions like hunger and thirst, body temperature and emotional control. Controls the pituitary gland and thus the endocrine system
  • Amygdala has to do with the emotional processing
  • Cortex: each brain hemisphere is divided into four lobes that are separated by prominent fissures. These lobes are the frontal lobe (forehead), parietal lobe (top to rear head), occipital lobe (back head) and temporal lobe (side of head)
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21
Q

relationship between brain and behavior

A
  • auditory cortex: active when people hallucinate sounds
  • visual cortex becomes active when people look at faces
  • aphasia is an impairment of language, usually caused by left hemisphere damage either to Broca’sarea (impaired speaking) or to Wernicke’s area (impaired understanding).
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22
Q

the brain is self constructed

A

true

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23
Q

levels of analysis

A 
–psychodynamic 
–behavioral 
–cognitive 
–humanistic 
–Existential/spiritual
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24
Q

Freud: history

A
  • born May 6, 1856 in Freiburg, Moravia
  • settled in Vienna where Freud was educated in medicine
  • worked in treating hysteria by the recall of painful experiences under hypnosis
  • set up a private practice, specializing in nervous and brain disorders
  • married Martha Bernays, had 6 children
  • appointed prof of neuropathology at U of Vienna
  • Nazis publicly burnt a number of freud’s books; after the Nazis annexed Austria, Freud left Vienna with his wife and daughter, Anna
  • died of cancer of the jaw
25
Q

Freud: psychosexual theory

A
  • oral stage: satisfaction from the mouth
  • anal stage: erogenous zone is bowel and bladder control
  • phallic: libido (desire) centers upon his or her genitalia as the erogenous zone
  • latent stage: libido inactive
  • genital stage: maturing sexual interests
26
Q

Freud: theory of unconsciousness

A
  • id: the primitive and instinctual part of the mind that contains sexual and aggressive drives and hidden memories
  • super-ego: operates as a moral conscience
  • ego: the realistic part that mediates between the desires of the id and super-ego
27
Q

freud: legacy and treatment of women

A
  • freud’s work and theories helped shape our views of childhood, personality, memory, sexuality, and therapy
  • Freud stated “Women oppose change, receive passively, and add nothing of their own”
  • believed women’s lives were dominated by their sexual reproductive functions
  • suggested women have penis envy
  • suggest women repressing sexual desires cause hysteria
28
Q

The Behaviorists

A

Watson: taught a child to be phobic: he taught little albert, an orphan, and ethically these are questionable behaviors to choose orphans, and then train them to be afraid of things that they wouldn’t have been afraid of. paired a loud noise (which infants are typically afraid of) with a bunny to create an association of the bunny with a loud noise
Skinner: operant conditioning for behaviorism
-Behaviorists emphasize learning as necessary for acquiring and maintaining problem behaviors.
–Conditioning
-stimuli are associated:
•After traumatic events, environmental conditions similar to those experienced during the trauma can trigger an anxiety reaction (e.g., stormy night + terrible loss; cologne + rape; helicopters + war).
–Conditioning
-behaviors have consequences:
•Positive consequences -reinforcement increases behavior
•Negative consequences -punishment decreases behavior

29
Q

behavioral concepts of reinforcement and punishment

A
  • Positive consequences -reinforcement increases behavior

* Negative consequences -punishment decreases behavior

30
Q

Humanism

A
  • Maslow and Rogers emphasized our need for love, acceptance and self-realization, as well as current environmental influences on our growth potential
  • Maslow coined self acualization
  • Belief that all human beings tend toward self-development and that in fact its aspects of society and of our environments that get in our way and kind of mess things up for us and keeps us from being able to achieve self actualization
31
Q

Maslow’s Hierarchy

A
  • physiological (breathing, food, water, sex, sleep, homeostasis, excretion)
  • safety (security of body, of employment, or resources, of morality, of the family, of health, of property)
  • love/belonging (friendship, family, sexual intimacy)
  • esteem (self-esteem, confidence, achievment, respect of others, respect by others)
  • self-actualization (morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts)
32
Q

integrative/systems models, biopsychosocial

A
  • Developmental systems: a systems theory that involves both biological as well as environmental variables and looks at how it is that different behaviors develop over time
  • Ecological systems (Bronfenbrenner’s model): criticised for focusing more on the social level of analysis than any other but there are a few different sort of representations that look much more at the biological level of analysis as well as the psychological level
  • Biopsychosocial model: predominant model within health psychology; incorporates variables in the biological, psychological, and the social levels of analysis
  • Psychoneuroimmunology: involves multiple levels of analysis including various levels within the biological level of analysis
  • Positive psychology
33
Q

orchid and dandelion children

A

children have different susceptibility to environmental influences

34
Q

ABA

A

applied behavior specialist, master’s degree, can pursue with bachelor’s

35
Q

LCA

A

licensed clinical social workers, masters degree

36
Q

Child life specialist

A

master’s degree, employed by pediatrics dept, trained in psycho-social needs of children

37
Q

Mental health specialist

A

hospital settings, master’s degree or bachelor’s, support psychiatrists

38
Q

Pastoral staff

A

help people in stress or crisis with religion and spirituality

39
Q

burnout warning signs

A
  • emotional exhaustion
  • depersonalization (loss of ones empathy, caring, and compassion)
  • a decreased sense of accomplishment
  • vicarious traumatization
40
Q

self care

A
  • schedule breaks/time for yourself
  • do things you enjoy
  • take care of yourself physically and spiritually
  • take care of relationships in your life
  • say no
  • don’t isolate yourself
  • seek out personal psychotherapy
  • participate in peer support groups
  • get adequate sleep
  • maintain a healthy diet
  • participate in various forms of relaxation
41
Q

boundary crossings and boundary violations

A

•Typical professional boundaries include those required for avoidance of dual relationships.
•Some boundaries vary with field/ theoretical orientation; some do not.
-Boundary crossings–incidents in which typical boundary behaviors are not maintained … behaviors to be very careful about, but about which situational info needed to determine if appropriate (sometimes OK):
•Self-disclosure, hugs, social interaction, outside sessions, giving a ride, accepting gifts, giving free services.
-Boundary violations are clear, serious transgressions of the therapeutic contract that involve abuse of the therapist’s power (never OK):
•Sexual or romantic relationship, doing drugs w client, blackmail, many others.

42
Q

SCTK: savoring

A
  • savoring is a version of doing one thing at a time
  • when you do one thing at a time, you’re able to fully attend to that one thing
  • savoring exercises help you become a better listener and be aware of your environment without anxiety
43
Q

informed consent

A

-Defines professional helping relationship.
•Gives information client needs to be able to make an informed choice about whether to engage in treatment.
•For adults, and for parents on behalf of children.

44
Q

informed assent

A

a term used to express willingness to participate in research by persons who are by definition too young to give informed consent but who are old enough to understand the proposed research in general, its expected risks and possible benefits, and the activities expected of them as subjects

45
Q

ethics for mental health consumers

A
  • Professional standards regarding what behavior is (1) correct, appropriate, proper, or acceptable, and (2) incorrect, inappropriate, improper, or unacceptable.
  • Product of collective gathering and consensual validation by members of organization or professional body.
  • Guide professional conduct, discharge of duties, and resolution of moral dilemmas.
46
Q

confidentiality

A

-Confidentiality is the foundation of all helping processes
•Assurance that client–helper interactions will be kept private
-1996 enactment of Health Insurance Portability and Accountability Act (HIPAA)
-Practitioners generally not free to reveal or disclose information about clients unless they have first received clients’ written permission.
-Exceptions to confidentiality include:
•emergencies, imminent harm to self or others, clerical staff handling of case documents, consultation, supervision of the helper, subpoena/court order.

47
Q

humility, autonomy

A

it’s important for helpers to have humility and give clients autonomy to decide what is best for themselves

48
Q

non-malfeasance

A

helper’s attempt to avoid any act of treatment plan that would harm the patient or violate the patient’s trust

49
Q

beneficence

A

helper should have the welfare of the client in best interest

50
Q

teen runaway story

A

teen runaway in foster care came to the clinic, helpers tried to gain her trust and have her come back, ended up deciding to turn her in to CPS

51
Q

professional judgment

A

deciding what is best for the patient

52
Q

personal integrity

A

the practice of being honest and showing a consistent and uncompromising adherence to strong moral and ethical principles and values

53
Q

what the DSM does and does not do

A

-what’s in it: syndromes: symptom criteria, specifiers, diagnostic criteria and codes, multi-axial coding

54
Q

what diagnosis entails/what gets labeled

A
  • assessments are needed to diagnose
  • DSM helps with diagnosis by telling about all mental illnesses that can be diagnosed
  • diagnosis can cause social stigma
55
Q

comprehensive psychological assessment and clinical assessment

A

clinical:
-clinical interview, history, IQ & achievement testing, non-projective personality testing
psychological:
-projective personality tests, Rorschach, TAT, House-Tree-Person

56
Q

nomothetic vs idiographic information

A
  • nomothetic information is information about a particular group
  • idiographic information is information about an individual
57
Q

cautions needed in the assessment process

A
  • no diagnostic procedure is definitive

- requires active involvement of person being assessed

58
Q

multi-method vs multi-source

A
  • multi-method means that several assessment methods were used to assess an individual
  • multi-source means that an individual was assessed by multiple sources (people)
59
Q

objective vs projective tests

A
  • objective tests: IQ and achievement tests, non-projective personality testing, clinical interview
  • projective tests: projective personality tests (look at unconscious), Rorschach, TAT, House-tree-person

Abnormal Psychology (4 decks)

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