Exam Flashcards
Brief Psychotic Disorder
Characterized by hallucinations, delusions, disorganized incoherent speech, or grossly disorganized or catatonic behavior.
Duration: 1 day-1 month
Schizophreniform Disorder
At least two of the following symptoms are manifested for a period lasting between 1 and 6 months: hallucinations, delusions, disorganized incoherent speech, grossly disorganized or catatonic behavior, negative symptoms such as reduced emotional expressiveness or avolition.
Schizophrenia
At least two of the following symptoms are manifested for a period lasting at least 6 months: hallucinations, delusions, disorganized incoherent speech, grossly disorganized or catatonic behavior. Condition has had a significant negative impact on ability to function in areas such as occupation, academia, interpersonal, or self-care.
Bipolar I Disorder
Characterized by the following episodes: manic episode, hypomanic episode, major depressive episode.
Manic episode
A period of greatly elevated persistent heightened mood characterized by: increased activity, energy, or irritability lasting at least a week; characterized by at least 3 of the following: grandiosity, insomnia, garrulousness, incoherent disconnected rapid successions of thoughts, difficulty in paying attention and focusing, agitation, restlessness, increase in goal-directed activity, excessive engagement in unrestrained behaviors with a high likelihood of negative outcomes (compulsive shopping, gambling, entering into high-risk business ventures)
Hypomanic Episode
Similar to manic episode (grandiosity, insomnia, garrulousness, incoherent disconnected rapid successions of thoughts, difficulty in paying attention and focusing, agitation, restlessness, increase in goal-directed activity, excessive engagement in unrestrained behaviors with a high likelihood of negative outcomes (compulsive shopping, gambling, entering into high-risk business ventures)) but period lasts at least 4 consecutive days
Major Depressive Episode
Indicated by the presence of at least 5 of the following during a sustained 2 week period: Persistent negative mood, diminished satisfaction or pleasure from engaging in nearly all activities, significant weight loss, chronic insomnia or hypersomnia, agitation, fatigue, feelings of worthlessness, difficulty concentrating and focusing, SI.
Bipolar II Disorder
Conditions for a current or previous hypomanic episode are met AND the conditions for a current or previous major depressive disorder must also be met
Major Depressive Disorder
characterized by the symptoms of major depressive episode.
at least 5 of the following during a sustained 2 week period: Persistent negative mood, diminished satisfaction or pleasure from engaging in nearly all activities, significant weight loss, chronic insomnia or hypersomnia, agitation, fatigue, feelings of worthlessness, difficulty concentrating and focusing, SI.
Social Anxiety Disorder
Indicated by an inordinate fear of social situations in which the person may be subject to evaluation by others; Scenarios include meetings, conversations with unfamiliar parties, being observed, or giving speeches/presentations. Person is greatly concerned that they may behave in an inappropriate way that would be negatively construed, leading to rejection, embarrassment, etc. Social situations are avoided or endured with great anxiety
General Anxiety Disorder
Inordinate worry about a variety of scenarios, occurring more days than not and lasting at least 6 months. The person finds it difficult to not ruminate about worry-causing scenarios. At least three of the following symptoms must be present (with at least one lasting at least 6 months): agitation, loss of energy, difficulty focusing, irritability, muscular tension, difficulty sleeping
Reactive Attachment Disorder
Indicated by a chronic pattern of emotionally withdrawn behavior with adult caretakers manifested before the age of 5, and child is developmentally at least 9 months old.
Condition revealed by presence of both of the following: child rarely seeks comfort when distressed, child is minimally responsive to comfort provided when distressed. Additionally, at least 2: minimal social responsiveness, minimal positive affect, periods of inexplicable irritability, fear, or sadness during periods of nonthreatening interaction with adult caretakers.
Posttraumatic Stress Disorder
Condition lasts at least one month and results from experiencing actual or threatened death, serious injury, or sexual violence: Directly experiencing or witnessing a traumatic event, becoming aware of close friends or family members suffering a traumatic event, or repeated exposure to aversive aspects of traumatic events.
General Personality Disorder
Enduring patterns of inner experience and behavior that significantly deviates from the expectations of the individual’s culture, is pervasive and inflexible, originates in adolescence or early adulthood, is stable over time, and leads to clinically significant distress or impairment in one or more important areas of functioning (social, academic, personal)
Borderline Personality Disorder
Pervasive pattern of instability in interpersonal relationships, of self-image and affects, accompanied by marked impulsivity with an onset in early adulthood and present in a variety of contexts. Individuals will often be intensely concerned with abandonment and will go to great lengths to avoid real or imagined abandonment.
Obsessive-Compulsive Personality Disorder
Pervasive preoccupation with orderliness, perfectionism, and control, originating in early adulthood and manifesting in a variety of contexts. Painstaking attention detail to the point that the point of the activity is lost. Perfectionism interferes with the ability to complete tasks.
May be reluctant to delegate tasks, miserly, and inflexible.
Erik Erikson
Interested in how children socialize and how this affects their sense of self.
Saw personality as developing throughout the life course and looked at identity crises as the focal point of each state of human development.
8 distinct stages
Trust vs. Mistrust
From birth to 1, children begin to learn the ability to trust others based on the consistency of their caregivers. Development of confidence and the world around them.
Autonomy vs. Shame and Doubt
Between 1-3, children begin to assert their independence by walking away from their mother, picking which toy to play with, and making choices about what they want to wear. Becoming more confident and secure in their ability to survive in the world
Initiative vs. Guilt
Around 3-6, children assert themselves more frequently. Begin to plan activities, make up games, and initiate activities with others. Children develop a sense of initiative, and feel secure in their ability to lead others to make decisions.
Industry vs. Inferiority
From 6-puberty, begin to develop a sense of pride in their accomplishments. The initiate projects, see them through to completion, and feel good about what they have achieved. Begin to feel industrious and feel confident in their ability to achieve goals.
Identity vs. Role Confusion
Adolescence. Transition from childhood to adulthood is the most important. Children becoming more independent and begin to look at the future in terms of career, relationships, families, housing, etc. Exploring possibilities and begin to form their own identities based upon the outcome of their expectations.
Intimacy vs. Isolation
Young adulthood. share themselves more intimately with others and explore relationships leading toward longer term commitments with others outside of their family. Leads to comfortable relationships and a sense of commitment, safety, and care within a relationship.
Generativity vs. Stagnation
Middle adulthood. Establish careers, settle down within relationships, begin families, and develop a sense of being part of the bigger picture. They give back to society through raising children, being productive at work, and becoming involved in the community.
Ego Integrity vs. Despair
Older and senior citizens. Tend to slow down and explore life as retired people. Contemplate accomplishments and are able to develop a sense of integrity if they are satisfied with the progression of their life goals.
Jean Piaget
Developmental psychologist best known for theory of cognitive development. Stages address acquisition of knowledge and how humans come to gradually acquire it
Lawrence Kohlberg
Moral development parallels cognitive development. Theory holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages, 6 stages divided into three groups
Sensorimotor (1)
0-2; retains image of objects, develops primitive logic in manipulating objects begins intentional actions, play is imitative, signals meaning- infant invests meaning in events (babysitter comes, mom is leaving), symbol meaning (language) begins in the last part of the stage
Preoperational (2)
2-7; Progress from concrete to abstract thinking, can comprehend past, present, and future, night terrors, acquires words and symbols, magical thinking, thinking is not generalized, thinking is concrete, irreversible, and egocentric, cannot see another point of view, thinking is centered around one detail or event.
Imaginary friends often emerge during this stage and may last into elementary school.
Concrete operations (3)
7-11; Beginnings of abstract thought, plays game with rules, cause and effect relationship is understood, logical implications are understood, thinking is independent of experience, thinking is reversible, rules of logic are developed.
Formal operations (4)
11 through maturity; higher level of abstraction, planning for future, thinks hypothetically, assumes adult roles and responsibilities.
Preconventional 1 & 2
Elementary school level (before age 9).
- child obeys an authority figure out of fear of punishment. Obedience/Punishment
- Child acts acceptably as it is in their best interest. Conforms to rules to receive rewards.
Conventional (follow stereotypic norms of morality (3 & 4)
Early adolescence.
- Person acts to gain approval from others. “Good boy/good girl” orientation
- Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.
Postconventional (this level is not reached by most adults (5 & 6)
Adult.
- Genuine interest in welfare of others; concerned with individual rights and being morally right.
- Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality.
