Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

DS Labels > Exam > Flashcards

Exam Flashcards

1
Q

Mental Health Disabilities

A
  • Controversy about label
  • Treatment is the focus
  • Traditionally diagnosed and coded using Diagnostic and Statistical Manual on Mental Health Disorders (DSM)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is abnormal or mental illness?

A
  • Behaviour is unusual
  • Behaviour socially unacceptable or violates social norms
  • Perception or interpretation of reality is faulty
  • Person is in significant distress
  • Behaviour is maladaptive (not providing appropriate adjustment to environment) or self-defeating
  • Behaviour is dangerous
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

5 Different Mood Disorders

A
  • Major Depressive Disorder
  • Dysthymia
  • Cyclothymic Disorder
  • Bipolar Disorder
  • Seasonal Affective Disorder
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Major Depressive Disorder

A
  • Depressed mood most of the day
  • Diminished interest or pleasure in almost all activities
  • Significant weight loss/gain
  • Insomnia or hypersomnia
  • Psychomotor agitation (movements that serve no purpose) or retardation (slow thinking/slow body movements) nearly everyday
  • Fatigue/loss of energy nearly everyday
  • Feelings of worthlessness or inappropriate guilt
  • Diminished ability to concentrate or indecisiveness- Recurrent thoughts of death
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

2 other types of depression

A

Reactive Depression:
- A normal response to a major life event and does not usually last for more than about two weeks, although if the stressor is chronic, it may become a more significant depressive disorder

Endogenous Depression:
- Endogenous means “from within.” This referred to depression that was not associated with external stress or trauma. Often, it would describe depression that was genetic in origin.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Dysthymic Disorder

A

mild depression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Bipolar Disorder

A
  • Depression + Mania

Manic Episodes:
- Omnipotent (feel the ability to do anything)
- Elevation of mood
- Unusually cheerful
- Lots of energy, can’t sleep, not focused, disorganized, distractable
- Poor judgement, argumentative
- Generous, gives things away
- Take on too many tasks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Cyclothymic Disorder

A

mild bipolar disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Seasonal Affective Disorder (SAD)

A
  • A type of depression
  • Related to changes in seasons
  • Begins and end at same time every year
  • Symptoms often resolve in spring/summer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Anxiety

A

A sense of foreboding, apprehension

3 components:
- Physical
- Behavioural
- Cognitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

6 Types of Anxiety Disorders

A
  • Panic Disorder
  • Agoraphobia
  • Generalized Anxiety Disorder
  • Phobic Disorders
  • OCD
  • Acute and PTSD
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Panic Disorders

A
  • Repeated unexpected attacks
  • Out of the blue
  • Interferes with life
  • Significant anxiety about recurrence
  • Strong physical features - feels like a heart attack
  • Impending doom and urge to escape
  • Suddenly and quickly; uncontrollable
  • Peaks at 10 minutes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Agoraphobia

A
  • An intense fear of becoming overwhelmed, unable to escape or get help
  • Avoid large crowds, public spaces,
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Generalized Anxiety Disorder

A

Overall worry, anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Phobic Disorder

A
  • Persistent fears of objects or situations that are disproportionate to the threat
  • Fear exceeds reasonable danger
  • Different types, i.e., agoraphobia, costumed characters, spiders
  • Social phobia
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

OCD

A

Obsession is the thought; compulsion is the behaviour

Obsession + Compulsion:
- Ordering
- Completeness/incompleteness
- Cleaning/tidyness
- Checking/touching
- Deviant grooming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Personality Disorders

A
  • Rigid patterns of behaviour or ways of relating to others
  • Ingrained and difficult and resistant to change
  • Part of their personality
  • Difficulties in relationships with others
  • Don’t see a need for change
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Personality Disorder Cluster A

A

(Odd and Eccentric)

  • Schizoid - aloof, unemotional, social disinterest
  • Paranoid - overly suspicious
  • Schizotypal - odd mannerisms, off thought patterns, eccentric behaviour, odd beliefs

People with these disorders exhibit behavior that others perceive as strange or erratic. These unusual behaviors lead to social difficulties.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Personality Disorder Cluster B

A

(Dramatic, Emotional, Erratic)

  • Histrionic - overly emotional, dramatic, shallow
  • Antisocial - charismatic, but manipulative, lack remorse
  • Borderline - impulsive, love/hate, feel abandoned
  • Narcissistic - self love

People with these types of personality disorders display unpredictable behaviors and react dramatically to seemingly mundane events. They tend to be impulsive and erratic.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Personality Disorder Cluster C

A

(Anxious, Fearful)

  • Dependent - dependent on others
  • Avoidant - want to be included but fear rejection
  • Obsessive-Compulsive (OCPD) different than OCD - perfectionist, rigid, detailed

People with Cluster C personality disorders are afraid of specific things and avoid confronting those fears. This behavior leads to trouble in interpersonal relationships.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Schizophrenia

A
  • Often develops late teens/early 20’s
  • Equally males and females; males develop early
  • Can be acute onset or slow onset
  • Full return to normal behaviour uncommon
  • Difficult as wage earners, partners, students
  • Chronic pattern of occasional relapses and continued impairment between acute episodes
  • Ongoing social problems, prison, homeless, substance abuse, victims of violence
  • Public misunderstanding and fear = great stigma
22
Q

4 Major Feature of Schizophrenia

A
  1. Disturbance of thought and speech
    - Delusions or false beliefs
    - Persecution, being controlled, grandeur, thought broadcasting, thought insertion, etc.
    - Speech is disorganized, jumbled; may be incoherent
    - Limited and vague speech
    - Neologisms - made up words
    - Perseveration - repetition
    - Clanging - rhyming
    - Blocking - abrupt interruption of speech
    2.  Attentional Deficiencies
   - Difficulty filtering out irrelevant or distracting stimuli
   - Hard to focus attention and organize thoughts
   - Hypervigilant, sensitive to sounds

3.  Perceptual Disturbances
   - Hallucinations - perceptions in absence of external stimulation
   - Can involve any sense - smell, sight, etc.

4.  Emotional Disturbances
   - Blunted, flat or inappropriate affect
   - Monotone or expressionless face
   - Or inappropriate laughing, crying
23
Q

Schizophrenia Categorical Model

A

Type I: characterized by positive symptoms. Has a later and typically sudden onset.
- Hallucinations, delusions, looseness of associations

Type II: pattern of deficit or negative symptoms. Typically has an earlier onset.
- Flat affect, low motivation, loss of pleasure, social withdrawal, poverty of speech

24
Q

Define Cognitive Disabilities

A
  • Disabilities that affect ability to comprehend what is heard or said
  • Includes ability to gain information from social cues and body language
  • Includes learning new things, generalizing from specifics and using oral and written language
25
Q

List the types of cognitive disabilities

A

Learning Disabilities
Attention-Deficit Disorder
Traumatic Brain Injury

26
Q

Learning Disabilities

A
  • 15% of population
  • Reading is the most common learning disability
    Learning disability is based off of these 3 components: reading, writing, arithmetic
  • Varied definitions
  • When achievement falls below expectations for age, schooling, and affects work, capacity to learn and capacity to express self. (Often in elementary school, we compare what all 5 year olds act or behave)
  • Ability to understand and use written and spoken language, includes listening, thinking, speaking, writing, spelling, math, reading, reasoning, recalling, organizing
  • Much controversy concerning definitions of and labelling of LD
  • Many feel definition is vague and ambiguous
  • Some feel LD does not even exist
  • Tests do not adequately predict school performance with or without supports
  • Negative consequences of LD label
  • Makes child abnormal, pathologizes child
  • Self-fulfilling for child
  • Isolates rather than inclusion
  • Low expectations of performance and responsibility
27
Q

Attention-Deficit/Hyperactivity Disorder

A

Inattentive Type
Hyperactive or Impulsive Type
Combined Hyperactive and Inattentive

Inattention ADHD:
- Fails to give close attention to details
- Makes careless mistakes
- Difficulty sustaining attention
- Does not seem to listen when spoken to directly
- Does not follow through and fails to finish
- Difficulty organizing
- Avoids, dislikes, reluctant to tasks that require sustained mental effort
- Loses things
- Easily distracted
- Forgetful

Hyperactivity ADHD:
- Fidgets with hands or feet - squirms
- Leaves seat when remaining seated is expected
- Difficulty being quiet
- Runs, climbs excessively - restless
- On the go - driven by motor (constantly going, can’t sit still)
- Talks excessively
- Blurts out answer before question is completed
- Difficulty waiting turn
- Interrupts, intrudes on others
- Difficulty engaging in leisure quietly

28
Q

Traumatic Brain Injury

A

Two types of TBI - open and closed:
- Closed - no penetration - diffused injury more than one area of the brain
- Open - something like bullet penetrates and enters brain - usually localized injury (like a knife)

  • Causes include falling, motor vehicle accidents, physical assault
  • Mild TBI can cause memory loss, difficulty with reasoning, reduced frustration tolerance, changes in cognition and personality - i.e., post concussion syndrome
  • Variety of effects - cognitive, language, information processing, reasoning, judgement, anger control, memory, reading, writing, ambulation (walking), moods, emotions - something after age 18
29
Q

Semiotics

A

the social science that studies the nature of meaning, the symbolism communicated by objects and words

30
Q

What model is preferred?

A

Social Model

Roles in traditional medical model are reversed
- Person with disability becomes expert
- Professionals respond to the needs or wishes of persons with disabilities

  • Introduces role of environment - wheelchair users not “confined to wheelchairs” but use wheelchairs because of environmental obstacles that impede their mobility
  • Emphasizes strengths and other assets
  • Corrective actions not sole focus
  • Seen as beneficial for all - even those without disabilities i.e. ramps, close captions
31
Q

Typically, labels are imposed under the following THREE circumstances:

A

1) High reliance on “CAPACITY” (when somebody can’t do something, or even if they do it too much)

2) Measures that define are based on random choice (who decides, and what measurement; who decides what IQ level determines intelligence)

3) Meaning attached to disability are SOCIALLY CONSTRUCTED
(changes over time, different culture)

32
Q

Describe the “Being Sane in Insane Places” experiment

A
  • Experiment of the 1970’s
  • 8 pseudo patients, 3 psychologists, psychiatrist, student painter, paediatrician and housewife
  • Alleged themselves to be mentally ill
  • Admitted to various mental health hospitals across various US states
  • All fakes “hearing voices”
  • Kept everything about themselves real or true
  • All were admitted
  • All stopped any symptoms upon admission
  • All behaved normally as they normally did
  • Talked with staff, patients, cooperated
  • Kept notes in notebook whole time
  • Pseudo patients were never detected
  • All were discharged with diagnosis “schizophrenia in remission”
  • Once labeled “schizophrenic” label remained
  • Length of hospitalization was 7-52 days
  • Patients were able to pick out pseudo patients but not staff - you are a professional, not crazy, checking up on the hospital
33
Q

What was learned from the “Being Sane” experiment

A
  • Once labeled schizophrenic, nothing can be done to undo the label
  • Label of “abnormal” colours the perceptions of person and all their behaviours
  • Taking of notes was seen as symptom of their mental health (compulsive)
  • Being early for meals seen as symptom of schizophrenia rather than boredom
  • Multiple examples of abuse and depersonalization
  • Recorded amount of eye contact - little, faked taking meds, no confidentiality, ignored
  • Doctors more apt to diagnose the sane as insane rather than the insane as being sane
34
Q

Disability Language - Person First

A
  • Not all are accepting of person first language
  • Place person first rather than defining by disability
  • Part of individual but does not define the person
  • Reflects inclusive perspective
  • Was a very important step in changing perceptions of disability
  • Life with a disability is seen more as different than deficient
  • Ex. Person that is blind

Apply to other characteristics?
- Person with whiteness or darkness
- Person with femaleness

35
Q

Disability Language - Disability First

A
  • Hampers the political agenda of disability civil rights activists
  • Implies that disability is located within the individual rather than a societal construction
  • Prefer disability first language rather than person first
    • Ex: blind culture, deaf (capitalize D on Deaf person)
  • Can embrace disability as a characteristic and identity
  • Be aware of how people use language beyond the words spoken and written
  • Never use “the disabled” as it lumps people into one dimensional group
  • Disability language is ever developing/changing
36
Q

Labels as Positive

A
  • Funding - programs are based on categories of disabilities, disability pension
  • Treatment- ie. Schizophrenia
  • Enables professionals to communicate – categorical label conveys a general idea about characteristics
  • Human mind requires “hook” to think about issues. If abolished present labels – a new set of descriptors would evolve to take their place.
  • Labelling spotlights the issues for the public. Can spark social concern and help advocacy efforts
  • Helps the majority without disabilities more tolerant of the minority with disabilities – i.e. actions of child with autism might be tolerated, but behaviour of peer without autism would be criticized.
  • Helps in the development of specialized approaches/treatment/support
  • Can be the first step in dealing with the issue productively
  • Can promote positive identity, i.e. Deaf Mad (term “mad” has been reclaimed and symbolizes pride)
37
Q

Labels as Negative

A
  • Shape expectations of others
  • Can exaggerate actions in eye’s of others (may be tolerated in others)
  • Can perpetuate notion that people with disability are different than others
  • May confuse person with the label. - - - Labels are abstract and put people into categories, stereotype
  • Label can be unreliable - different criteria, validity
  • Negative focus - only what people can’t do
  • May stigmatize and lead to rejection and ridicule
  • May affect self-esteem
  • Cause others to hold low expectations
  • May be self-fulfilling to individual
  • Puts person into category and therefore sharing traits
  • Can tend to be permanent
38
Q

What are some portrayal issues?

A
  • Only when crucial
  • Avoid “superhuman” (tragedy model, inspirational porn)
  • Don’t sensationalize- victim of, suffering from, afflicted with
  • Avoid labelling into groups- emphasize individual, “the ___”
  • Avoid emotional description
  • Avoid implying disease
  • One of many characteristics
  • Emphasize abilities and action – not what they cannot do, ”uses a wheelchair” vs “confined to a wheelchair” “uses crutches” vs “is a crippled”
39
Q

How have people with disabilities been a disempowered group?

A
  • The impact of social isolation
  • The impact of segregation and institutionalization
  • Low expectations by others and self
  • Unresponsive community supports
40
Q

What is empowerment?

A

A process whereby individuals achieve increasing control of various aspects of their lives and participate in the community with dignity.

41
Q

How are helpers a barrier to empowerment?

A

Helpers fail to share power:
- Helpers have power to label
- Helpers have power to assign meaning
- Helpers have power to control the relationship

  • Helpers as paternalistic
  • Helpers as experts
  • Helpers emphasize pathology (science of cause and effect of diseases)
42
Q

What contributes to empowerment?

A
  • Self-determination
  • Decision making
  • Information and education
  • Respect
  • Belonging and involvement
  • Making a contribution
  • Caring for others
  • Meaningful employment
  • Community living
  • Technology and resources
43
Q

What is social role valorization?

A

“To enable people with disabilities who have a deviant or devalued role to move from that status to one that is valued by society.”

*To valorize something is to give value to something; to make it good

44
Q

Devalued roles

A

Difference + Negative Reaction = Devalue Status

  • Devalued people will be treated badly, be rejected, prosecuted
  • Bad treatment expresses the devalued societal role
  • How we are perceived strongly influences how we behave
45
Q

what are the 2 major strategies for role valorization?

A

Competence enhancement
Image enhancement

  • Both can be neither positive or negative (if you enhance one, you enhance the other)
  • If imaged positively, will likely be provided with experience; expectancies and life conditions will likely increase person’s competencies
  • If displaying competencies, will likely be imaged positively
46
Q

4 reasons social roles are important

A
  1. Roles give a person a “place” in relation to others and in society (“what do you do?” “student; lawyer; walmart greeter”)
    - Define who we are
    - Give status
    - Roles are strong because people want others to see us
  2. Roles that people fill affect almost every aspect of their lives
    - What relationships you will have with others
    - Who you will be permitted to associate with
    - What you will do during the day
    - What type of economic status and income
    - How much respect you receive from others
  3. Hold a valued role and others will tolerate other “negative” roles, characteristics or behaviours
    - The more valued the role, the more we put up with the negativity, even re-interpret as being not so bad. Seemingly get away with things. (i.e., politicians, Canadian Senate)
  4. Society extends good things to people in valued roles and bad things to people in “bad” roles
    - I.e., clothing allowance for people in executive positions, expense accounts includes liquor but not for people in “lower” positions of the hierarchy
    - It’s okay for prisoners to be in jail and for poor people to be on the streets
47
Q

what are the 6 avenues for conveying role value messages?

A
  1. Physical context and environments (what Wolfensberger says)
    - Where are the people? (ask this question to understand if we value them and their role. The answer is that they are institutionalized and we do not value them)
    - Versus participating with us = equality and value
  2. Social contexts and associations (Wolfensberger says)
    - Who are they hanging out with?
    - People who are paid to be with them and are like them (also disabled)
    - Defined by the company you keep
    If always with other with disabilities = they belong together, different
    - Message is that they are all the same (but different from non-disabled)
    - Versis integration, inclusion, participation. They are hanging out with anyone and everyone
  3. Behaviours and activities (what Wolfensberger says)
    - What are people doing?
    - If limited to certain activities, i.e., making brooms = that’s all they can do
    - Working in sheltered/segregated workplaces = that’s all they can do
    - Always cleaning tables
    - Versus Kings grad who was blind and deaf
  4. Language (Wolfensberger says)
    - Negative language reinforces negative image (R-word)
    - How do we speak about the disabled?
  5. Personal appearance (Wolfensberger says)
    - Dress, hygiene, grooming, accessories
    - If ill-fitting, worn out, dirty, immature = what message?
  6. Misc. role and image communications (what Wolfensberger says)
    - Lack of funding = message?
    - Lack of services, waiting lists = messages?
    - Left over flowers from funerals; expired food = message?
48
Q

What is New Vision Advocates mission?

A

“We believe that ALL people regardless of their abilities have the right to be treated as equal citizens within our communities”

49
Q

What is NVAs vision?

A

Building an affective voice and presence in the community for people with intellectual disabilities through:

  • leadership
  • understanding
  • education
  • friendship
  • acceptance
  • belonging
50
Q

What are NVAs values?

A
  • education
  • opportunity
  • friendship
  • having a voice
  • friendly and welcoming
  • positive influence
  • confidence
  • advocacy
  • ensuring people with disabilities know their rights and responsibilities and how to exercise their rights
  • acceptance
51
Q

What is NVAs priorities?

A
  • To advocate with and on behalf of people with developmental disabilities
  • To educate the staff of Community Living London and community members about the issues and challenges that people with developmental disabilities face and how to create change
  • To partner with Community Living London’s advocacy committee to ensure that people with lived experiences have a voice in advocating on issues that are important to them
52
Q
A

DS Labels (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions