Brainscape's Knowledge GenomeTM

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


See full index

PSYCH 3331H Abnormal Psychology > EXAM I REVIEW > Flashcards

EXAM I REVIEW Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

What does DSM stand for, and what is and is not found in it?

A

DSM stands for Diagnostic and Statistical Manual of Mental Disorders

It does contain criteria, common language, descriptive information, and definitions of professional domain for mental disorders

It does NOT contain treatment for mental disorders

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

Incidence

A

Rate of onset for new cases

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

Prevalence

A

Number of active cases

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

Comorbidity

A

Having 2 or more co-occurring mental conditions

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

Describe the findings and limitations of the National Comorbidity Study-Replication (NCS-R)

A

2001-2002, studied US adults

Left out eating disorders, schizophrenia, autism, and personality disorders

About half of people (46.4%) have a disorder in their lifetime

Anxiety disorders are most prevalent in 1 year and in a lifetime

The most common disorder is major depressive disorder, followed by alcohol abuse and phobias

LIMITATIONS: Did not include every disorder, only studied US adults, outdated at this point

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

Etiology

A

Causes/origin of disorder

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

Correlational design
(Overview, strengths, & weaknesses)

A

Studying the world as it is without manipulating variables

Used often to study differences between people with and without disorders

The strength of correlation is measured by the correlation coefficient (r)

We CAN NOT assume causation

Third variable problem - involvement of some unknown third variable

Useful when experimentation would be unethical/unrealistic

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

Experimental design
(Overview, strengths, & weaknesses)

A

Allows researchers to draw conclusions about causality and resolve questions about directionality

Control variables, independent and dependent variables

Double-blind studies and placebo treatment

Not always ethical to conduct an experiment

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

Criterion vs Control Groups

A

Criterion groups receive new treatment

The control group receives a standard treatment, placebo, or no treatment at all

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Risk Factors

A

Variable associated with increased risk of disorder

“x” can be considered a risk factor only if shown to occur before “y”

Necessary vs Sufficient vs Contributory

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

Protective Factors

A

Variable associated with decreased risk of disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Biopsychosocial Model

A

Atheoretical - can be applied to any theory

Balancing act between social/environmental, biological, and psychological factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Ecological Systems Theory

A

There are different systems surrounding an individual that have different levels of impact on their life and behavior

You DON’T control everything

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Diathesis-Stress Model

A

Explains a disorder as the result of interaction between predispositional vulnerability (diathesis) and stress caused by life experiences

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

Heritability

A

How much is a trait impacted by one’s genetics?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Twin Studies

A

Study the differences between genetic and environmental factors (shared or non-shared environment)

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

Concordance

A

Presence of the same trait in both twins

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Neural Communication: Describe the basics of the electrochemical process (how and where?)

A

Information is communicated in the brain through electrical impulses

Electrical - Inside neurons
Chemical - Between neurons
Hormones are chemical messengers

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

Freud’s Psychodynamic Theory

A

Id, Ego, Superego - Conflicts between them lead to anxiety

Unconscious mind is where mental illness originates

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

Id

A

Irrational, illogical, impulsive dimension of personality

21
Q

Ego

A

Rational, mediating dimension of personality

22
Q

Superego

A

Moralistic, judgemental, perfectionist dimension of personality

23
Q

Ego Defense Mechanisms

A

Regression - Returning to an earlier stage of development

Denial - Unpleasant external realities are ignored

Projection - Attributing one’s own unacceptable behavior to others

Reaction formation - Adopting/expressing the opposite of one’s true feelings

Sublimation - Transforming a socially unacceptable anxiety into a source of energy that produces no adverse consequences and is socially acceptable

24
Q

Humanistic Model of Abnormality

A

Humans have the agency to change their life/make decisions and are innately good

Mental illness comes from denying oneself and lack of self-acceptance

25
Q

Behavioral Model of Abnormality

A

Abnormal behavior is caused by learning history (learning bad things)

Classical Conditioning (Pavlov) - Can lead to phobia formation

Operant Conditioning (Skinner)

Modeling, Observational Learning (Bandura)

26
Q

Cognitive Model of Abnormality (Important figures, overarching beliefs, and understanding of mental illness)

A

Albert Ellis, Aaron Beck, and others

Focus on thoughts or beliefs as causing or maintaining psychological symptoms

Mental illness relates to schemas, thoughts, and beliefs being incongruent with reality

27
Q

Sociocultural Perspectives Model (Important figures, overarching beliefs, and understanding of mental illness)

A

Focus on people’s different backgrounds including early deprivation and trauma, social support networks, low SES/unemployment, maladaptive peer relationships, and prejudice and discrimination

28
Q

Reliability vs Validity

A

Reliability - Does a test yield consistent results?
Interrater and test-retest reliability

Validity - Does a test measure what it intends to?
Internal and external validity

29
Q

Types of Reliability

A

Interrater - Can different graders get similar results from the same test?

Test-retest - Does a participant get similar results after retaking a test?

30
Q

Types of Validity

A

Internal - Do results mirror what was intended of them?

External - Can results be applied to a larger picture/population?

31
Q

Double Blind Studies

A

The participants AND researchers do NOT know which groups participants are in

32
Q

Structured vs Semi-structured vs Unstructured Interviews

A

Structured - set list of questions that a clinician must adhere to

Semi-structured - set list of questions, the clinician may ask follow-up questions as needed

Unstructured - Clinician tailors the interview to the client

33
Q

Factors influencing assessment include _______ and _______.

A

trust and rapport

34
Q

Trust and Rapport

A

The client must have a positive relationship with the clinician, there must be trust between them, and they must have shared goals for the treatment

35
Q

Projective Personality Assessment - Rorschach, TAT

A

Unstructured, rely on various ambiguous stimuli such as inkblots rather than explicit questions

Rorschach - Inkblots

TAT - Series of images, the client must explain what happened before, during, and after the image as well as feelings/thoughts associated with those depicted

36
Q

Objective Personality Assessment - MMPI Clinical and Validity Scales

A

Structured, typically use questionnaires, self-report inventories, or rating scales

Consequences: Not perfectly valid, cultural limitations

MMPI - True or false questions, possibly too mechanistic to show how complex people really are

Validity scales - Measure things like unanswered items, lies, defensiveness, etc. to assert how valid one’s responses are on a personality test

37
Q

Behavioral Treatments - Systemic Desensitization vs Flooding, Token Economies

A

Acknowledges the role of learning and the importance of behavior in treatment

Systematic desensitization - a slow, gradual process

Flooding - Immediate, full-on confrontation of anxiety-inducing stimulus

Token economies - Clients are rewarded with a sort of currency for good behavior, this currency is then used to “buy” prizes

38
Q

Cognitive Therapy – Role of automatic thoughts and logical errors

A

Issues result from biased processing of events and internal stimuli, leading to cognitive errors

Clients are made to identify automatic thoughts and logical errors

39
Q

Carl Rogers’ Client-Centered Therapy

A

Focus on the organism’s natural power to heal itself

Resolve incongruence and promote self-acceptance

Unconditional positive regard, empathetic listening, genuineness

Make self-concept and actual experience congruent

40
Q

Freudian Psychoanalysis/Psychodynamic Therapies

A

Focus on the unconscious, attachment, and past experiences

Interpersonal relationship issues

Dream analysis reveals unconscious thoughts and true feelings

41
Q

Gestalt Therapy

A

Focus on authenticity, self-awareness, acceptance, and integration of thought, feeling, and action

Commonly used in group settings with an emphasis on one person at a time

Dreams are considered representations of unacknowledged aspects of the dreamer’s self

Empty chair conversations

42
Q

Antipsychotic Medication (Function, consequences, examples)

A

Function: Alleviate or reduce the intensity of delusions and hallucinations by blocking dopamine receptors

Consequences: Tardive dyskinesia

Examples: Zyprexa, Clopenthixol

43
Q

Tardive Dyskinesia

A

Movement abnormality that is a delayed result of taking antipsychotics

44
Q

MAOIs (Function, consequences, examples)

A

Function: Inhibit the activity of the enzyme that breaks down monoamines in the synapse (allows serotonin and norepinephrine to be reabsorbed more slowly)

Consequences: Must avoid foods with tyramine

Examples: Marplan, Nardil, Parnate

45
Q

TCAs (Function, consequences, examples)

A

Function: Inhibit norepinephrine reuptake (and serotonin to a lesser extent)

Examples: Anafranil, Tofranil

46
Q

SSRIs and SNRIs (Function, consequences, examples)

A

Function: Selective serotonin (and norepinephrine) reuptake, makes depression patients happier, 2nd gen treatments!

Consequences: Success is comparable to MAOIs and TCAs but with less adverse effects

Examples:
SSRIs - Zoloft, Paxil, Luvox, Celexa, Lexapro
SNRIs - Effexor and Cymbalta

47
Q

Antianxiety Medications

A

Benzos - GABA, short-term
Lithium - ???, Bipolar disorder, long-term

48
Q

Benzodiazepines

A

Function: Treat anxiety disorders, insomnia, and seizures by acting on GABA (increasing its inhibitory nature)

Consequences: Addictive, cause numbness, overdose can be fatal, meant for short-term symptoms

Examples: Xanax, Klonopin, Valium, Ambien, Sonata, Lunesta

49
Q

Lithium

A

Function: Unknown how it impacts neurotransmitters, treats mood swings in bipolar patients

Consequences: Weight gain, thirst, fatigue, tremor, gastrointestinal issues, discontinuation is dangerous

PSYCH 3331H Abnormal Psychology (15 decks)

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