Final exam Flashcards
Pavlov’s discovery/contribution to psychology
Classical conditioning. o Unconditioned Stimulus (UCS) o Unconditioned Response (UCR) o Conditioned Stimulus (CS) o Conditioned Response (CR)
Social learning theory
Social learning theory is the view that people learn by observing others. Associated with Albert Bandura’s work in the 1960s, social learning theoryexplains how people learn new behaviors, values, and attitudes.
Importance of cultural considerations in considering abnormal behavior
o Cultural relativism • Whatever culture defines it as • Not absolute, arbitrary • Pro: acknowledges culture • Con: cannot compare cultures
Diathesis-stress model
psychological theory that attempts to explain a disorder as the result of an interaction between a predispositional vulnerability and a stress caused by life experiences.
Multidimensional integrative approach
Approach to the study of psychopathology that holds psychological disorders as always being the products of multiple interacting causal factors.
o Biological
o Genes, neural chemicals, activity, connectivity
o Psychological
o Behavioral/cognitive/psychodynamic/existential
o Emotional
o Cycle of effect (fear, anxiety) on behavior, biology
o Social/Interpersonal
o Social learning and social effects
o Developmental
Learned helplessness
o a condition in which a person suffers from a sense of powerlessness, arising from a traumatic event or persistent failure to succeed. It is thought to be one of the underlying causes of depression.
Obsessive compulsive disorder (OCD symptoms)
Intrusive and nonsensical Thoughts, images, or urges Attempts to resist or eliminate Compulsions Thoughts or actions Provide relief from obsessive thoughts
Generalized anxiety disorder (GAD symptoms)
Feeling restless, “keyed up” Chronic muscle tension Uncontrollable worry, many “spheres” Can’t concentrate Sleep disturbances Hypervigilance
PTSD symptoms
Trauma exposure Continued re-experiencing Avoidance Emotional numbing Reckless or self-destructive behavior Interpersonal problems Persist for more than 1 month after the trauma
Thought-action fusion
One of these factors is a cognitive distortion known as thought-action fusion. This is when a person believes that thinking bad or distressingthoughts is just as terrible as performing the action associated with thethought.
Somatic symptom disorders
excessive or maladaptive response to physical symptoms or health concerns
Substantial impairment in social/occupational functioning
Consistent overreaction to physical signs and sensations
Illness Anxiety Disorders
Severe anxiety related to possibility of having/acquiring a serious disease
Mild or absent symptoms
Medical reassurance unhelpful
Dissociative Disorders
Severe alterations or detachments from reality
Affect identity, memory, or consciousness
Depersonalization
Derealization
Dissociative Amnesia
Includes several forms of psychogenic memory loss
Generalized vs. localized or selective type
May involve dissociative fugue
Dissociative Identity Disorder
Formerly known as multiple personality disorder
Key feature: dissociation of personality
Adoption of several knew identities
Identities are unique
Major Depressive Disorder
One or more MDEs w/ periods of remission
Recurrent episodes – more common
No manic or hypomanic episodes
Persistent Depressive Disorder
At least two years of depressive symptoms
Most of the day, on >50% of the days
May include periods of more severe major depressive symptoms
Bipolar 1 disorder
You must have had at least one manic episode and one major depressive episode to be diagnosed with bipolar 1 disorder. The depressive episode must have occurred either before or after the manic episode.
Bipolar 2 disorder
Bipolar 2 disorder involves a major depressive episode lasting at least two weeks and at least one hypomanic episode. People with bipolar 2 typically don’t experience manic episodes
Commonly observed triggers for suicide
Increased social / interpersonal isolation Increased stress Major life altering event Talking about death Giving away possessions Writing a letter Elevated Mood Previous suicide attempt
Anhedonia
inability to feel pleasure
Extremely depressed mood and/or anhedonia
Most of the day, nearly every day
At least two weeks
Causes of eating disorders
Gross deviations in eating behavior
o Heavily influenced by social, cultural, and psychological factors
o Most driven by distorted thinking related to shape and weight
Barriers to treatment for those with eating disorders
o Heavily influenced by social, cultural, and psychological factors
o Most driven by distorted thinking related to shape and weight
Type 1 diabetes
Often diagnosed in childhood
Not associated with excess body weight
Often associated with higher than normal ketone levels at diagnosis
Type 2 diabetes
Usually diagnosed in over 30 years old
Often associated with excess body weight
Often associated with high blood pressure and/or cholesterol levels
Circadian Rhythm Sleep-Wake Disorders
Disturbed sleep leading to distress/impairment
Due to brain’s inability to synchronize day and night
Affects stimulation of melatonin
Examples
Shift work type
Familial type
Delayed/advanced sleep phase type
Insomnia
One of the most common
Microsleeps
Problems initiating/maintaining sleep
Not better explained
Gender dysphoria
Feeling trapped in the body of the wrong sex
Often assuming identity of the desired sex
Causes are unclear
Gender identity usually begins between 18-36 months of age
Fluid or cross-gender identity is not a disorder unless it causes significant distress or impairment
Sexual dysfunction: rates of occurrence
- Male Hypoactive Sexual Desire- Affects 5% of men
* Premature Ejaculation- Affects 21% of all adult males
Arousal Disorder
• Typically manifesting in: o reduced sexual interest o reduced sexual activity o fewer sexual thoughts o reduced arousal to sexual cues o reduced pleasure or sensations during almost all sexual encounters
Diagnosis of sexual problems
- Must lead to impairment or distress in order to be considered a disorder
- Acts on urges with a nonconsenting person
Paranoid Schizotypal
o Pervasive and unjustified mistrust and suspicion
o Few meaningful relationships, sensitive to criticism
o Poor quality of life
Schizoid characteristics
o Pervasive pattern of detachment from social relationships
o Very limited range of emotions in interpersonal situations
Schizotypal characteristics
o Behavior and dress is odd and unusual
o Socially isolated and highly suspicious
o Magical thinking, ideas of reference, and illusions
o Many meet criteria for major depression
o Some conceptualize this as resembling a milder form of schizophrenia
Borderline
o Unstable moods and relationships
o Impulsivity, fear of abandonment, very poor self-image
o Self-mutilation and suicidal gestures
Comorbidity rates are high with other mental disorders, particularly mood
Antisocial
o Failure to comply with social norms
o Violation of the rights of others
o Irresponsible, impulsive, and deceitful
o Lack of a conscience, empathy, and remorse
o “Sociopathy,” “psychopathy” typically refer to this disorder or very similar traits
o May be very charming, interpersonally manipulative
Histrionic
o Overly dramatic and sensational
o May be sexually provocative
o Often impulsive and need to be the center of attention
o Thinking and emotions are perceived as shallow
o More commonly diagnosed in females
Narcissistic
o Exaggerated and unreasonable sense of self-importance
o Preoccupation with receiving attention
o Lack sensitivity and compassion for other people
o Highly sensitive to criticism; envious, and arrogant
Avoidant
o Extreme sensitivity to the opinions of others
o Highly avoidant of most interpersonal relationships
o Interpersonally anxious and fearful of rejection
o Low self esteem
Dependent
o Reliance on others to make major and minor life decisions
o Unreasonable fear of abandonment
o Clingy and submissive in interpersonal relationships
Obsessive-Compulsive
o Excessive and rigid fixation on doing things the right way
o Highly perfectionistic, orderly, and emotionally shallow
o Unwilling to delegate tasks because others will do them wrong
o Difficulty with spontaneity
o Often have interpersonal problems
o Obsessions and compulsions are rare
Prevalence of personality disorders
• Prevalence of personality disorders
o Affects about 1% of the general population
• Thought to begin in childhood
• Tend to run a chronic course if untreated
• Gender distribution and gender bias in diagnosis
Schizophrenia
• A pervasive type of psychosis characterized by disturbed thought, emotion, behavior
Broad spectrum of cognitive and emotional dysfunctions including:
• Delusions and hallucinations
• Disorganized speech and behavior
• Inappropriate emotional & behavioral responding
Avolition
decrease in the motivation
Alogia
inability to speak because of mental defect
Affective flattening
A loss or lack of emotional expressiveness
ADHD
o Central features – inattention, overactivity, and impulsivity o Associated with numerous impairments • Behavioral • Cognitive • Social and academic problems
Autism Spectrum Disorders
• Defining characteristic: Failure to develop age-appropriate social relationships
o Problems occur in language, socialization, and cognition
o Pervasive – problems span many life areas
o Two main areas of impairment:
o Communication and social interaction
o 25% don’t acquire effective speech
o Restricted, repetitive patterns of behavior, interests, or activities
Specific Learning Disorder
o Academic problems in reading, mathematics, and/or writing
o Performance substantially below expected levels based on age and/or demonstrated capacity (e.g., IQ)
o Problems persist for 6+ months
o Not better accounted for by other factors (e.g., life events, etc.
Treatment options for ADHD
• Goal: reduce impulsivity and hyperactivity, improve attention
• Stimulant medications
o Currently prescribed for 4 million U.S. children
o Examples: Ritalin, Dexedrine, Adderall, Strattera
o Pharmacogenetics – some trial & error
o Problem: May increase risk for later substance abuse
• Effects
o Temporarily improve compliance, decrease negative behaviors
o No direct effect on learning
Importance of early identification of developmental disorders
Early intervention is critical – may “normalize” the functioning of the developing brain
Treatment for Autism
o Psychosocial treatments o Behavioral approaches • Skill building • Reduce problem behaviors • Communication and language training • Increase socialization o Early intervention is critical – may “normalize” the functioning of the developing brain
Social communication deficits
– Socioemotional initiation, reciprocity, maintenance behaviors
– Nonverbal communicative behaviors
– Understanding of social interactions and contextual cues (TOM)
Restricted and repetitive behavioral patterns
– Motor stereotypies, echolalia
– Rigid adherence to rituals and routines
– Intense, focused, perseverative interests
– Hypo- or hypersensitivity to sensory input
