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PSY 333 > Final Review for Exam 1 > Flashcards

Final Review for Exam 1 Flashcards

1
Q

Focus and purpose of abnormal psych

A

Describe, explain, predict, control problematic behaviors

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2
Q

General criteria for abnormal behavior

A
  1. Statistical infrequency
  2. Deviance from social norms
  3. Dysfunction (psychological disability)
  4. Distress (subjective distress)
  5. Dangerousness
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3
Q

Categories of abnormal psych

A
  1. Description and nature of abnormality
  2. Factors that cause or influence its occurrences
  3. Methods developed for treatment and their effectiveness
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4
Q

Prediction

A

Directly relayed to understanding causes or influences

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5
Q

Control

A
  • treatment
  • depends on hypothesized cause and what has been effective
  • psychotherapies
  • biological therapies
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6
Q

Symptoms

A

What characteristics are present that distinguish the disorder

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7
Q

Prevalence

A

Number or percentage of the population who have the disorder at a given time

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8
Q

Lifetime prevalence

A

Number or percentage of the population who has ever had the disorder

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9
Q

Incidence

A

How many new cases appear each year

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10
Q

Age of onset

A

The time period at which an individual experiences the first symptoms of a disease

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11
Q

Prognosis

A

Anticipated course of a disorder

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12
Q

Comorbidity

A

Presence of 2 or more disorders in the same person

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13
Q

Types of professionals that work in the field of abnormal psych

A
  • clinical / counseling psychologist
  • psychiatrist
  • psychiatric social worker
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14
Q

Clinical / counseling psychologist - credentials / requirements

A
  1. Earn a bachelor’s degree (psychology or other related field)
  2. Earn a Master’s degree (not required but may be if bachelors is in an unrelated subject)
  3. Earn a doctorate degree (Ph.D. Or Psy.D.)
  4. Get pre-professional experience (typically a predoctoral internship and postdoctoral fellowship, # of hours varies by state)
  5. Pass Examination for Professional Practice in Psychology
  6. Some states require jurisprudence test (covers state-specific laws and rules)
  7. Obtain board certification
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15
Q

Psychiatrist - credentials / requirements

A
  1. Complete undergraduate degree
  2. Medical school (typically 4 years)
  3. Residency (typically 4 years)
  4. Become board-certified
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16
Q

Psychiatric social worker - credentials / requirements

A
  1. Earn bachelors degree
  2. Earn Master’s degree in social work (MSW)
  3. Complete specified number of supervised clinical hours (typically between 2,000 - 4,000)
  4. Pass clinical licensing exam (administered by the Association of Social Work Boards (ASWB)
  5. Some states require a continuing education requirement (ongoing training and education to maintain licensure)
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17
Q

Main historical models for causes and treatment of psych disorders

A
  1. Supernatural models
  2. Biological models
  3. Psychological models
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18
Q

Supernatural model - causes

A
  • action of God(s)
  • spirits or demons
  • movement of stars / planets
  • witchcraft
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19
Q

Supernatural model - treatments

A
  • exorcisms
  • beatings / torture
  • trephination
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20
Q

Biological model - causes

A
  • brain pathology
  • head trauma
  • genetics
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21
Q

Biological model - treatments

A
  • special diets
  • rest
  • abstinence from alcohol
  • regular exercise
  • celibacy
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22
Q

Hippocrates beliefs / acknowledgements

A
  1. Brain as seat of consciousness
  2. Postulated causes (brain pathology, head traume, genetics)
  3. Classified abnormal behavior patterns
  4. Four Humors theory
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23
Q

What is general paresis?

A
  • Late-stage syphilis
  • individuals experienced brain deterioration, similar to schizophrenia symptoms (delusions / hallucinations as disease progressed until death)
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24
Q

Importance of general paresis and Pasteur’s germ theory to the classification and treatment of psychological disorders

A
  • provided concrete evidence for the biological cause of some mental illnesses
  • encouraged development of medical treatments
  • shifted classification of mental disorders (distinction between organic mental disorders [caused by physical factors] and functional disorders [believed to have no physical cause at the time])
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25
Q

Pasteur’s germ theory

A

Germs are the cause for many diseases

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26
Q

Historical progression of asylums

A
  1. Originally created to remove people w/ mental disorder for the general population (poor conditions)
  2. Asylum reform by Philippe Pinel and Jean-Baptiste Pussin (humane treatment, small staff / patient ratio)
  3. Mental hygiene movement w/ Dorothea Dix (universal humane therapy, psychological model)
  4. ^ led to downfall of moral therapy (little funding, big staff / patient ratio)
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27
Q

Impact of moral therapy and mental hygiene movement

A
  • paved way for modern approach to mental disorders
  • led to more humane treatment of asylum patients
  • Dix is credited with making the most significant changes in treating those with mental disorder and changing public attitudes about these conditions in America - established 30+ hospitals
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28
Q

Emil Kraeplin

A

Outlined cause, course, and outcomes of various diseases

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29
Q

4 themes that led to contemporary perspectives of abnormal psych

A
  1. Biological discoveries (in brain)
  2. Development of a classification system
  3. Experimental psychological research
  4. Emergence of psychological causation viewpoint
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30
Q

Current perspectives on the causes and treatment of psychological disorders

A
  • biological
  • psychodynamic
  • behavioral
  • cognitive / cognitive-behavioral
  • humanistic
  • sociocultural
  • biopsychosocial
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31
Q

Biological perspective - major hypothesized causes of psychological illness

A
  • genetic vulnerabilities
  • neurotransmitter or hormonal abnormalities
  • brain dysfunction
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32
Q

Importance of shared vs. nonshared environments

A
  • understanding how both common and unique environmental factors shape individual difference, behavior, personality, and mental health
  • recognizing role of nonshared environments helps explain why individuals, even those raised in the same family, can have vastly different life outcomes
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33
Q

Behavioral genetics

A

The study of the degree to which genes and environment influence behavior

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34
Q

Gene-environment interaction

A
  • genes can influence how sensitive a person is to certain environments
  • environments can affect how genes are expressed or how they influence behavior or health outcomes
  • help explain why individuals w/ similar genetic backgrounds (e.g., siblings / twins) have different responses to the same environment or why people with similar environmental exposures can develop different traits or disorders
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35
Q

Heritability

A

Extent to which the variability in a particular disorder can be accounted for by genetic factors

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36
Q

How do researchers estimate genetic contributions?

A
  • hereditary predisposition
  • family studies
  • twin studies
  • adoption studies
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37
Q

Structure of neurons

A
  • cell body
  • dendrites
  • axon
  • terminal buttons
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38
Q

Neurotransmitter production, release, destruction

A
  1. Production - neurotransmitters synthesized in neurons from precursor molecules
  2. Storage - stored in vesicles within axon terminal
  3. Release - when action potential reaches axon terminal, neurotransmitters release into synaptic cleft
  4. Receptor binding - neurotransmitters bind to receptors onto postsynaptic neuron, transmitting signal
  5. Destruction - neurotransmitters either taken back into pre synaptic neuron via reuptake or broken down by enzymes in the synaptic cleft
  6. Recycling - reuptaken neurotransmitters repackaged into vesicles for future uses
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39
Q

Serotonin - functions

A
  • processing of info
  • regulation of mood, behavior, thought processes
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40
Q

Norepinephrine - functions

A

regulation of arousal, mood, behavior, and sleep

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41
Q

Dopamine - functions

A

Influences novelty-seeking, sociability, pleasure, motivation, coordination, and motor movement

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42
Q

GABA - functions

A

Regulation of mood, especially anxiety, arousal, and behavior

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43
Q

Acetylcholine - function

A

Important in motor behavior, arousal, reward, attention, learning, and memory

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44
Q

Glutamate - function

A

Influences learning and memory

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45
Q

HPA Axis

A

Hypothalamus, pituitary, adrenal

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46
Q

HPA Axis - functions

A
  1. Stress response (releases cortisol)
  2. Energy regulation (helps mobilize energy reserves)
  3. Immune modulation (regulates immune responses to prevent excessive inflammation)
  4. Homeostasis maintenance - uses feedback loop to return system to equilibrium after stress response
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47
Q

Psychodynamic principles in essence (3 answers)

A
  1. Psychopathology results from unconscious conflicts
  2. Behavior is determined from intrapsychic forces
  3. Affected by early childhood experiences
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48
Q

Psychoanalytic theory - 4 major components

A
  1. Topographical model (depth of consciousness)
  2. Structure of personality
  3. Psychosexual development
  4. Defense mechanisms
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49
Q

Topographical model of consciousness

A
  1. Conscious
  2. Preconscious
  3. Unconscious
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50
Q

Structure of personality

A
  1. Id
  2. Ego
  3. Superego
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51
Q

Id

A

Deep, inaccessible portion of the personality that contains instinctual urges

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52
Q

Ego

A

The organized, rational component of the personality

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53
Q

Superego

A

A component of the personality representing the ideals and valued of society as conveyed by parents

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54
Q

Psychosexual stages

A
  1. Oral (birth - 1.5)
  2. Anal (1.5-3)
  3. Phallic (3-5)
  4. Latency (6 - early teens)
  5. Genital (12 - adulthood)
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55
Q

Oral stage - focus

A

Mouth is the main focus of satisfaction

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56
Q

Anal - focus

A

Attention becomes centered on defecation and urination

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57
Q

Phallic - focus

A

Sexual organs become the prime source of gratification

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58
Q

Latency - focus

A

Lack of overt sexual activity or interest

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59
Q

Genital - focus

A

Mature expression of sexuality

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60
Q

Defense mechanisms - components

A
  1. Ways of trying to reduce stress and anxiety
  2. Involve denial or distortion of reality
  3. Operate at an unconscious level
  4. Operate mechanically and involuntarily
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61
Q

5 defense mechanisms

A
  1. Repression
  2. Reaction formation
  3. Projection
  4. Displacement
  5. Sublimation
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62
Q

Types of psychodynamic psychotherapy

A
  • insight therapy
  • free association
  • dream analysis
  • transference
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63
Q

Insight therapy

A

Attempt to bring unconscious material to consciousness

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64
Q

Neo-Freudian contributions - Carl Jung

A
  1. Collective unconscious - all humans share a collective unconscious with universal archetypes
  2. Archetypes - identified key archetypes that shape human experiences and behaviors
  3. Introversion and extroversion - introduced personality types based on attitudes towards the external / internal word
  4. Individuate in - emphasized process of integrating different aspects of self to achieve personal development and wholeness
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65
Q

Neo-Freudian contributions - Alfred Adler

A
  1. Inferiority complex - individuals are motivated by feelings of inferiority
  2. Striving for superiority - people are driven by fundamental desire to overcome inferiority and achieve superiority
  3. Social interest - emphasized importance of social connection and community feeling in psych health
  4. Birth order - position in family (oldest, middle, youngest) influences personality and behavior
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66
Q

Behavioral perspective - principles

A
  1. We acquire behaviors through specific learning processes
  2. Focuses on effects of environmental stimuli on patterns of responding
  3. Abnormal behaviors occur because:
    A. Failure to learn adaptive behaviors
    B. Learning ineffective or maladaptive responses
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67
Q

Classical conditioning - before

A
  1. Unconditioned stimulus = unconditioned response
  2. Neutral stimulus = no response
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68
Q

Classical conditioning - during

A

Neutral stimulus + conditioned stimulus = unconditioned response

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69
Q

Classical conditioning - after

A

Conditioned stimulus = conditioned response

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70
Q

Classical conditioning - extinction

A

CR gradually decreases and eventually disappears when CS is repeatedly presented without US

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71
Q

Classical conditioning - spontaneous recovery

A

When a previously extinct CR reappears after a period of rest, even though the CS has not been paired with the US during the break

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72
Q

Operant conditioning

A
  • Behavior followed by positive consequences is likely to be repeated
  • Behavior followed by negative consequences is likely to be repeated
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73
Q

Operant conditioning - shaping

A

The reinforcement of closer and closer approximations of a desired response.

74
Q

Behavioral perspective - components

A
  1. Classical conditioning
  2. Operant conditioning
  3. Social / observational learning (modeling)
75
Q

Cognitive perspective

A

Abnormal behaviors are the product of faulty mental processing

76
Q

Cognitive perspective - 3 dimensions of possible deficiencies

A
  1. What you attend to (selective attention)
  2. How information is organized, stored, or retrieved (schemas)
  3. How you interpret information (cognitive appraisal)
77
Q

Rational emotive behavioral therapy - who and what type of therapy?

A
  • Albert Ellis
  • cognitive-behavioral
78
Q

Who developed cognitive-behavioral therapy?

A

Aaron Beck

79
Q

Cognitive-behavioral therapy - goals

A
  1. Identify distorted thought processes and pessimistic views of self, world, and future
  2. Replace these with more balanced, realistic thoughts
80
Q

Humanistic perspective - basic tenets

A
  1. People are naturally good and strive for personal growth and fulfillment
  2. We seek to be creative and meaningful in our lives; when thwarted in this goal, we become alienated from others and possibly develop a mental disorder
  3. Humans have choices and are responsible for their own fates
  4. One’s behavior is determined by perceptions of oneself and others
  5. Subjective human experience that includes individual awareness of how we behave in the context of our environment and other people
81
Q

Abraham Maslow - beliefs

A

Humans have basic and higher-order needs they strive to satisfy during their lifetime

82
Q

Maslow’s hierarchy of needs (bottom-up)

A
  1. Physiological - physical survival needs
  2. Safety - shelter, basic health, employment, family and financial security
  3. Social (belonging) - intimacy w/ others, close friendships
  4. Ego (esteem) - confidence, self-esteem, achievement, respect from others
  5. Self-actualization - striving to be the best one can be; moral beings who understand reality and can view things objectively
83
Q

Carl Rogers - developed what therapy?

A

client-centered therapy`

84
Q

Control group

A

Those who do not receive the active independent variable in an experiment

85
Q

Random assignment

A

Selecting and assigning people to groups so each person has the same chance of being assigned to any one group

86
Q

3 criteria for an experiment

A
  1. Manipulation of independent variable
  2. Accurate measurement of dependen variable
  3. Control over extraneous variables
87
Q

3rd variable

A
  • confounding variable
  • influences both IV and DV, damaging internal validity
88
Q

Directionality

A

Directionality
Does X cause Y or does Y cause X?

89
Q

Causality problems

A
  1. Directionality
  2. 3rd variable
90
Q

Correlation coefficient

A
  • statistical calculation of the degree of relationship between 2 variables
    -1 to 1
    -1 = perfect negative relationship
    0 = no relationship
    1 = perfect positive relationship
91
Q

Correlational studies

A

Want to examine the relationship between 2 or more variables, across a number of people

92
Q

Risk factors

A

Conditions or variables related to disorder

93
Q

Prevalence

A

Number of people with disorder

94
Q

Incidence

A

Number of new cases

95
Q

Epidemiological research - purpose

A

Description and prediction

96
Q

Case study - limitations

A
  • no experimental manipulation
  • no internal validity
  • no external validity (cannot generalize results from one person to the overall population
97
Q

When is a case study most useful?

A
  • describing rare phenomena
  • testing new treatments on a few people to judge their effect and safety
98
Q

What does research in abnormal psych do?

A
  1. Reports on nature or description of psychological disorders
  2. Finds evidence for the causes of psychological disorders
  3. Evaluates various treatments
99
Q

Big picture for research

A
  1. What is my population and sample?
  2. What are the variables and how will I measure them?
  3. What type of research design is needed to adequately answer my hypothesis?
  4. Ethical implication
100
Q

Control - objective / purpose

A

Objective - influence or modify behaviors or conditions to achieve desired outcomes or reduce negative effects

Purpose - apply findings in practical settings to manage or alter behaviors and conditions effectively

101
Q

Explanation - objective / purpose

A

Objective - understand and explain why a particular phenomenon / behavior occurs

Purpose - identify underlying causes, mechanisms, or processes that contribuye to the observed phenomena

102
Q

Prediction - objective / purpose

A

Objective - forecast future occurrences / outcomes based on current or past data

Purpose - to use existing knowledge to anticipate future events / behaviors, often to prevent or address potential issues

103
Q

Description - objective / purpose

A

Objective - provide detailed account of a behavior or phenomenon as it occurs in its natural state

Purpose - identify and categorize characteristics, behaviors, or conditions being studied

104
Q

4 goals of research

A
  1. Description
  2. Prediction
  3. Explanation
  4. Control
105
Q

How do theories and hypotheses relate to the study of abnormal psych?

A
  • Theories offer a broad framework for understanding mental disorders
  • hypotheses are specific predictions that researchers test to validate or refine these theories
106
Q

What does a hypothesis lead to?

A

A prediction about what will happen in a particular situation

107
Q

Hypothesis

A

Specific statement that attempts to describe or explain behavior; describes relationship between variables

108
Q

Theory - components

A
  • organizes facts
  • attempts to explain and predict behavior
  • must be testable!!
109
Q

Theory

A

Organized set of statements describing the relationship among constructs; general principles that attempt to explain how several facts or events are related

110
Q

Construct validity

A

Whether test or interview results relate to other measures in a logical, theoretically expected fashion

111
Q

Concurrent reliability

A

Whether current test or interview results relate to an important feature or characteristic at the time

112
Q

Predictive reliability

A

Whether test or interview results accurately predict some behavior or event in the future

113
Q

Content validity

A

Degree to which test or interview actually cover aspects of the variable or diagnosis under study

114
Q

Internal consistency reliability

A

Extent to which test items appear to be measuring the same thing

115
Q

Interrater reliability

A

Extent to which 2 raters or observers agree about their ratings or judgements of a person’s behavior

116
Q

Test-retest reliability

A

Extent to which a person provides similar answers to the same test items across time

117
Q

What does a neuropsychological assessment evaluate?

A

Brain function via performance on standardized tests and tasks that indicate brain-behavior relationships

118
Q

What is involved in a neuropsychological assessment?

A

Standardized tests that typically assess abstract reasoning, memory, visual-perceptual processing, language functioning, and motor skills.

119
Q

fMRI (functional MRI)

A

Purpose - assesses how the brain is working
Function - assess metabolic changes in the brain; helps to understand risk factors of a mental disorder`

(brain with color view)`

120
Q

MRI (magnetic resonance imaging) - purpose / function

A

Purpose - detect structural differences in the brain such as tumors or blood clots

Function - uses magnetic fields and radio waves to create detailed images

(side head view)

121
Q

PET scan (positron emission tomography) - purpose / function

A

Purpose - evaluate brain structure and function

Function - assess brain function; can identify seizure activity and brain sites activated by psychoactive drugs

(colorful brain overhead view)

122
Q

CT scan (computerized tomography) - purpose / function

A

Purpose - assess structural differences of the brain; assesses brain tissue density

Function - x-ray cross sections of the brain; identify abnormalities (such as enlarged ventricles or hollow spaces) to diagnose conditions

(many brain images)

123
Q

EEG (electroencephalogram) - purpose and function

A

Purpose - assess electrical activity in various brain areas

Function - record electrical activity; detect abnormalities (unusual activity may indicate lesion / tumor or seizure activity / epilepsy)

124
Q

When would intelligence testing be used?

A
  • to assess cognitive aspects of mental disorders
  • to sense a person’s strengths and weaknesses
  • to measure specific aspects of cognitive functioning (memory, arithmetic, mastery of general information, visual-perception organization)
125
Q

Projective tests - underlying philosophy

A

People faced with an ambiguous stimulus will “project” their own needs, personality, and conflicts
- roots in psychodynamic theory w/ exploration of unconscious

126
Q

Purpose of projective tests

A
  1. Reveal unconscious processes
  2. Understand personality
  3. Assess emotional functioning
  4. Facilitate self-exploration
127
Q

TAT (thematic apperception test)

A
  • projective test
    1. Presentation of pictures
    2. Storytelling (client asked to create a story about whats happening in picture)
    3. Analysis
    4. Interpretation (examine themes and content to gain deeper understanding of individual’s underlying needs, desires, conflicts, and social relationships)
128
Q

Rorschach ink blot test

A
  • projective test
    1. Presentation of inkblots
    2. Responses (client asked to describe what they see in each inkblot)
    3. Analysis (respondes analyzed to see how they interpret ambiguous stimuli)
    4. Interpretation (look for patterns to gain insight into person’s psychological state and personality)
129
Q

Personality inventories

A
  1. MMPI-2
  2. NEO
  3. Beck depression inventory
130
Q

Mental status exam - 5 criteria

A
  1. Appearance and behavior
  2. Thought processes
  3. Mood and affect
  4. Intellectual functioning
  5. Sensorium
131
Q

Difference between structured and non-structured interviews

A

Structured - interviewer asks standardized questions

Non-structured - interviewer asks any questions in any order

132
Q

Types of interviews

A
  1. Structured
  2. Non-structured
  3. Semi-structured
133
Q

Clinical interview

A
  1. Detailed psychosocial history
  2. Current and past: behaviors, cognitions, emotions, attitudes
  3. Medical problems / medication / psychiatric history
  4. Description of presenting problem and accompanying symptoms
  5. Determine onset of problem and other events that coincided
134
Q

Assessment techniques

A
  1. Interview
  2. Neurobiological tests
  3. Psychological tests
  4. Behavioral observation
135
Q

Validity

A

the degree to which an instrument measures what it is supposed to measure

136
Q

Reliability

A

Consistency; the degree to which an instrument produces the same results each time its used

137
Q

DSM-5 - 3 areas

A
  1. Psychiatric and medical diagnosis
  2. Psychosocial and cultural factors
  3. Disability (rating system): WHODAS
138
Q

DSM-5 - how is it used?

A
  1. Culture-related diagnostic issues
  2. Gender-related diagnostic issues
  3. Differential diagnosis
  4. Comorbidity
139
Q

DSM-5 - how is it arranged?

A
  1. Diagnostic criteria
  2. Specifiers
  3. Diagnostic features
  4. Associated features
  5. Prevalence
  6. Development and course
  7. Risk and prognostic factors
140
Q

DSM-5

A

Diagnostic and Statistical Manual of Mental Disorders
- system used for description and classification, not explanation, of the causes

141
Q

Problems w/ classification systems

A
  1. Once individual is categorized, their uniqueness can be lost
  2. Can attribute characteristics that the individual does not possess (can also lead to self-fulfilling prophecy)
  3. Labeling can lead to stigmatization
142
Q

Importance of classification systems

A
  1. Allows us to describe characteristics of individuals who suffer from a disorder
  2. Helps clinicians predict behavior outcomes
  3. Helps clinicians decide on avenues of treatment
  4. Helps researchers communicate findings
143
Q

OCD causes / treatment - biopsychosocial

A

Causes - combo of biological, psychological, and social factors

Treatments - integrated approach (combo of treatments)

144
Q

OCD causes / treatment - sociocultural

A

Causes - cultural factos, social pressures, environmental stressors

Treatments - culturally sensitive therapy

145
Q

OCD causes / treatment - humanistic

A

Causes - issues related to self-actualizaron and personal growth, potentially linked to feelings of inferiority

Treatments - client-centered therapy

146
Q

OCD causes / treatment - cognitive-behavioral

A

Causes - combo of cognitive distortions and learned behaviors

Treatments - cognitive-behavioral therapy

147
Q

OCD causes / treatment - cognitive

A

Causes - cognitive distortions and maladaptive thought patterns

Treatments - cognitive restructuring

148
Q

OCD causes / treatment - behavioral

A

Causes - learned behaviors through conditioning, compulsions reinforced by temporary anxiety relief

Treatments - exposure therapy, systematic desensitization, behavioral techniques

149
Q

OCD causes / treatment - psychodynamic

A

Causes - internal conflicts, unresolved unconscious issues, early childhood experiences or anxiety

Treatments - psychoanalysis, insight therapy

150
Q

OCD causes / treatment - biological

A

Causes - genetic predisposition, neurotransmitter imbalance, brain abnormalities

Treatment - medications, neurosurgery

151
Q

Diathesis-stress model

A

Genetic predisposition + environmental stressors = depressive reaction

152
Q

Sociocultural factors - components

A
  • culture
  • gender
  • neighborhoods
  • family
153
Q

Sociocultural factors - definition

A

Influence that social institutions and other people have on mental health

154
Q

Carl Rogers - beliefs

A
  1. Unconditional positive regard
  2. Self-concept - understanding and aligning the self-concept (how one perceives oneself) w/ actual experiences for psychological well-being
  3. Empathy and congruence - therapists should provide genuine empathy and be authentic (congruent) to effectively help clients
  4. Self-actualization
155
Q

Carl Rogers - developed what therapy?

A

Client-centered therapy

156
Q

Maslow’s hierarchy of needs (bottom-up)

A
  1. Physiological - physical survival needs
  2. Safety - shelter, basic health, employment, family and financial security
  3. Social (belonging) - intimacy w/ others, close friendships
  4. Ego (esteem) - confidence, self-esteem, achievement, respect from others
  5. Self-actualization - striving to be the best one can be; moral beings who understand reality and can view things objectively
157
Q

What does the humanistic model focus on?

A

personal growth, choice, responsibility

158
Q

What does the psychodynamic model focus on?

A

Internal personality characteristics:

159
Q

What does the cognitive-behavioral model focus on?

A

specific thoughts and learning experiences

160
Q

What does the sociocultural model focus on?

A

External environmental events and includes the family systems perspective

161
Q

Historically, how were psychological causes treated?

A

Franz Anton Mesmer–Metal rods to remagnitize

Jean Charcot–hypnotism to get patients to speak

Josef Breuer–Hypnotism to get patients to reveal unconscious motives

Sigmund Freud–Conscious talk to reveal conflict

162
Q

what was the mental hygiene movement? `

A

sought to get equal psychological help for all and not just the rich

163
Q

What are pedigree studies?

A

Used to analyze the pattern of inheritance of a particular trait

164
Q

What is the depth hypothesis?

A

psyche and behavior consists of both conscious and unconscious processes that determine cause and creation of mental disorders

165
Q

What are linkage studies?

A

traces patterns of disease in high risk families

166
Q

What is repression?

A

Unconscious but intentional forgetting?

167
Q

What is reaction formation ?

A

People believe and act as though motivated to do the exact opposite of the unacceptable impulse

168
Q

What is projection?

A

Person disowns some impulses or attitudes and projects them onto another person ?

169
Q

What is displacement?

A

Disturbing emotion or conflict is transferred from its original source onto some less threatening object or situation

170
Q

What is transference?

A

Projections of thoughts/feelings from other relationships onto another person and that person becomes a stand in for the thing causing discomfort

171
Q

What’s dream analysis?

A

Focuses on finding emotional cues and symbols in peoples dreams (Freud and Jung)

172
Q

What is free association?

A

the mental process by which one word or image may spontaneously suggest another without any apparent connection.

173
Q

What is individual psychology?

A

neurotic symptoms resulted as a response to conflict motivated by the need to dominate or triumph over others

174
Q

What is analytic psychology?

A

Emphasis on the unconscious as an energy source from which positive, creative acts arise

175
Q

What else did Jung believe?

A

humanity shares certain racial memories that are represented symbolically of past/present cultures

176
Q

What is modeling?

A

client learns by imitation alone, copying a human model without any specific verbal direction

177
Q

What are schemas?

A

cognitive framework or concept that helps organize and interpret information

178
Q

What is the cognitive behavioral theory of Ellis?

A

developed for confronting and changing irrational beliefs and behaviors

people disturb themselves by the rigid and extreme beliefs they hold about things

179
Q

What are the basic tenants of the humanistic perspective?

A

human capacity for self-actualization, self-direction, and choice

180
Q

What did Maslow do

A

hierarchy of needs, which said that basic physical needs must be met first before people can realize their full potential.

181
Q

What did Rogers do?

A

emphasizing a person-to-person relationship between the therapist and the client

182
Q

What is the humanistic perspective?

A

emphasizes looking at the the whole person, and the uniqueness of each individual.

PSY 333 (16 decks)

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