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Abnormal Behavior > Lecture 3 - Theoretical Perspectives Part I > Flashcards

Lecture 3 - Theoretical Perspectives Part I Flashcards

1
Q

What causes mental illness?

A

complex

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2
Q

clinical psychology seeks to understand …

A

… the nature of relationships among variables

  • observe variables and outcome associations
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3
Q

Time factor of cause

A
  • distal (distant, earlier) causal factors
  • proximal (immediate) causal factors
  • reinforcing contributory (cause maintains maladaptive behavior that is already occurring)
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4
Q

Bi-directionality

A
  • cause or effect?
  • bidirectional influence
  • e.g. alcohol dependence w/ comorbid major depressive disorder
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5
Q

diathesis-stress models

A

combination of diathesis and stress to cause the disorder

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6
Q

diathesis

A

a predisposition to developing a disorder (biological, psychological, sociocultural)

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7
Q

stress

A

the response of an individual to demands perceived as taxing

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8
Q

influential factors

A

protective factors and resilience

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9
Q

protective factors

A
  • modify stress response
  • adverse consequences less likely
  • e.g. the warmth of one parents/person in your life who validates you, you cares for you, who makes you feel you matter, who boosts your self esteem
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10
Q

resilience

A
  • successful adaptation
  • “overcoming the odds”
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11
Q

theoretical perspectives

A
  • organize observations
  • provide systems of thought
  • suggest areas of focus

in clinical fields, referred to as Theoretical Orientation

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12
Q

the Biopsychosocial Model

A

integration of biological perspective, psychological perspective, sociocultural perspective, and biopsychosocial perspective

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13
Q

Biological Perspective

A
  • genetics
  • temperament
  • neurotransmitters
  • brain dysfunction
  • neuroendocrine
  • medical model is also included in this
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14
Q

Medical Model

A
  • mental disorders are diseases
  • posits that abnormal behaviors represent symptoms of underlying disorders or diseases (mental illnesses) that have biological causes
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15
Q

Impact of the biological perspective

A
  • pharmacological and other biological interventions may alter the severity and course of certain mental disorders (e.g., schizophrenia)
  • generally accepted that most if not all behavior (normal and abnormal) has a biological substrate
  • DSM-5; pros and cons of biological focus
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16
Q

the Psychological Perspective

A
  • psychoanalytic (psychodynamic)
  • behavioral
  • cognitive-behavioral

(note: there is a historical progression)

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17
Q

Freud-Psychoanalytic Theory

A
  • Psychological Problems arise from unconscious motives and conflicts that are traced back to childhood
  • Revolve around primitive sexual and aggressive instincts
  • Structure of the Mind: conscious, preconscious and unconscious
  • Structure of Personality
  • Defense Mechanisms
  • Psychosexual Developmental Theory
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18
Q

psychoanalysis consists of the …

A

therapeutic method and mechanism of change

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19
Q

therapeutic method

A
  • free association
  • childhood experiences
  • therapeutic relationship - the Analyst and Analysand
    (transference, countertransference)
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20
Q

mechanism of change

A
  • making the “unconscious, conscious”
  • therapeutic relationship as a model
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21
Q

Freud: structure of the mind

A
  • Accessing the unconscious through the conscious and preconscious
  • Superego and Ego is at every level (all three), but Id is only at unconscious
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22
Q

Structure of the personality

A

Freud theorized that a person’s behavior results from the interaction of three components of the psyche, the Id, the Ego, and the Superego

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23
Q

Id

A

the source of instinctual drives

  • life (constructive, sexual) and death (destructive) instincts, pleasure principle, primary process thinking (mental images and wish-fulfilling fantasies)
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24
Q

Ego

A

mediates between the demands of the id and the realities of the external world

  • reality principle, secondary process thinking (adaptive)
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25
Q

Superego

A

the outgrowth of internalizing the taboos and moral values of society, conscience

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26
Q

Freud: Structure of Psyche

A

Freud theorized that a person’s behavior results from the interaction of three components of the psyche

  • Id: pleasure principle
  • Ego: reason and good sense, Reality Principle, defense mechanisms
  • Superego: internalization of moral standards and values from parents and society
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27
Q

According to Freud, mental disorder may result from …

A

… intrapsychic conflict

  • conflicts due to unique goals of the Id, Ego, and Superego
28
Q

anxiety is prominent in the psychoanalytic viewpoint b/c …

A

… Freud felt it played a key casual role in psychopathology

  • b/c may be experienced overtly or repressed
  • ego can cope w/ anxiety through rational measures except when it exists only in the unconscious; when we are not aware of instead it copes with irrational, protective measures known as Ego Defense mechanisms
29
Q

Ego Defense Mechanisms

A

reduce anxiety by helping a person push painful ideas out of consciousness

  • repression, denial, rationalization, displacement, projection, reaction formation, regression, sublimation
30
Q

repression

A

banishment of unacceptable urges, wishes, or impulses to the unconscious mind

  • e.g. a man is unaware of having hateful or destructive impulses toward his own father
31
Q

denial

A

refusal to accept the reality of a threatening impulse or unsafe behavior

  • e.g. a person w/ a heart condition refuses to acknowledge the seriousness of the condition and avoids seeking medical attention or making healthy changes in his lifestyle
32
Q

rationalization

A

self-justifications for unacceptable behavior used as a form of self-deception

  • e.g. a man accused of rape justifies his behavior to himself by thinking that the woman had dressed and acted so provocatively that she was “just asking for it”
33
Q

displacement

A

directing one’s unacceptable impulses toward threatening objects onto safer or less threatening objects

  • after a woman is chewed out by her boss at work, she picks a fight with her daughter upon returning home
34
Q

projection

A

attributing one’s own impulses or wishes to another person

  • a hostile and argumentative person perceives others as having difficulty controlling their tempers
35
Q

reaction formation

A

taking the opposite stance to what one truly wishes or believes so as to keep one’s genuine impulses repressed

  • a woman who has difficulty accepting her own sexual impulses mounts a crusade against pornography
36
Q

regression

A

return of behaviors associated w/ earlier stages of development, generally during times of stress

  • after his marriage ends, a man becomes completely dependent on his parents
37
Q

sublimation

A

channeling one’s own unacceptable impulses into more socially appropriate pursuits or activities

  • a woman channels her aggressive impulses into her artistic pursuits
38
Q

Psychosexual Stages of Development

A

Five stages that we all progress through

  • gratification and resolution is necessary to avoid fixation
  • erogenous zones: mouth, anus, genitals
  • examples of events: weaning, toilet training
39
Q

Five psychosexual stages of development w/ dominant mode of libidinal pleasure

A
  • Oral stage (ages 0 to 2)
  • Anal stage (ages 2 to 3)
  • Phallic stage (ages 3 to 5 or 6) - Oedipal (castration anxiety) and Electra Complex (penis envy)
  • Latency period (ages 6 to 12)
  • Genital stage (after puberty
40
Q

post Freud, three primary schools evolved out of Psychoanalytic Theory:

A

ego, object-relations, interpersonal

41
Q

Ego Psychology

A

Anna Freud; Dysfunctional Ego and Defenses

42
Q

Object-Relations Theory

A
  • Klein, Mahler, Fairburn, Winnicott, Kernberg
  • Real and imagined “objects,” introjection
  • object: the symbolic representation of another person in the infant’s or child’s environment
  • introjection: symbolically incorporates important people into their personality
43
Q

The Interpersonal perspective

A
  • Adler, Fromm, Horney, Erikson
  • emphasizes social determinants of behavior
44
Q

Attachment theory

A
  • Bowlby, focus on early attachment relationships
  • Emphasis on the infant and parent in shaping the relationship
45
Q

impact of psychoanalytic theory

A
  • first systematic approach to how psychological disorders evolve
  • introduced the idea of the unconscious and intrapsychic conflict
  • introduced the importance of early childhood experiences
  • development of Therapeutic Techniques
46
Q

critiques of psychoanalytic theory

A
  • lack of empirical support
  • over-emphasis on sex drive
  • demeaning view of women
  • pessimism about human nature
  • exaggerating the unconscious
  • length and commitment requirements
47
Q

impact of psychodynamic theory

A
  • advancements in empirical support
  • attempts to prove validity, reliability, and effectiveness
  • practically more “patient friendly”
48
Q

Humanistic and Existential Theory

A

evolved due to lack of acknowledgment of choice and free will in Psychoanalytic/Dynamic Theory

49
Q

Humanistic (Carl Rogers)

A
  • Human nature “good”
  • Love, hope, creativity, values, meaning, personal growth, self-fulfillment
  • Self-actualization
  • Psychopathology is the blocking or distortion of personal growth
50
Q

Existential

A
  • Greater emphasis on the irrational tendencies and difficulties in self-fulfillment
  • Maladaptive Behavior is the result of an inability to cope authentically w/ the
    human experience, e.g. death, freedom, existential isolation and meaninglessness
  • existential anxiety (normal-motivating) vs. neurotic anxiety (can be immobilizing)
51
Q

Person Centered Therapy

A
  • Humanists emphasize human nature as “good”
  • Rogers developed the most systematic formulation of the self-concept
  • the Self becomes disorganized as the result of incongruence between self and experience
52
Q

conditional positive regard

A

valuing other people on the basis of whether their behavior meets one’s approval

53
Q

self-actualization

A

the motive that drives one to reach one’s full potential

54
Q

Three central components to therapy

A
  • Unconditional positive regard: valuing other people as having basic worth regardless of their behavior at a particular time
  • Genuineness: honesty, Self-Disclosure
  • Empathic Understanding: see the world as the
    client does
55
Q

Learning Models include:

A
  • Classical Conditioning
  • Operant Conditioning
  • Social Cognitive Theory
  • Observational Learning
56
Q

the behavioral perspective

A

Learning (the modification of behavior as a
consequence of experience) is the central theme

  • Prominent Theories: Skinner’s Theory of Operant Conditioning and Pavlov’s
    Theory of Classical Conditioning
  • Additional Relevant Behavioral Theories include: Social Learning Theory, Observational Learning Theory, etc.
57
Q

classical conditioning (Pavlov)

A

A formerly neutral stimulus (CS) acquires the capacity to elicit biologically adaptive responses through repeated pairings w/ the UCS

if a CS is repeatedly presented w/o the UCS, extinction will occur and may return at some future point in time (spontaneous recovery)

  • Conditioned Stimulus, Unconditioned Stimulus, Unconditioned Response, Conditioned Response
  • Watson and Rayner conditioned
    “Little Albert” to fear white rats
58
Q

operant conditioning (B.F. Skinner)

A

Responses are acquired and strengthened by their consequences

  • positive and negative reinforcers increase behavior
  • punishment decreases behavior
59
Q

_____ and _____ occur in both classical and operant conditioning

A

generalization and discrimination

60
Q

generalization

A

a response is conditioned to one stimulus it can be evoked by other similar stimuli

61
Q

discrimination

A

a person learns to distinguish between similar stimuli

62
Q

observational learning

A

learning through observation alone, w/o directly experiencing an unconditioned stimulus

  • e.g. children developing fears by observing a fearful parent
63
Q

examples of behavior therapy

A
  • exposure-based treatments
  • response prevention
  • operant strategies
  • modeling
  • relaxation-based treatments
64
Q

benefits of learning models

A
  • basic concepts
  • change specific behaviors and emotional responses (eliminate undesirable reactions and learn desirable ones)
  • precision and objectivity
65
Q

criticisms of learning models

A
  • concerned w/ symptoms and not underlying causes
  • oversimplifies human behavior, ignores complexity

Abnormal Behavior (8 decks)

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