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Abnormal Psychology > Lecture II > Flashcards

Lecture II Flashcards

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1
Q

3 kinds of causes

A

Necessary - must exist for disorder to happen
Sufficient - guarantees the existence of disorder
Contributory - increases probability

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2
Q

Etiology

A

The causal pattern of abnormal behavior

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3
Q

Distal vs proximal causal factors

A

Distal - earlier causal factors. Proximal - more recent factors

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4
Q

Reinforcing contributory cause

A

Maintains a pre-existing maladaptive behavior

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5
Q

Feedback

A

The effects go back and influence causes

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6
Q

Bidirectionality

A

Influences can be two ways - an example is alcohol dependence and major depressive disorder

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7
Q

Diathesis

A

Predisposition to developing a disorder. Can be biological, psychological, sociocultural

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8
Q

Stress

A

The response of individual to demands perceived as taxing

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9
Q

Diathesis-strss models

A

A combination of diathesis and stress result in the emergence of the disorder

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10
Q

Interactive vs additive diathesis-stress models

A

The interactive model says that individuals without the diathesis cannot develop the disorder, regardless of level of stress. The additive models say that individuals without the diathesis can still develop the disorder if they are exposed to enough stress. In both models the chances of developing the disorder have direct relationship with the amount of stress

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11
Q

Protective factors

A

Modify a person’s response to environmental stressors, making negative consequences less likely - can be a teacher for ex.

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12
Q

Resilience

A

Ability to adapt to even very difficult circumstances

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13
Q

Theoretical orientation

A

These viewpoints help organize observations, provide systems of though, suggest areas of focus

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14
Q

Biopsychosocial viewpoint

A

A more integrative theoretical orientation that is widely supported today. Posits that biological, psychological, and social factors play into the development of a disorder

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15
Q

Biological viewpoint

A

Focuses on mental disorders as treatable diseases. Causes include (1) neurotransmitter/hormonal abnormalities in brain (2) genetic vulnerabilities (3) temperament (4) brain dysfunction and neural plasticity

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16
Q

Psychological viewpoint

A

Includes psychoanalytic, psychodynamic, behavioral, cognitive-behavioral

17
Q

Psychoanalytic psychotherapy

A

Concerned with conflicts between id, ego, superego that lead to anxiety. Ego tries to deal with this anxiety by resorting to ego-defense mechanisms. Goal is to make the unconscious conscious. Analyst makes analysand free associate and discuss childhood experiences,

18
Q

Psychoanalytic ego-defense mechanisms

A

Displacement, fixation, projection, rationalization, reaction formation, regression, repression, sublimation

19
Q

Psychosexual stages of development

A

(1) Oral stage (0-2)
(2) Anal stage (2-3)
(3) Phallic (3-6; oedipal and electra complex)
(4) Latency period (6-12)
(5) Genital stage (after puberty)

20
Q

Psychoanalytic vs psychodynamic perspectives

A

Psychoanalytic is only from Freud. Psychodynamic also is everything that his followers came up afterwards. Psychodynamic has more empirical support and is more patient friendly - do not have to dedicate as must time as psychoanalytic.

21
Q

Object-relations theory

A

The child takes an object - a symbolic rep of another person, and introjects it (symbolically incorporates) into own personality

22
Q

Impact of psychoanalytic

A

Concepts of unconscious and intrapsychic conflict; importance of childhood; therapeutic techniques. However lack of empirical support, emphasis on sex drive, sexism, pessimism, perhaps overemphasis of unconscious.

23
Q

Behavioral perspective

A

Learning is the central theme. Skinner’s Operant Conditioning and Pavlov’s Classical Conditioning are etiology. Subcategories include social learning theory, observational learning theory.

24
Q

Classical conditioning

A

Conditioned stimulus gains capacity to elicit Unconditioned responses by simultaneous presentation with unconditioned stimulus.

25
Q

Operant conditioning

A

Individual learns how to achieve a desired goal.

26
Q

Generalization

A

In conditioning, a response is conditioned to stimulus but then is able to be elicited by similar stimuli. For example if I am afraid of elevators then the fear generalizes into all small spaces

27
Q

Discrimination

A

In conditioning, person learns to distinguish between similar stimuli.

28
Q

Observational learning

A

Learning via observation alone - unconditioned stimulus not experienced.

29
Q

Impact of the behavioral perspective

A

Idea that patient can change behaviors and emotional responses by eliminating undesirable reactions and learning desirable ones. Precision, objectivity. However, criticized in that it oversimplifies human behavior and ignores root cause in order to tackle appearances

30
Q

Cognitive-behavioral perspective

A

How thoughts and info processing can become distorted and lead to maladaptive emotions, behavior. Involves schema, nonconscious

31
Q

Schema

A

Representation of the world and self/ of knowledge that guides information processing. Assimilation - new experiences fit into schema, even if they have to be distorted. Accommodation - if distortion not enough, adjustments to frameworks made. Self-schema - who we are, might become, what is important.

32
Q

Nonconscious

A

Mental processes that occur without our being aware of them

33
Q

Attributions (cognitive-behavioral)

A

The way that we assign causes to things that happen. Attributional style is the characteristic way in which an individual assigns causes to events - stable, internal, global

34
Q

Distorted patterns of thought (cognitive-behavioral)

A

Filtering, dichotomous thinking, overgeneralization, magnification, personalization and blame, fortune-telling, mind reading

35
Q

Beck’s CBT

A

Shift of focus from overt behavior to underlying cognitions. Interpretation of events is important. Focus of therapy to alter distorted/maladaptive schemas

36
Q

Impact of cognitive behavioral perspective

A

Behaviorists were skeptical as cognitions are not observable, but there is evidence for efficacy. Increased understanding of cognition has reduced criticism

37
Q

Psychological causal factors

A

Early deprivation, trauma, institutionalization, neglect, abuse, separation, marital discord, maladaptive peer relationships, bad parenting

38
Q

Sociocultural perspective

A

Sociology and anthropology important to understanding development of individuals. Stressors in a society can produce mental disorders that are specific to society

Abnormal Psychology (14 decks)

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