mental health Flashcards

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1
Q
A
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2
Q

how does the WHO define mental disorders

A

as “[are] characterised by a combination of abnormal thoughts, perceptions, emotions, behaviour and relationships with others

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3
Q

what historically are the 3 approaches to mentak health

A

supernatural, biological and psychological

References of the conflict between good and evil are a good example of this approach. Exorcisms and other similar rituals in other religions were used to restore the person to a ‘normal’ state

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4
Q

biological explanation

simple

A
  • relate to malfunctions in the body itself
  • The focus of the source of mental problem were traced to the body (e.g., the brain, the liver, the uterus) eg the 4 humours
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5
Q

psychological exp.

simple

A
  • suggests that dysfunctional psychological processes (e.g., mood, personality, cognitions, emotions) are at the core of mental illnesses
  • It is not just something in the body but the relationship between the body and the way we interpret information
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6
Q

who craeted introspection and what is it

A
  1. wilhelm wundt
    * mainly concerned with mental processes, sensory physiology and psychophysics
    * use of introspection
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7
Q

psychoanalytical theories

A
  • proposed by sigmund freud
  • explains personality as a dynamic process and the result of conflict between the parts forming the psyche
  • resulting personality is determined by the experiences in the first few years of life
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8
Q

what is the topographical model

A
  • mainly seperted as conscious and unconscious
  • conscious and pre-conscious communicate well with each other, but the unconscious is not accessible
  • ID is present from birth and active only at the unconscious level – based on the ‘pleasure principle’: Seeks immediate gratification regardless of the consequences
  • SUPEREGO is the idealistic part of the psyche. It resides in the preconscious and operates based on moral and social ideals. It is formed of internalised conventions and morals from family and society
  • EGO is mostly based on the conscious and acts as an active mediator between the ID and the SUPEREGO – based on the ‘reality principle’: We have to accept moral and social rules and we can not do what we want
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9
Q

limitations of psychoanalytic theory

A
  • The ideas are hard to verify empirically
  • Confusing terminology that changes across the development of the theory
  • Changes in important parts of the theory are not clearly justified. For example, Freud changes the topographical model (unconscious, preconscious and conscious) to the structural model (id, ego and superego)
  • The theory is mostly based on cases (clinical cases?), so it is hard to use as basis for behaviour in general populations
  • Lack of consideration of cultural and social differences
  • The role of the analyst is CRUCIAL, and the role of the client is not important
  • places everyone into the same classification [same mold]
  • ignores social, cultural difference!
  • freud accepted no critics of the theory so allowed no development, held back psychological development
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10
Q

what are humanistic theorires

A

humanistic theories are focused on the ‘here and now’ now’ and involve emotional content
- The client ‘decides’ when the treatment is working and successful
- Includes a phenomenological perspective - everyone is unique so perceives the world uniquely, makes Freud approach shit
* Reality depends on the individual’s perception of it
* focuses on ‘how are things TODAY? how are you feeling?’

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11
Q

about carl rogers

A
  • created client-centred approach+spent most of his career in san francisco = 1960’s San Francisco was the hippie movement, influences Rogers
  • “I have never known an individual to choose the cruel or destructive path….it is cultural influences which are the major factor in our evil behaviours” (Rogers, 1961)
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12
Q

what is maslows hierarchy of needs

A
  1. self actualisation [fulfillingh capacities]
  2. esteem [valued by others]
  3. love and belonging [the feeling we belong]
  4. safety [needs of a person to survive]
  5. physiological needs [the things the organism needs to survive]
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13
Q

limitations of maslows hierachy+congruence

A
  • Maslow creates a single criteria despite humanism preaching everyone being unique
  • provides no formula on how to reach self-actualisation
  • yet each individuals self congruence is subjective
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14
Q

what is congruence+incongruence

A

When these two aspects of the self are incongruent the individual will experience confusion, tension, and engage in maladaptive behaviour

  • Incongruence as the root of many psychological and emotional problems
  • When the ‘self as experienced’ is congruent with the ‘true’ self the individual can ‘self-actualise’
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15
Q

what is behaviourism

A
  • analysises the behvioural response of the organism
  • **What goes on inside the mind can never be studied scientifically and is not important **for understanding personality or other processes
    • Behaviour is determined by events in the environment
  • To understand mental processes we need to understand how these events cause behaviour
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16
Q

two basic types of learning

learning theories

A
  1. **classical conditioning **– behaviour explained in terms of learned associations between events in the environment
  2. operant conditioning – behaviour explained in terms of past and present effects of environmental rewards and punishments. Developed to include more vicarious types of learning, such as observational learning
17
Q

pavlov [cc]

A
  • Process in which a previously neutral stimulus becomes capable of eliciting a response because of its association with a stimulus that automatically produces the same response
  • Neutral objects (dishes, bells) led dogs to produce saliva after repeated pairing with something that already (naturally) produced saliva (i.e., food)
18
Q

watson and rayner

A

little albert
- He did show a fear response when an iron bar was struck to a metal base located behind him
- Noise from the bar paired with white rat (and other animals) over repeated trials
- Eventually, Albert displayed phobic responses to rats on their own
- The response was generalised to other objects [Santa’s beard, bunnies etc] that previously never elicited an aversive response

19
Q

vicarious reinforcement

social learning theory

A
  • Bandura (1977) demonstrated that children behaved aggressively after having watched a ‘model’ behave aggressively towards a ‘bobo doll’
  • The children not only replicated the aggressive acts and comments of the model; they engaged in novel aggressive acts and made novel aggressive comments
  • Extensions of the same experiment had children watch a model who was either rewarded (e.g. given sweets for a “championship performance”) or punished (scolded) for behaving aggressively
  • Children in the ‘rewarded model’ condition were later more aggressive than those in the ‘punished model’ condition (and those in a control condition)
  • Suggests that the children’s behaviour was a consequence of the expected (positive or negative) consequences, which they learned via observation

SLT is often seen as a ‘bridge’ between traditional learning theories (OC) and more mainstream psychology

20
Q

two diagnosis criteras

A

DSM-5
ICD-11

21
Q

what does the use of ICD-11 and DSM-5 permit

A
  • Common causes
  • Main clinical features
  • Relevant treatments
  • Likely outcome
  • Facilitates reliable and valid research
22
Q

why make a diagnosis

A
  1. Can help communication and direct understanding within the here and now
  2. Can demystify mental illness and reduce stigma
  3. Can give structure and an explanation for experiences
  4. Can guide investigations, treatment and help predict future prognosis
  5. Can help people access social rights
  6. Can help organise care systems (Service planning)
  7. System for research
23
Q

concerns over classification

A

Categorising people is unnatural, arbitrary and unnecessary (Rogers, 1951)

  • Classification changes the nature of treatment between patient and medical professional
  • Assumption that each individual is unique and therefore classification may be useless
  • Classification system too heavily built around the medical model in order to justify treatment (Schacht & Nathan, 1977)