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Psychology 1B > Mental Health and Well being > Flashcards

Mental Health and Well being Flashcards

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1
Q

Abnormality

A

A deviation from the average

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2
Q

Statistical infrequency and social norms

A

abnormality can be defined through being statistical uncommon and its deviation from social norms

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3
Q

DSM

A

Diagnostic and Statistical Manual of Psychological disorders

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4
Q

Schizophrenia

A

A mental disorder in which people interpret reality abnormally

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5
Q

Positive symptoms

A

An additive change in behaviour or thoughts, such as hallucinations or delusions

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6
Q

Delusions of thought

A

A belief that is clearly false and indicates an abnormality in the affected person’s content of thought.

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7
Q

Negative symptoms

A

people appear to withdraw from the world around them, take no interest in everyday social interactions

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8
Q

dopamine hypothesis

A

Excess of dopamine activity in people with Schizophrenia

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9
Q

Stress-vulnerability model

A

People genetically vulnerable to Schizophrenia are more prone to stress

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10
Q

Gene-environment interaction model

A

Vulnerability to stress increases sensitivity to stress, therefore, people raised in stressful environments, such as a dysfunctional family, are more prone to develop psychological disorders

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11
Q

Expressed emotions

A

A term used to denote the intensity of expression of a range of emotions within the family context.

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12
Q

Bipolar disorder

A

A mental health illness that causes unusual shifts in mood, ranging from extreme highs (mania) to lows (depression)

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13
Q

Depression

A

Persistent sadness and lack of interest or pleasure in previously rewarding or enjoyable activities.

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14
Q

Mania

A

unreasonable euphoria, very intense moods, hyperactivity, and delusions

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15
Q

Helplessness theory

A

Learned helplessness is the behaviour exhibited by a subject after enduring repeated aversive stimuli beyond their control

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16
Q

Attributional/explanatory style

A

The ways in which people explain the cause of events within their lives. If someone is exposed to uncontrollable situations with negative outcomes it can lead to a perceived incapability

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17
Q

Beck’s Cognitive Theory of depression

A

Involves the Cognitive Triad, Schemata, and Faulty information processing/cognitive biases

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18
Q

Cognitive Triad

A

Negative views of self, negative views of current experiences/ the world, and negative views about the future (self, world, future) –> affect each other

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19
Q

Schemata

A

A pattern of thought or behaviour that organises categories of information and the relationships among them

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20
Q

Faulty information processing/cognitive biases

A

Arbitrary inference: drawing unjustified conclusions,
personalisation: assuming that things/comments are directed oneself,
overgeneralisation: seeing things as “always” or “never”

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21
Q

Beck Depression Inventory (BDI)

A

An inventory of measuring depression through self reported measures, a quantitative assessment of the severity of the depression

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22
Q

Cognitive Therapy (Depression)

A

Cognitive restructuring of thought patterns, through monitoring, recognition and substitution

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23
Q

The Integrated Motivational-Volitional model of suicidal behaviour

A

A three phase biopsychosocial framework, that delineates the final common pathway to suicidal behaviour.
The three phrases:
pre-motivational phase -> motivational phase -> volitional phase

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24
Q

Non-suicidal self-injury

A

self-harm

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25
Q

OCD

A

Obsessive Compulsive disorder
Recurrent obsessions/ compulsions that are not pleasurable

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26
Q

Trichotillomania

A

hair-pulling disorder, frequent repeated and irresistible urges to pull out hair from your scalp, eyebrows or other areas of your body.

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27
Q

Excoriation disorder (dermatillomania)

A

skin-picking disorder, repeated picking of one’s own skin, which results in areas of swollen or broken skin and causes significant disruption in one’s life

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28
Q

Focused vs automatic

A

focused - intentional, aware
automatic - subconscious, unaware

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29
Q

Psychodynamic theory

A

Gain insight into unconscious conflict and resolve conflicts through techniques such as hypnosis, free association and dream analsysis

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30
Q

Client/person centred therapy

A

therapy that believes that all people have the capacity to grow and this can be facilitated by acceptance from a therapist

31
Q

Cognitive therapy

A

Challenging negative dysfunctional thoughts with more positive and realistic thoughts.

32
Q

Psychosurgery (trephining)

A

Drilling a hole into a patients head to “let spirits out”

33
Q

Electroconvulsive therapy (ECT)

A

Used on people resistant to medication, aim is to emulate epileptic reaction. Does work but cognitive function side effects

34
Q

Aversion therapy

A

reduce/avoid a patients undesirable behaviour through conditioning the person to associate the behaviour with an undesirable stimulus.

35
Q

Exposure therapy

A

Patient approach stimulus of fear with the aim of reducing the fear -> a systematic desensitisation

36
Q

Mindfulness

A

Focussing ones attention and awareness on what’s happening in the present moment through attention and emotion control and self-awareness.

37
Q

State anxiety

A

Temporary feelings of anxiety triggered by specific events

38
Q

Trait anxiety

A

Stable individual difference in proneness for anxiety. Demonstration of state anxiety in a variety of threat situations.

39
Q

Test anxiety

A

Situation specific personality trait
trait-like tendency to appraise performance-evaluative situations as threatening and react with elevated state anxiety

40
Q

Emotionality

A

Affective-physiological component of Test Anxiety
Perception of physical arousal; tension, increased heart rate, stomach discomfort

41
Q

Worry

A

Cognitive component of Test Anxiety
Self-focused thoughts about failure; worry about negative consequences of threatful (evaluative) situations; perception of cognitive interference

42
Q

Moderating factors that increase negative relationship between test anxiety and performance

A

Evaluative settings, speeded timed conditions, negative feedback, difficulty of task

43
Q

Moderating factors that decrease negative relationship between test anxiety and performance

A

structured settings, social support, provision of reassurance

44
Q

Spielberger’s Test Anxiety Inventory (TAI)

A

designed to measure test anxiety through the measurement of the cognitive component worry and the affective component, emotional distress
questions answered on a 4 point likert scale

45
Q

Sarason’s Test Anxiety Scale

A

developed in 1960 and is the most widely used self-report instrument for measuring children’s test anxiety
27 items which are true or false statements

46
Q

Distal factors for test anxiety (increase the likelihood of a TA response)

A

Personal factors that affect test anxiety:
Biological predisposition, primary socialisation

47
Q

Proximal factors for test anxiety (directly associated with TA response)

A

Situational factors: Social reference group, group reference norms, competitive environment, perceived control

48
Q

Emotion focused interventions for TA

A

aim: reduce arousal and other physiological responses through theoretical explanation of anxiety, various relation methods, behavioural learning principles
-> ineffective on their own on cognitive performance

49
Q

Cognitive Focused Interventions

A

Reduce the worry and irrational intrusive thoughts in people with test anxiety through understanding triggers, modifying maladaptive cognitions, positive thinking, cognitive modification models and attention focus skills.
-> effective in reducing TA

50
Q

Study skill interventions

A

Improve student study and test taking skills in order for them to more effectively study and have less TA, most effective in combination with other interventions

51
Q

Yerkes-dodson law

A

a relationship between arousal and performance, law dictates that performance will increase with physiological or mental arousal, but only up to a point.

52
Q

Self-Regulatory model of test anxiety based on Self-Referent Executive Function (S-REF) theory

A

Test anxiety is the result of the interaction between 3 systems: (1) executive self-regulation processes; (2) self-beliefs/self-knowledge; (3) maladaptive interactions

53
Q

General adaptation to stress (GAS) model

A

Stress as a response
3 stages of stress: acute response; defensive mechanisms/resistance; exhaustion

54
Q

Fight or flight response

A

The body boots up to tackle a threat. The amygdala send a distress signal, the hypothalamus acts as a control centre and send signals around the body to activate the fight or flight response

55
Q

Stress as a stimulus

A

Stress caused through stressors. These are demands made by the internal or external environment that upset balance, thus affecting physical and phycological well-being

56
Q

Stress as a response

A

Stress as a physiological response to stimuli

57
Q

Chronic stress

A

Continuous and repeated stress

58
Q

Transactional model of stress

A

Stress is the interaction between the person and the environment. Stress responses are evoked when there is a perceived imbalance between situational demands and personal resources. The stress depends on how the individual appraises the external stressor.

Interaction between primary and secondary appraisal with coping strategies.

59
Q

Repressive coping

A

Ignoring/avoiding a stressor to maintain an artificially positive view point -> harmful long term

60
Q

Rational coping

A

Facing the stressor and working to overcome it
Three steps:
1. acceptance
2. exposure
3. understanding

61
Q

Reframing

A

Finding a new way to think about the stressor that reduces its threat

62
Q

Health Belief Model

A

Assumes that health behaviour results from a desire to avoid/recover from and illness and belief that a specific health behaviour will prevent/cure illness
4 constructs:
Perceived susceptibility
Perceived severity
Perceived benefits
Perceived barriers

63
Q

Theory of Reasoned Action(TRA)

A

Model that believes our intention is the most powerful factor in influencing our behaviour.
Through Behavioural belief strength and normative beliefs (social pressure), i.e. our perception of what other people will think form out intention.

64
Q

Theory of Planned Behaviour (TPB)

A

Expansion of TRA model
Perceived behavioural control (PBC) overalps with construct of self-efficacy, how well we believe we can perform the behaviour. This is influenced by past experiences and anticipated obstacles. PBC predicts behaviour

65
Q

Six stages of change

A

Pre-contemplation
Contemplation
Preparation
Action
Maintenance
Relapse

66
Q

Perceived behavioural control

A

The degree to which a person believes that they can perform a given behaviour

67
Q

Intention-behaviour gap

A

The failure to translate intentions into actions

68
Q

Ecological models

A

There are multiple levels of influence that interact and impact a persons behaviour

Individual - Interpersonal - Organisational - Community - Public Policy

69
Q

Eustress

A

“Good stress” which is challenging, exciting, and motivating. It lies within the persons control, within their coping abilities and can lead to improved performance and sense of self-efficacy and mastery

70
Q

Distress

A

“Bad stress” which is threatening and unpleasant and leads to a decrease in performance and a negative impact on health and well-being

71
Q

Primary appraisal

A

Is the stressor harmful, threatening or challenging in the moment?

72
Q

Secondary appraisal

A

Is the stressor within in my coping abilities and how can I deal with the situation to get a positive outcome

73
Q

Transtheoretical model (stages of change)

A

Aims to address the intention-behaviour gap.
two stages within health behaviour change:
Motivational stage: intention to perform behaviour
Volitional stage: successful performance of the behaviour

Psychology 1B (3 decks)

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