Midterm 1 Flashcards
Disorder definition
- Clinically significant → impairment in some way
- 3 areas:
o Cognition: cant think quick or think too quick (anxiety, racing thoughts)
o Regulating Emotion: out of control, yelling and screaming, very sad etc.
o Behavior: totally restless, out of control and everything in between, shown on the outside or maybe impulsive child having a tantrum - Associated with significant distress, disabled or impaired
o Social, occupational or other important activities - Measure how much in each domain and see if its clinically significant
- Root may be in psych, bio, developmental processes underlying mental functioning
- Socially deviant behavior is not a disorder unless it results from a dysfunction in the person
historical conceptions
- Supernatural explanations: witchcraft, moon and stars
- Assumed that people who acted abnormally were consumed by the devil or were witches → performed exorcisms, witch hunting, etc.
- Biological explanations: Hippocrates and galen along with later medical advances and treatment
- Psychological explanations
o Freud and psychodynamic theory
o Humanistic theories (roger, maslow)
o Learning theorists (skinner, Pavlov, bandura
19th century advances
- 19th century: general paresis (syphilis), psychosis → biology
o Associated with unusual psych and behavioral symptoms
o Demonstrated a bio basis for psychosis
20th century advances
o 1930s
• Insulin shock therapy → given insulin and put into shock → v bad, caused death or near death
• Psychosurgery → helpful at first but some people couldn’t form or retrieve memories or properly function afterwards
• Electroconvulsive therapy
o 1950s
• First psychotropic meds (neuroleptics)
• Systematically developed
• Used to successfully treat psychosis, agitation and aggression
• There were unwanted side affects from meds → people stopped taking them and then got worse bc meds don’t necessarily cure (still relevant)
• Benzodiapines can be addictive
- Freud and psychodynamic theory
o Structure of the mind (id ego superego)
o Stages of psychosexual development
o Defense mechanisms
• Coping styles in response to particular stressors (denial displacement projection rationalization sublimation)
- Humanistic theorists
o Carl rogers → client centered therapy
o Maslow → self actualization
- The behavioral model
o Ian Pavlov and john Watson → classical conditioning
o BF skinner → operant conditioning
o Albert bandura → social learning theory
o Treatment: behavior therapy → tends to be time limited and direct
o Legacy → lead to cognitive behavioral therapy
Present day conceptions of psychopathology
- Must consider the whole person and their individual life experiences
- Along with unique combo of bio psych social and cultural factors that inform their sense fo self and their experience of the world and impact their functioning
- Seems to be a universal human experience
Prevalence in Canada
- 1 in 3 canadians has or will have a disprder
o leading cuase of disability
o 70% first developed in childhood or adolescence
o 10-20% of you th affected by mental disorders - 9th highest suicide rate among 12 industrial counties
o one of leading cuases from 15-middle age
o 24% of all reaths among 15-24 yo
o 1t6% among 25-44 yo - Mood and anxiety disorders
o ~12% over the age od 18 suffer from mood and anxiety disorders
o Anxiety: 9% of men and 16% of women
o Depression: 1 in 10 men, 1 in 6 women - Substance abuse: 1 in 10 canadiats 15+ report symptoms of consistent with substance abuse and dependence
- Schizophrenia: ~1% of Canadians 16-30
- 1 in 3 canadians cant get the treatment they need
Understanding psychopathology
- Bio-psycho-social or multidimensional model
o How it impacts who you are, how you see the world - Bio factors: genetics, neurobiology
- Behavioral cognitive emotional factors
- Social, cultural, interpersonal, developmental factors
Genetic contributions
- Behavioral genetics: what role does it play in regard to tendencies, psychopathology, behaviors, etc.
- Only 50% of behavior/personality that comes from genetics
- What environment has an effect? How can we affect disorders with environment?
Gene influences
o Inheriting a predisposition to a disorder
o Inherit, but environment can trigger
o No particular gene identifies (polygenetic, multiple genes create predisposition)
o Cant say exactly if someone will get a disorder, but can say that there is a risk
- If parent has a disorder will u get it?
o Not necessarily
o Disorder could affect ones parenting and there may be neglect etc which could change environment and cuase disorder
- Identical twins? – May both get disorder but not necessarily, 50% chance
Diathesis Stress model
- Diathesis + stress = genetic vulnerability/expression of trail/disorder
- Diathesis: inherited genetic predisposition for a tendency to express certain traits or behaviors
o Parent struggles with anxiety → I may have a predisposition to potential anxiety
o May have predisposition to other things like trouble controlling emotions
• Some may get anxiety, some may get none some may get depression
o Creates a genetic vulnerability - Stress: diathesis may be activated in certain environments (stress)
o Even if no genetic vulnerability we can still develop a disorder because of stress
o Under stress we are all vulnerable
o With diathesis it takes less stress to develop a disorder
Caspi study
- People with one type of genetic makeup were less likely to develop depression when exposed to the same stressful events (short vs long alleles)
- 2 short alleles were more likely to develop ptsd compared to having two long alleles
Gene environment correlation model
- Correlational relationship between genetics and environment
- If have divorces sibling then u are 2x more likely to get divorced
- Bc genetic makeup we work to shape our world to fir out needs
- Seek dangerous and risky situations and develop a phobia if something bad happens
- Introverted, nervous around people, stay only with a couple friends but when put in situation where forces to be social there will be more stress
- Avoiding situations then when put into them there is more stress and a disorder can develop (read Kilpatrick again)
Mcgue and Lykken (read again), blood injection
- Dr simon sheri → personality and perfectionism
- Observed first year students and adapting to uni
- May be more vulnerable if a perfectionist
- Are there differences between perfectionists and not?
- Have to adjust whole life and perfectionists have v high expectations that can be hard to meet
- Perfectionists select themselves in to tough things and may struggle more
Epigenetics
- Environmental variables can act on genetic material
o Ex. stress, nutrition and other environmental effects/events - Genes can be turned on or off in certain environments
- May happen pre or postnatally
- Materials act on genes but don’t act permanently may be passed on to next gen
- Does not change genome
forebrain
abilty to plan, prioritize, emotion regulation, sensory, executive function
o Frontal parietal occipital temporal lobes 2 hemispheres limbic system
o Important because it organizes perception and helps us to figure out how to respond
o Memory, regulation of emotion, fight or flight, limbic system
midbRAIN
regulates behavior and emotion, arousal, attention, alertness
o Basal ganglia → processing of rewards, orienting behavior
o RAS (reticular activating system) for arousal and alertness
o Thalamus, hypothalamus, parts of RAS
o Important for regulation of emotion (mood, personality disorders), alertness, arousal, fight or flight
- Hindbrain
: regulates automatic activities/bodily functions and coordination
o Automatic fight or flight, disorders that have to do with movement and coordination
o Structures: medulla, pons, cerebellum
- Limbic system
emotions, basic drives, impulse control, memory, fight or flight or stress response
o Hypothalamus: eating drinking etc.
o Thalamus: relay station for sensory info
o Hippocampus: memory
o Amygdala: emotional relevance, adding meaning to a situation
o Cingulate gyrus: attention to something, realize something is happening, controlling behavior, problem solving
o Basal ganglia: link between something, both schitz and parkinsons
pns
- Somatic NS: voluntary movement
- Autonomic NS: involuntary movement
o Sympathetic: directly involved with fight or flight, used in stressful situations, inc HR, BP, dec in digestion, lots of functions turned on high
o Parasympathetic: normalizes nervous system following hyperarousal
HPA axis
- Integrates and connect the endocrine and nervous systems
- Activated in response to stress
- Hypothalamus, pituary and adrenal gland
- Adrenal is activated, stimulates HCTH, releases cortisol to help deal with stress
- Endocrine and HPA involved with psychopathology under chronic stress HPA can become disregulated, cortisol stimulates to be continuously stress
Neurons and neuronal transmission
- Information is transmitted through neuronal communication
- Cell body, dendrites, axon between 2
- Dendrites receive messages, axons pass tehm on
- Function of neuron: send messages
- 10 bil neurons, 1 has ~10000 connections to other neurons
- Axons = presynaptic, dendrites = postsynaptic
- Myelin sheath: insulates axons, makes signal faster
- Action potential: electrical impulse
- Dendrites have spiny things that have receptors for neurotransmitters (chemical signals)
- Each neurotransmitter has a specializd dendrite receptor
- Receptors are excitatory (will cause a graded potential in dendrite and will turn it into an action potential) or inhibitory (no graded potential, doesn’t continue firing)
- Terminal buttons are where neurotransmitters are released
Neuronal transmission and neurotransmitter release
- Presynaptic neuron: in response to action potential a neurotransmitter is released into synaptic cleft
- Postsynaptic neuron: neurotransmitter binds to receptor sites
- After binding reuptake or enzymatic degradation takes place
- In axon close to cell body where neurotransmitter begins to be synthesized action potential occurs so the synaptic vesicles move neurotransmitter to end then action potential stimulates release
- After time neurotransmitter is done work so it separates from receptor
- After binding reuptake takes place (enzymatic degredation)
- Selective serotonin reuptake inhibitors: keep axon from engaging in reuptake as fast so serotonin can transmit message for longer
- Neurotransmitters an be deactivated before contact with post synaptic neurons
serotonin
o Many derivations in axon and diff receptors
o Inluences lots of overall behavior (mood, coordinates balance with other nts, though processes)
o Less inhibition, aggression, instability, unable to control emotion
