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Psychology 241 > Midterm > Flashcards

Midterm Flashcards

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1
Q

DEF

A

Dysfunction associated with distress and considered deviant based on cultural standards.

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2
Q

Deviant

A

Reaction is outside cultural norms, not typical or culturally expected

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3
Q

Dysfunction

A

breakdown in cognitive, emotional, or behavioural functioning that leads to impairment in the individual’s everyday life.

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4
Q

Distress

A

Distress = The individual is very upset/shows high level of anxiety and fear.

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5
Q

Danger

A

danger to self and others

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6
Q

Duration

A

for how long the symptoms/behaviours has occurred

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7
Q

Psychological Disorder

A

Psychological Disorders: can be extreme expression of otherwise normal emotions or behaviours it is hard to define what is normal and abnormal

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8
Q

Prototypical approach

A

Identifies essential and less essential features of each disorder, to receive diagnosis an individual meet through criteria

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9
Q

Prototype Overlap

A

Diagnosis is difficult, individuals recieve more than one diagnosis (comorbidity)

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10
Q

Hippocrates

A

Psychological disorders caused by head trauma

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11
Q

Galen

A

Psychology disorders as chemical imbalance occurs

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12
Q

Freud Psychoanalysis

A
  1. Structure of the mind
  2. Defense Mechanisms
  3. Stages of early psychosexual development
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13
Q

ID

A

sexual drives, instinctual energies, principle of pleasure

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14
Q

Ego

A

logic and reason, principle of reality

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15
Q

Superego

A

conscience, follows moral principles

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16
Q

Conscious

A

reservoir of information we are aware of

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17
Q

Preconscious

A

holds information that can be brought to awareness

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18
Q

Unconscious

A

contains info, memories, drives that are difficult to bring conscious mind

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19
Q

Defense Mechanisms

A

Unconscious protective process to manipulate, deny, distort, reality in order to defend individual against feelings of mixed anxiety and unacceptable awareness.

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20
Q

Denial

A

Ignoring thoughts feelings or aspects of reality that can lead to anxiety

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21
Q

Repression

A

Pushing disturbing thoughts, memories out of consciousness. Forgetting

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22
Q

Rationalization

A

Unconscious instinctual drives justified using logical reason

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23
Q

Stages of early psychosexual development

A
  • Distinctive patterns, based on Freuds view, every individual would use to gratify our drives for physical pleasure
  • Freud hypothesized “we don’t receive gratification during specific stage, the adult’s personality will reflect that stage (e.g. eating, chewing pen)
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24
Q

What was Freud right about?

A

Existence of conscious and unconscious mind, Existence of defense mechanisms, The role of childhood in shaping behaviour in adult

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25
Q

Psychoanalytic view of abnormal behaviour

A

Abnormal behaviour caused by conflict between unconscious and conscious forces that arise from psychosexual developmental stages

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26
Q

Treatment

A
  • Talking cure – hypnosis, free association, dream analysis
  • Relation between patient and the psychoanalyst is key in process
  • Within the therapeutic relationship the concept of transference (important to understand clients conflicts)
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27
Q

Psychodynamic Psychotherapy

A
  • Conflicts and unconscious are still emphasized, goal is to identify trauma and defense mechanisms
  • Mix of tactics with social, interpersonal focus
  • Shorter than psychoanalysis (short term = 20 sessions)
  • Goal = no reconstructing personality, but relieving suffering
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28
Q

Humanistic Theory

A

Jung and Adler: Basic quality of human nature is positive

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29
Q

Self Actualization

A

Main belief = All of us can reach our highest potential, in all areas of functioning, we have freedom to grow

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30
Q

Humanistic Theory - Person Centered Therapy

A

Carl Rogers Goal to reach self actualization. Importance to relationships, client is expert.

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31
Q

Unconditional Positive Regard

A

complete and almost unqualified acceptance of most of the clients’ feelings and actions. Trust client to work through and fix the problem (no advice)

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32
Q

Empathy

A

Reflecting client thoguhts and emotions back to them through (paraphrasing)

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33
Q

Genuineness

A

Honestly communicating how you feel with client (even if upset)

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34
Q

Behavioural model - Classical conditioning

A
  • Learning requires repeated paring od a neutral stimulus and an unconditioned stimulus (food)
  • Presentation of the conditioned stimulus (whistle after association without the food for a long enough period would eventually leave a conditioned response - extinction
  • Learned responses extended a similar stimulus – stimulus generalization
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35
Q

Behavioural model

A

Mary Cover Jones and Joseph Wolpe
- If fear was learned, it can be unlearned
- Developed this type of therapy to be used especially in cases of phobias
- Gradual exposure to the object/situation of fear
- To resolve phobia, exposure to the feared object has combination with an action or state incompatible with fear

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36
Q

Behavioural Model - Operant Conditioning

A

Behaviour changes and can be shaped as a function that follows behaviour
Behaviour – Reinforcement – behaviour is maintained
Behaviour – Punishment – Behaviour Is changed

37
Q

Positive Reinforcement

A

Increase behaviour + Application of stimulus = Positive reinforcement (+R)

38
Q

Negative Reinforcement

A

Increase behaviour + Withholding of stimulus = Negative Reinforcement (-R)

39
Q

Positive Punishment

A

Decrease Behaviour + Application of stimulus = Positive reinforcement (+P)

40
Q

Negative Punishment

A

Decrease Behaviour + Withholding of stimulus = Negative Punishment (-P)

41
Q

Behavioural Model

A
  • Learner + Tabula rasa (Clean state
  • Behaviour is shaped through responses from environment
  • No need to refer to the mental state of consciousness
42
Q

View of Abnormal Behaviour with Behaviour Model

A
  • Learned in interaction in the environment, faulty learning experience
  • Goal = treat maladaptive behaviours by changing individuals interaction with environment
43
Q

Learned Helplessness

A
  • People face severe stress, feel loss of control in situation and other their life – become helpless – develop depressive tendency
  • Learned optimism (Selingman)
44
Q

Cognitive - Behavioural Therapy

A

Thoughts - Behaviour - Emotions
- Often used for anxiety, depression and adhd
- Evidence based
- Short term therapy

45
Q

Cognitive – Behavioural Therapy - > Rationale emotive behaviour therapy (REBT)

A

A – What happened in the individual’s life?
B – What is the belief the individual has about the event?
C – What behaviours and emotions is the individual experiencing
D – Restructuring (e.g., Yes, but..)

46
Q

One Dimension or multiple dimensions?

A

Scientists and clinicians believe abnormal behaviour can result in multidimensional systematic approach

47
Q

Biology

A

Study within Genetics, evolution, physiology, anatomy
Genetics: Branch of biology concerned with the study of genes, genetic variation, and heredity in organisms

48
Q

Neuroscience

A

Scientific study of the nervous system, Biological basis of learning, memory, behaviour, perception and consciousness

49
Q

Nervous system

A
  • Central nervous system
  • Brain
  • Spinal Cord
50
Q

Peripheral Nervous System

A
  • Somatic nervous system
  • Autonomic nervous system
  • Sympathetic Nervous system
  • Parasympathetic nervous system
51
Q

Central Nervous System

A

Main function: to process all information received from our sense organs and reacts as necessary

52
Q

Structure

A

Spinal cord: To facilitate the sending of messages to and from the brain

53
Q

Brain

A

To transmit information throughout the nervous system

54
Q

Brain stem

A

More ancient part of the brain, present in most animals. To control essential automatic functions breathing, sleeping moving etc.

55
Q

Hindbrain

A

To regulate automatic activates (breathing, pumping of the heart, digestion)

56
Q

Midbrain

A

to coordinate movement with sensory input

57
Q

Thalamus/hypothalamus

A

regulate emotions and behaviour; bridge between the forebrain and the lower areas of the brain stem

58
Q

Limbic System

A

Hippocampus, cingulate gyrus, septum, amygdala: Help regulate our emotional experiences and expressions and our ability to learn and control our impulses. It is involved with basic drives of sex, aggression, hunger and thirst

59
Q

Basal Ganglia

A

Control Motor Activity

60
Q

Central Nervous System, Forebrain and Cerebral Cortex

A

Contains more than 80% of neurons in central nervous system
Organized in two similar hemispheres that operate
Left H – verbal and other cognitive processes
Right H – Perception and image creation

61
Q

Frontal Lobe

A

thinking, reasoning, memory, most interested for psychopathology

62
Q

Temporal Lobe

A

Recognizing various sights and sounds and associated with long-term memory

63
Q

Parietal Lobe

A

recognizes various sensations and touch

64
Q

Occipital Lobe

A

integrates and makes sense of visual stimuli

65
Q

Peripheral Nervous system

A

coordinates with brain stem to make sure body is properly working

66
Q

Somatic Nervous System

A

To control Muscles

67
Q

Automatic Nervous System

A

Regulate Cardiovascular system, endocrine system, digestion and regulate body temp

68
Q

Sympathetic Nervous system

A

Mobilize body during times of stress or danger, organ and glands keep under control

69
Q

Parasympathetic Nervous system

A

Balance SNS, take over after SNS has been active fir a while normalizing arousal

70
Q

Endocrine system

A

Each gland produces a chemical messenger (hormone) and releases in the stream. It is closely linked to the immune system

71
Q

Adrenal Gland

A

Epinephrine/adrenaline

72
Q

Thyroid

A

Thyroxine (metabolism, energy, growth)

73
Q

Pituitary

A

Produces regulatory hormones

74
Q

Gonadal glands

A

Sex hormones (testostrone/estrogen)

75
Q

Hypotalamic Piturary adrenal cortical (HPA)

A

Brain connection implicated in some psychological disorder
Major neuroendocrine system that controls reactions to stress and regulates processes such as digestion, immune system, mood and emotions, sexuality, and energy storage.

76
Q

Neurotransmitter

A

Biochemical neurotransmitters in the brain and nervous system that carry messages from one neuron to another
- Stored in vesicles in the neurons
- Released into synapse
- Bind to receptor sites in the synaptic membrane of opposite neuron
- Results in opposite neuron firing an action potential (excitatory effect) some neurotransmitters action results in inhibition of the target neuron (inhibitory effect)
- Deactivation of the chemical in the neurotransmitter reuptake

77
Q

Eggs and Pie Ma’am

A

E= Endorphins
G= Gaba
G= Glutamate
S= Serotonin
A= Acetylcholine
N= Norepinephrine
D=Dopamine
P=Pain
I=Inhibitory
E= Excitatory
M= Mood
A = Arouse/memory
A= Activate
M = Movement/Reward

78
Q

Agonist

A

Activates receptors

79
Q

Antagonist

A

Blocks receptor, producing no effect

80
Q

Do Psychosocial factors interact with out brain functioning? (YES)

A

Control on when to eat and play – high sense of control
Eat and play only when case 1 does it – Low sense of control

81
Q

Genetic Contributions

A
  • Each cell nucleus we have 23 pairs of chromosomes
  • Chromosomes are made of coiled deoxyribonucleic acid (DNA)
  • 4 Organic compounds (Adenine, Thymine, Cytosine, Guanine) Organized in base pairs that form the double helix structure of DNA
82
Q

Chromosomal Disorder

A

Inherited: single gene or polygenic
Example: Huntington disease, Fragile X syndrome, Diabetes, Schizophrenia, Autism

83
Q

Abnormality in number or structure of chromosomes

A

Down syndrome/Turner syndrome

84
Q

Genetic Contriubutions

A
  • Environmental effects on Epigenome
  • Diathesis-stress model
  • Gene-environment correlational model
85
Q

Diathesis-stress model

A

Individuals inherit tendencies to express certain traits of behaviours that may be activated in certain experiences

86
Q

Genes

A

Susceptibility to developing certain disorder

87
Q

Environment

A

Stress

88
Q

Serotonin-transporter gene (5HTT) – 2 alleles (S=short, L=long)

A

Responsible for creating a protein that influences the reuptake of serotonin in presynaptic neuron

89
Q
A

Psychology 241 (3 decks)

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