Midterm 2 Flashcards

1
Q

What’s suicide?

A
  • Death resulting from intentional self-injurious behavior, associated with any intent to die as a result of the behavior
  • To have something count as a suicide, the outcome has to be death and it is driven by intent or desire to die
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2
Q

What’s a suicide attempt?

A
  • Nonfatal self-directed potentially injurious behaviour with any intent to die as a result of the behaviour
  • Intent to die is there but the end result isn’t death
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3
Q

What’s an interrupted attempt?

A

A person takes steps toward making a suicide attempt but is stopped by another person prior to any injury or potential injury

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4
Q

What’s a self-interrupted/ aborted attempt?

A

A person takes steps to injure self but stops self prior to any injury or potential for injury

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5
Q

What are preparatory acts or behaviour with regard to suicide?

A
  • Acts or preparation toward making a suicide attempt
  • Ex: planning on jumping off a bridge -> preparatory act would be visiting the bridge
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6
Q

What’s suicidal ideation?

A
  • Thoughts of suicide
  • Extremely common
  • Thinking about suicide, planning suicide or just broad thoughts of death or thinking that the world would be better off without them or wishing they were dead
  • Suicidal ideation comes in many different ways of thinking
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7
Q

What’s a common misconception regarding suicide and suicide attempts?

A
  • That you can decide how serious someone’s suicide is based on lethality of method of suicide
  • We never infer intent based on lethality of method used
    -> can be based on many factors including what resources someone has access to
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8
Q

What’s non-suicidal self-injurious behaviour (NSSI)?

A
  • Behaviour that’s self-directed and deliberately results in injury or the potential for injury to oneself
  • Without the intent to die
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9
Q

Describe the prevalence rates of suicide in Canada

A
  • In 2016, 9th leading cause of death across all age groups in Canada
  • In terms of fatalities, suicide is a bigger problem than homicide in Canada
  • Suicide is a relatively rare event
  • Almost 4,000 people
  • In Quebec: almost 900 people (slightly higher than average rates of suicide in Canada)
  • More deaths in men and boys than in women and girls (more than 3x more)
  • Suicidal thoughts: 3.4 million -> 1.1 million between 18-34 (more commonly reported in women and girls than men and boys)
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10
Q

What are the key elements of suicide according to the World Health Organization?

A
  1. Agency: something that is self-initiated, but doesn’t necessarily need to be self-inflicted (ex: provoking a cop with intent to die or not taking insulin if diabetic)
  2. Intent: some desire or intent for death
    - This differentiates NSSI from suicide attempts (ex: skydiving and drunk driving are non-intent attempts)
  3. Outcome: actual/perceived potential for death
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11
Q

Identify the appropriate suicide term for this prompt: A 12 yr old girl is grief-stricken after her father died in a car accident. In the months after, she states multiple times that she wants to go to heaven and be with him. One afternoon she watches a Lifetime movie in which a teenager dies from overdosing on sleeping pills. She then takes 20 melatonin tablets that she knows her mother takes to help her sleep.

A
  • Suicide attempt
  • Even if you can’t overdose on melatonin, the intent is there so it’s considered a suicide attempt
  • She believes the melatonin could have a fatal outcome
  • Low lethality event -> still suicidal attempt
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12
Q

Identify the appropriate suicide term for this prompt: a man put a gun to his head because he wanted to kill himself. He pulled the trigger, and the gun failed to fire.

A
  • Suicide Attempt (because he goes through with the behaviour that leads to suicide)
  • Interrupted Attempt
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13
Q

Identify the appropriate suicide term for this prompt: A man is drinking near a lake with a group of friends on Victoria Day. On a dare, he and his buddy decide to play Russian Roulette with a loaded gun. He puts the gun to his head, pulls the trigger, and dies instantly from a gunshot wound to the head.

A
  • No suicide term is applicable to this
  • We have no evidence that this person’s intent was to injure himself
  • Extremely risky behaviour
  • Him being intoxicated affects our understanding
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14
Q

Describe Suicide and NSSI in the DSM

A
  • Prior to DSM-5, suicide and NSSI were listed as symptoms of Depression and BPD
  • DSM-5 now includes under “conditions for further study”: Suicidal Behavior Disorder and Nonsuicidal self-injury disorder -> these are not diagnoses but behaviours
  • We need more info about these before categorizing them
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15
Q

What are the challenges for research in suicidality?

A
  • Rare: worldwide, fewer than 1% of adults make a suicide attempt each year
  • Etiologically complex: a lot of our data on suicide comes from small samples, clinical samples and western samples
  • Difficult to study longitudinally: need massive samples to study longitudinally
  • Stigma/legal constraints: different laws on what’s considered suicide and what’s not, different places defining suicide in different ways
  • Replication: not much replication for research on this
  • Also, most studies will look at suicidal ideation and suicidal attempts, but won’t look at transition from ideation to attempt
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16
Q

What are the common research methods used to study suicide?

A
  • Archival → data is obtained from pre-existing records and databases. Look at how variables relate to each other at any given moment
  • Ex: looking at death records and trying to identify which deaths were by suicide
  • Psychological Autopsy → reconstruct what a person was like before the suicide through interviews with family, friends, co-workers, etc.
  • Big Data → passively collect data from individuals (ex: geolocation, social media, activity trackers, phone calls, purchasing history, etc.)
  • Ex: social media has data from users and maps patterns to identify suicide attempts -> looking at correlates that may or may not be meaningful
  • Experimental → compare individuals’ responses to tasks, manipulations, etc.
  • Treatment Studies → randomly assign people to different conditions (or treatments) and compare outcomes -> Waitlist Control, Placebo, Alternative Treatment
  • Meta-analysis → pools results from separate but similar studies to get a more accurate estimate of the effect
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17
Q

Describe gender differences in suicide and suicide attempts

A
  • Women attempt suicide at significantly higher rates than men in North America
  • 77% of deaths by suicide are male in North America
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18
Q

What are the proposed explanations for gender differences in suicide and suicide attempts

A
  • Base Rates
  • Lethal means: men tend to use more lethal means (most common means = hanging and firearms), while most common suicide means of women = toxic substances and drowning
  • Access
  • Greater Intent: idea that men have greater intent
  • Mental Health Care: women use mental health services at a higher rate than men
  • Cultural acceptance: seeking help is attributed to more feminine qualities -> barrier for men seeking help for suicidality (seen as weak)
  • Reactions from others: if a woman commits suicide and doesn’t die, she will receive more support than men who attempt and don’t die
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19
Q

Describe race/ethnicity differences in suicide

A
  • Suicide rates are highest in North America in White people and First Nations (highest in First Nations)
  • Exception: among young children (5-12), Black children are at much higher risk of dying by suicide
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20
Q

Describe suicide within Canadian First Nations Populations

A
  • Canadian First Nations people have among the highest rates of suicide in the world
  • Not equally distributed across first nation populations
  • Durkheim’s theory of “anomie” -> feeling of being disconnected from the community, lack of belonging
  • Anomie can account for population-wide attempts to suicide
  • Among youth living in First Nations with close proximity to community and greater knowledge of language -> have significantly lower risks of suicide (language and community cohesion)
  • Higher community rates of a number of risk factors (ex: poverty, substances)
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21
Q

What are country differences in rates of suicide (highest to lowest rates)?

A
  • Japan (highest)
  • France
  • United States
  • Germany
  • UK
  • Italy (lowest)
  • Rates for Japan and France have been decreasing overtime
  • Rates for US started increasing in early 2000s (surpassing France)
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22
Q

What are the most common methods used in North America to attempt suicide (in order)?

A
  • Poisoning
  • Cutting
  • Stabbing
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23
Q

What are the most common reasons for death from suicide (in order) in the US?

A
  • Firearm suicides
  • Suffocation
  • Poisoning
  • Fall
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24
Q

What are the most common reasons for death from suicide (in order) in Canada?

A
  • Hanging
  • Suffocation
  • Poisoning
  • Firearm
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25
Q

Describe risk factors for suicide

A
  • Risk factors are things that indicate a group or community at higher risk of developing a disorder
  • Risk factors are not warning signs
  • Some are modifiable (ex: depression, access to lethal means), and some are not (ex: race, genetic predisposition, family history of suicide)
  • There are many risk factors for suicide -> even with identifying all of the risks we can’t predict accurately who will commit suicide
  • The risks don’t tell us how much each of them are linked to suicidal ideation and for moving from ideation to attempt
  • Belief that reducing risk factors and increasing protective factors can help prevent suicide
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26
Q

What are proximal risk factors to a suicide attempt?

A
  • Intoxication -> ~ 25-50% of adults who die by suicide are intoxicated at the time of death. Usually alcohol, but sometimes other substances
  • When people are taking these substances, they’re at greater risk
  • Rates are higher in younger people
  • Access to means -> people who have greater access to lethal means are more likely to die by suicide (treatment = means restriction)
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27
Q

What are protective factors for suicide?

A
  • Treatment: psychosocial or pharmaceutical
  • Lithium and clozapine (for bipolar and psychosis, respectively)
  • Preventative interventions in communities (ex: working to reduce aggressive behaviours in early elementary school seems to delay or prevent the onset of suicidal behaviours in young adulthood)
  • Culturally-influenced coping strategies (ex: values reflecting strong moral objections to suicide and high family support = lower incidence of ideation and attempts among Latinos)
28
Q

Describe Suicide Contagion in the Media

A
  • Exposure to the suicide or suicidal behavior of one or more persons influences others to engage in these behaviours
  • Suicide clusters in communities -> suicide clusters following the death by suicide of an important figure in the media
  • Exposure can occur via multiple channels (ex: newspaper/tabloids, internet, television, fiction)
  • Rates of suicide/suicidal behaviors appear to be influenced by: frequency of media reporting (dose-dependent), content of media reporting (ex: dramatic headlines, front page, explicit about suicide methods), positive/negative reporting biases (ex: attitudes toward
    suicide, portrayal of suicide completers, consequences -> if the media doesn’t mention the negative consequences of death by suicide, then suicide is more likely)
  • Unclear how suicide contagion occurs
  • Evidence that people are more likely to get suicide contagion if more demographically similar to person who died
29
Q

Describe the research by Ayers et al. (2017) on 13 Reasons Why and suicide contagion in the media

A
  • People were against the show claiming it was glamorizing suicide attempts and would lead to an increase in suicide attempts
  • Research studied how much suicide-related words were searched above the usual amount after the release of the show
  • Found that suicide searches were higher after the release of the show
  • Most searches focused on suicidal ideation/suicidal thoughts
  • Also see increase in searches for suicide hotlines
  • Found that the show had 2 broad general effects:
  • Increasing searches on suicidal ideation
  • Increasing awareness on suicide
30
Q

Describe the biological factors of suicide

A
  • Evidence from twin studies that suicidal behaviors are genetically-influenced
  • Adoption studies: rates of suicide in biological relatives of adoptees who died by suicide higher than rates in adopted families
  • Impulsivity and Fearlessness are inherited (2 phenotypes) -> a lot of what’s inherited isn’t necessarily the behaviours themselves but the risks that make individuals more vulnerable to suicide
31
Q

Describe Impulsivity and Fearlessness in suicide

A
  • Impulsivity has many dimensions: poor premeditation, sensation-seeking, lack of perseverance, negative urgency (tendency to act without a lot of forethought because of negative emotions)
  • Negative Urgency higher in both ideators and attempters (compared to controls)
  • Poor premeditation higher in suicide attempters
  • Neither suicide ideators nor suicide attempters are higher in sensation-seeking or lack of perseverance
  • Fearlessness and reduced pain sensitivity appear to characterize attempters and not ideators
32
Q

What are the different Ideation-to-Action theories?

A
  • Thomas Joiner’s Interpersonal Psychological Theory
  • 3-Step Theory (Klonsky & May)
33
Q

Describe Thomas Joiner’s Interpersonal Psychological Theory of suicide

A
  • Exposure to painful and fearsome stimuli reduces innate fears of pain and death, making it easier to approach attempting suicide
  • Habituation
34
Q

What’s critical to move from Ideation to Action in suicide?

A

Reduced fear of pain and death

35
Q

What did Weinberg et al. find differentiated patients who have attempted suicide from non-attempters with current ideation?

A

Decreased neural response to threat-related pictures

36
Q

What are some environmental influences on the capacity to commit suicide?

A
  • Capacity can arise through practice, habituation, experience
  • Playing more hours of violent video games correlated with greater capacity, even when controlling for previous painful life events
  • Among veterinary students, greater exposure to euthanasia is associated with increased fearlessness
  • Among physicians, greater exposure to provocative work experiences (performing surgeries or treating traumatic injuries), is associated with increased capacity
  • Probable that these exposures are not the only thing driving suicide (gene environment correlation) -> people who are less fearful may be seeking these environments
37
Q

Describe the traits that May et al. (2016) found distinguishes Attempters from Ideators

A
  • Meta-analysis of 27 studies comparing 12 sociodemographic and clinical variables between suicide attempters and ideators (Depression severity, PTSD, Depressive disorder, Hopelessness, Anxiety disorder, Drug use disorder, Alcohol use disorder, Sexual abuse, Marital status, Race, Gender, Education)
  • These 12 have all been correlated with suicidality
  • Findings:
  • 3 of 12 correlates were more common in suicide ideators vs nonsuicidal individuals (depression severity, PTSD, depressive disorder)
  • None of the 12 correlates help us differentiate who is at greater risk of attempting suicide
38
Q

Describe the course and prevalence rates of NSSI

A
  • Like suicide attempts, NSSI onset tends to peak during adolescence/young adulthood
  • NSSI has slightly earlier age of onset (~13) compared to suicide attempts (~16)
  • Rates of NSSI may decrease with middle age -> seems to be a phenomenon that people age out of (however, haven’t been enough longitudinal studies of NSSI, may be cohort effects)
  • Lifetime prevalence of NSSI: 13-28% worldwide -> in clinical samples as high as 80%
  • Prevalence fairly stable in all regions of the world that have been studied
  • Few epidemiological studies of NSSI because of stigma around it
39
Q

What’s personality?

A
  • Enduring patterns of perceiving, relating to and thinking about the environment and oneself
  • A person’s range of possible behaviours
  • Traits and behaviors that characterize a person
40
Q

What are the “Big Five” Factors (FFM)

A
  • Neuroticism
  • Extraversion
  • Openness to Experience
  • Agreeableness
  • Conscientiousness
  • Temperament begins very early on
  • Stable and enduring way of being in the world
  • These traits or expressions of these traits may vary across situations (ex: people can be much more extroverted in some situations)
41
Q

What are personality disorders?

A
  • Personalities that are inflexible and maladaptive to the person’s circumstances
  • Introduced in 1980, in DSM-III -> largely ignored by researchers until 1980
  • DSM-III devoted Axis II to these conditions
  • Means of distinguishing longstanding maladaptive ways of relating to the world from phasic clinical “syndromes”
  • Personality disorders are not thought of as diathesis stress disorders -> not that exposure to a stressor leads to development of a personality disorder, the idea is that it’s part of development and develops overtime
  • At the severe end, personality disorders can dramatically interfere with a person’s ability to relate to other people -> interferes with normal functioning
42
Q

What’s the DSM-5 definition of a personality disorder?

A
  • An enduring pattern of inner experience and behavior that:
  • Deviates markedly from the expectations of the individual’s culture
  • Is pervasive and inflexible (personality disorders are often best described by one prominent characteristic that causes problems)
  • Has an onset in adolescence or early adulthood
  • Is stable over time
  • Leads to distress and impairment (many with this disorder experience extreme distress, but not all of them -> some cause distress and harm to others)
43
Q

Describe the egosyntonic and egodystonic differences in distress and suffering with personality disorders

A
  • Egosyntonic: functioning doesn’t cause distress to the individual
  • Egodystonic: functioning does cause distress to the individual (ex: in OCD)
44
Q

What are the 3 categories of personality disorders?

A
  • Cluster A: Odd/Eccentric
  • Cluster B: Dramatic/Emotional/Erratic
  • Cluster C: Anxious/Fearful
45
Q

Describe the Cluster A (Odd/Eccentric) category of personality disorders

A
  • People who seem to other people as odd or eccentric with unusual behaviour
  • Includes Paranoid PD, Schizoid PD, Schizotypal PD
  • Least well-studied of the PD clusters
46
Q

Describe the Cluster B (Dramatic/Emotional/Erratic) category of personality disorders

A
  • People characterized by impulsive and antisocial behaviours
  • Includes Antisocial PD, Borderline PD, Histrionic PD and Narcissistic PD
47
Q

Describe the Cluster C (Anxious/Fearful) category of personality disorders

A
  • People in this cluster more likely to seek help for anxiety
  • Includes Avoidant PD, Dependent PD, and OCPD
48
Q

Describe the prevalence of personality disorders

A
  • Varies hugely, depending on study and population
  • 4-15% in the general population
  • Much higher in inpatient settings
  • Comorbidity rates are extremely high -> with other PDs (the norm) & with major disorders (mood, anxiety, substance use, etc.)
  • More typical to have 2 personality disorders than only one
49
Q

What’s a problem in research regarding Personality Disorders?

A
  • Lack of research on a lot of the different PD diagnoses
  • Since the DSM-III, more research on PDs
  • However, many of these conditions are poorly researched
50
Q

What are some controversies regarding Personality Disorders?

A
  • Is there a difference between Axis I and II conditions?
  • Are personality disorders a difference of degree or a difference of kind?
  • What does it mean to be diagnosed with 2+ personality disorders?
51
Q

What are Cleckley’s Criteria for Psychopathy?

A

○ Superficial charm and good “intelligence.”
○ Absence of delusions and other signs of irrational thinking.
○ Absence of “nervousness” or psychoneurotic manifestations. Unreliability.
○ Untruthfulness and insincerity.
○ Lack of remorse or shame.
○ Inadequately motivated antisocial behavior.
○ Poor judgment and failure to learn by experience.
○ Pathological egocentricity and incapacity for love.
○ General poverty in major affective reactions.
○ Specific loss of insight.
○ Unresponsiveness in general interpersonal relations.
○ Fantastic and uninviting behavior with drink and sometimes without.
○ Suicide rarely carried out.
○ Sex life impersonal, trivial, and poorly integrated.
○Failure to follow any life plan

52
Q

What are the Items on the Psychopathy Checklist–Revised (PCL-R)?

A
  • Glibness/superficial charm
  • Grandiose sense of self‐worth
  • Need for stimulation
  • Proneness to boredom
  • Pathological lying
  • Conning/manipulative.
  • Lack of remorse or guilt
  • Shallow affect
  • Callous/lack of empathy
  • Parasitic lifestyle.
  • Poor behavioral controls
  • Promiscuous sexual behavior
  • Early behavior problems.
  • Lack of realistic, long‐term goals
  • Impulsivity.
  • Irresponsibility.
  • Failure to accept responsibility.
  • Many short‐term marital relationships
  • Juvenile delinquency.
  • Revocation of conditional release
  • Criminal versatility
53
Q

Describe the DSM I diagnosis of Substance Use Disorder

A
  • A symptom of “sociopathic personality disorder”
  • Alcoholism and drug dependence
  • No classes of drugs specified
  • No specific criteria
54
Q

Describe the DSM II diagnosis of Substance Use Disorder

A
  • Still a personality disorder
  • Alcoholism and drug dependence
  • Specifies some classes (barbiturates, cannabis, etc.)
  • Barbiturates, cannabis, cocaine, hallucinogens, opioids
  • Some criteria specified
  • “…the inability of the patient to go one day without drinking…”
  • “…habitual use or a clear sense of need for the drug…”
55
Q

Describe the DSM III diagnosis of Substance Use Disorder

A
  • 1980
  • “Substance use disorders” separated from personality
  • Each class of substance recognized as a distinct disorder
  • Sets of diagnostic criteria established
  • Abuse vs. dependence
  • Abuse: pattern of pathological alcohol use
  • Dependence: require that the patient experienced withdrawal symptoms when they stopped using the substance
56
Q

Describe the DSM-III-R (1987), DSM-IV (1994), DSM-IV-TR (2000) diagnosis of Substance Use Disorder

A
  • Minor tweaks from DSM III
  • The word “addiction” doesn’t appear anywhere
57
Q

What are the 4 general groupings of indicators for SUD?

A
  • Impairment of control
  • Social Impairment
  • Risky Use
  • Pharmacological Dependence (tolerance & withdrawal)
58
Q

What’s substance abuse?

A

*A maladaptive pattern of substance use leading to distress or impairment
* One or more of:
* Failure to fulfill role obligations
* Physically hazardous situations
* Legal problems
* Social problems

59
Q

What’s substance dependence?

A
  • A maladaptive pattern of substance use leading to distress or impairment
  • 3 or more of:
  • Tolerance
  • Withdrawal
  • Take more than intended
  • Failure to cut down
  • Time spent
  • Give up on activities in order to engage in consumption of substances
  • Physical or psychological problems
60
Q

What are the top 3 most addictive substances?

A
  1. Nicotine
  2. Meth
  3. Crack
61
Q

What are stimulants?

A
  • Most widely consumed and abused class of drugs
  • Amphetamines
  • Cocaine (crack = crystallized form of cocaine used by poorer people)
  • Nicotine
  • Caffeine
  • Increase alertness, energy
62
Q

What’s an opiate?

A
  • Natural chemical in opium poppy
  • Narcotic effects (i.e., pain relief)
63
Q

What are opioids?

A
  • Broader term that refers to a class of natural & synthetic substances with narcotic effects
  • Activate endogenous opioid receptors
  • They’re working on endorphins
  • Euphoric sensations that come with release of endorphins
  • Endorphins often have inhibitory affect
  • Morphine was developed as a treatment for intense and unbearable pain
  • Civil war soldiers were addicted to morphine
  • Morphine become addicted after a few
  • Heroin acts more rapidly than morphine and is more addictive
  • Methadone was then developed
  • Withdrawal from heroin, morphine, methadone is very intense
  • Nausea, intense anxiety, insomnia
64
Q

What are the physiological effects of alcohol?

A
  • Both a stimulant and a depressant
  • While drinking: stimulant
  • Drinkers report increases in elation, excitement and extroversion; decreases in fatigue, restlessness, depression and tension
  • Stimulation: increases in Norepinephrine
  • Increased Norepinephrine associated with increased impulsivity
  • After drinking: depressant
  • Decrease in vigor and an increase in fatigue, relaxation, confusion, and depression
  • Alcohol is a GABA agonist -> when drinking alcohol it can mimic GABA effects
  • Alcohol inhibits dopamine neurons
  • Alcohol intake leads to reduced activity in PFC and hippocampus (explains black outs when drinking)
65
Q

Genes governing what kind of activity are implicated in risk for AUD?

A

Genes governing GABA activity implicated in risk for AUD

66
Q

There are decreases in what with heavy sustained drinking?

A

Decreases in white matter