MOD2

Question 1

Paraphilic disorders

Answer 1

disorders of sexual behaviour

Question 2

Behavioral accounts

Answer 2

This explains patients behaviors and does not diagnose
learning mechanisms (classical and operant) are not disordered but are normal
learned behavior is maladaptive

Question 3

limitations of classical conditioning

Answer 3

Elimination of problem association is not sufficient
Poor or lack of generalization (extension of effect beyond specific instances present during initial learning)
Significant individual differences
non-uniform distribution of fetish objects . . . pink, black, smooth, silky, shiny

Question 4

operant conditioning interventions

Answer 4

masturbatory satiation . . . continued masturbation during the refractory period, concurrent with fantasizing
verbal satiation . . . verbalizing fantasies while withholding from masturbation
orgasmic reconditioning . . . switching fantasy content following arousal; evidence of efficacy is weak

Question 5

Features of depression

Answer 5

• affect
  sadness, loneliness, emptiness, irritability
• motivation
  loss of interest, yearning for escape, paralysis of the will
• cognition
  negative self-concept, pessimism, guilt, negative interpretations of experience
• behavior
  reduced activity
• physical
  retarded movement, fatigue, weight change, appetite, sleep, sex drive

Question 6

Components of psyche

Answer 6

ID - embodies innate drives and instincts
Ego - works to mediate ID and superego
Superego - moral values (sense of conscious)

Question 7

Normal discharge of energy

Answer 7

Healthy mechanisms (sex, sport, pursuit of desires)
Unconscious mechanisms (express needs of unconscious in indirect way; uncontrollably)

Question 8

Introjection

Answer 8

integration of identities of self with loved (lost) one
direction of feelings (anger) onto self
low self-esteem, depressed mood, helplessness

Question 9

regression

Answer 9

to the oral stage of development (18–24 mths)
dependence; new dependencies, to elicit support

Question 10

Beck and limitations of the psychoanalytic account

Answer 10

They ascribe purpose to symptoms (there is a reason someone is sleeping less)
They defy validation (cant measure directly)
They are not disorder specific
They may explain limited aspects of disorde

Question 11

Soultion to the limitations of the psychoanalytic account

Answer 11

consider basic themes in the thinking (cognitive content) reported by depressed patients

Question 12

The cognitive triad

Answer 12

The self: viewed as deficient, inadequate, understandable, worthless, defective
The world: experiences construed as defeat, deprivation, burdensome
The future: suffering will continue indefinitely
depressed affect and motivational changes are direct consequences of the primary triad

Question 13

Thinking errors of depression (cognitive model)

Answer 13

patients tend to make logical errors in reasoning
Arbitrary inference: jump to conclusions
Selective abstraction: attend to negative and ignore other aspects of situations
Over generalizations: draw sweeping conclusions from minimal events
Dichotomous thinking: thinking in all or none terms

Question 14

strengths of the cognitive model

Answer 14

Captures the fundamental problem of basing self worth or the sense of true value in personal experience
Intuitive appeal; clinical utility, effectiveness of intervention based on cognitive model.

Question 15

Predictive validity

Answer 15

correlation between a score and a criterion outcome

Question 16

Content validity

Answer 16

the items represent the target universe

Question 17

Face validity

Answer 17

the extent to which a test is subjectively viewed as covering the concept it purports to measure

Question 18

Concrete validity

Answer 18

concerns how well a set of indicators represent or reflect a concept that is not directly measurable

Question 19

Principles for demonstrating construct validity

Answer 19

1. Defined the construct implicitly, by a network of ideas about the construct. Constructs may be nearly descriptive . . . or very conceptual.
2. These ideas must lead to testable hypotheses, predicted relationships among observable phenomena.
3. The ideas (in 1) and hypotheses (in 2) must be explicit so evidence can be properly evaluated.
4. Construct validity is not represented in a single number. Many types of evidence are relevant: content validity, predictive and concurrent validity (with diverse criteria), test-retest reliability, internal consistency (as well as more advanced psychometric properties)
5. When a prediction fails, one or both of the following may be at fault: the test . . . modify the test — the network . . . modify the construct
6. Evaluating the construct validity of a test is essentially no different to developing and testing theories.

Question 20

Personality disorder in DSM5

Answer 20

An enduring pattern of inner experience and behavior deviating from expectations of an individual’s culture and:

Question 21

Odd Eccentric Cluster

Answer 21

Paranoid, Schizoid, and Schizotypal Dramatic

Question 22

Flamboyant Cluster

Answer 22

Antisocial, Borderline, Histrionic, and Narcissistic

Question 23

Anxious Fearful Cluster

Answer 23

Avoidant, Dependent, and Obsessive-Compulsive

Question 24

Schizotaxia

Answer 24

problem with the brain that could result in schizophrenia

Question 25

A peak is evidence of

Answer 25

discontinuity

Question 26

Results from studies show that schizophrenia is

Answer 26

discontinuous as there are peaks and they are at the proposed 10%

Question 27

misery and distress

Answer 27

dimensional

Question 28

Somatic signs of depression

Answer 28

taxonic

Question 29

worry

Answer 29

dimensional

Question 30

borderline personality

Answer 30

dimensional

Question 31

bulimia nervosa

Answer 31

dimensional

Question 32

Cognitive-Rigidity Diathesis-Stress Model (single process theory)

Answer 32

Cognitive rigid individuals when placed under naturally occurring conditions of high life stress are cognitively unprepared to develop effective alternative solutions necessary to cope with the stressors in their environment, as a result of their inability to engage in effective problem solving they are assumed to become helpless under such circumstances and this helplessness places the individual at heightened risk for suicidal behavior.

Question 33

Ideation-to-Action Frameworks (multiple process theories)

Answer 33

These frameworks distinguish between suicidality in terms of ideation (suicidal thinking) and the behavior (the actions)
Distinguish different causal pathways for these two things

Question 34

Interpersonal theory of suicide

Answer 34

Two key processes that affect suicide ideation/thinking
Thwarted belonging
Perceived burdensomeness

Key process for suicidal behavior
Acquired capability e.g. lower fear, elevated pain tolerance

Question 35

3 step theory

Answer 35

Pain + hopelessness = ideation
Connectedness > pain then mild ideation else severe
Capacity for suicide

Question 36

Reductionism

Answer 36

Mistaking low level as a cause

Question 37

study of group of people with spider phobia

Answer 37

Post treatment; behavior in brain was normalized

Question 38

Clinical impressions of schizophrenia

Answer 38

Ambivalence
Associative disturbances
Affective disturbances
Preference for fantasy over reality

Question 39

Formal thought disorder

Answer 39

impaired capacity to sustain coherent discourse, and occurs in the patient’s written or spoken language

Question 40

Study showed direct and indirect semantic priming is … in schizophrenia + TD

Answer 40

increased

Question 41

Rates of reoccurrence bipolar

Answer 41

¼ within 6 mths; 90% within 10 yrs)

Question 42

following a single depressive episode, …% to …% of cases transition to bipolar disorder

Answer 42

5 - 10

Question 43

Theory: Kindling and Sensitisation (Post)
— recurrence of episodes is the norm

Answer 43

Kindling — stimulation that is insufficient to produce overt behavioral effects, when supplied intermittently, can lead to the development of those effects
Sensitisation — increasing behavioral responses to intermittent stimuli

In anticipation of a stressor, the body kicks in with compensatory mania that helps lift mood out of depression, but in the absence of depression mania occurs

Question 44

4 components of kindling and sensitisation

Answer 44

Real loss: comes before stressor or loss (= UCS)
symbolic components of the stressor or loss (= CS)
characteristics:
Quality
Intensity
periodicity (temporal cycle)
(perceived) degree of control
history and environmental context

Real reaction: depression (= UCR)

Mechanism leading to increasing recurrence:
symbolic components of a previous trigger of a depressive response . . . become capable of producing the behavioral, physiological and biochemical alterations usually associated with an affective episode”
trigger = anticipated stressors, imagined losses
patients become sensitized to the recurrence of episodes
episodes are more easily triggered
episodes may eventually occur spontaneously

Mechanism leading to emergence of manic behavior:
subjects with a history of depressive responses may display [conditioned] depression-compensatory responses (i.e. mania) when confronted with cues that would ordinarily elicit a depressive reaction

Question 45

Kennedy et al. (1983)

Answer 45

argued the likelihood of bipolar disorder occurring is related to the prior major life stressor.

Question 46

Leverich and Post (2006)

Answer 46

patients with abuse history had an earlier age of onset of illness and went longer without treatment for bipolar

Question 47

Blueuler (1911)

Answer 47

Four core features of schizophrenia: Ambivalence, Associative disturbances, Affective disturbances, Preference for fantasy over reality

Question 48

Schotte & Clim, 1982

Answer 48

The level of self-reported suicidal ideation/intent is greatest when stress is high and problem solving is poor.
Findings were that
- Stress, depression and hopelessness are important predictors of ideation
- No evidence regarding cognitive rigidity
- In isolation, problem-solving not related to ideation