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PSYU2222: Psychological Health and Wellbeing > Notes > Flashcards

Notes Flashcards

1
Q

What does it mean to be healthy?

A

“a complete state of physical, mental and social wellbeing… not merely the absence of disease or infirmity” (World Health Orginisation, 1946, p. xi)

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2
Q

What are some critiques of the World Health Orginisation (1946, p. xi) definition of health

A
  1. May be too broad
  2. Not just presence or absence of symptoms, but how the individual interprets/exeriences them
  3. No mention of socio-economic health and cultural influences
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3
Q

What is Wellbeing?

A

The overall state of being comfortable, healthy, and happy, both physically and psychologically (Wilroth, 2023)

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4
Q

What are the 6 dimensions of wellbeing

A
  1. Physical
  2. Mental/Emotional
  3. Social
  4. Environmental
  5. Occupational
  6. Spiritual
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5
Q

Which out of the 6 dimensions is this:

state of ones body - encompassing aspects e.g nutrition, exercise, sleep and overall health

A

Physical

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6
Q

Which, out of the 6, dimension is this:

state of ones mind- involving emotional regulation, resilience and psychological health

A

Mental/Emotional

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7
Q

Which, out of the 6, dimension is this:

quality of relationships and social connections

A

Social

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8
Q

Which, out of the 6, dimension is this:

state of the external surroundings, including impact of the environment on health and overall satisfaction

A

Environmental

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9
Q

Which, out of the 6, dimension is this:

satisfaction and fulfilment derived from work

A

Occupational

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10
Q

Which, out of the 6, dimension is this:

sense of purpose, meaning and connection to something greater than oneself

A

Spiritual

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11
Q

Subjective vs Objective Wellbeing

A

Subjective:
individuals personal assessment of their life and overall wellbeing

Objective:
measurable indicators such as physical health, income, and social relationships that contribute to overall wellbeing

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12
Q

Early concepts of illness (History):

(3000 BC)
What was the treatment of abnormal behaviour attributed to supernatural explanations (such as possession)

A

Trephining- allowed evil spirits to escape the head

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13
Q

Early concepts of illness (History):

What did Hippocrates (460-377 BC) establish?
Note: he was a Greek physician of the classical period

A

Humoral theory:
the body contained four different fluids i.e humours that can being a state of balance (good health) or imbalance (illness)

Mind concerned with thoughts, perceptions, and feelings - little to no relationship to the body and its state of health

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14
Q

Early concepts of illness (History):

  1. What are the four humours?
  2. Who came up with the theory of them?
A
    • Yellow bile (fire), hot/dry
    • Blood (air), hot/wet
    • Phlegm (water), wet/cold
    • Black bile (earth), dry/cold
  2. Hippocrates (460-377 BC)
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15
Q

Early concepts of illness (History):

What did the Greek physician Galen (129-216 AD) establish?

A

During the roman empire, aware of disease localisation

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16
Q

Early concepts of illness (History):

What period of time did science, maths and medicine flourish?

A

Islamic Golden Age (750-1300)

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17
Q

Early concepts of illness (History):

What period in history did progression in understanding health seem to be going backwards?

Hint: Back to supernatural explanations for widespread disease

A

Middle Ages (concept of illness): 5th-14th Century

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18
Q

Early concepts of illness (History):

What theories were maintained during the Middle ages (5th-14th century)?

A

Maintained humoural theory but upheld causes of disease (including God punishing people for their behaviour)

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19
Q

Early concepts of illness (History):

What period of time was credited for producing new ideas and significant change?

A

Renaissance (17th-19th Century)

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20
Q

Early concepts of illness (History):

Renaissance concept of illness used a term “Bedlam” meaning crazy- what did this term refer to?

A

Individuals that acted ‘abnormally’, also the name of the first asylum used to contain people that fit that description

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21
Q

Early concepts of illness (History):

What period of time is credited to have rapid acceleration in medial and scientific knowledge?

A

19th-19th century, enlightenment and scientific revolution

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22
Q

Early concepts of illness (History):

What did the enlightenment and scientific revolution (17th-19th century) find?

A

Found surges in
- intellectual reason
- individualism
- challenged supernatural and religious understandings/structures

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23
Q

Early concepts of illness (History):

What is Wilhelm Wundt (1832-1920) credited for?

A

The birth of psychology - campaigned to make psychology an individual form of health.

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24
Q

Which model was found after the long-standing mind/body belief split?

A

Biomedical model

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25
Q

Biomedical model

A
  • Traditional view of western medicine
  • Health = absence of disease
    • Disease in conceptualised as a biological
      process (absence of psychological and
      social influences)
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26
Q

Psychosomatic Medicine

A
  • Psychoanalytic school of thought that looks at researching psychosomatic medicine (early 1900s)
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27
Q

What model is this: theory is that patterns of personality are linked to specific illness

A

Psychosomatic Medicine

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28
Q

Which model brought about the formation of the DSM-1 (1952)?

a) Biomedical model
b) psychosomatic medicine
c) Humanitarian reform
d) Information age

A

c - humaintarian reform (1950s-1970s)

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29
Q

Which model introduced the biopsychosocial model?

A

Humanitarian reform (1950s-1970s)

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30
Q

Key points on the Humanitarian Reform (1950s-1970s)

A
  • introduced the biopsychosocial model
  • formation of the DSM-1 (1952)
  • Reformation for deinstitutionalisation from asylums (focus on community health care)
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31
Q

What model saw a surge of new technologies that shaped the modern world

A

Information Age (1970s-now)

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32
Q

Which model refined holistic psychopharmacology options- creating more subjective and individualistic treatment for patients?

a) Biomedical model
b) Psychosomatic medicine
c) Humanitarian reform
d) Information age

A

Information age (1970s-now)

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33
Q

What is EBP?

A

Evidence-based practice

Evidence is used to determine or demonstrate an assertion of truth

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34
Q

EBP integrates SCP, What does that stand for?

A

S: scientific evidence

C: clinical experience

P: patient values

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35
Q

What is the purpose of EBP?

A
  • improve quality, effectiveness and appropriateness of clinical practice
  • reduce variation in practice patterns, gaps between knowledge and application to care
  • substantiate the care provided to clients
  • shared decision making w/. client
  • framework for quality care
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36
Q

Why is research important for EBP?

A
  • The goal of the research process is to provide reasonable answers to interesting questions (i.e., evidence!)
  • EBP relies on critical thinking skills and includes:
    • evaluating research findings (i.e., evidence)
    • awareness of bias
    • ethical practice
    • clinical reasoning and logic
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37
Q

What is EMINENCE-based practice?

A

Health-related fields seem to rely on experience → however, theres no evidence to support this

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38
Q

What is a link between eminence-based practice and pseudoscience

A

Modern comeback from 1800s:
- Physiognomy: attempt to read personality from facial features

  • Phrenology: personality traits are represented by different parts
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39
Q

What are some of the contemporary issues with media, marketing and self-help?

A

Social media: destigmatise BUT still lots of misinformation

“Self-help”: industry influenced by media and marketing - encourages using resources that provide personal monetary gain for the seller - utilises the word “may” to not hold accountability (dodgy stuff fr)

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40
Q

Influences to biases and thoughts can cause individuals to form personal beliefs and belief systems

The statement refers to Individual psychology and cognitive biases… How is this a threat to critical thinking?

A
  • Confirmation bias
  • ‘My side’ bias
  • Attentional bias
    Anchoring/insufficient adjustment bias
  • influence of anecdotes over statistics

OVERALL: access to simplified, condensed, consumable info doesn’t give the same help as clinical practice (duh)

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41
Q

What is confirmation bias?

A

search for evidence that confirms beliefs and discount other evidence that may discredit it

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42
Q

What is ‘My side’ bias

A

evaluate situations from a personal perspective

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43
Q

What is attentional bias?

A

drawn to our emotional responses, neglecting objective data

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44
Q

What is anchoring / insufficient adjustment bias

A

Overly influenced by one past reference of information

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45
Q

“Practice” part of EBP, What are the AAAA?

A

1 . Accountability
2 . Advocacy
3 . Alturism
4. Autonomy

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46
Q

Which AAAA (Practice part of EBP) is this:

Practitioners need a high degree of legal accountability

A

accountability (duh its legit in the definition)

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47
Q

Which AAAA (Practice part of EBP) is this:

using good evidence to support their client

A

advocacy

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48
Q

Which AAAA (Practice part of EBP) is this:

always seek to do the best for your clients by using evidence that improves outcomes

A

Alturism

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49
Q

Which AAAA (Practice part of EBP) is this:

independent professional judgement to support your clients

A

autonomy

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50
Q

What are the 6 steps of the hierarchy of evidence?

A

Research:
1. Intervention: does the treatment work?
2. Diagnosis
3. Prognosis: what is the outcome of a condition?
4. Aetiology: cause of the condition?
5. Epidemiology: what is the trend of risk?
6. Experiences

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51
Q

Qualitative research

A

provides findings in words → used for questions about experiences : anti-positivist (not everything can be measured in number)

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52
Q

Quantitative research

A

provides findings in numbers → needed for studies about interventions, diagnose tests etc: positivist (things can be numeric)

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53
Q

Selecting a qualitative method: Understanding human experience

(note: further info in notes + diagram)

A

Phenomenological methods
(What is the human experience of…)

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54
Q

Selecting a qualitative method: Uncovering social processes

(note: further info in notes + diagram)

A

Grounded theory
(what is the theoretical explanation for people’s reaction to…)

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55
Q

Selecting a qualitative method: Learning cultural patterns

(note: further info in notes + diagram)

A

Ethnographic method
(How does this cultural group express their pattern of…)

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56
Q

Selecting a qualitative method: Capturing unique stories

(note: further info in notes + diagram)

A

Case study method
(What are the details and complexities of the story of…)

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57
Q

Observational research (non experimental) is an example of a quantitative research… What are some related study methods?

A

Prospective studies and Retrospective studies

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58
Q

Prospective studies

(observational research)

A

begin with participants that don’t have a condition → longitudinal study to see if it develops

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59
Q

Retrospective studies

(observational research)

A

begin with participants who have the condition and look back to see if you can identify why these participants have the condition

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60
Q

Aetiological claims: if we cannot use experimental methods, there are six criteria that need to be met…

A

example: How do we know that chronic pain causes depression?

  1. A “dose-response relationship” exists between chronic pain and depression
  2. Chronic pain precedes the onset of depression
  3. A cause-and-effect relationship between chronic pain and depression is physiologically plausible
  4. Relevant research data consistently reveal a relationship w/ depression and chronic pain
  5. Strength of that correlation is relatively high
  6. Studies revealing correlation are well designed
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61
Q

What is the “Hierarchy of evidence”?

A

a framework for ranking evidence that evaluates health research - indicating which studies should be given most weight in an evaluation

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62
Q

What is the order (top to bottom) of the “Hierarchy of evidence” ?

(note: elaboration and diagram in notes)

A
  1. Systematic reviews
  2. Randomised controlled trials
  3. Cohort studies
  4. Case-control studies
  5. Case series, case reports
  6. Editorials , expert opinion
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63
Q

“Hierarchy of evidence”: Systematic Review (SR)

What rank is it (out of 6)?

What is it?

A

Rank: 1

Comprehensive and transparent literature review that uses explicit and systematic methods to
- identify
- select
- critically appraise
- synthesise
all available evidence

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64
Q

“Hierarchy of evidence”: Randomised Control Trial (RCT)

What rank is it (out of 6)?

What is it?

A

Rank: 2

rigorous design of health research… determine whether a cause-effect relation exists between the treatment and outcome
- participants randomised to receive on of the treatment arms
- randomisation balances risk factors

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65
Q

Describe the process of a randomised control trial (RCT)

(note: elaboration and diagram in notes- more useful)

A

Population recruitment
↓
Becomes sample
assessed for eligibility - if not they’re excluded
↓
Eligible sample = baseline assessment + random allocation
↓.
Grouped into…
Control: start/end of treatment assessment
OR
treatment

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66
Q

“Hierarchy of evidence”: Non-randomised Control Trial (hint, apart of RCT)

What rank is it (out of 6)?

What is it?

A

Rank: 2

compare control and treatment group outcomes
- Study lacks the random allocation of participants to either control or treatment group

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67
Q

“Hierarchy of evidence”: Cohort studies

What rank is it (out of 6)?

What is it?

A

Rank: 3

Longitudinal study of a group (often share a common trait/experience). Followed to study and track outcomes of a intervention/exposure
- good for cause-and-effect relationships

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68
Q

“Hierarchy of evidence”: Case-control studies

What rank is it (out of 6)?

What is it?

A

Rank: 4

compare a group with a certain disease or outcome (cases) with another group who do not have the outcome or disease (control)

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69
Q

“Hierarchy of evidence”: Case series

What rank is it (out of 6)?

What is it?

A

Rank: 5

(Aka time series or before and after study
for more rare conditions where only a few people are affected. Researcher measures participants at the start and end of the intervention (no control treatment allocated)

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70
Q

“Hierarchy of evidence”: Case study/report

What rank is it (out of 6)?

What is it?

A

Rank: 5

(n=1 study), qualitative or quantitative evaluation of one case (often measured before and after an intervention)

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71
Q

“Hierarchy of evidence”: Expert opinion

What rank is it (out of 6)?

What is it?

A

Rank: 6

Low-level evidence since there is capacity for bias (but still has value)

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72
Q

Meta-analysis (MA)

A

objective statistical method used to combine and analyse the results of ,multiple independent studies on a specific topic

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73
Q

Benefits of a Meta-analysis (MA)

A
  • more precise estimate of effect size
  • increases the generalisability of the results of individual studies
  • identify patterns
  • establish consistency
  • determine overall measure of a treatment’s effect
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74
Q

Limitations of a Meta-analysis (MA)

A
  • dependence on study quality
  • trust in accuracy of raw data
  • complexity surrounding its methodology and interpretation

*different to systematic review as this contacts the researchers and asks for their raw data so you can run the research yourself - more subjective

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75
Q

Interval validity vs external validity

A

Internal = truth in the study

External = truth in real life

*Note: generalisation can lead from internal to external

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75
Q

Threats to internal validity: (hint… theres 8)

A
  1. Placebo effect (focus for today tho)
  2. Hwthorne effect
  3. Natural recovery or maturation
  4. Bias from assessor
  5. Recall bias
  6. Process of treatment
  7. Performance bias
  8. Rosenthal effect
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76
Q

Placebo effect

A

Improvement due only to experiencing an intervention or event, whether real or not
- a ritual of intervention
- estimated to be around 30% improvement

Placebo impact people psychologically and physically by altering neurotransmitters, hormones, and endorphins

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77
Q

Key term: Interviewing

A

Gathering data, Providing information, suggesting workable solutions to resolve concern

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78
Q

Key term: Coaching

A

Parterining with others in a thought-provoking and creative process to inspire the maximisation of personal and professional potential

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79
Q

Key term: Counselling

A

Intensive, personal → listening and developing strategies for change and growth

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80
Q

Define a ‘Therapeutic alliance’

A

Use of effective skills to seek and assist others
- review their problems and their options/choices to deal with these problems

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80
Q

Key term: Psychotherapy

A

Deep-seated individual issues, require more time for resolution

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81
Q

What are dual purposes of a therapeutic alliance

A
  • provide opportunities to develop coping skills (internalised empowerment)
  • increase of self-understanding and self-control
  • decreased emotional distress
  • progress toward self-identified goals
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82
Q

attending: S.O.L.E.R

A

S: Sit Squarely
O: adopt an Open Posture
L: Lean forward
E: maintain Eye contact
R: be Relaxed and natural

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83
Q

attending: S.U.R.E.T.Y

A

S: Sit at an angle
U: Uncross legs and arms
R: Relax
E: maintain Eye contact
T: Touch
Y: use Your intuition

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84
Q

The Skilled Helper Model stages

A

Egan (1990s) - Model to help and focus on a problem
Stage 1: Current scenario (Exploration stage)
Stage 2: Preferred scenario (Challenges stage)
Stage 3: Getting there (Planning stage)
- sub-stage: reality testing and options
Stage 4: Committing to action (Action stage)

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85
Q

What are the two forms of reflection

A
  1. reflection-IN-action
    - quick thinking while you’re engaged in an activity
  2. reflection-ON-action
    - when you consider the activity afterward
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86
Q

What is the reflective journey

A

1) Thinking –> 2) Writing –> 3) Practice

87
Q

Gibbs reflective model

A

(1998)
A reflective cycle
1. description
2. feelings
3. evaluation
4. conclusions
5. action

88
Q

Rolfe’s model of reflection

A

(2001)
What?
Descriptive level of reflection

So what?
Theory and knowledge - deeper critical analysis and evaluation

Now what?
Action-oriented level of reflection

89
Q

Johns’ model for structures reflection

A

(2006)
- looking in (focus on oneself)
- looking out (environment/external factors)

90
Q

Similarities between cultures

A
  • perspectives on helping others
  • positive growth
  • emphasise the expression of feelings
91
Q

Differences between cultures: Holism

A

some cultures may see health as affecting the “whole” human. Not differentiating between physical and mental health/illness

92
Q

Differences between cultures: Individualism vs Collectivism

A

Individualism: Introspectively examine (self-analysis) of yourself

Collectivism: “we” consciousness, emotional dependence, collective identity, group solidarity

93
Q

Definition of culture

A

“Unique meaning and information system, shared by a group and transmitted across generations, that allows the group to meet basic needs of survival pursue happiness and wellbeing, and derive meaning from life” (Matsumoto & Juang, 2016, p. 1293)

  • Normative and learned behaviour centred - on values and beliefs
94
Q

Kidd and Teagle (2012) layers of culture

A
  1. Individual (sense of personhood)
  2. Social (collective sense of belonging)
  3. Culture (sense of belonging to a distinct ethic, culture or subcultural group)
95
Q

EDI

A

Empathy, Diversity and Inclusion

96
Q

CRRR

A

Culturally Responsive, Relevant and Reinforcing

97
Q

Explain CRRR

A
  1. Cultural responsibility
    - Recognition of social structures, marginalise and privilege
  2. Cultural relevance
    - understand other cultures (encourage discussion and education)
  3. Cultural reinforcement
    - celebration, respect, value, and honour cultures
98
Q

What is stress?

A

Any circumstance that threatens (or is perceived to threaten) one’s wellbeing and taxes one’s coping ability

99
Q

Folkman and Lazarus (1984) findings of stress

A
  1. Stress is cumulative in nature… minor stresses can add up to be just as stressful as a major traumatic event
100
Q

Three parts of stress

A
  1. stress as a stimulus
  2. stress as a result of cognitive appraisal (evaluate)
  3. Stress as a response (psychological, emotional, behavioural)
101
Q
  1. Stress as a stimulus (Three parts of stress)
A
  • Catastrophic events (e.g natural disaster)
  • Major life events (e.g losing or starting a job)
  • Daily hassles/everyday demands (e.g traffic, deadlines)
102
Q

How is a major life event (stimulus of stress) measured?

A

Life Change Units (LCU)

  • Eustress: desirable
  • Distress: not desirable
103
Q
  1. Stress as a result of cognitive appraisal: evaluate (Three parts of stress)
A

Subjective experience… the internal state that changes due to an individuals appraisals

  • Transactional Model of Stress
  1. Primary appraisal process: evaluation of situation
    2 .Secondary appraisal process: evaluation of individual coping abilities
104
Q

Primary appraisal process of stress

A

Person considers the quality and nature of the stimulus event

Three kinds of possible stressors:
- threaten harm/loss?
- set a challange
- considered benign

105
Q

Secondary appraisal process of stress

A

assessment of one’s resources and abilities to cope with the stressor (coping potential)

106
Q
  1. Stress as a response: emotional (Three parts of stress)
A

Emotional: link with cognitive appraisal and emotions experienced as a function of a stressor

*Note: Yerkes Dodson Law (1908) diagram in notes of the levels of stress and task perfomance

106
Q

What factors influence appraisal of stress?

A
  • Imminent: when it will happen
  • Unexpected time in life
  • Unpredictable
  • Ambiguous (e.g starting a new job)
  • Potentially risky or harm involved
  • Undesirable
  • Low perceived control
  • Life change
107
Q

Types of stress

A
  1. Acute (short-term)
  2. Intermittent
  3. Chonic
108
Q
  1. Stress as a response: Psychological (Three parts of stress)
A

Four Fs: Fight-Flight-Freeze-Fawning

Hans Selye (1951):
effect of chronic stressors and general adaption syndrome (GAS)
1. Alarm stage: recognition of stress
2. Resistance stage: prolonged and physiological arousal
3. Exhaustion stage: body’s resources depleted

109
Q
  1. Stress as a response: Behavioural (Three parts of stress)
A

Acts that master, reduce, tolerate or avoid the demands created by stress…

110
Q

Two suggested coping styles

A
  1. Emotion-focused (or palliative coping): thoughts and actions with goal to relieve emotional impact of stress
  2. Problem-focused coping: effort to improve person-environment relationship by changing the cause of the stress
110
Q

Stress management techniques

A
  • personality/perception: assertiveness training, though stopping etc.
  • cognitive reappraisal
  • Stress inoculation training
  • humour
  • Environment/lifestyle: habit, exercise
  • biological responses: breathing, meditation
111
Q

Steps of stress inoculation training

A
  1. Education: framework to understand stress
  2. Rehearsal: cognitive self-statements as a form of coping and problem solving
  3. Application: use of information and skills in actual stress simulations
112
Q

Impacts of humour on stress

A

Good sense of humour leads to…

  • Less threatening appraisals of stressful events
  • Increase experience of positive emotions
  • rewarding social relations, greater social support
  • takes self less seriously than others

… wellness, reduced effects from stressful life events

113
Q

Stress management: Environment/lifestyle

A

Taking care of time management, proper nutrition, exercise, alternative to frustrating goals, stopping bad habits… leads to improvement

114
Q

What is grit?

A

A disposition or trait; individual difference factor (each persons level varies)
- demonstrates perseverance or passion for longterm goals (Duckworth et al., 2007)

115
Q

Biological responses to stress management

A

breathing exercises, biofeedback
- relaxation response
- meditation
- progressive relaxation

116
Q

Two aspects of grit

A
  1. Perseverance of effort
  2. Consistency of interests
117
Q

Perseverance of effort (Aspect of grit)

A

Maintain effort working towards a goal or outcome, despite challenges or difficulties attaining the goal

118
Q

Consistency of interests (Aspect of grit)

A

Ability to persist with and/or have passion for a similar set of interests over time

119
Q

Benefits of grit

A

Association with…

Employment outcomes
- job performance
- fewer career changes
- less burnout at work
- greater engagement at work

Wellbeing outcomes
- positive wellbeing and life satisfaction
- positive traits e.g optimism, gratitude, prosocial behaviour

Physical health outcomes:
- positive outcome from regular exercise routine
- ability to cope with significant illness

120
Q

Datu (2021): OPAH model (mechanisms of action of grit)

*Note: diagram in notes

A

Can lead to achievement outcomes via:

Grit
↓
putting in the work (behavioural effort)
OR activating desire to achieve (adaptive motivation)
OR using the right approach (cognitive resourcefulness)

Other factors not stated

Improvement in wellbeing via:
Grit
↓
Satisfy inherent/competency needs
OR encouraging adaptive emotion regulation
OR facilitating positive cognitions - positive thoughts

121
Q

Factors of academic success

A
  1. self-beliefs (efficacy, confidence)
  2. school climate (feeling of safety, disciplinary)
122
Q

“Blind persistence” or “inappropriate persistence” or “inevitable failure”

A

when persistence becomes problematic

  • unattainable goal can be detrimental for wellbeing if not learning from experience and constantly facing failure
123
Q

Adaptive self-regulation

A

Beneficial when individual monitors progress and adjusts their behaviour or plan (goal adjustment can be important)

123
Q

Goal adjustment tendencies

A
  • Goal disengagement
    (e.g easy to let go of goal)
  • Goal reengagement
    (e.g holding a number of goals, adopting new)
124
Q

Overview of resilience

A

Resilience differs from other similar terms as it:
- Is the outcome of successful coping to stressors
- Can be operationalised into recovery trajectories
- May or may not require adaptation
- Often requires grit and perseverance

124
Q

‘Achievement’ outcomes vs ‘wellbeing’ outcomes

A

E.g goal is to get a HD in a hard unit, or ‘wellbeing’ goal: i want to be able to have an effective study session etc.

124
Q

Howard & Crayne (2019) - defined 3 aspects of persistence

A
  1. Persistence despite difficulties
  2. Persistence despite fear
  3. Inappropriate persistence: persistence towards an unrewarding or worthless goal
125
Q

History of resilience: Philosophical roots

A

Positive psychology - shift from deficit model → strength-based models

Humanistic phisoloshy (e.g Mazlor or Rogers) - emphasises individuals strengths, sense of autonomy, and capacity for positive change

Existential philosophies (e.g Nietzsche, Viktor Frankly) - emphasis on the human capacity to find meaning despite suffering

126
Q

History of resilience: Origins

A
  • Physical sciences (objects ability to ‘bounce-back’ to its original shape after experiencing strong forces
  • Ecology (ecosystems ability to adapt and survive despite disturbances)
  • Psychology
127
Q

Three categories of definitions (Resilience)

A

Resilience as a…
1. Trait = determined by fixed personal and environmental characteristics

  1. Process = dynamic process involved
  2. Outcome = result of dynamic person-situation interactions
128
Q

Resilience: Four waves of inquiry

*Note: associated RQs in notes

A
  1. Traits and environmental factors
  2. Mediating and moderating processes
  3. Active intervention
  4. Multi-system frameworks
129
Q

First wave: traits and environmental factors

A

Resilience is the ability to maintain a stable equilibrium, adaptive stress resistance, thrive in the face of adversity

130
Q

A shortlist of resilience correlates: protective traits (First wave)

A
  1. Cognitive capacity, problem solving skills
  2. Self-regulation ability
  3. Future orientation
  4. Dispositional optimism, hope, and positive emotionality
  5. Challenge appraisal (as a trait)
  6. Meaning, coherence, and spirituality
  7. Self-efficacy, locus of control
131
Q

Second wave: developmental systems and processes

A

Resilience is:
a dynamic process that is influences by neural and psychological self-organisations, process encompassing positive adaption to adversity

Note: further study of lecture notes

131
Q

A shortlist of resilience correlates: protective enviroment (First wave)

A
  1. Close relationships with others
  2. Supportive friendship and romantic attachments
  3. Parents with protective traits
  4. Safe environment, with nature and financial resources
132
Q

The outcome-based approach

A

Resilience is:
an outcome of successful adaption to adversity, maintain or quick recovery of mental health during and after the stressor

133
Q

Models of resilience: Operationalising adversity

A

Approach 1: dosage-response models

Approach 2: Event characteristics

Approach 3: appraisal models

*Note: STUDY content on lecture notes

133
Q

Measurement approaches

A
  1. Contact (e.g family, individual, workplace)
  2. Measurement focus (e.g definition of resilience)
  3. Observed vs self reported
  4. Conceptualisation of construct
134
Q

Models of resilience: Multi-systems model of resilience

A

Resilience as an outcome of dynamical interactions between the individual and their socio-ecological context

*Note: STUDY content on lecture notes

135
Q

Models of resilience: Metatheory of resilience

A

Resilience as a process of reintegration to homeostasis

*Note: STUDY content on lecture notes

136
Q

Models of resilience: Resilience model of family, stress, adjustment, and adaption

A

context specific model of resilience - draws on family systems perspective to understand how families manage stress and adjustment

*Note: STUDY content on lecture notes

136
Q

Models of resilience: Multilevel model of team resilience

A

context specific model of resilience - applies resilience to the study of team functioning

*Note: STUDY content on lecture notes

137
Q

Models of resilience: Systematic self-reflection model

A

aims to explain HOW resilience can be built via exposure to stressors

*Note: STUDY content on lecture slides

138
Q

Building resilience - intervention

A

What is being targeted?

How those capacities are built

Effective interventions

*Note: STUDY content on lecture slides

139
Q

Five primary coping insights

A
  1. Understanding that anticipated efficiency of resilient capacities
  2. Understand the time course of reactions
  3. Understand that stressors are opportunities for growth
  4. Understand one’s resilience capacity repertoire
  5. Understanding the relationships between reactions
139
Q

Capacities for resilience (systematic self-reflection model)

A

goal of self reflection = build specific capacities

  1. resilience beliefs
  2. flexible coping repertoire
  3. Coping resources

*Note: STUDY content on lecture slides

140
Q

Post-traumatic growth

A

Previous look of resilience = return to pre-adveristy functioning (before the stressor)

Post-traumatic growth = can benifit from having encountered trauma and tragedy

*Note: STUDY content on lecture slides

141
Q

Adapting to adversity

A

key roles impacting/affected by resilience:
1. individual characteristics
2. interpersonal relationships
3. individual behaviours
4. environmental factors

*Note: STUDY content on lecture slides

142
Q

What is mindfulness?

A
  1. present-moment awareness or attention or focus
  2. Lack of judgement or reactivity

*Note: STUDY content on lecture slides

143
Q

Measuring individuals’ typical, dispositional, level of mindfulness via self-report questions shows…

A

mindfulness is associated with
Greater well-being
Better mental health
Emotional regulation skill
Different pattern of neural (brain region) activation
Self-control

144
Q

Mindfulness meditation

A

focus attention on breathing or particular spots of the body - noticing any thoughts, physical sensations, distractions that arise but not getting attached (let them come and go)

145
Q

Concentrative meditation

A

focusing attention on a single object or place

146
Q

Guided meditation

A

focusing on content (chant, mandala, concept, feeling, etc.)

146
Q

mindfulness meditation

A

present-moment focus with non-judgemental awareness

146
Q

Self-care

A

Activities and practices that are deliberately chosen to engage in on a regular basis to maintain and enhance our health and wellbeing

147
Q

What can self-care prevent

A

burnout, psychological distress, protect and support wellbeing during distress

147
Q

Engaging in self-care: Posluns and Gall (2020)

A
  1. awareness
  2. balance
  3. flexibility
  4. physical health
  5. social support
  6. spirituality
148
Q

Impacts/costs of developments on diet and health

A

Shift to eating processed foods (biscuits, crisps, soft-drinks, etc.)
Shift to eating out (especially at fast-food)
Uses marketing ploys, no control over how it’s made/prepared, often contains lots of sugar, salt and fat

149
Q

Consequences of dietary shifts

A

Increase in metabolic disease
- Weight gain, type II diabetes + other lifestyle related diseases (poor mental health, neurodegenerative disease of old age)

150
Q

Forms of malnutrition

A
  1. wasting
  2. stunting
  3. micronutrient deficiencies
  4. underweight
151
Q

Psychology of starvation

A

People who starve can become depressed, highly egocentric, engage in immoral acts (behaviour that isn’t regarded as normal- theft, fraud, murder, cannibalism, prostitution… All to secure food)

152
Q

Motives of weight loss dieting

A
  1. physical appearance
  2. health consequences
153
Q

What are 3 sources of fuel that the body uses (in relation to diet and health)?

A

carbohydrates, fats, and proteins

154
Q

Alternatives to weight loss dieting

A

Behaviour therapy and exercise (goal setting, craving lapse management, understanding appetite)
Medication - central (phentermine, topiramate, semaglutide [Ozempic]), Peripheral (orlistat)
Bariatric surgery

155
Q

Dietary pattern as a treatment

A
  • reduce depression
  • ketogenic diet for paediatric epilepsy
  • longevity of age
156
Q

Psychoanalysis

A

relies on analytic processes to access unconscious conflicts that cause neurotic anxiety that manifest in defence mechanisms

156
Q

What is psychotherapy

A

engagement between therapist and client with the focus to bring about change via the therapeutic alliance

157
Q

Person-centred therapy

A

relies on relationship between therapist and client to confront incongruence

158
Q

Becks ABC model of CBT

A

A = activating event
B = belief/thoughts
C = Consequence (emotional and/or behavioural)

158
Q

Cognitive behavioural therapy

A

CBT relies on problem solving and change unhelpful conditions that underlie maladaptive behaviours

158
Q

Challenging thinking

A
  1. identify negative thought
  2. look for evidence that surrounds the thought
  3. come up with a realistic thought based on the evidence
159
Q

Theoretical concepts

A

the role of schemas in emotional disturbance affects all levels of information processing in adulthood

Goal: challenge cognitive distortions by identifying automatic negative thoughts

159
Q

CBT model

A

situation - thought - emotion - behaviour

160
Q

systematic desensitisation

A
  1. help client to build anxiety hierarchy
  2. train client in deep muscle relaxation and cognitive restructuring
  3. Client tries to work through the hierarchy, learning to remain relaxed while imagining each stimulus
160
Q

Exposure therapy

A
  1. determine problem
  2. construct hierarchy of situation inducing feared response
  3. a) imagine the fear, b) in vivio - gradual exposure, c) flooding exposure to fear
  4. repeat exposure to fear whilst leaning to tolerant and eventually become comfortable with the stimuli
160
Q

Operant conditioning

A

Socialisation teaches “right” and “wrong” behaviour through positive/negative reinforcement and punishment
Reinforcement = increase response to pleasant outcome
Punishment = decrease response to unpleasant outcome
Positive = stimulus is delivered
negative = stimulus is removed

161
Q

Aversion therapy

A

An averse (undesirable) stimulus is paired with a stimulus that elicits an undesirable response

162
Q

Observational learning

A

social-cognitive-behaviour approach to learning through modelling, behavioural rehearsal and shaping

163
Q

Mind-body connection

A

Biofeedback can give an idea on emotions e.g anxiety = increased heart rate

164
Q

What is a case conceptualization in CBT according to Persons (2012)?

A

A hypothesis about the psychological mechanisms that cause and maintain an individual’s symptoms and problems.

164
Q

When is a case conceptualization particularly useful in CBT?

A

It is useful in cases of comorbidity, absence of a treatment manual for a specific disorder, involvement of a multidisciplinary team, or issues like non-adherence or deterioration of the therapeutic relationship.

164
Q

What are the key components of a case conceptualization?

A

Includes assessments of client concerns, establishing a treatment plan with goal setting, identifying treatment obstacles, and ongoing assessment of client progress.

165
Q

What roles do case conceptualizations serve in CBT?

A

They guide assessment and treatment decision-making, highlight specific risk and protective factors, facilitate collaboration on goals, and provide feedback to support client and family.

165
Q

What is the process of developing a case conceptualization in CBT?

A

Starts with a thorough assessment (Step 1), followed by developing an initial conceptualization based on working hypotheses (Step 2), setting up experiments to test these hypotheses (Step 3), and continuously revising the conceptualization (Step 4).

166
Q

What is the purpose of Socratic dialogue in CBT?

A

To help clients identify and explore negative thoughts, opening up inquiry to help them realize these thoughts are just ideas and that multiple perspectives are possible.

167
Q

What typically occurs in the first session of CBT

A

Assessment, diagnosis, and goal setting through psychoeducation, where the therapist explains the nature and process of CBT while building rapport.

168
Q

What is the focus of the middle sessions in CBT?

A

Teaching clients to identify, evaluate, and replace negative automatic thoughts with healthier cognitions, supported by behavioral strategies like exposure and relaxation.

169
Q

What is the focus of the final sessions in CBT?

A

Solidifying gains and focusing on preventing recurrence, ensuring the client is equipped to maintain their progress independently.

170
Q

How are homework tasks used in CBT?

A

Clients are given realistic challenges to directly address inappropriate cognitive beliefs, which can lead to long-term cognitive and behavioral changes if successfully completed.

171
Q

What does EFiT stand for?

A

Emotion-Focused Individual therapy

172
Q

EFiT core principles

A

emphasis on processing and expressing emotions to achieve resolution (understand and work with emotions)

  • core emotions are pivotal in shaping intricate framework that guide perceptions and interactions with the world
173
Q

EFiT stages

A
  1. Engagement and assessment
  2. Emotional awareness and expression
  3. Regulation and transformation
  4. Consolidation and integration
173
Q

EFiT goals

A

create a safe and empathetic environment where clients can explore and express their emotions fully - leads to increased self awareness and growth

174
Q

EFiT stage 2: emotional awareness and expression

A

Encourage client to identify and express their emotions (explores underlying feelings), de-regulation of overwhelming emotions (calming exercising, grounding, validate emotions)

174
Q

EFiT stage 1: engagement and assessment

A

build therapeutic alliance and understand the client’s emotional landscape

175
Q

EFiT stage 3: regulation and transformation

A

helping the client regulate intense emotions and transform maladaptive emotional patterns

176
Q

EFiT stage 4: Consolidation and integration

A

Solidify changes made in therapy - allow the client to integrate new emotional insight into daily life

177
Q

Emotions

A

are instinctive and intuitive physiological and psychological reactions that are experience subjectively in response to stimuli

178
Q

Solution-focused Brief Therapy (SFBT) core principles

A

focuses on identifying solutions and building on strengths rather than dwelling on problems… through looking at their stages of readiness

179
Q

The stages of behaviour change (SFBT)

A

(Top to Bottom)
Maintenance - works to sustain the behaviour change

Action - practices the desired behaviour

Preparation - intends to take action

Contemplation - aware of the problem and of the desired behaviour change

Pre contemplation - unaware of the problem

180
Q

Four core principles fo SFBT

A
  1. build rapport through empathy - so client can safely identify, exam, and resolve ambivalence about changing behaviours
  2. Rolling with “resistance” - avoid eliciting it by not confronting client’s ambivalence about change (assist them to explore their concerns)
  3. Develop discrepancy between current situation and goals
  4. Supporting self-efficacy (increasing individual’s belief in their capacity to execute behaviours necessary to produce specific performance attainments)
180
Q

The role of autonomy (vs. authority)

A

Central as true power for change stems from the client (empower them by the idea that change occurs from them) - therapeutic alliance is a collaborative effort to make change

180
Q

Techniques to support self-efficacy (SFBT)

A
  • identify clients strengths and resources
  • assume willingness and capacity to change
  • collaborative relo. rather than authoritative (fosters power)
  • meet the client at their model of the world
180
Q

Talk elements of SFBT: Solution-focused process model (Grant, 2022)

A
  1. Change talk
  2. Solution talk
  3. Strategy talk
181
Q

OARS for solution-focused process model

A

O: open ended questions - invite elaboration and deep thinking

A: affirmations - statements that recognise clients’ strengths

R: reflection - check in w/ the client (listening and feeling)

S: summaries - communicate interest, understanding and call attention to important elements of the discussion

182
Q

Preparatory change talk: DARN (SFBT)

A

D: desire (I want to change)

A: ability (I can change)

R: reason (its important to change)

N: need (i should change)

182
Q

“Change talk” (SFBT)

A

Includes statements by the client that reveal consideration of, motivation for, or commitment to change

183
Q

The Miracle Question (Shazer et al. 2021) (SFBT)

A

Future oriented, identify existing solutions, clarify goals, give clues to strategies
- socratic and open ended

“Lets imagine that after you leave here, you go to bed, and when you are asleep a miracle happens… and your problems are solved… but because you are asleep, you didn’t know the miracle had happen… so tomorrow morning, how will you know the miracle has happened?… What will be different that will tell you that this miracle has occurred? What will you be doing differently?”

184
Q

Implementing Change Talk: CAT

A

C: commitment (I will make changes)

A: activation (I am ready, prepared, willing to change)

T: taking steps (I am taking specific actions to change)

185
Q
A
186
Q
A
186
Q
A
186
Q
A
187
Q
A
187
Q
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PSYU2222: Psychological Health and Wellbeing (1 decks)

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