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Psychology Exam pt. 2-3 Prep > personality review > Flashcards

personality review Flashcards

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1
Q
  1. Describe the 3 structures of personality along with their origin and motivation.
A

Id: exists only in unconscious level. Operates on pleasure principle. Inborn biological instincts (Eros v Thanatos)
Ego: exists in conscious and preconscious levels. Operates on reality principle. Realistic regulation of thoughts and actions.
Superego: exists in all 3 levels of consciousness. Operates on ego-ideal. Internalized of parental and social codes.

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2
Q
  1. Describe the “Mind Iceberg” metaphor and contrast the “layers” of consciousness.
A

Mental iceberg: above surface(visible) = ego: thoughts and perceptions
Just below the surface (less visible) = subconscious level (superego): memories and stored knowledge.
Deep level. (bottom of iceberg) = ID: fears, violent motives, unacceptable sexual desires, irrational wishes, immoral urges, shameful experiences, and selfish needs.

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3
Q
  1. Identify the various methods Freud explored for therapeutically accessing the unconscious mind.
A 
Free associations
-	“The couch”
Mistakes
-	“Freudian slips”; forgetting words, names, etc.
Dreams
-	Latent content
-	“the royal road to the unconscious”
Projective tests
-	Standardized set of ambiguous prompts designed to reveal inner dynamics
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4
Q
  1. Identify the stages and, where appropriate, the erogenous zones, key developmental tasks, fixations, personality types, and expressions of fixations.
A

The oral stage (0 - 1.5 years): erogenous zone – mouth, key developmental task = weaning
Oral dependant personality: fixation: excessive frustration. Argumentative, cynical, exploitive, cruel, sarcastic.
Expressions: chewing gum, nail biting, smoking, kissing, eating, disorders, alcoholism.
The anal stage (1.5 – 3 years): erogenous zone: anus. Key developmental task: toilet training
Anal expulsive personality: fixation: excessive frustration. Compulsive cleanliness, orderly, rigid, stubborn.
Expressions: Neil Simons “the odd couple’
The phallic stage (3 – 6 years): erogenous zone – genitals. Key developmental task: sexual identity.
Boys oedipal complex: incestuous attraction to mother. Castration anxiety
Girls Electra complex: penis envy. Incestuous attraction to father.
Expressions: males – “macho” overcompensation. Females: flirting “girly” or overly dominant.
The latency stage (6 - puberty): erogenous zone: quite psychological stage. Key developmental task: gender roles.
The genital stage (puberty on…): erogenous zone: genitals. Key developmental task: intimacy and procreation
Personality: caring, responsibility, mutual gratification. Intimacy issues and sexual dysfunctions.
Neurosis and anxiety: dependant on extent of earlier fixations. Repression of unresolved conflicts.
Expressions: defense mechanisms. Intimacy issues and sexual dysfunctions.

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5
Q
  1. Explain the attacks on Freudian theory originating from scientific, medical, economic, and legal sources.
A

Medical Assault
- Evidence of biological determinants
- AMA abandons psychoanalysis for pharmacology
Economic Assault
- Exorbitant cost of psychoanalysis
- Insurers abandon psychoanalysis for cheaper treatments
Legal Assault
- Indefensible claims of repressed sexual abuse
- Defenders abandon psychoanalysis for scientific evidence

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6
Q
  1. Explain why Freudian theory persists despite these attacks.
A

At the same time that it is hard to prove, it is also hard to disprove. Non-falsifiable.

Good literature
-	Conflict
-	Sex and aggression
Common discourse
-	Freudian jargon and metaphors are ingrained in the public mind and communication
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7
Q
  1. Describe Freud’s positive contributions to the life of children and those suffering psychological disorders.
A

Brought attention to childhood and parenting - From “saplings” to “caterpillars”
Changed the view of mental disorders - From “freaks” to “patients”
Initiated greater sexual liberation - Especially for women in the “Victorian Age”

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8
Q
  1. Define the concept of personality.
A

An individual’s characteristic patterns of thoughts, feelings, and behaviours

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9
Q
  1. Compare and contrast state and trait shyness.
A

Trait – person(“P”), disposition, personality.
State – environment (“E”), situation.
- Most of the population. Shy in certain situations only. – strangers, authority, opposite sex, public appearance.
- Minimal negative consequences. Even possible positive consequences (i.e., eliciting empathy)
Trait x state – P x E, interaction.
- 12-25% of population
- pervasive shyness across situations and time
- severe consequences – avoid social events, meeting new people. Makes others uncomfortable. Inhibits communication and assertiveness. Excessive self-consciousness. Prone to low self-esteem, loneliness, stress, depression.

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10
Q
  1. Describe the trait view of personality and the “Big 5” personality factors.
A

Openness

high scorers
Creative, artistic, curious, imaginative, nonconforming

low scorers
Conventional, down to earth

Conscientiousness

highs corers
Ambitious, organized, reliable.

low scorers
Unreliable, lazy, casual, spontaneous

Extraversion

high scorers
Talkative, optimistic, social, affectionate.

low scorers
Reserved, comfortable with being alone, introverted

Agreeableness

highs scorers
Good-nature, trusting, supportive

low scorers
Rude, uncooperative, irritable, hostile, competitive

Neuroticism

high scorers
Worried, insecure, anxiety-prone

low scorers
Tranquil, secure, emotionally stable.

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11
Q
  1. Describe how shyness fits within the “Big 5” personality factors.
A

pattern 1132

“Self-sufficiency and self-control are two prominent features … this kind of person derives relatively little gratification from being with others”
¥ “Contact jobs are uncomfortable and unsatisfying … jobs that provide reasonably defined tasks, but allow some room for exploration and self-expression”
¥ “Blends marked degree of creativity with a practical, realistic outlook. This can represent an important and winning combination since many creative thinkers lack the persistence to translate innovative ideas into reality”

pattern 2121

“The leadership composite is elevated… This is the kind of person who rises to positions of authority passively, by not making enemies and by following the game rules”
¥ “The creativity index is quite low, and the career theme scores point away from those kinds of career activities … More conventional placements where the individual can work along well-established paths would appear to be suggested”

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12
Q
  1. Explain the use of personality tests for diagnosis and prediction.
A

Predict behaviour or how good someone will be at a particular task

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13
Q

agreeableness

A

a personality trait manifesting itself in individual behavioral characteristics that are perceived as kind, sympathetic, cooperative, warm and considerate.

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14
Q

conscientiousness

A

personality trait of being careful, or vigilant. Conscientiousness implies a desire to do a task well. Conscientious people are efficient and organized as opposed to easy-going and disorderly.

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15
Q

extraversion

A

how outgoing or social a person is.

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16
Q

neuroticism/ emotional stability

A

a higher-order personality trait in the study of psychology characterized by anxiety, fear, moodiness, worry, envy, frustration, jealousy, and loneliness. Individuals who score high on neuroticism are more likely than average to experience such feelings as anxiety, anger, envy, guilt, and depressed mood.

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17
Q
  1. Identify and briefly describe the 6 models of abnormality.
A

Medical: Behaviour is symptomatic of physiological abnormality.
Psychodynamic: Behaviour is symptomatic of unresolved intrapsychic conflicts.
Humanistic: Behaviour is symptomatic of inability to fulfill human needs and capabilities.
Cognitive: Behaviour is symptomatic of faulty thinking or beliefs about self and the world.
Behavioural: Behaviour is maladaptive responding due to faulty learning; not symptomatic of underlying pathology.
Sociocultural: Behaviour is symptomatic of dysfunctional environments such as family, society, or culture.

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18
Q
  1. What is the DSM and what are its functions?
A
  • Reliable method of diagnosis
  • Criteria for diagnosis
  • Etiology (causes)
  • Prognosis (predictions)
  • Statistics (e.g. prevalence, risk factors)
  • Guide treatment choices
  • Biased to medical model
  • Promotes labelling
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19
Q
  1. Describe the goals of therapy.
A
  • Cure disorder
  • Alleviate symptoms / suffering
  • Shorten duration of episode
  • Prevent future episodes
20
Q
  1. Describe the DSM criteria for depression.
A

At least 5 of the following: one or both of the first two, PLUS three or more of the rest. Must be present for at least 2 weeks.

  • Depressed mood most of the day, and/or
  • Markedly diminished interest or pleasure in activities
  • Significant increase or decrease in appetite or weight
  • Insomnia, sleeping too much, or disrupted sleep
  • Lethargy, or physical agitation
  • Fatigue or loss of energy nearly every day
  • Worthlessness, or excessive/inappropriate guilt
  • Daily problems in thinking, concentrating, and/or making decisions
  • Recurring thoughts of death and suicide
21
Q
  1. Describe the emotional, cognitive, motivational, and somatic symptoms of unipolar depression.
A

Emotional: sadness, hopelessness, anxiety, misery, inability to enjoy
Cognitive: negative cognitions about self, world, and future.
Motivational: loss of interest, lack of drive, difficulty starting anything.
Somatic: loss of appetite, lack of energy, sleep difficulties, weight loss/gain.

22
Q
  1. Describe the prevalence of depression and explain why it might be considered the “common cold” of psychological disorders.
A
  • Per year, depressive episodes happen to about 6 percent of men and about 9 percent of women.
  • Over the course of a lifetime, 12 percent of Canadians and 17 percent of Americans experience depression.
23
Q
  1. Describe the 3 patterns of depression following the first episode.
A

50% depression will reoccur. 40% depression will never recur after recovery. 10% no recovery; chronic depression.

24
Q
  1. Identify the 4 possible causes of illness according to the medical model.
A

Infection. Genetics. Neurostructural. Neurochemical.

25
Q
  1. Describe the evidence for a genetic cause and explain the possible role of the 5-HTT gene.
A
  • DNA linkage analysis reveals depressed gene regions

- twin/adoption heritability studies

26
Q
  1. Describe the neurotransmitters suspected to play a role in depression.
A

Less norepinephrine and serotonin are linked to depression

27
Q
  1. Explain how tricyclic antidepressants and MAO inhibitors influence the symptoms of depression.
A

MAOI’s are a type of antidepressant that deactivates monoamine oxidase, an enzyme that breaks down serotonins, dopamine, and norepinephrine at the synaptic clefts of nerve cells.
- When the MAO enzyme is inhibited, fewer dopamine, serotonin and norepinephrine neurotransmitters are metabolized, which in turn leaves more of them available at the synapses.
Tricyclic antidepressants: among the earliest types of antidepressants on the market and are prescribed to block the reuptake of serotonin and norepinephrine.
- Tricyclic antidepressants work much like MAOIs and also have many side effects.

28
Q
  1. Explain the neurochemical actions of SSRI’s and why they are the pharmacological treatment of choice.
A

SSRI’s: are a class of antidepressant drugs that block the reuptake of the neurotransmitter serotonin.

  • include Prozac, Zoloft, and Paxil
  • side effects, which include loss of sexual interest and function, are less numerous and less severe than the adverse reactions associated with other antidepressants on the market.
  • SSRIs have been shown to lead to neurogenesis—the growth of brand-new neurons—in precisely this part of the brain.
29
Q
  1. Describe electroconvulsive therapy (ECT) and its historic role in the treatment of depression.
A
  • Electroconvulsive therapy [ECT] induces a mild seizure that disrupts severe depression for some people.
  • This might allow neural re-wiring, and might boost neurogenesis.
30
Q

Briefly describe the psychodynamic approach to treating depression.

A
  • Free association: the patient speaks freely about memories, dreams, feelings
  • Interpretation: the therapist suggests unconscious meanings and underlying wishes to help the client gain insight and release tension
31
Q
  1. Briefly describe Roger’s humanistic model and his client-centered therapy.
A
  • Being non-directive
  • Being genuine
  • Being accepting and showing unconditional positive regard.
  • Being empathetic.
32
Q
  1. Compare and contrast the humanistic and psychodynamic therapies.
A
  • emphasizes the human potential for growth, self-actualization, and personal fulfillment.
  • Therapy attempts to support personal growth by helping people gain self-awareness and self-acceptance.
33
Q
  1. Identify the cognitive triad of negative thoughts experienced during depression.
A
  • Negative thoughts about self. (low self-esteem)
  • Negative thoughts about ongoing experiences (pessimism)
  • Negative thoughts about the future (hopelessness)
34
Q
  1. Explain the depressive attribution pattern (also called the depressive explanatory style).
A

Depressed people attribute negative outcomes to themselves.
Depressed people attribute positive outcomes to factors outside themselves.
Self-enhancement attributional pattern
No depressed people attribute positive outcomes to themselves.
Non-depressed people attribute negative outcomes to factors outside themselves.

35
Q
  1. Describe the cognitive-behavioural technique of mastery experiences.
A

Building the belief that they can do it themselves. Trying to ensure success at each stage and attribute it to themselves.

36
Q
  1. Briefly describe the family, group and self-help therapies in treating depression.
A

Family:
- Having a session with the whole family, at home or in the office, allows the therapist to work on the family system, that is, the family’s patterns of alliances, authority, and communication.
- A related modality is couples/marital therapy
Group:
assembles about six to nine people with related needs into a group, facilitated by a therapist, to work on therapeutic goals together. The benefits include:
♣ less cost per person.
♣ more interaction, feedback, and support.
♣ clients realize others share their problems and they are not alone.

Self-help groups:
♣ Self-help groups are led by group members instead of a therapist.
♣ They can be much larger than group therapy, with less interaction.
♣ The focus is more on support rather than on working on goals during the group session.

37
Q
  1. Identity the source and meaning of the term “schizophrenia.”
A

“Schiz” for “split”
“Phren” for “mind”
schizophrenia characterized by some disruption in normal integration of ABC’s

38
Q
  1. Describe and critique 4 common myths about schizophrenia.
A

Have a split personality – confused with DID. Not a split personality
Are dangerous – statistically they are not. Bizarre nature of behaviour
Permanent disorder – somewhat true, but many enjoy a full recovery. Cautious use of “in remission”
Are creative – small positive correlation. May be a product of divergent thinking.

39
Q
  1. Distinguish between positive and negative symptoms.
A

Positive (presence of problematic behaviours) - Hallucinations (illusory perceptions), especially auditory
♣ Delusions (illusory beliefs), especially persecutory
♣ Disorganized thought and nonsensical speech
♣ Bizarre behaviors
Negative (absence of healthy behaviour) - Flat affect (no emotion showing in the face)
♣ Reduced social interaction
♣ Anhedonia (no feeling of enjoyment)
♣ Avolition (less motivation, initiative, focus on tasks)
♣ Alogia (speaking less)
♣ Catatonia (moving less)

40
Q
  1. Define and contrast hallucinations and delusions.
A

Delusions (illusory beliefs), often bizarre and not just mistaken; most common are delusions of grandeur and of persecution

hallucinations, that is, perceptual experiences not shared by others.
♣ The most common form of hallucination is hearing voices that no one else hears, often with upsetting (e.g. shaming) content.
♣ Hallucinations can also be visual, olfactory/smells, tactile/touch, or gustatory/taste.

41
Q
  1. Describe the twin and adoption studies that suggest a genetic cause.
A

If one twin has it, the other is much more likely to have it if they are identical twins.

42
Q
  1. Explain the dopamine hypothesis and the evidence that supports it.
A
  • Too many dopamine/D4 receptors help to explain paranoia and hallucinations; it’s like taking amphetamine overdoses all the time.
  • Poor coordination of neural firing in the frontal lobes impairs judgment and self-control.
  • The thalamus fires during hallucinations as if real sensations were being received.
  • There is general shrinking of many brain areas and connections between them and enlarged ventricles.
43
Q
  1. Describe the psychological causes, especially the role that socio-economic status might play.
A
  • Research does not support the idea that social or psychological factors (such as parenting) alone can cause schizophrenia.
  • However, there may be factors such as stress that affect the onset of schizophrenia.
  • Until we find a mechanism of causation, all we may have is a list of factors which correlate with increased risk.
44
Q
  1. Describe the introduction and impact of CPZ.
A
  • Bind to dopamine receptors
  • Alleviates positive symptoms
  • Has been described as “the single greatest advance in psychiatric care”
45
Q
  1. Describe the effects and side-effects of the antipsychotic drugs.
A
  • Side-effects include Parkinson-like effects and Tardive Dyskinesia
46
Q
  1. Identify the recidivism rate for schizophrenia and what may cause it.
A

70-80% - inability to car for oneself

  • Return to dysfunctional environment
  • Lack of social and/or work skills
  • Stop taking medication
47
Q
  1. Describe milieu therapy.
A
  • Living in supportive therapeutic environment
    a. Removed from dysfunctional environment
  • Training in social and work skills
    b. Token economy
  • Sociocultural services such as family therapy, group therapy, recreational therapy
  • Monitor adherence to medication
  • Recidivism rate reduced to 30%

Psychology Exam pt. 2-3 Prep (6 decks)

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