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2024 > psych u4aos2 > Flashcards

psych u4aos2 Flashcards

1
Q

wellbeing

A

state in which an individual is mentally, physically and socially healthy and secure

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2
Q

mental wellbeing

A

an individual’s psychological state, including their ability to think, process information and regulate emotions

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3
Q

Social wellbeing

A

Ability for an individual to form and maintain meaningful bonds with others and adapt to different social situations

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4
Q

Emotional wellbeing

A

The ability for an individual to appropriately control and express their own emotions in an adaptive way, as well as understand the emotions of others

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5
Q

woooo

A

h

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6
Q

High functioning

A

Carry out basic everyday tasks
Be productive
Be independent

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7
Q

low functioning

A

Struggle to carry out basic tasks
procrastination
Unable to cope with changes

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8
Q

resilience

A

The ability to cope with and manage change and uncertainty

Can lead to high self-esteem, confidence & increased coping flexibility

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9
Q

high resilience

A

Seek solutions to problems
Be flexible in changing circumstances

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10
Q

low resilience

A

Rely on unhealthy coping strategies
Be unable to adapt to change

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11
Q

high social wellbeing

A

Able to form and maintain meaningful relationships
Able to effectively communicate

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12
Q

low social wellbeing

A

Be isolated
Difficulty forming relationships
Struggle to effectively communicate

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13
Q

high emotional wellbeing

A

Be aware of their own and others’ current emotional state
Express emotions at appropriate times

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14
Q

low emotional wellbeing

A

Unable to understand their emotions
Express emotions inappropriately

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15
Q

Social and emotional wellbeing (SEWB) framework for Aboriginal and Torres Strait Islander communities

A

Multidimensional - different components
Holistic - considers the whole person

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16
Q

connection to body

A

Connecting to the physical body and health in order to participate fully in all aspects of life
e.g. maintaining healthy weight, access to good nutrition, managing illness and disability

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17
Q

Connection to mind and emotions

A

Ability to effectively manage thoughts and feelings

e.g. maintaining self-esteem and strong identity

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18
Q

Connection to family and kinship -

A
  • Connection to the immediate and wider family group and community
    e.g. spending time within family groups, caring for the ill is the responsibility of everyone (not just parents or children)
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19
Q

Connection to community -

A
  • Connection to wider social systems, providing individuals and families the ability to connect with and support each other
    e.g. community services and support networks
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20
Q

Connection to culture - IVTC

A
  • A strong sense of identity, values, tradition and connection between the past, present and future that drives behaviour and beliefs.
    e.g. elders passing on information, speaking local languages
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21
Q

Connection to country -

A

Traditional lands of a particular cultural group.

both geographically and the spiritual, emotional and intellectual connections to and within it

e.g. don’t take more from the land than you need, each person belongs to different territories and has obligations to the associated lang, strong part of culture

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22
Q

Connection to spirituality and ancestors -

A

Spirituality refers to a concept that connects all things, and shapes beliefs, values and behaviour.

Ancestors refer to the belief that a family and community’s ancestors are interconnected with Creation spirits and Country and watch over, guide, and protect families and communities in the physical and spiritual world

e.g. spirituality is grounded in the belief that their ancestors watch over them for the entirety of their life.

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23
Q

social determinants

A

circumstances in which people grow, live and work and the systems put in palce to deal with illness

SES, poverty, unemployment

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24
Q

historical determinants
epl

A

the ongoing influence of events, policies and trauma on groups of people

colonisation, stolen generations

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25
Q

political determinants

A

political polices that shape the process of distrubuting resources & power to individuals and communities

control of local resources, self-determination

26
Q

high levels on mental wellbeing continuum

A

Able to function independently
Cope with everyday demands
regulate and express emotions appropriately

27
Q

middle levels on mental wellbeing continuum

A

Mental health problem
Not functioning at an optimal level
Temporary or moderate impact on mental wellbeing

28
Q

low levels on mental wellbeing continuum

A

Mental health disorder
High levels of distress
Unable to independently complete tasks and meet demands of environment
Impact for more than 2 weeks

29
Q

internal factors influencing mental wellbeing

A
  • e.g. stress response, thought patterns, genetic predisposition
    • Naturally optimistic thought patterns -> More likely to view situations positively
      Genetic predisposition to mental health disorder -> more likely to develop
30
Q

external factors influencing mental wellbeing

A
  • e.g. loss of significant relationship, level of education, access to support services
    • Adequate access to support systems -> maintain high levels of mental wellbeing
      Loss of significant relationship -> negatively impact mental wellbeing if not addressed.
31
Q

stress - sos

A

a psychological and physiological experience that occurs when an individual encounters something of significance that demands their attention and/or efforts to cope

Normal part of life
In response to a known cause
Is not necessarily a sign of low levels of mental wellbeing (eustress)
Moderate - high continuum level

32
Q

anxiety - pp , wa

A

a psychological and physiological response that involves feelings of worry and apprehension about a perceived threat

Anxiety typically only involves negative feelings
Broader than stress
Unknown stimulus
Future orientated
Moderate - high continuum level

33
Q

specific phobia

A

a type of diagnosable anxiety disorder that is categorised by excessive and disproportionate fear when encountering or anticipating the encounter of a particular stimulus

* Individual going great lengths to avoid their phobic stimulus
* Significant disruption to an individual's daily functioning
* Sympathetic nervous system is dominant
* Avoidance of the phobic stimulus Increased heart rate, rapid breathing, increased perspiration, dilated pupils.
34
Q

role of GABA

A

main inhibitory neurotransmitter in the nervous system, regulates postsynaptic activation in neural pathways - preventing over-excitation

35
Q

GABA dysfunction

A

insufficient neural transmission or reception of GABA in the body
Can be caused by low levels of GABA or an insufficient reception/transmission across the synapse

36
Q

how GABA dysfunction contributes to phobia

A

cause someone’s fight-flight-freeze/anxiety response to be triggered more easily -> recurrent stress responses to specific stimuli can lead to the development of a phobia

37
Q

Long term potentiation

A

long-lasting and experience-dependent strengthening of synaptic connections that are regularly coactivated.

38
Q

how long term potentiation contributes to phobia

A

strengthening association between neural signals involved in perceiving a stimulus and neural signals involved in activating the fear response -> signals involved in perception of phobic stimulus more readily trigger activation of fear response

39
Q

classical conditioning

A

model of learning in which organisms learn through the involuntary association of two or more stimuli

40
Q

how classical conditioning contributes to phobia

A

precipitating factors increase susceptibility to and occurrence of developing specific phobias, NS -> phobic stimulus, CR ->phobic response

41
Q

operant conditioning

A

learning through the association of a behaviour and consequence it receives

42
Q

how operant conditioning contributes to phobia

A

perpetuating factors inhibit a person’s ability to recover from a specific phobia, prevents an individual from overcoming phobia, negative reinforcement

43
Q

cognitive biases

A

predisposition to think about and process information in a certain way. Causes errors in people’s judgements and thoughts

44
Q

how cognitive biases contribute to phobia

A

some individuals consider certain stimuli as particularly harmful, dangerous or scary

45
Q

types of cognitive bias

A

Memory bias - a type of cognitive bias caused by inaccurate or exaggerated memory
Contributes to phobia: may remember trauma as extremely significant or exaggerated (size of spider)

Catastrophic thinking - a type of cognitive bias in which a stimulus or event is predicted to be far worse than it actually is
Contributes to phobia: making stimuli seem worthy of extreme fear and anxiety

46
Q

specific environmental triggers

A

Stimuli or experiences in a person’s environment that evoke an extreme stress response, leading to the development of a phobia. Three types - direct confrontation, observation, learning/indirect confrontation

47
Q

how specific environental triggers contribute to phobia

A

through direct confrontation, observation or indirect confrontation, individuals develop phobias

48
Q

stigma around seeking treatment

A

The feeling of shame or disgrace experienced by an individual for a characteristic that differentiates them from others

Contributes to phobia: leaving phobia untreated increases development and maintenance

49
Q

biological interventions

A

treatments which address the physiological aspects of phobias

50
Q

GABA agonists

A

Benzodiazepines are a type of medication that depresses central nervous system activity and is often used as a short-acting anxiety medication

Agonists - which are a type of drug that imitates neurotransmitters and works to initiate neural response.

Benzodiazepines bind to GABA receptor sites and mimic the effects of GABA to increase its inhibitory response -> the rapid communication between neurons is released.

51
Q

Breathing retraining

A
  • A method used to teach breathing techniques that may reduce physiological arousal
    • Step 1 - a psychologist or doctor will teach a person how to consciously control their breathing:
    • Slow and deep inhalations & exhalations
    • Counting slowly
    • Breathing in through nose and out slowly from diaphragm

Step 2 - the learner applies the breathing techniques when in the presence of a phobic stimulus. This restores the amount of oxygen to an optimal level -> parasympathetic NS becomes dominant

52
Q

Cognitive behavioural therapy (CBT)

A

Encourages individuals to substitute dysfunctional cognitions and behaviours with more adaptive ones

Cognitive component - identifying negative thoughts and feelings (cognitions) about the issue -> replacing these negative cognitions with more positive ones

Behavioural component - identifying behaviours relating to the issue -> developing and maintaining more positive behaviours relating to the issue

53
Q

systematic desensitisation

A

Theraputic techniques, involves a patient being exposed incrementally to increasingly anxiety inducing stimuli, combined with the use of relaxation techniques - Operates on the principles of classical conditioning

Step 1 - the learning of relaxation techniques (breathing retraining)

Step 2 - the development of a fear hierarchy

Step 3 - the gradual step-by-step exposure

Step 4 - the continuation of this systematic exposure - until the most fear inducing can be faced without producing phobic response

54
Q

psychoeducation

A

Involves teaching families and supporters of individuals with mental health disorders how to better understand, deal with, and treat their disorder.

challenging unrealistic or anxious thoughts, not encouraging avoidance behaviours

55
Q

protective factors

A

influences that enable an
individual to promote and
maintain high levels of
mental wellbeing

reducing the risk of low levels of mental wellbeing

56
Q

biological protective factors

A

adequate nutrition and hydration
sleep

57
Q

psychological protective factors

A

cognitive behavioural strategies - acknowledge and change thoughts and behaviours

mindfulness meditation - reduce likelihood of rumination, reduce stress

58
Q

social protective factors

A

support - promote mental wallbeing, family, friends & community

59
Q

cultural continuity

A

the passing down and
active practice of cultural
knowledge, traditions, and
values from generation
to generation

arts, crafts, music, dance, theatre, writing, storytelling

60
Q

Self-determination 

A

the rights of all peoples
to pursue freely their
economic, social, and
cultural development
without outside
interference

2024 (5 decks)

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