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Year 1 > Psychology > Flashcards

Psychology Flashcards

1
Q

What are the uses of psychology in medicine?

A 
behaviour change (psychotherapy)
improve communication
reduce anxiety
manage chronic illness side effects
manage pain
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2
Q

Define social psychology

A

the way thoughts, feelings and actions are influenced by society

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3
Q

Define cognitive psychology

A

study of basic mental abilities (how people think, learn etc)

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4
Q

Define developmental psychology

A

acquisition + changes in psychological processed from conception to old age

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5
Q

Describe the biopsychosocial model

A

regards health as combination of effects of biological processes, psychological processes and social factors

interaction between mind, body and environment

biology = genetics, anatomy, physiology
psychology = anxiety, depression, illness beliefs
social = family, society, ethnicity
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6
Q

Define health compromising behaviour

A

any activity undertaken by people with a frequency or intensity that increases risk of disease or injury
eg. sedentary lifestyle, smoking

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7
Q

Define health promoting behaviour

A

any activity undertaken that decreases risk of disease or injury
eg. healthy eating, exercise, managing chronic conditions, screening

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8
Q

What is health message framing?

A

different framing works for different health behaviours
gain/loss
eg. skin cancer
- self examination for skin cancer = frame in terms of loss
- sunscreen use = frame in terms of gain (prevention of cancer)

loss works well if focus is detection
gain works well if focus is prevention

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9
Q

What is motivational interviewing?

A

conversation about change
collaborative + patient-centred –> empathetic
evokes person’s own thoughts + allows them to recognise own capacity for change
facilitates patient to make own decisions (reduces resistance)
develops discrepancy between where they are now and where they want to be
- open-ended questions
- affirmation
- reflective listening
- summarising + shared decision-making

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10
Q

How does social support benefit health?

A

opening up + confiding in others
inhibiting/repressing traumatic event = takes up energy –> stress
talking about emotions decreases stress

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11
Q

Define health

A

a state of complete physical, mental, and social wellbeing and not merely the absence of disease and infirmity

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12
Q

Describe the transtheoretical stages of change model

A

1) pre-contemplation = does not think they have problem, no intention of changing
2) contemplation = aware they have a problem, knows they should change, not fully committed
3) preparation = intending to take action, may have begun to act
4) action = change has happened (over months), change occurs in behaviour, environment or experience
5) maintenance = working to prevent relapse, in this stage if remain free of problem 6 months +
6) relapse = returning to behaviour

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13
Q

What should you consider in a consultation when applying the transtheoretical stages of change model?

A

stage of change patient appears to be at
factors that will help them change their behaviour
factors that act as barriers

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14
Q

Describe the theory of planned behaviour model

A

describes key factors that explain behaviour + predict behaviour change
attitude, subjective norm and perceived behavioural control influence behavioural intention
behavioural intention influences behaviour

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15
Q

Describe the health belief model

A

behaviour is a result of a set of core beliefs
demographic variables affect: susceptibility, severity, costs, benefits, cues to action, health motivation, perceived control
these affect likelihood of behaviour

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16
Q

Describe the COM-B model

A

any given health behaviour occurs as an interaction between 3 components: capability, motivation, opportunity

capability = psychological/physical ability to carry out behaviour
motivation = reflective or autonomic mechanisms that activate or inhibit behaviour
opportunity = physical or social environment that enables behaviour
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17
Q

Define stress

A

when demands of situation exceed our resources to cope with it
(increased discrepancy between demands and resources = increases experience of stress)

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18
Q

State some classes of stressors

A

internal = how we make sense of a situation
external = events out of our control
acute = sudden illness, exam, work demands
chronic = long illness, relationships, work
major life events = divorce, bereavement

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19
Q

What are the physiological responses to stress?

A

fight or flight response

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20
Q

What are the behavioural responses to stress?

A

unhealthy diet
smoking, alcohol, drugs
risk-taking behaviours
tiredness/lack of sleep/lack of concentration
less likely to prioritise wellbeing/health behaviours

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21
Q

What are some stress-related health problems?

A 
high BP
headaches, migraines
muscular pain (adrenaline increases skeletal muscle tension)
digestion
diabetes
immune suppression
anxiety, depression
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22
Q

What are the psychological approaches to stress management?

A

cognitive behavioural approaches = focus on appraisal + coping strategies
mindfulness-based approaches = focus on mental + physical relaxation

23
Q

What are the aims of stress management?

A

decrease depression + anxiety
increase self-esteem
increase quality of life + wellbeing
increase performance at work

24
Q

Describe the diathesis-stress model

A

stress exposure + responses –> precursors of disease –> disease

pre-existing vulnerability also plays a part

25
Q

Define attachment

A

an enduring emotional relationship between 2 people

26
Q

Describe what attachment involves

A

starts from around 7 months

  • involves physical proximity seeking
  • provokes separation anxiety
  • provides comfort, care, security and safe base for exploration
27
Q

Describe the cycle of secure attachment

A 
separation, fear, discomfort
anxiety --> attachment behaviour (eg. crying)
carers response re-establishes proximity
anxiety decreases
attachment behaviour drops
safety
28
Q

Describe the features of securely-attached children

A
  • have sensitive, warm, responsive parents
  • know that carer will consistently meet needs
  • positive view of themselves + others
  • trust + confidence in carers
  • sense of security/safety to explore, play, learn
29
Q

What are the implications of secure attachment?

A
  • increased emotional + social competence
  • increased resilience
  • increased self-esteem + independence
  • positive peer relations
  • increased psychological health
  • secure attachment with own children
30
Q

Describe the cycle of avoidant/ambivalent attachment

A

separation, fear, discomfort
anxiety –> attachment behaviour
inconsistent, rejecting, indifferent, insensitive, unavailable carers
fail to comfort, protect, provide safety
experience of prolonged distress + unregulated emotions
no return to safety

31
Q

Describe the cycle of disorganised attachment

A 
separation, fear, discomfort
anxiety --> attachment behaviour
neglectful, abusive carers
carers are the source of distress
unresolved fear, trauma, permanent feelings of lack of control, confusion, helplessness
no return to safety
32
Q

Describe the features of insecurely attached children

A
  • have rejecting, unavailable, inconsistent, unresponsive or abusive parents
  • learn that caregiver is unavailable + not able to meet their needs (or hostile)
  • develop a distorted view of: themselves as unworthy of love, of others as emotionally unavailable (or causing them confusion, harm + pain)
33
Q

What are the implications of insecure attachment?

A

linked to:

  • poor emotional + social competence
  • poor emotional regulation
  • difficulties at school, more likely to be bullied
  • difficulty in showing empathy
  • unregulated biological stress system: abnormal patterns of cortisol release
  • decreased self-esteem, lack of trust in others
  • emotional + behavioural problems (depression, aggression, over-controlling or over-compliant behaviour)
34
Q

Define loss

A

experience when a person we are attached to becomes permanently unavailable

35
Q

Define grief

A

human reaction to loss (acute-integrated-complicated)

36
Q

Define bereavement

A

psychological processes through which people react to loss

37
Q

What are the 4 categories used to group reactions to grief?

A

physical
cognitive
behavioural
emotional

38
Q

List some physical reactions to normal grief

A 
Fatigue
Sleep/appetite disturbances
Aches + pains
SOB
Palpitations
Digestive problems
39
Q

List some emotional reactions to normal grief

A 
Depression
Anxiety
Anger
Guilt
Loneliness
Numbness
Sense of detachment
40
Q

List some cognitive reactions to normal grief

A 
Poor concentration
Short attention span
Memory loss
Confusion
Hallucinations
Search for meaning
41
Q

List some behavioural reactions to normal grief

A 
Crying
Restlessness
Searching
Social withdrawal
Difficulty fulfilling normal roles
42
Q

Name 3 models of grief

A

Phase model
Grief work model
Dual process model

43
Q

Describe the phase model of grief

A

1) Initial shock, disbelief + denial
2) Acute grief → intermediate acute mourning period of physical + emotional discomfort, yearning and mourning, social withdrawal
3) Integrated grief → gradual shift to restitution phase when attention reverts to re-engaging with world → adaptation + recovery

44
Q

Describe the grief work model of grief

A 
Tasks of grief (TEAR)
T = to accept reality of loss
E = experience pain of loss
A = adjust to new environment without lost person
R = reinvest in new reality
45
Q

Describe the dual process model of grief

A

fluctuation between loss-oriented and restoration-oriented

  • loss-oriented = grief work, intrusion of grief, breaking bonds/ties/relocation, denial/avoidance of restoration changes
  • restoration-oriented = attending ti life changes, doing new things, distraction from grief, denial/avoidance of grief, new roles/identities/relationships
46
Q

What is normal grief?

A

adaptation + integration over time (6 months → 1 year)

47
Q

List some cognitive reactions to complicated grief

A 
Ruminating on death
Emptiness
Hallucinations of deceased
Suicidal ideation
Thinking about person
Self-blame
Desire to be with deceased
48
Q

List some physical reactions to complicated grief

A

Digestive issues
Fatigue
Depression

49
Q

List some behavioural reactions to complicated grief

A 
Withdrawn
Not functioning
Unable to work
Avoid reminders of loss
Lack of social engagement
50
Q

List some emotional reactions to complicated grief

A

Intense sadness
Intense distress
Loneliness
Anger

51
Q

How is complicated grief diagnosed?

A

Unshakeable grief → does not improve over time
Persistent + intense emotions/moods + severe symptoms that impair functioning
DSM-V has specific criteria

52
Q

What are the types of complex grief?

A

Chronic grief → lasts for prolonged/extended period of time
Delayed grief → postponed
Disenfranchised grief → socially difficult to relate to/negated by others (eg loss deemed too small/relationship seemed too distant to justify grief response)
Anticipatory grief → prior to known future loss

53
Q

What are some risk factors for complicated grief?

A

Pre-loss = pre-existing MH conditions, lack of info about death, conflict/difficult relationship between person + deceased
When loss occurs = if loss is result of violence or trauma or accident, others unable to offer comfort + support, person died from inherited disease/long illness, death associated with stigma (eg AIDS)
Post-death = inadequate support, traumatic reminders/anniversaries, further losses/bereavements

Year 1 (41 decks)

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