Psychology Flashcards

1
Q

Theories of Pain

A

**Specificity Theory
Presence of dedicated pathways for each somatosensory modality
4 types of sensory receptor controlling 4 types of sensory modality
- heat, cold, touch, pain
Nerve responds to only one modality
Nerve continuous from periphery to brain

**Gate Control Theory
(Melzack and Wall)
Allows physical distraction by a different stimulation closing the gate
- Large fibre stimulation – normal somatosensory input – gate closed
- Small fibre stimulation – pain – gate open
Explains why if we rub our leg after hitting it the pain lessens

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2
Q

Acute vs Chronic pain

A
* Acute 
A warning system
Represents tissue damage
Message – do something about this!
Short duration
Care and relief likely
Suffering recognised

*Chronic
May or may not be associated with tissue damage – pain itself is disease
Long duration
No end in sight
Care and relief not likely
‘Psychosomatic’
Suffering may be dismissed – its all in your head!

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3
Q

Psychological methods of pain control

A

*Hypnosis

  • Chronic Pain Psychological Therapy
  • > Cognitive Behavioural Therapy
  • Thoughts, beliefs, distorted thinking, catastrophising responsible for the consequences of events
  • Identify and challenge distorted cognition
  • Cognitive restructuring
  • Coping skills training
  • Imagery and relaxation
  • Stress management
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4
Q

2 Main Classification systems of psychiatric disorders

A
  1. ICD-10 - WHO international classification of diseases
  2. Diagnostic and Statistical Manual of Mental disorders (DSM-V) - American Psychiatric Association

Purpose: Standardises diagnoses, enhancing ability to research disorders and build an evidence base for practice

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5
Q

Psychosis

A

Severe mental disturbance, loss of contact with external reality

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6
Q

Neurosis

A

Mental distress, but can still distinguish between symptoms originating in their own mind and external reality

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7
Q

Mood Affective disorders

A

Depression
o Dysthymia
Pt experiences chronic depressive symptoms, but not severe enough to warrant a diagnosis
o Mild
o Moderate
o Severe
Severity usually based on number of symptoms and impact on person’s life

Bipolar Disorder
Episodes of depression and elation 
o	Cyclothymia 
Episodes of mood swings but not severe enough for diagnosis 
o	Bipolar I
o	Bipolar II
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8
Q

How depression diagnosed

A

At least 2 core symptoms + 2 other symptoms identified

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9
Q

Core symptoms of depression

A
  1. Depressed mood most of the day nearly every day
  2. Markedly diminished interest and pleasure in all or nearly all activities most of the day nearly every day
  3. Decreased energy or increased fatiguability
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10
Q

Other symptoms associated with depression

A

Decrease/increase appetite
Reduced self esteem and self confidence
Insomnia/hypersomnia
Psychomotor agitation/retardation
Fatigue/loss of energy
Feelings of worthlessness or excessive guilt
Decreased concentration or indecisiveness
Recurrent thoughts of death or suicidal ideation

[Do Rats In Prison Feel Fatigued During Races]

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11
Q

Biological features of depression

A
  • Altered sleep patterns; usually decreased
  • Early morning wakening; mood typically worse am
  • Appetite reduced with weight loss
  • Libido reduced or absent
  • Motor activity agitation or retardation, including speech
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12
Q

Cognitive features of depression

A
  • “Beck’s cognitive triad” = negative, pessimistic thoughts about: self, the world, the future
  • ‘all or nothing’ thinking, personalising, focussing on negatives, catastrophising, jumping to conclusions
  • Reduced attention, concentration, decisiveness
  • Guilt, worthlessness, death or suicide
  • Delusions and hallucinations can occur
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13
Q

Aetiology of depression

A

Combination of genetic factors and stressful life events

Also linked to some drugs
- steroids, OCP (contraceptive), chronic pain, terminal illness

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14
Q

Types of depression

A

SAD:
Seasonal affective disorder – lack of natural light

Abnormal grief reaction:
Delayed grief/excessive grief years later

Adjustment disorders:
Abnormal responses to big life changes

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15
Q

Instruments designed to measure anxiety and depression

A

Screening –
The 2 Question Test
1. During the past month, have you often been bothered by feeling down, depressed or hopeless?
2. During the past month, have you often been bothered by little interest or pleasure in doing things?
Yes to both – 96-97% sensitivity, 57-67% specificity
→ problem with detection of false positives

Hospital Anxiety and Depression Scale (HADS)
• 14 item self-rating scale for severity of depression and anxiety symptoms.
• 90% sensitivity, 86% specificity

Patient Health Questionnaire – 9 (PHQ-9)
• 9 item self rating scale measures proportion of time in past 2 weeks depressive symptoms present
• 80% sensitivity, 92% specificity

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16
Q

Psychological treatments of depression

A

CBT or interpersonal psychotherapy
(Defined very broadly)
• Cognitive – perception of events/ thinking errors
• Behavioural – changing behaviours
• Psychotherapy – how your past effects now

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17
Q

Pharmacological treatments of depression

A

Antidepressants
• SSRIs
= Selective Serotonin Reuptake Inhibitors
– Most commonly prescribed
– Block re-uptake of serotonin
• SNRIs
= Serotonin Noradrenaline Reuptake Inhibitors
• Tricyclics – older drugs
• Monoamine oxidase inhibitors – older drugs

*Developed based on Monoamine deficiency theory

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18
Q

Monoamine deficiency theory

A

Monoamine deficiency theory
• Imbalance in brain neurotransmitters – monoamines
• Depression caused by deficiencies of the MOAs: serotonin, dopamine, noradrenaline
• Theory supported by effects of antidepressants which increase monoamine levels

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19
Q

SSRIs

A

SSRIs
SSRIs block reuptake of serotonin so that it has a chance to activate its receptor for longer
• Serotonin - also known as 5 hydroxyl tryptamine - and its corresponding GPCR
• GPCRS are 7 transmembrane domain receptors – large family – ligand binding pockets – protein cascades
• Study of proteins and knowledge of their function is challenging, and compared to genetics, our knowledge is limited (but is growing rapidly)
• GPCRS everywhere – side effects
• Expression goes up and down drastically (downregulation) on rapid basis – moment to moment. Drug effects vary by:
• Individual
• Time
P11 may have a critical role, and may represent a new therapeutic target for depression

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20
Q

Efficacy of SSRIs

A

• Recent meta-analyses show selective serotonin reuptake inhibitors have no clinically meaningful advantage over placebo
• Claims that antidepressants are more effective in more severe conditions have little evidence to support them
• Methodological artefacts may account for the small degree of superiority shown over placebo
(Moncreiff and Kirsch 2005)

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21
Q

SSRIs Side Effects:

A

SSRIs Side Effects:
Headache, anorexia, nausea, indigestion, anxiety, sexual dysfunction
Increased risk of GI bleeding (especially elderly)
Increased agitation in first few weeks
Range of unpleasant withdrawal effects
Increased suicidal ideation and aggression (esp. under 18s)

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22
Q

Bipolar Disorder

A

Recurrent episodes of altered mood and activity
Major depressive, manic, hypomanic or mixed

Clinical features of manic episodes:

Elation (maybe irritable)
Increased psychomotor activity, including speech
Exaggerated optimism, inflated self esteem
Decreased social inhibition with no regard for safety
Insight absent, possible psychotic features

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23
Q

Bipolar 1

A

One episode of mania (don’t need to have experienced depressive episode)
Socially disinhibited
Increased risk taking
Complete disruption of normal activities

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24
Q

Bipolar 2

A

History of depressive episodes and hypomania
Hypomania – experience elation but can still engage in normal activities
Experience depressive episodes

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25
Q

Biopolar Aetiology

A

Genetic (evidence clear)
Neuroendocrine abnormalities
Triggers (severe stress post-partum, life events)

26
Q

Biopolar Treatment

A

Nice Guidelines → Stepped Care Model

Model provides a framework for organising the provision of services, and helps patients, carers and practitioners to identify and access the most effective interventions.
The least intrusive, most effective intervention is provided first.
If a person does not benefit from that intervention, or declines an intervention, they should be offered an appropriate intervention from the next step.
Talking interventions first – exercise, diet

27
Q

Psychoanalytical Theory

A
Psychoanalytical Theory – Freud 
Personality composed of 3 components:
1.	Id
–	Pleasure driven 
–	Unconscious urges & desires – well below surface of awareness 
2.	Superego
–	Morality driven 
–	Ego ideal
3.	Ego
–	Self
–	Reality principle 
–	Conscious ideas/thoughts/feelings
28
Q

Behavioural Psychology

A

Behaviourism = learning through association = stimulus – response
Emphasises responses observable and measurable .’. focuses on influence of environmental factors excluding innate or inherited factors

Behaviourism → observation the focus
Learning inferred from observed behaviour
Building connections between stimuli and response (conditioning) forms habits
Reinforcement shapes learning and therefore behaviour

29
Q

➢ Classical conditioning

A

– Can have extinction (response weakened until no longer elicited by conditioned stimulus) + spontaneous recovery

Pavlov
With repeated pairings the neutral stimulus becomes a conditioned stimulus → elicits the conditioned response.
Patient associates dentist with negativity (pain) or reward (out of pain/sticker)

Baby Albert – shows stimulus generalisation

30
Q

➢ Operant conditioning

A

Learner operates on the environment and receives a reward for certain behaviour (operations). Eventually bond between operation and reward stimulus is established.

Skinner – behaviour reinforced by reward/punishment
Principle = behaviour shaped and maintained by consequences
Pigeons rewarded randomly, repeated whatever they were doing when rewarded
Patient praised for improved plaque-free score, more likely to return for more treatment

Reinforcers:
1° = whatever strengthens behaviour (food, water, sex)
2° = associated with primary reinforcers (money, certificates, prizes, praise)

31
Q

HIERARCHY OF NEEDS

A

Abraham Maslow derived hierarchy of need to achieve full potential
= Humanist psychology, disagreed with Freud’s psychoanalytical theory
Studied successful people –
Why do people who’s needs are met seek self-actualisation? = Metamotivation, desire to reach full potential
Metamotivation is a term coined by Abraham Maslow to describe the motivation of people who are self-actualized and striving beyond the scope of their basic needs to reach their full potential. Maslow suggested that people are initially motivated by a series of basic needs, called the hierarchy of needs.

  1. Physiologic Needs
  2. Safety Needs
  3. Love Needs
  4. Esteem Needs
  5. Self-actualisation needs

If basic need not met, won’t strive for self-actualisation. E.g. a homeless patient won’t prioritise oral health.

32
Q

Personality Theory

A

Personality theory builds on work of Muslow
Concerned with self-actualisation
Effect of external environment on internal view of self
Personal choice, feel good about teeth can smile at world

33
Q

General Theories of Anxiety

A

Beck 1976
Humans have an adaptive mechanism of anxiety = protective and modified by how individual thinks about a threat
The emotional reaction (anxiety or fear) triggered when size of the threat is larger than the individual’s perception of their ability to cope.

34
Q

Selective Attention

A

Selective Attention
• Orientation
• Fight/Flight

Attention to 
–	Threatening words (written or spoken)
–	People, Faces, Body language 
–	Pictures and objects
–	Internal experiences
–	Novel neutral stimuli

→ Threat Avoidance
people will go to great lengths to avoid a potentially dangerous situation

35
Q

Memory Alteration

A

• Selective remembering of –ve information
E.g. Remember one negative experience over countless positive/uneventful ones

• Intrusive memories

• Flashbacks
Very vivid memories
Feel as though reliving experience, esp. with traumatic experiences
May be triggered by anything related to stimulus e.g. a letter to attend dental appointment etc.

• Schema
= Your own personal framework of ideas
Can manipulate new info to fit our schema - even if it doesn’t

36
Q

How dental anxiety arises in patients

Psychoanalytical…

A

➢ Dental phobia is the product of unconscious processes such as false connections and displacement = defence mechanism, superego acts to protect ego by viewing situations as totally unacceptable and dangerous

➢ Dentist/patient relationship governed by the treatment alliance (working with pt, overcoming obstacles i.e. eye contact, take mask off) and transference phenomena

37
Q

How dental anxiety arises in patients

Behavioural

A

➢ Conditioning of dental anxiety:
Pairing of a bad experience (US) with a dental visit (CS) → CR – Anxiety. So the on the CS – dental visit needed to initiate the CR – anxiety.

➢ Generalisation:
Fear of dental visit -> fear of dentist -> picture of dentist/person in white coat → CR – Anxiety

➢ Reinforcement:
Attend dentist -> Anxiety
Avoidance -> No anxiety (reward)
Reward - > Behaviour reinforced

Attend dentist -> Anxiety
Behaviour (crying) -> Dentist stops treatment, mother comforts child
→ Behaviour reinforced

➢ Extinction:
Extinction -> remission of anxiety
Latent Inhibition
Many pain/trauma free visits -> no anxiety
Bad experience -> no anxiety
.’. prior good experiences have a protective effect against the conditioning process.

38
Q

How dental anxiety arises in patients

Cognitive

A

➢ Catastrophising – thinking the worst, raises anxiety levels
➢ Imagery – seeing yourself in a catastrophic situation
➢ Memory – harking back to a (perceived?) bad experience
➢ Self-efficacy and locus of control – feeling of helplessness, not able to control or predict outcome

39
Q

How dental anxiety arises in patients

Other

A

• Biological preparedness
• Social learning theory (Albert Bandura) = Bobo doll experiment; Observational learning + Imitation/modeling -> learning is a cognitive process that takes place in a social context – fear can be learnt from the fear of others.
o Live model – actual person demonstrating desired behaviour
o Verbal – individual describes the desired behaviour in detail
o Symbolic – modelling occurs via media e.g. movies, TV, Internet, literature, radio… stimuli can be either real or fictional characters.
• Personality differences

40
Q

How dental anxiety arises in patients

Pain & Anxiety Cycle

A

• Increased anxiety may make it difficult to discriminate between sensation and pain (Dworkin & Chen, 1982)
Dworkin & Chen (1982) – Subjects served as their own control when tooth pulp shock was delivered in laboratory and clinical situations. Significantly heightened pain was observed in the clinical dental setting. The dental setting proved more anxiety-provoking and associated with reduced tolerance for pain, suggesting that cognitive contexts of a dental setting may elicit heightened subjective pain responses.
• Many studies have found that painful and traumatic dental visits are cited as the cause of their anxiety by anxious and phobic patients.
• Some believe that a second episode is necessary for the development of fear and anxiety.
• Now understood that cognitive factors important in process.
• No single aetiology identifiable
• Conditioning in combination with other factors most common cause
• Some anxious patients haven’t had a bad experience
• Some patients with a bad experience aren’t anxious
…which means….
• A good understanding of the multi-factorial causes of anxiety should help clinicians to recognise anxiety and tailor treatment accordingly

41
Q

Recognition of stressed patient

A

Body language, idiosyncratic behaviour

  • Closed body language
  • Shaking/fidgeting
  • Holding a part of their body – clutching hands / holding stomach

Sweating – brow / hands / arm pits / all over

Levels of speech
No eye contact / talking very fast / agreeing to anything / agreeing to nothing / saying nothing

Aggression
Hyperventilation – fast, shallow breathing
May tell you feeling stressed/anxious/nervous
Crying
Needing the toilet excessively
Won’t sit down / trying to leave
Making excuses

42
Q

Reducing anxiety - Communication

A

Communication vital –> informed consent, pt satisfaction

Open body language 
Listen 
Open questions 
Don’t use dental jargon 
Speech 
Tone
Pitch
Speed
Quantity & relevance of info 
Pain control
STOP signal
Length of procedure
Can take breaks
Describe sensation 

Anxious pts often have external locus of control – feel lack control over situation, good communication involving them in decision making process, empower them.

43
Q

methods of helping anxious patients to accept treatment

A

Gentle reassurance

Counselling/complex cognitive behavioural methods

Chemical Management
• IV sedation
• GA
** But neither eradicate anxiety – no memory of dental procedure so does nothing to help overcome fear of dentist

short vs long term – BM takes time but longer lasting effect .’. can save time in future

44
Q

Anxiety in children

A

Not all badly behaved children are anxious (Arnrup & Bodin 2003)
- However: Treat all behavioural problems as if the child is anxious

Some children need sedation in addition to behavior management
Integrated use of sedation increases acceptance of dental treatment particularly in fearful children

Children →
Eye level 
Appropriate age vocabulary 
Tone of voice 
Understanding level (child development) 

Threats and bribes are not helpful
Reward when appropriate – compliance, not an incentive

45
Q

Teenagers →

A

Gillick competence
➢ Used in medical law to decide whether individuals 16 years and younger are able to consent to medical treatment without parental consent/knowledge.

46
Q

Advanced techniques that could be useful in behavioural management of dental anxiety

A
Tell-show-do
Modelling 
Distraction
Desensitisation 
Cognitive Behaviour Therapy (CBT)
Relaxation Techniques 
Hypnosis 
Biofeedback 
Acupuncture 

(Tell Me Doctor Do Cows Really Have Bad Ankles)

47
Q

Modelling

A

Social Learning Theory; Bandura (1961) – imitating bobo doll
Can be live or video/computer

Videos

  • Most effective if model similar in age, gender, ethnicity to pt – reliability
  • Model ‘good’ behaviour -> positive reinforcement
  • Positive outcome demonstrated
48
Q

Distraction

A
Headset – music, stories 
TV – cartoons, news
Visual distractions - Fish tank 
Stories 
Video games 

Corah, Gale and Illig,1979 –adults – relaxation and distraction can be effective in alleviating anxiety and reducing stress. Women seem to prefer relaxation, whereas men prefer distraction

49
Q

Relaxation Techniques

A

Talk pt through progressive muscle relaxation

50
Q

Desensitisation

A

= Reciprocal inhibition
Can’t be relaxed and anxious at same time
1. Teach relaxation and imagery
2. When relaxed imagine anxiety provoking items
3. Progress through hierarchy least – most
4. Treatment
Can combine psychological and physiological = more effective in children

High success rate with adults (Gale and Ayer, 1969), some initiating follow on appointments themselves to complete treatment (thus change in locus of control, reduction/desensitisation)
Long-term effectiveness (Moore, Bordsgaard and Abrahamsen, 2002)

51
Q

Cognitive Behaviour Therapy (CBT)

A

– Cognitive restructuring
– Modification of ‘dysfunctional/unhelpful’ thinking
– Directive; action based therapy
E.g. Reframing
She’s prying into my personal life → She needs to know my medical history to devise the best treatment plan

Setting goals:
Next time I’ll sit in the chair when first asked and not wait until asked a second time

52
Q

Biofeedback

A

e.g. Lie detector, measures physiological changes

53
Q

Transference

A

(Patient)

When reminded in the present of someone from past who aroused strong emotions (may have been forgotten) - feel same emotions in the present related to the person with whom we are interacting.
Feelings are strong and the reasons for them are UNCONSCIOUS

54
Q

Countertransference

A

(Clinician)

When transference directed from clinician towards patient.
Can be unhelpful in managing pt’s problem as involves making unhelpful assumptions e.g. high level of understanding, uncooperative, non compliance likely etc. which may not be true for the patient with which you are dealing.

55
Q

Transactional Analysis

A

Founded by Eric Berne

3 ego states:
• Parent – authoritative
• Adult – goal of TA to draw people more towards this objective state
• Child – emotional responses

56
Q

Transactional Analysis

Crossed transactions

A

one party responds inappropriately; wrong role

57
Q

Transactional Analysis

Successful transactions

A

Adult – Adult -> mutuality in consultation, pt centred approach

58
Q

Models of Dentist/Patient Relationship:

A
  • Paternalistic
  • Mutualistic
  • Consumerist
  • Default
59
Q

Models of Dentist/Patient Relationship:

Paternalistic

A

Parent – child interaction

Disease centred
High control by professional
Passive patient; expected to rely on dentist

60
Q

Models of Dentist/Patient Relationship:

Mutualistic

A

Adult-Adult interaction

Patient autonomy
Patient centred consultation
Equality of control between professional and patient
Recognises patient as expert on their own problem
Consultation led by pt’s concerns

61
Q

Models of Dentist/Patient Relationship:

Consumerist

A

Pt consumer of health service;

makes demands expect to be met –> high levels of investigation, treatment, blaming & litigation
Promoted by government – patient choice and patient charters

62
Q

Models of Dentist/Patient Relationship:

Default

A

Neither clinician nor pt has much control.

No one takes responsibility for health outcomes – series of referrals and investigations with no responsibility taken for the patient
No pt education takes place so no learning occurs