PSYCHOPATHY Flashcards
Definitions of abnormality.
- Deviation from social norms.
- Failure to function adequately.
- Deviation from ideal mental health.
- Statistical infrequency.
Deviation from social norms.
- Stepping away from behaviour we expect or accept as the norm, decided by society /culture.
- E.g of norms= Manners, queuing.
- Norms can be implicit or explicit.
-E.g of disorder= Anti social personality disorder (psychopathy). - Failure to conform to lawful or culturally normative ethical behaviour.
Deviation from sn.- evaluation.
+ Norms flexible depending on situation + easy to identify and help those in need.- appropriate clothing- people not adhering are easy to identify and help increases usefulness.
- Norms are subjective.- individuals norms may differ- not reliable.
- Norms are culturally relative.- only meaningful to culture they belong in - definition not always applied, inconsistent not reliable.
- Norma can change overtime (historical context) - homosexual attitudes- limits reliability.
Failure to function adequately.
- Inability to cope with everyday situations.
- Used in DSM to diagnose mental health disorders.
- Measured by:
- Global assessment of functioning. Scores range from 10-100. 10=suicidal.
- Behavioural indications. Dangerous, irrational, unpredictable, personal/ observer distress (observer discomfort).
Ftfa - evaluation.
+ Measured objectively.- GAF- Less bias.
+ Practical applications.- used to diagnose disorders.- DSM - real world applications.
- Subjective methods.- Observing behavioural indications.- Invalid, bias, unreliable.
- Depends on context (x2).
1. not coping can be more appropriate/ situation, e.g grief pregnancy.
2. People with mental health issues can function adequately.
unreliable.
Deviation from ideal mental health.
- Jahoda positive psychology.
- Focuses of positives rather than negatives- health rather than illness.
- Unable to show qualities = vulnerable to disorder.
- 6 Criteria=
1. Positive attitude towards self.
2. Self- actualisation of one’s potential.
3. Resistance to stress.
4. Personal autonomy.
5. Accurate perception of reality.
6. Adapting to changing environment. - E.g= schizophrenia + depression.
Deviation from imh.
+ Focuses on positives rather than negatives.- E.g.= focuses on mental health rather than illness.- more positive outlook / approach than others.
+ Easy to use + identify what’s missing. - use criteria to assess patient.- can identify who is suffering and give psychological help. increases use.
- Meeting all 6 criteria is demanding. - most people don’t meet all criteria therefore most would be considered abnormal.- defeats purpose and decreases use.
Statistical infrequency.
- Uses statistics to define abnormality.
- Rare or statistically unusual behaviour is considered abnormal.
- If behaviour is displayed by a small minority it is considered abnormal.
- Uses normal distribution curves to help determine statistical infrequency.
-Example= intellectual disability disorder (mental retardation). - IQ of under 70. + schizophrenia (1%).
Evaluation of SI.
+ Definition is more objective than others.- Uses statistics.- more scientific + credible.
+ Practical applications. - Diagnoses disorders where traits can be measured numerically.- Intellectual disability disorder.- Increases usefulness.
- Cultural relative - behaviours that are rare in one culture may be common in another. - not consistent and decreases reliability.
- Some rare behaviours are considered desirable.- e.g.= high IQ, talented musician.- not always problematic and signal mental health issues. not always applicable.
Clinical characteristics of phobias.
- Behavioural.
- Cognitive.
- Emotional.
Behavioural characteristics of phobias.
PANIC.
- E.g. Crying, screaming, freezing, running away.
AVOIDANCE.
- Alot of effort to avoid phobic stimulus which could make it hard to go about daily life.
ENDURANCE.
- Remain in presence of phobic stimulus but continues to experience high levels of anxiety. May be unavoidable.
Emotional characteristics of phobias.
ANXIETY.
- Unpleasant high state of arousal. Prevents relaxing. Very difficult to experience positive emotion. Can be long term. Immediate and unpleasant response.
UNREASONABLE RESPONSE.
- Wildy disproportionate to danger posed.
Cognitive characteristics of phobias.
SELECTIVE ATTENTION.
- Hard to look away from stimulus when is presence. Not useful when fear is irrational.
IRRATIONAL BELIEFS.
- Increases pressure on sufferer to perform well in social situations.
COGNITIVE DISTORTIONS.
- Perceptions of stimulus may be distorted.
Types of phobias.
- Specific.
- Social.
- Agrophobia.
Behavioural explanation of phobias.
MOWRER’S 2 PROCESS MODEL.
- 2 stages =
1. Acquired through classical conditioning.
2. Maintained through operant conditioning.
Stage 1.
- Fear learnt through association (c.c).
- Negative / traumatic experience at same time of phobic stimulus.
- Associate phobic stimulus with experience.
- Explained with Classical conditioning formula.
Classical conditioning formula.
NS (Phobic stimulus) = No response. UCS (Neg exp) = UCR (fear).
NS + UCS = UCR.
CS (Phobic stimulus) = CR.
Stage 2.
- Phobia maintained by operant conditioning / negative reinforcement.
- Avoidance = Takes unpleasant away = Negative reinforcement.
Evaluation of Behavioural explanation of phobias.
+ RS - Little Albert. - Learnt to associate rat with fear from loud bang. = Learnt phobia by classical conditioning.
+ RS - Barlow + Durand. - 50% of people with phobia of driving had a negative/ traumatic experience with driving which caused fear.- Learnt through association (CC).
+ Practical applications. - Can be used to treat. -Systematic desensitisation and flooding. - Both effective and work of the principle that phobia is learnt through classical conditioning.
- RR - Menzie + Clarke. - Only 2% had a direct traumatic experience with water. - Against CC. - Decreases validity.
- Alternate explanation. - Phobias are innate.- Protect us and help us survive.- explains phobias of things we haven’t had a traumatic experience with. - Better explanation for some phobias.
- Reductionist. - reduces to one factor - Classical conditioning. - over simplistic and most likely to be multiple factors.
Treatments of phobias.
- Systematic desensitisation.
- Flooding.
Systematic desensitisation.
- Wolpe.
- Uses principles of classical conditioning.
- New response is learned. (counter conditioning).
- Works on the principle that it is impossible to be afraid and relaxed at the same time.
- One emotion prevents another. (reciprocal inhibition).
- 5 stages.
- Create a hierarchy of fear inducing situations.
Evaluation of SD.
+ RS - Gilroy. - 42 patients who have been treated for spider phobia in 3 45min sessions of SD. Spider phobia assessed with spider questionnaire and response to spider. Control group treated by relaxation without phobia. At 3 and 33 months after, the SD group was less fearful than relaxation.- Treatment is more effective.
+ More ethical than flooding. - Relaxed and gradually exposed, less traumatic. - more appropriate.
- Wouldn’t work for everyone. - Individual differences make everyone respond differently. - May not be appropriate.
- Not work for all phobias. - Only specific. - Not always appropriate.
Flooding.
- Immediate exposure to phobic stimulus.
- No avoidance.
- Taught that the phobic stimulus is harmless.
- No negative UCS. (extinction)
- Stops phobic responses quickly.
- Become exhausted by fear.
Evaluation of flooding.
+ RS - Ougrin (2011). - Compared flooding to other cognitive therapies. - F is more effective and quicker. - More appropriate.
+ Cost effective. - Quicker. - Spend less money.
- Not work for all phobias. - more complex such as social. - More effective.
- Traumatic. - Some patients refuse to start or finish treatment.
Clinical characteristics of depression.
Behavioural = Reduced energy levels, Disruption of sleep/ eating patterns, Aggression and self-harm.
Cognitive = Low self-esteem, Poor concentration, Absolutist thinking, Dwelling on negative.
Emotional = Low mood, Anger.
Cognitive explanations of depression.
- Main principle = Focused on thinking.
- Caused by faulty thinking.
- Key theorists = Beck + Ellis.
1. Cognitive theory. (Beck).
2. ABC Model. (Ellis).
Cognitive theory.
- Beck.
- Depression is a result of automatic faulty thinking.
- 3 elements. =
1. Focus on negatives.
2. Negative self-schemas. - Package of information we have about ourselves.
3. Cognitive triad. - Negative views on the future, world and self.
ABC Model.
- Ellis.
- Depression caused by thoughts in response to negative events.
A. Activating event. - Negative event that triggers irrational beliefs.
B. Beliefs. - Irrational beliefs such as musturbation (belief that we must succeed) and utopianism (belief that life is unfair).
C. Consequences. - Irrational beliefs lead to emotional and behavioural consequences.
Evaluation of Cognitive explanations.
+ RR - Seligman. - Found that he could teach dogs to passively accept an electric shock that they couldn’t avoid, suggesting we learn helplessness/ depression.
+ RS - Clarke + Beck (1999). - Reviewed research to support cognitive vulnerability factors that can be seen before depression occurs.
+ RS - Grazioli + Terry (2000) assessed 65 pregnant women for cognitive vulnerability and depression before and after pregnancy, High cognitive vulnerability = more likely to suffer post-natal depression.
- Alternative explanation - Biological. - Link between depression and low levels of the neurotransmitter serotonin.
CBT.
- Cognitive behavioural therapy.
- Short-term - around 6 weeks.
- Aim= Change and challenge negative processes.
- 5 Stages =
1. Assessment = Patient and therapist work together to clarify patients’ problems.
2. Identify = Central to the therapy is to identify negative/ irrational thoughts that need to be challenged.
3. Plan = Identify goals and make a plan.
4. Challenge = MAIN THERAPEUTIC WORK. Work through plan by challenging and changing thoughts.
5. Behaviour = Behaviour is changed due to changed thoughts.
Beck’s CBT.
- Identify automatic thoughts.
- Challenge elements of the cognitive triad.
- Often given homework to investigate reality of negative beliefs.
- ‘Patient as a scientist’.
Ellis’ CBT.
- Rational emotive behavioural therapy (REBT).
- ABCDE model.
- D = Dispute - Challenging.
1. Empirical dispute - Evidence?
2. Logical dispute - Do thoughts logically follow facts? - E = Effect - Effects thoughts and feelings.
CBT evaluation.
+ RS - March e al. - Compared effects of CBT, anti-depressants and a combination of both on adolescents with depression. - All groups significantly improved. - CBT is equally as effective as medication. - Appropriate choice of treatment in NHS.
- May not always work. - Those with severe depression may not be motivated to engage with CBT and homework as well as not being able to fully focus in sessions. - May have to be on anti-depressants before treatment.
+ Practical method. - Quick, cheap and has positive outcomes. - economical and practical. - Most appropriate.
- Can depend on relationship between therapist and client rather than the method of CBT. - Quality of relationship may determine success of treatment rather than the technique.
- Reductionist. - Overemphasis on cognitions and minimises importance of circumstances of patients. - Homeless, abused, poverty etc may cause depression rather than irrational negative thoughts. - May not always be appropriate.
OCD behavioural characteristics.
- Compulsions = Repetitive, feel you have to do it, temporarily reduces anxiety.
- Avoidance = Avoiding situations that trigger anxiety.
OCD emotional characteristics.
- Guilt + disgust.
- Anxiety + distress = Thoughts can be frightening and unpleasant.
- Depression = Low mood and lack enjoyment in activities.
OCD cognitive characteristics.
- Insight = Being aware that thoughts are not rational.
- Obsessive thoughts = Repetitive and unpleasant thoughts.
- Cognitive coping strategies = Develop to deal with obsessions.
OCD cycle.
- Obsessive thoughts.
- Anxiety.
- Compulsive behaviour.
- Temporary relief.
Genetic explanation of OCD.
- Lewis - 37% parents with OCD, 21% siblings with OCD.
- Genetic vulnerability.
- Passed through generations.
- Diathesis-stress model - Genes leave people more vulnerable to OCD.
- Candidate genes. - Genes identified to create vulnerability for OCD - regulate development of serotonin system - 5HTI-D beta.
- Polygenic. - Several genes involved - 230 genes involved.
- Aetiologically heterogeneous.- One group of genes can cause OCD is one person but not another.
Neural explanation of OCD.
- Role of serotonin. - Low levels = OCD - Reduction of functioning in the serotonin system.
- Lateral frontal lobes . - Responsible for logical thinking and decision making.
- Left parahippocampal gyrus. - associated with processing unpleasant emotions.
Biological approach to treating OCD.
- SSRI. (Selective serotonin re-uptake inhibitors).
- SNRI.
- Trycyclics.
SSRI.
- Selective serotonin re-uptake inhibitor.
- Standard medical treatment for OCD and depression.
- Prevents re absorption of serotonin at the synapse.
- Increased levels of serotonin in the synapse so the serotonin keeps stimulating the post-synaptic neuron.
- Daily dose of Fluoxetine (Prozac) - 20mg.
- Up to 4 months to be effective.
SNRI.
- More recent, less common.
- Increases serotonin and noradrenaline.
- Second option to SSRI.
Trycyclics.
- Older.
- More side effects.
Evaluations of biological treatments.
+ RS. - Soomro. - Placebo v SSRI. 100% = SSRI decreased symptoms. - Effective.
+ Cost effective. - Cheaper than psychological treatments. Non-disruptive to routine. - Appropriate.
_ Side effects. - Indigestion, blurred vision, loss of sex drive etc. - Less effective.
