Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Year Two - Clinical Psych and Mental Health > Social and Childhood Anxiety and GAD > Flashcards

Social and Childhood Anxiety and GAD Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

state the two components to the automatic nervous system.

A
  • sympathetic nervous system (creates)

- parasympathetic nervos system (inhibits)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

outline sections in clark and well’s cognitive model of SAD.

A
  • social situation
  • activates assumptions
  • perceived social danger
  • processing self as social object
  • safety behaviours
  • cognitive and somatic symptoms
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

state the two ways how people can process themselves as social objects.

A
  • observer perspective

- field perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

give examples of safety behaviours.

A
  • avoiding eye contact
  • gripping tightly onto glass
  • wearing dark clothing to hide sweat
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

give examples of cognitive biases.

A
  • attentional biases (focus on the bad things that reinforce phobia)
  • misinterpretations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

outline CBT for SAD.

A
  • identify and challenge irrational beliefs
  • behaviour experiments (catastrophes unlikely to come true)
  • feedback
  • homework
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what was the effect size for CBT for SAD.

A

large effect size , d = 1.04, effective.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is the prevalence for SAD?

A
  • 12% in adults
  • 0.32% in children
  • onset in adolescence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

describe the DSM-5 diagnosis for SAD.

A
  • persistent fear of 1+ social performance situations
  • evokes immediate reaction
  • irrational
  • avoidance
  • minimum 6 months duration
  • not better explained by another diagnosis
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is the heritability of SAD.

A

.65

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

define pre and post-mortem.

A

pre- mortem is where the person reviews likely runs of events and recollection of past failures before the interaction, post-mortem is where the person negatively processes the event after the interaction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

children can all the anxiety disorders adults have plus one more…

A

separation anxiety.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

which childhood disorder has the highest prevalence?

A

separation anxiety - 1.09%-20.2%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is the min and max found of children with anxiety disorders?

A

min - 3.19%

max - 41.9%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

state consequences of anxiety disorders.

A
  • depression, substance misuse, psychosis, underachievement at school, poor relationships
  • anxiety in children often does not get spotted until its very serious.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

describe heritability causes for childhood anxiety.

A
  • first degree relative with pain disorder, 5 times more likely to develop panic disorder
  • anxious parents, twice as likely to develop anxiety
  • shared environment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

state findings from twin and adoption studies on childhood anxiety.

A
  • panic 30-40% heritable
  • GAD 31.6%
  • phobias 20-40%
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

variations of heritability is due to…

A
  • severity being measured
  • type of anxiety being measured
  • whose reporting anxiety
  • age
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

describe how parents can contribute to childhood anxiety.

A

vicarious learning
overprotective parents:
- reduced opportunity to develop coping skills
- reduced opportunities to take risks and succeed or fail
- reduced opportunities to learn to cope with feeling scared
- think the world is dangerous and so scary things should be avoided

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

which comes first: anxiety or overprotective parenting?

A

we don’t know!!

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

give evidence that parents are not the cause of childhood anxiety.

A
  • parenting only accounted for 4% of variance in child anxiety, studies may overestimate the relationship between variables.
22
Q

how is CBT improved for children?

A
  • treating septic disorders rather than general

- one-to-one better than group

23
Q

what is the best kind of treatment for anxiety?

A

CBT and sertaline (80.7% improvement)

- although no treatment groups ended up significantly better than others.

24
Q

outline CBT in treating children.

A
  • explain fight-flight response
  • explain role of avoidance
  • gradual exposure (steps model)
25
Q

describe the DSM-5 diagnosis of GAD.

A
  • excessive, uncontrollable worry
  • distress/functional impairment
  • 3+ : restlessness, fatigued, difficultly concentrating, sleep disturbance
  • minimum 6 months
26
Q

state exclusion criteria of diagnosis of GAD.

A
  • focus of the anxiety and worry is confined to another axis 1 disorder e.g specific phobias
  • if disturbance is a result of medical condition, or effects of a substance
  • worry occurs during a mood disorder, developmental disorder, psychotic disorder
27
Q

what is the epidemiology of GAD?

A
  • prevalence 3.7%
  • highest in highest income countries 5%
  • comorbidity 81%
28
Q

why is studying GAD important?

A
  • one of the most prevalent and problematic disorders in primary care
  • highly comorbid with other MH conditions
  • high burden on health care services
  • long-term impact on cardiovascular health
  • CBT effective for approx 50%
29
Q

define aspects of the model of pathological worry GAD.

A
  • cognitive biases: attention bias, interpretation bias

- attentional control: limited capacity resource allows us to exert goal-directed control over allocation of attention.

30
Q

which cognitive model involves top-down and bottom-up processes in leading to perception of threat (GAD).

A

model of pathological worry.

31
Q

give evidence for the model of pathology.

A
  • habit to attend to threat promotes worry
  • making negative interpretations of ambiguous information promotes worry
  • engaging in imagery when worrying (vs verbal worry) reduces worry.
32
Q

define aspects of the intolerance of uncertainty model.

A
  • greater need for certainty

- uncertainty perceived as more unpleasant (less well able to tolerant ‘not knowing’.

33
Q

state positive beliefs of worry according to IU model.

A
  • worry is seen as useful

- worry is necessary to prevent surprise at negative future outcomes.

34
Q

describe negative problem orientation according to the IU model.

A
  • dysfunctional attitudes relating to problem-solving process
  • perceptions of problems as threats
  • lack of confidence in problem-solving abilities
35
Q

what is meant by cognitive avoidance in the IU model.

A
  • using worry to avoid emotional arousal

- worry serves to suppress negative intrusive thoughts

36
Q

give evidence for the IU model.

A
  • experimentally increasing IU also increases worry
  • individuals with GAD had positive beliefs about worry to a greater extent than the general population
  • individuals with GAD have greater negative problem orientation than people with other anxiety disorders.
37
Q

describe the avoidance model of GAD.

A
  • worry focuses on possible, but non-existent future bad things that may happen
  • as perceived danger does not exist, there is no effective flight/fight response
  • humans are left with only mental attempts to solve the problem
38
Q

how does worry serve as an avoidant response in the avoidance of GAD model?

A
  • to avoid distressing negative imagery associated with more distress in short-term
  • to avoid physiological arousal
  • to avoid thinking about more distressing topics.
39
Q

give evidence for the avoidance model of GAD.

A
  • people who experience GAD display increased muscle tension at rest
  • worry is primarily a verbal-linguistic process than imagery-based
  • worry is reinforced by positive beliefs about worry.
40
Q

name and describe the steps of the NICE ‘focus of intervention’ stepped-care.

A
  1. preventions of GAD
  2. diagnosed GAD that has not improved after step 1
  3. inadequate response to step 2 or marked functional impairment
  4. complex treatment-refractory, very marked functional impairment
41
Q

name and describe the ‘nature of the intervention’ steps in the NICE stepped-care model.

A
  1. identification and assessment, education, treatment options, monitoring
  2. low-intensity psychological interventions, self-help materials
  3. high-intensity intervention (CBT) or drug
  4. specialist treatment, including inpatient care.
42
Q

state core treatment components of CBT in targeting intolerance of uncertainty.

A
  • 12-16 sessions
  • psychoeducation about CBT
  • worry awareness training
  • coping with uncertainty
  • re-evaulating beliefs about usefulness of worry
  • improving problem orientation and solving ability
  • processing core fears through imaginal exposure
  • relapse prevention
43
Q

what happens during psychoeducation?

A
  • collaboration between therapist and patient
  • focuses on ‘here and now’
  • homework between sessions
  • blueprint at end - reinforce therapy gains as a relapse-prevention technique.
44
Q

how is worry awareness trained?

A

worksheet, state:

  • date and time
  • describe situation
  • ‘your worry’
  • how anxious (0-10 scale)
  • classify (practical or hypothetical worry)
45
Q

describe how to help cope with uncertainty as a treatment method.

A
  • explain to patient what IU is and how feeds into the worry process
  • present dilemma to patient, give options t reduce uncertainty or/and increase intolerance
46
Q

give examples of behavioural experiments to seek out uncertainty.

A
  • sending email without checking for errors
  • not seeking reassurance about a decision from others
  • completing ‘challenging your beliefs’ worksheet.
47
Q

how does treatment approach improve problem orientation?

A
  • work on idea problems are a normal part of everyday life
  • target appraisal of problems as threatening e.g could be an opportunity?
  • maintaining progress and ‘incase of a setback’ worksheets e.g ‘what have I learnt? what could I do differently?’.
48
Q

state the steps of applied relaxation for GAD.

A
  1. worry awareness and self-monitoring
  2. relaxation training
  3. cognitive therapy
  4. imagery rehearsal of coping strategies
49
Q

focus on progressive muscle relaxation is based on the premise that…

A

… chronic worry is associated with deficiency in parasympathetic tone and excessive muscle tension.

50
Q

training in progressive muscle relaxation involves…

A

… systematically tensing and relaxing muscle groups in order to learn the difference between the two.
eventually individuals create relaxing by recalling how muscles felt when relaxed.

Year Two - Clinical Psych and Mental Health (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions