Test 1: Lecture Flashcards

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1
Q

What are the standards for defining abnormal behaviors?

A

1) Societies Norms: Rules of right and wrong; what to do when, where, and with whom (diff culture to culture)
2) Statistical Rarity: Substantial deviation from the calculated average (“average” may be immoral)
3) Personal Discomfort: Unhappy about their person (still may be abnormal even if they are happy with it)
4) Maladaptive Behavior: Daily demands of life cannot be met
5) Deviation from an ideal: Stray from an ideal to a greater or lesser degree (who creates the ideal?)

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2
Q

What are the basic categories when considering signs of a mental disorder?

A
  • Behavior is harmful to self or others
  • Poor reality contact
  • Inappropriate emotional reaction
  • Erratic behavior
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3
Q

What is a psychological dysfunction?

A

Associated with distress and/or impairment in functioning - it is a breakdown in functioning in cognition, emotion, and behavior.
Think 4 D’s:
- dysfunction (disrupt social/occupational/daily),
- distress (unpleasant/upsetting: affect others),
- deviance (different, extreme, unusual: statistical/cultural deviance)
- Danger (interfere w/ life or risk of harm)

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4
Q

What are the distress and impairment aspects of psychological dysfunction? Rule of thumb?

A

Distress: normal in certain situations
- dysfunctional: person MUCH more distressed than others would be
Impairment: Must be pervasive and/or significant
- Mental disorders are often exaggerations of normal processes
Rule of Thumb: mental disorder - harmful dysfunction

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5
Q

What is the DSM? Current version? Use?

A

Diagnostic and Statistical Manual of Menal Disorders
Five
- Standard for abnormal behavior: keeps mental health workers on same page (criteria)

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6
Q

What are the mental health professionals for psychopathology?

A

(Scientific study of psychological disorders)
- Ph.D. research
- Psy.D. clinical, hands-on
- MD: psychiatrist, medications (not counseling)
- Psychiatric Nurses: often hospitals
- LCSW: Licensed Clinical Social Worker: delivering treatment (Masters Level)
- Science-practitioner: current with research, evaluates own assessments & treatment, conducts research

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7
Q

What starts the clinical description?

A

Presenting problem: what pt says

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8
Q

What does the clinical description describe?

A
  • Clinically significant dysfunction vs common human experience
  • Prevalence: # people in population with it
  • Incidence: # new cases over certain time
  • Onset (Acute vs insidious (gradual))
  • Course: episodic, time-limited, chronic
  • Prognosis: Good/guarded
    Consider age of onset, which may shape presentation
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9
Q

What about causation, treatment, and outcomes of a psychological disorder?

A

Etiology: cause/origin, what contributes to development of the psychopathology
Treatment: include pt because they need to own it.
- How alleviate psychological suffering
- Pharmacological, psychosocial (counseling), and/or combined treatments

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10
Q

What are aspects of the supernatural tradition? (view, causes, treatment, alternative view, other)

A
  • Abnormal is a battle of “Good” vs “evil”
  • Causes: demon possession, witchcraft, sorcery
    – possessions: treat w/ shocking/scaring out spirits
  • Treatment: exorcism, torture, religious services
  • Insanity caused by emotional “stress and melancholy” = anxiety and depression (competing, coexisting view)
    – treatment: rest, sleep, healthy environment, baths, potions
  • Mass hysteria
  • Moon and Stars: their pull, –> “lunatic”
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11
Q

What about mass hysteria?

A
  • Saint Vitus’s Dance/Tarantism
  • Modern:
    – Emotion contagion - emotion experience seems to spread
    – Mob psychology: person ID “cause” assume reactions same source
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12
Q

What are the aspects of early biological tradition?

A

Hippocrates: Father modern Western medicine extended by Galen
- Etiology of mental disorders is physical disease, brain chemical imbalances
- Hysteria: “the wandering uterus” (psychological symptoms from uterus moving around body)
- Humoral theory: too much/little, Blood (sanguine - cheerful, optimistic, insomnia, delirium), phlegm (phlegmatic- apathy sluggishness), black bile (melancholic, depressive), yellow bile, (hot tempered)
– treatment: change environmental conditions, bloodletting/vomiting

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13
Q

What about the aspects of 19th century biological tradition?

A
  • General paresis (syphilis) and the biological link w/ madness
    – symptoms, cause: bacterial, treat penicillin
  • Grey: reform hospitals better care
  • Treatment: Psychotropic meds, electric shock, surgery, insulin, tranquilizers
  • Consequences: increased hospitalization, seen as untreatable, improved diagnosis/classification, increased science
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14
Q

What about the psychological tradition treatment?

A
  • moral therapy: treat as normally as possible, more humane treatment, social interaction
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15
Q

What caused the decline in the moral therapy?

A
  • Too many hospitals, not enough staff
  • Patient staff ratio - too large
  • No leaders to follow previous leaders
  • Medical model emerged (use of meds)
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16
Q

What about psychoanalytic theory?

A
  • Freudian: unconscious (buried emotions), catharsis (release emotion)
    – structure of mind: id, superego, ego
  • Defense mechanisms: displacement & denial, rationalization & reaction formation, Projection, repression & sublimation
    – psychosexual stages of development: conflict arise & must be resolved: oral, anal, phallic, latency, and genital stages
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17
Q

What are later developments of psychoanalytic thought?

A
  • Anna Frud: self-psychology, ego influence
  • Klein, Kernberg: object relations theory: incorporate significant others in images, memories, values
  • Neo-Freudians: de-emphasized sexual core
  • Unearth hidden conflicts: real problems, free association, dream analysis, little efficacy
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18
Q

What about the humanistic theory?

A
  • Intrinsic human goodness, striving for self-actualization
  • Person-centered therapy (Carl Rogers)” empathy & unconditional positive regard, minimal interpretation. No evidence, more effective for normal life
  • Hierarchy of Needs (Abraham Maslow, basic needs fulfilled first then higher needs (self-esteem)
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19
Q

What is the behavioral model history and people associated with it?

A
  • From scientific approach
  • Classical conditioning (Pavlov & Watson) unconditioned & conditioned stimuli, association or extinction
  • Watson: more scientific, Little Albert (white)
  • Mary Cover Jones: treat phobias with exposure and extinction
  • Thorndike: Law of effect repetition based on good/bad consequences
  • Skinner; Behavior operates on environment & managed by consequences
  • Behavior therapy: new associations and habits,
  • Wolpe: systematic desensitization
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20
Q

What is the current approach to psychopathology?

A
  • Borad approach
  • Multiple, interactive influences: biological, psychological, social factors
  • Scientific emphasis: no mor supernatural, advances in neuroscience and cognitive and behavioral science will add to our knowledge
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21
Q

What can effect mood and what can mood effect? What about emotions?

A

Individuals and circumstances can effect mood and vice versa
Emotions can affect physiological feelings and vice versa.

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22
Q

What is a one-dimensional model of psychopathology?

A

A model that explains behavior from one cause (one paradigm, school, or conceptual approach) that then ignores information from all other areas

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23
Q

What is a multidimensional model of psychopathology?

A

It is a model that explains behavior in an interdisciplinary, eclectic, and integrative way considering a system of influences that cause and maintain suffering. It draws upon several sources recognizing that abnormal behavior comes from multiple influences

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24
Q

What are the major influences of abnormal behavior from a multidimensional model?

A

Biological (genetics: PKU, Huntingtons, physiology), behavioral (conditioned response to sight of blood), emotional (fear, anxiety, shame), social & cultural (pos/neg attention from others), developmental, environmental, and spiritual

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25
Q

What is genotype, phenotype, and polygenetic?

A

Genotype: genetic status
Phenotype: how the genes manifests
Polygenetic: Several genes contributing to the outcome

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26
Q

What is the diathesis-stress model? (Definition & Diagram)

A

Disorders are the result of underlying risk factors combining with life stressors that cause a disorder to emerge

[genes] –>
Environmental stressors: trauma, conflict, significant life change
[environment] –>
–> [possibility of a psychological disorder]
[healthy coping skills: prayer, scripture, exercise, eat/rest well, social support]

27
Q

What is the function of neurotransmitters?

A

Chemical messengers to transmit messages between brain cells

28
Q

What are agonists?

A

Chemical substances that increases the activity of a neurotransmitter by mimicking its effects

29
Q

What are inverse agonists?

A

Chemical substances that produce effects opposite to a given neurotransmitter
(most drugs are agonistic or antagonistic)

30
Q

What are antagonists?

A

Inhibit/block the production of a neurotransmitter/function

31
Q

What about serotonin?

A
  • circuits: 6 in brain
  • influences: behavior, mood, and thought processes
  • Extremely low: less inhibition, instability, impulsivity, overreactions, depression, anxiety, aggression, suicidal thoughts, impulsive over-eating, excessive sexual behavior
  • Rx: SSRI (serotonin specific reuptake inhibitor) ie Celexa, Lexapro, Prozac, Pazil, Zoloft, St. John’s Wart
  • Tx: Anxiety, mood, and eating disorders
32
Q

What about glutamate and GABA?

A

Chemical brothers because they work together to balance brain function
Glutamate:
- Excitatory transmitter: “turns on” many different neurons leading to action
GABA
- inhibitory transmitter: “puts the breaks on” reducing post-synaptic activity
- best known effect: reduce/inhibit anxiety
- Rx: benzodiazepines: minor tranquilizers - reduce arousal and emotional responses and reduce anger/hostility/aggression and relaxes muscles

33
Q

What about norepinephrine (noradrenaline)?

A

circuits: major in CNS
- one regulates basic bodily functions
- another influences emergency reactions/alarm responses
Regulates/modulates: behavioral tendencies when we are faced with dangerous situation

34
Q

What about dopamine?

A
  • circuits: five in brain
  • implicated: in schizophrenia, Parkinsons, addictions, depression, ADHD
  • Described: as “switch” aka turning on brain circuits that facilitate/inhibit emotions and behaviors
  • Associated: with pleasure-seeking behaviors
  • Low level: muscle rigidity, tremors, impaired judgement
35
Q

REVIEW BOOK

A

Neurotransmitters & medications

36
Q

What are the contributions of behavioral and cognitive science?

A
  • Classical conditioning: Pavlov
  • Respondent & operant learning: repeat behaviors based on desirable/undesirable consequences
  • Learned helplessness: Rats occasional shocks give up trying
  • Social learning: Albert Bandura, copy what goes well for others
37
Q

What is the role of emotion in psychopathology?

A
  • Nature: elicit or evoke action, (action tendency different from affect and mood)
  • Components: behavior, physiology, cognition (fear: anxious thoughts, elevated heart, tendency to flee)
  • anger: greater risk for cardiovascular disease than many physiological risk factors (reversed by practicing forgiveness)
38
Q

What about problematic reactions to our own emotions?

A
  • many types of psychopathology are maintained by problematic reactions to our own emotions
  • suppressing negative emotions increases sympathetic nervous system activity
  • Dysregulated emotions are key features of many mental disorders ie panic attack & fear
39
Q

How do cultural, social, and interpersonal factors effect psychopathology?

A
  • Cultural: influence form & expression (raised to be less fearful, fear only exist b/c certain culture)
  • Gender: Men & women differ in emotional experiences (insects, bulimia, alcohol) may be related to gender roles & coping
  • Social stigma: limit degree to which express mental disorder
40
Q

What is clinical assessment?

A

Assessment - testing
- systematic evaluation and measurement of psychological, biological, social, and spiritual factors

41
Q

What is diagnosis?

A

The degree of fit between symptoms and diagnostic criteria (found in DSM-5)

42
Q

What is the purpose of clinical assessment?

A

Understanding the individual, predicting behavior, treatment planning, evaluating outcomes
- Funnel: broad, multidimensional start that narrows to specific problems

43
Q

What is reliability?

A

The degree of consistency of a measurement
- inter-rater reliability: across 2+ raters
- test-retest reliability: across time

44
Q

What is validity?

A

Does the test measure what it’s supposed to?
- Concurrent (descriptive): between results of one assessment with another measure known to be valid
- Predictive: how well the assessment predicts outcomes
- Construct: Degree to which test or item measures the unobseravble construct it claims to measure

45
Q

What is standardization?

A
  • Application of certain standards to ensure consistency across different measurements
  • Provides normative population data
    ie: administration procedures, scoring, evaluations
46
Q

What are the key concepts in assessment?

A

Antecedents: the event that provoked, triggered, or caused the behavior
Behavior: actions that can be positive, problematic, or pivotal
Consequences: Outcome that resulted from the behavior can extinguish or encourage the behavior

47
Q

What about the clinical interview?

A
  • Most common clinical assessment method
  • Structured (same questions & order) or semi-structured (outline followed w/ flexibility to ask more/less depending on interviewee needs)
48
Q

What is the mental status exam?

A

Used to assess individual by
- Appearance and behavior
- Thought processes
- Mood and affect
- Intellectual functioning
- Sensorium: orientation x3 (person, place, time)

49
Q

What about the physical examinations?

A

Helpful when diagnosing mental health problems because rule out
- toxicities
- medication side effects
- allergic reactions
- metabolic conditions

50
Q

What are the aspects of behavioral observation?

A
  • Identification and observation of target behaviors (behavior of interest)
  • Direct observation by assessor/individual/loved one
  • Goal: determine the factor that are influencing target behaviors
  • Getting to the heart of the matter
51
Q

What are the questions of the spiritual selfie?

A

1) What do I think about
2) How do I spend my money
3) How do I spend my time
4) What words do I speak (most reliable gauge)

52
Q

What are the types of behavioral assessment?

A

Behavioral observation and self-monitoring

53
Q

What are the aspects of self-monitoring?

A
  • when individual observes self
  • may be informal or formal (established rating scales)
  • the problem of reactivity: (observation may cause behavior to change)
54
Q

What is psychological testing? What are the types of tests?

A

Specific tools for assessing cognition, emotion, and behavior
- includes specialized areas like personality and intelligence
- examples: blocks, Myers-Briggs, projective,

55
Q

What are projective tests?

A

Think Freud–what you have buried inside will be projected
(psychoanalytic tradition, unconscious process, project personality- ambiguous test stimuli)
- requires high degree of inference in scoring and interpretation (very subjective)

56
Q

What are examples, strengths, and criticisms of projective tests?

A
  • Ex: Rorschach inkblot test, Thematic/children’s apperception test, House-Tree-Person
  • Strengths: icebreaker, qualitative data
  • Criticisms: hard to standardize, reliability & validity data is mixed
57
Q

What are objective tests?

A

Tests rooted in empirical tradition
- stimuli less ambiguous
- minimal inference in scoring and interpretation
Ex: Beck depression/anxiety

58
Q

What is an example of a personality test?

A

Minnesota Multiphasic Personality Inventory
- Extensive reliability, validity, and normative data
- 567 items, true/false
- interpretation: individual scales, profiles

59
Q

What about intelligence tests?

A
  • Nature of intellectual functioning and IQ
  • IQ deviation: compare same age
  • Verbal & performance domains
60
Q

What are the purpose, goals, examples and problems with neurophysiological testing?

A
  • Purpose: assess broad range of skills and abilities
  • Goal: understand brain-behavior relations
  • Examples: Luria, Nebraska, Halstead-Reitan batteries, assess brain damage, grip, rhythm sound, math, memory, attention, concentration
  • Problem: false positives/negatives
61
Q

What are the aspects of neuroimaging?

A

Is: pictures of the brain
Objectives:
- Structure: CT (XR), MRI
- Function: PET, SPECT, (radioactive isotopes), fMRI
Advantage: detailed info, better understanding of structure/function
Disadvantages; not well understood, expense, limited –> inadequate norms

62
Q

What is the purpose, domain, and use/examples of psychophysiological assessment?

A
  • Purpose: asses brain structure & function & nervous sys activity
  • Domains: EEG (wave activity) - ERP: event related potentials (spike), HR &strong physiological component
    resp, electrodermal (sweat)
  • Uses: routine psychophysiological assessment- disorders with
  • Ex: PTSD, sexual dysfunctions, sleep disorders, headache, hypertensions
63
Q

What is important about classification?

A
  • part of all sciences: categories based on attributes/relations
  • ideographic (individual) & nomothetic (groups) strategy
  • Taxonomy: classification in a scientific context
  • Nosology: taxonomy in psychological/medical phenomena
  • Nomenclature: labels in a nosologically system
  • Classical categorical, dimensional, prototypical (combination)
64
Q

What about the DSM-5?

A
  • Removed axial system
  • clear inclusion & exclusion criteria for disorders
  • categorized under broad headings
  • empirically-grounded, prototypic approach
  • new disorders: symptoms x adequately explained existing labels
  • problem: comorbidity extremely common