U1 AOS 1 - Chapter 2 Flashcards
typical behaviour
Patterns of behaviour that are expected of an individual, consistent to how they usually act, society and culture.
typical development
The thoughts/feelings/abilities of an individual falls into a similar range of others their own age.
atypical behaviour
Unexpected behaviours that deviate from social/cultural norms, often violating what society views as appropriate. It can be harmful for the individual and others around them.
atypical development
Thoughts/feelings/abilities progress at a significantly different rate to others their own age
How is typical and atypical behaviour categorised?
Cultural perspectives - considering how different customs, beliefs and traditions are present in different religions and cultures. eg. whilst many Aboriginal Australians may consider lack of eye contact as a sign of respect, other Australians may perceive this as cold or inappropriate.
Social norms - shared standards of social beliefs, that are present within a community, and are often consistent with the laws/policies of that community. eg. laws against discrimination, giving up seat for the elderly
Statistical rarity - collected data on behaviour, where any behaviours that are significantly displaced from the mean are atypical. eg. getting 2-3 hours of sleep each night - uncommon and unhelpful
Personal distress - behaviour results in self-oriented, negative emotional responses. eg. excessive alcohol consumption causes alcohol dependency
Maladaptive behaviour =
Neurotypicality
Exhibiting expected neurological and cognitive functioning
Affect - meaning, adaptive, maladaptive
Affect refers to the emotions/feelings that an individual experiences - they are not generally observable (typically informed via facial expressions). Adaptive affect is where someone can adequately convey their needs to someone else, experience an appropriate degree of distress to a threat (allowing you to avoid harm), and communicate their emotions. Whereas, maladaptive affect involves persistently occurring intense feelings, that are disproportionate to the situation at hand. Eg. experiencing mild anger in an appropriate situation, can be considered as adaptive affect, as it gives someone the tools they need to defend themselves from harm. However, if this anger is persistently intense, it could lead to aggressive behaviours, and is therefore, maladaptive.
Adaptive
Behaviours that allow somebody to adjust to their environment in an appropriately positive way.
Maladaptive
Behaviours, thoughts and feelings that are unhelpful, unproductive and dysfunctional - causing problems in day to day life.
Normal / Abnormal
Normal is an umbrella term, considered under lots of different perspectives (eg. socioculturally, functionally and statistically), where someone experiences the feelings, behaviours and cognitions that are expected of them by society. Whereas, abnormality involves any feelings, behaviours and cognitions that deviate from these norms.
Behaviour - meaning, maladaptive, adaptive
Actions that somebody performs, that are easily observable - also depends on developmental appropriateness. Adaptive - helpful to daily life, appropriately adjusting to change, can manage and perform everyday taks. Maladaptive - range in severity, non-productive, dysfunctional. Eg. upcoming SAC that a student is stressed out about. One student may cut down on shifts to study and prepare, other may ‘avoid’ studying and instead immerse themselves further in work as a distraction - does not help in the long run.
Cognition - meaning, maladaptive, adaptive
Thinking processes, and the thoughts that those lead to, not directly observable. Adaptive - positive in outlook, growth mindset (overcoming challenges), benefits survival and wellbeing. Maladaptive - Irrational, often over inflating the importance of a particular moment/event/interaction, quite negative. Eg. upcoming SAC - recognising that this will not define their future, is some merit towards studying for it, however, no matter how it goes, they put in their best effort. Conversely, feeling that consumes their daily life, ruined their future, unable to bounce back from the situation - immense guilt and self-doubt.
Relationship between cognition, behaviour, affect
Cognition is often seen as the basis to neurodevelopmental conditions. Typically, somebody processes information from their environment, through cognitions (eg. parents are getting a divorce), which instigates a particular emotional response (eg. feelings of guilt that this was their fault for not being a good student/child/athlete, etc.), which can then influence the way that they engage with that environment (eg. throwing themselves into school to get parents back together). Cognitive behavioural therapy acts as a method to target this relationship, by challenging and talking through any maladaptive thoughts, developing coping mechanisms for when they may arise.
Neurodiversity - define. Distinguish from neurodivergent.
Neurodiversity refers to the ‘normal’ variations in neurological development and functioning across a society - often used to describe a group of neurodivergent individuals. Whereas, being neurodivergent refers to individuals with variation in neurological development and functioning. Eg. two individuals diagnosed with Autism, both are neurodivergent, and therefore a part of a neurodiverse group, but are presenting their neurodivergence in different ways.
Explain what is meant by ASD, characteristics, other concepts to consider
Autism Spectrum Disorder is a life-long persistent neurodevelopmental disorder, often visible throughout early childhood, which can range in the severity of impact on daily life.
It is characterised by
- poor non-verbal communication skills
- poor social skills in new and familiar environments
- difficulty in forming and maintaining relationships
Other key concepts to consider include
cognitive abilities (specifically theory of mind - difficulty understanding minds of others/others beliefs, also working memory), executive function (cognitive processes such as setting goals, concentrating on tasks, being productive), and central coherence (finding meaning in lots of detail).
The Sally-Anne Test
- 3 groups of children surveyed- neurotypical, down syndrome, autism
- presented with two dolls - Sally with a basket and a marble, Anne with a box.
- Sally places marble in basket, leaves the room. Anne places marble in her box. Sally returns.
- Children are asked: where will Sally look for the marble (belief), where was the marble initially (memory), where is the marble now (reality).
- 85% of neurotypical children and children with Down Syndrome correctly answered all 3 questions - only 20% of children with ASD answered question 1 correctly
Explain what is meant by ADHD, how it impacts everyday life, relating it to affect, behaviours and cognition
Attention Deficient Hyperactivity Disorder is a neurodevelopmental disorder, affecting ability of an individual to engage with environment and function.
Guidelines:
- Must be present before 12 years old
- Must be excessive for developmental age
- Symptoms must persist beyond 6 months
- Must contribute to impairment in multiple areas of life
Features -
- challenges in time estimation and how long it will take for work to be completed
- impulsitivity - acting without concentrated reasoning
- difficult in focusing for long periods of time, unless in hyperfocus
Compare a psychologist to a psychiatrist
Same -
- Both psychologists and psychiatrists are specialised in supporting mental wellbeing and mental health
- Both can assess, diagnose and manage mental health disorders, and any associated atypical behaviours
- They both can use different forms of counselling to manage conditions, such as psychotherapy/psychological testing
Different
- Psychiatrist is a medical doctor, who has studied for 12 years, whereas, a psychologist has undergone a 6 year sequence of study, and is not a medical doctor.
- Psychiatrists tend to focus on the influence of biological or medical factors for the development of a disorder (such as hormone levels and brain chemistry), whereas psychologists focus more on the thoughts and emotional state of an individual.
- Psychiatrists can provide medication, admit patients into a hospital and perform specific medical procedures, whereas psychologists do not have the qualifications to do any of those, and rather focus more on the different types of counselling that they can provide (psychotherapy - trying to shift patterns of congitions, resulting in shifting behaviours and feelings)
Explain the roles + qualifactions of a mental health support worker.
Members of a mental health team, intending to support individuals with psychological and social problems. Their roles include developing recovery and education programs, connecting individuals with the broader community, helping them to manage daily tasks and managing their mental health records. Broad range of qualifications available, including certificates in counselling or an undergraduate degree in psychology, without further training.
Explain the concept of a mental health organisation - its’ roles
Companies or groups which advocate and support mental health within the community - either general (Beyond Blue), or specialised (ADHD Australia). Usually, the services that they provide are free to use, which make them a great, affordable option for mental health. Services can include counselling and crisis support, providing early intervention programs and promoting general awareness within the community.
What are culturally responsive practises? Why are they important? How can they be found within the mental health sector?
Mental health practises that are respectful and relevant towards the health beliefs, health practises and cultural and linguistic needs of a diverse community/population. They ensure that any cultural barriers in seeking out mental health support can be overcome.
They may include; staying vigilant in recognising any internalised biases over specific communities/cultural groups, discussing with patients any cultural customs to be mindful of, challenge any severe power imbalances that could exist between patient and mental health professional and avoid injustices within the system.
