U2 Flashcards
multidimensional models
behaviour is due to multiple causes that all influence each other
genes
long molecules of DNA at various location on chromosomes within a cells nucleus
have individual genes been identified as relating to any major psychological disorder
no
what is meant by gene-environment interaction
what genes are active is influenced by environmental context, social context, etc.
can genes be responsible for the development of disorders
no genes can only increase or decrease risk of development
epigenetics
early environment turning in or off gene expression (no change in DNA)
neuroscience
study the role NS has in disease and behaviour
nuerons function _______ but communicate ________
electrically
chemically
more common neurotransmitters
norepinephrine
serotonin
dopamine
GABA
somatic vs autonomic
voluntary vs involuntary
sympathetic vs parasympathetic
fight or flight vs rest and digest
endocrine system
hormones
HPA axis
integration of endocrine and nervous system
agonist
act like NT or bloke reuptake
increase activity
antagonist
block NT or receptor
decrease activity
inverse agonist
produce opposite effects of NT
emotion
Pattern of action elicited by an external event and a feeling state, accompanied by a characteristic physiological response.
mood vs affect
long lasting vs short lasting change in emotional tone
components of emotion
- behaviour
- means of communication
- appraisals and attributions (cognitive aspects)
- physiology
fluency and quality of ______ ___________ are related to mortality, disease, and psychopathology
social relationships
stigma can be _______, ________, and ________ situated
culturally, socially, interpersonally
life span developmental perspective
- addresses developmental changes
influences what is normal and abnormal
principle of equifinality
concept in developmental psychology stating several paths can be taken to a given outcome
exceptions to confidentiality (3)
- 3rd party needs info to evaluate therapist
- court is involved (records subpoenaed)
- patient states they are a harm to themselves or others or if they are being harmed
purposes of clinical assessment
understand the individual, predict there behaviour, plan treatment, and evaluate (diagnose)
types of reliability testing
test-retest (between patient over time)
interrater (between professionals)
typed of validity
concurrent (new assessment results match old ones)
predictive (can tell you what will happen in the future)
standardization
- helps ensure consistency and allows for appropriate comparison
most common method of assessment
clinical interview
parts of a mental status exam
appearance/behaviour
thought process
mood/affect
intellectual functioning
sensorium
appearance/behaviour
- attire
- appearance
- expression
- overt behaviour
- posture
thought process
- rate, continuity, and content of speech
mood/affect
- predominant feeling state of individual
- feeling state matches what the individual says
intellectual functioning
- type
- use of abstractions and metaphors
sensorium
awareness of who they are where they are and what time it is (oriented times 3)
behavioural assessment
directly observing and formally assessing an individuals thoughts, feelings, and behaviour in specific contexts
ABC’s
used in behaviour assessment
A - antecedent stimulus (before)
B - behaviour (during)
C - consequence (after)
issue with behavioural assessment
can have issues with reactivity when patients knows they are being observed (direct)
psychological testing methods must be __________ and ___________
reliable
valid
projective testing
ambiguous stimuli presented to patient with aim to reveal unconscious conflict through response
inferential - low validity/reliability
types of projective tests
- Rorschach
- TAT
personality inventories
self-report questionnaires that assess personal traits
intelligence testing
predict who will do well in educational settings
neuropsychological testing
assessment of brain and NS functioning according to individuals performance on behavioural tasks
types of neurophsycological testing
- bender visual-motor gestalt
neuroimaging
nonintrusive examination of brain structure (CT, MRI) or function (PET, fMRI)
psychophysiological assessment
measures changes in NS reflecting psychological and emotional events (EEG)
assessment takes a _________ approach where diagnosis takes a _________
idiographic (individual)
nomothetic (general)
classification
assignments of things or people to categories based on shared characteristics
taxonomy vs nosology
system of naming/classification in a scientific vs psychological setting
nomenclature
specific names and labels that make up nosology
classical categorical approach
classification method with assumption of clear cut definitions off disorders and causes
dimensional approach
classification method that’s based on categorizing characteristics on a continuum instead of an either-or binary approach
prototypical approach
classification method categorizing disorders using essential defining characteristics as well as having range in other characteristics (combo)
unsolved issues of the DSM
- arbitrary time periods and definitions of diagnosis
- problems of comorbidity
- stigmatizing
cognitive behavioural therapy
aims to identify and modify thought process
diathesis stress model
Staes both inherited vulnerability and specific stressful conditions are required to produce a disorder
dopamine
GABA
glutamate
norepinephrine
serotonin
- implicated in schizophrenia
- inhibits anxiety
- excites
- contributes indirectly to panic attacks
- info processing inhibition coordination etc
gene-environment correlation model
states people with a genetic predisposition for a disorder may also have a greater tendency to create environmental risk factors that promote the disorder
implicit cognition
cognitive processes of the unconscious
hard to measure bc the patient isn’t aware of them
implicit memory
person cannot recall past events but still acts in response to them
prepared learning
certain associations can be more readily learned
objective tests
test stimuli are less ambiguous
most consistent with the scientist-practitioner model
requires minimal interference and interpretation
objective personality tests
MMPI, MMPI-2, MMPI-A, PCL-R
purposes of the DSM system
aid communication, evaluate prognosis, need for treatment, and treatment planning
DSM-I and -II
relied on unsupported theories and were unreliable
DSM-III and DSM-III-R
emphasized clinical description
detail criteria for each disorder
- problems with low reliability and reliance on committee consensus instead of scientific evidence
DSM-IV and DSM-IV-TR
- 5 axis describing full clinical presentation
- clear inclusion and exclusion criteria for disorders
- disorders categorized under broad headings
- prototypic approach
DSM-5
removal of 5 axis
changes to diagnostic criteria and organization
DSM-5 TR
more attention to culture, racism, and discrimination
clarification in diagnosis for children
limbic system
regulation of emotional experience
most important function of the endocrine system
produces hormones that implicated in some psychological problems
lobe in the brain most researchers focus on for clues to psychopathology
frontal lobe
problem with snapshot approach to psychological disorders
it fails to account for change over time
psychodynamic psychotherapy
contemporary version of psychoanalysis focused o specific problems
introspection
early not scientific approach to the study of psych
attempts to report thoughts and feelings specific stimuli evoked
