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PSYCH EXAm > Unit 4: AOS 2 > Flashcards

Unit 4: AOS 2 Flashcards

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1
Q

Levels of Functioning

A

the degree to which an individual can complete day-to-day tasks in an independent and effective manner

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2
Q

High levels of functioning

A
  • Carry out basic everyday tasks such as maintaining personal hygiene
  • Be productive in completing daily tasks
  • Set goals and take steps towards achieving them
  • Being independent
  • Adapt to changes in the environment
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3
Q

Low levels of functioning

A
  • Struggle to carry out basic tasks, such as maintaining personal hygiene
  • Feel uncharacteristically lethargic or tired and thus be unproductive in achieving tasks
  • Lack direction or be able to set goals in life
  • Be unable to cope with changes in the environment
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4
Q

Resilience

A

refers to the ability to cope with and manage change and uncertainty, in turn, resilience enables a person to overcome these stressors and recover from the challenges presented

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5
Q

Resilience Examples

A

o High self-esteem
o More confidence in carrying out tasks
o Increased coping flexibility

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6
Q

High levels of resilience

A
  • Use appropriate coping strategies
  • Be flexible in changing circumstances
  • Be optimistic and hopeful
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7
Q

Low levels of resilience

A
  • Rely on unhealthy or unhelpful coping strategies
  • Unable to adapt to change
  • Lack hope and optimism
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8
Q

Social Wellbeing

A

the ability for an individual to form and maintain bonds with others, and adapt to different social situations

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9
Q

High levels of social wellbeing

A
  • Have a strong support network
  • Able to form and maintain meaningful relationships
  • Able to effectively communicate with others
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10
Q

Low levels of social wellbeing

A
  • Be isolated or lack support from others
  • Have difficulty forming and maintaining meaningful relationships
  • Struggle to effectively communicate with others
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11
Q

Emotional wellbeing

A

the ability for an individual to appropriately control and express their own emotions in an adaptive way, as well as understand the emotions of others

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12
Q

High levels of emotional wellbeing

A
  • Be aware of their own and others’ current emotional state
  • Experience a wide range of emotions
  • Express emotions at approximate times
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13
Q

Low levels of emotional wellbeing

A
  • Be unable to understand or name their own and others’ emotions
  • Feel numb or unable to experience certain emotions
  • Express emotions inappropriately or at inappropriate times
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14
Q

Social and Emotional Wellbeing (SEWB) Framework

A

a framework that includes all elements of being, and therefore wellbeing, for Aboriginal and Torres Strait Islander Peoples

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15
Q

SEWB: Connection to body

A

o Risk factors: chronic and communicable diseases, poor diet, smoking
o Protective factors: access to good healthy food, exercise, access to culturally safe health services

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16
Q

SEWB: Connection to mind and fitness

A

o Risk factors: developmental/cognitive impairments and disability, racism, mental illness, unemployment, trauma
o Protective factors: education, agency, strong identity, values and motivation

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17
Q

SEWB: Connection to Family and Kinship

A

o Risk factors: include absence of family members, family violence, child neglect
o Protective factor: loving, stable accepting and supportive family, adequate income, spending time with family groups

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18
Q

SEWB: Connection to community

A

o Risk factors: family feuding, lateral violence, lack of local services, isolation
o Protective factors: support networks, community-controlled services, self-governance

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19
Q

SEWB: Connection to culture

A

o Risk factors: elders passing on without full opportunities, services that are culturally safe, languages under threat
o Protective factors: contemporary expressions of culture, attending national and local cultural events, cultural intinctions, cultural education

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20
Q

SEWB: Connection to country

A

o Risk factors: restrictions on access to country
o Protective factors: time spent on country

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21
Q

SEWB: Connection to spirituality and ancestors

A

o Risk factors: no connection to the spiritual dimension of life
o Protective factors: opportunities to attend cultural events and ceremonies

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22
Q

Mental wellbeing

A

an individual’s psychological state, including their ability to think, process information, and regulate emotions

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23
Q

4 D’s

A

DISTRESS, DYSFUNCTION, DEVIATION, DURATION

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24
Q

Mentally Healthy

A

positive state of wellbeing, managing life’s stressors to meet the demands of everyday life to regulate emotions and striving to achieve goals

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25
Q

Mentally healthy characteristics

A
  • Function independently
  • High levels of resilience
  • Regulating emotions to suit the situation
  • High levels of functioning
  • Striving to achieve goals
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26
Q

Mental Health Problem

A

affects the way a person thinks, feels and behaves, is more mild/less severe and a shorter duration than MD

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27
Q

Mental health problem characteristics

A
  • Not functioning at optimal individual level
  • Doesn’t require a diagnosis
  • Struggling to concentrate
  • Temporary amplified emotions
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28
Q

Mental disorder

A

dysfunction in psychology and developmental processes, significant personal distress, socially deviant behaviour, occurs more than 2 weeks

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29
Q

Mental disorder characteristics

A
  • Diagnosis
  • Unable to function independently
  • High distress
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30
Q

Internal Factors

A

biological, psychological

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31
Q

Internal factors: Biological

A

genetic predisposition, neurotransmitter function, sex, hormones, immune function, nervous system activity and physical health

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32
Q

Internal factors: Psychological

A

states of thinking (e.g rumination), beliefs and attitudes, emotions, learning and memory and personality traits

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33
Q

External Factors

A

Social

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34
Q

External factors: Social

A

loss of significant relationship, level of education, experiencing difficulty (school, work), access to support services, early life experience, income, social support, stability of accommodation, experience of abuse, cultural values, employment and discrimination

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35
Q

Stress

A

a psychological and physiological experience that occurs when an individual encounters something of significance that demands their attention and/or efforts to cope

36
Q

Anxiety

A

psychological and physiological response that involves feelings of worry and apprehension about a perceived threat

37
Q

Stress or Anxiety
Differences

A
  • S=known cause A=can be unknown
  • S =positive (eustress) and negative (distress) A=only negative (distress)
38
Q

Stress or Anxiety
Similarities

A
  • Both psychological and physiological
  • Both can contribute to a mental disorder
39
Q

Specific phobia

A

a type of diagnosable anxiety disorder that is categorised by excessive and disproportionate fear when encountering or anticipating the encounter of a particular stimulus (heights, spiders, small spaces)

40
Q

Specific phobia are often aware …

A

Specific phobia often aware that their levels of fear and anxiety is disproportionate to the phobic stimulus -> unable to control these feelings -> due to sympathetic nervous system is dominant when an individual is exposed to their phobic stimulus -> result in physiological stress responses;
* Increased heart rate
* Rapid breathing
* Increased perspiration
* Dilated pupils

41
Q

For it to be a phobia a person must;

A
  • Experience or the anticipation of experience of the object or situation as extremely anxiety-provoking, if not terrifying
  • Must seek to avoid or minimise exposure to the object or situation
  • Acknowledge the fear is unreasonable
  • The person may adapt their lifestyle to take into account their phobia
42
Q

Biopsychosocial Approach

A

a holistic, interdisciplinary framework for understanding the human experience in terms of the influence of biological, psychological and social factors

43
Q

Biological factors:

A

internal, genetic, and/or physiologically based factors, these factors can be innate such as genetic predispositions passed down from one’s parents or can come about later in life, such as through taking certain medications

44
Q

Psychological factors

A

internal factors relating to an individual’s mental processes, including their cognition, affect, thoughts, beliefs and attitudes, in essence they are everything from an individual experiences within their mind

45
Q

Social factors

A

external factors relating to an individual’s interactions with others and their external environment, including their relationships and community involvement, including personal relationships as well as an individual’s experience within a greater society

46
Q

Biological Factors That Contribute to Specific Phobia

A
  • Include dysfunctional GABA system and long-term potentiation (LTP)
47
Q

GABA Dysfunction

A

insufficient neural transmission or reception of GABA in the body
* Due to a low level or production of GABA, insufficient reception or transmission of GABA across the synapse
May contribute to development of phobia because;
* May cause someone’s fight-flight-freeze or anxiety response to be activated more easily than someone with adequate GABA levels
* Recurrent stress responses to specific stimuli can lead to the development of a phobia

48
Q

Long-Term Potentiation LTP

A

LTP: the long-lasting and experience-dependent strengthening of synaptic connections that are regularly coactivated
May contribute to development of phobia because;
* Strengthening the association between neural signals involved in perceiving a stimulus and neural signals involved in activating the fear response
* Through repeated coactivation, the signals involved in perceiving a phobic stimulus more readily trigger the activation of the neural signals responsible for the fear response

49
Q

Psychological Factors That Contribute to Specific Phobia

A
  • Behavioural models: precipitations by classical conditioning, perpetuation by operant conditioning
  • Role of cognitive biases: memory bias, catastrophic thinking
50
Q

Classical Conditioning

A

 Classical conditioning: can contribute to the development (precipitation) of phobias by increasing susceptibility to and contributing to their occurrence
Precipitate specific phobia as;
* Phobias can be learned and therefore developed through classical conditioning

51
Q

Operant Conditioning

A

perpetuates phobias by preventing an individual from overcoming them
Role of operant conditioning in phobias can be thought about largely in terms of the consequence stage because;
* By avoiding confrontation with the phobic stimulus, a person is negatively reinforced through this avoidance in not having to deal with their fear response
* Over time, this reinforcement strengthens or maintains the phobic response, making avoidance behaviours more likely to be repeated and preventing recovery through this cycle

52
Q

Cognitive Biases

A

a predisposition to think about and process information in a certain way, may cause errors in people’s judgement and thoughts
* Memory bias and catastrophic thinking

53
Q

CB: Memory bias

A

a type of cognitive bias caused by inaccurate or exaggerated memory, as phobias are often caused by traumatic events, people may even remember the trauma as extremely significant or harmful, rather than any neutral or positive information

54
Q

CB: Catastrophic thinking

A

a type of cognitive bias in which a stimulus or event is predicted to be far worse than it actually is, a person will often imagine the worst-case scenario possible when imagining an interaction with their phobic stimulus

55
Q

Social Factors

A
  • Specific environmental triggers
  • Stigma around seeking treatment
56
Q

Specific Environmental Triggers

A

refers to stimuli or experiences in a person’s environment that evoke an extreme stress response, leading to the development of a phobia

57
Q

Different types of environment triggers;

A
  • Direct: confrontation with a traumatic stimulus or event (e.g bitten by a snake)
  • Observing: another person having a direct confrontation with a traumatic stimulus or event (e.g watching someone be threatened with a weapon)
  • Learning: about a potentially dangerous or traumatic stimulus or event indirectly (e.g watching a movie about threatening motorcycle gangs)
58
Q

Stigma Around Seeking Treatment

A

refers to the feeling of shame or disgrace experienced by an individual for a characteristic that differentiates them from others
* Sense of shame a person might feel about seeking professional help

59
Q

Evidence-Based Interventions

A

treatments that have been found effective on the basis of valid and reliable research studies
* Biological, psychological, social
* Treatments developed and/or tested in this way are likely to be effective with different people with various types of phobias if used appropriately

60
Q

Biological Interventions

A

can be used to treat specific phobia including GABA agonists and breathing restraining

61
Q

BI: GABA Agonists

A

 Benzodiazepines
o Reduce alertness, coordination, reaction time

anti-anxiety drugs that imitate GABAs inhibitory effects to depress the CNS activity acting as short-actingmedication to reduce phobic anxiety

62
Q

BI: Breathing Restraining

A

a method used to teach breathing control techniques that may reduce physiological arousal, therefore breathing restraining can be used by an individual when they are experiencing anxiety in the presence of their phobic stimulus

63
Q

Breathing restraining steps

A
  1. A psychologist or doctor will teach a person with a specific phobia how to consciously control their breathing
    a. Slow and deep inhalations
    b. Counting slowly when breathing in and when breathing out
    c. Breathing slowly in through the nose and focusing on breathing out slowly from the diaphragm
  2. Learner applies the breathing techniques learnt in step 1 when in the presence of a phobic stimulus, decreasing the dominance of the sympathetic nervous system and reducing anxiety
64
Q

Psychological Interventions

A

can be used to treat specific phobias including cognitive behavioural therapy (CBT) and systematic desensitation

65
Q

PI: Cognitive Behavioural Therapy (CBT)

A

 CBT: a form of psychotherapy that encourages individuals to substitute dysfunctional cognitions and behaviours with more adaptive ones, involving a cognitive and behavioural components
Cognitive components
* Identifying negative thoughts and feelings (cognitions) about the issue
* Replacing these negative thoughts and feelings with more positive ones
Behavioural components
* Identifying negative behaviours relating to the issue
* Developing and maintaining more positive behaviours relating to the issue

66
Q

PI: Systematic Desensitisation

A

a therapy technique used to overcome phobia involving a patient being exposed incrementally to increasingly anxiety-inducing stimuli, combined with the use of relaxation techniques
* Individual learns to associate being relaxed with the fear arousing stimulus through a series of gradual steps leading to exposure of the feared response

67
Q

Systematic desensitisation steps

A
  1. Learning a relaxation technique
    a. Breathing restraining, muscle relaxation or visual imagery
  2. Forming a fear hierarchy
    a. Breaking down and organising the phobic stimulus into a list of easiest to most difficult situations to confront
  3. Gradual exposure to the fear stimulus
    a. Progressive exposure to each of the fear producing situations
68
Q

Social Interventions

A

that can be used to treat specific phobia include psychoeducation (challenging unrealistic or anxious thoughts and not encouraging avoidance behaviours)

69
Q

Psychoeducation

A

involves teaching families and supporters of individuals with mental health disorders how to better understand, deal with and treat their disorder, therefore used to educate families and supporters of individuals with a specific phobia

Challenging Unrealistic or Anxious Thoughts

Not Encouraging Avoidant Behaviours

70
Q

Protective Factors

A

influences that enable an individual to promote and maintain high levels of mental wellbeing

71
Q

Cumulative Risk

A

is the aggregate risk to mental health from the combined effects of exposure to multiple biological, psychological and/or social factors

72
Q

Biological Protective Factors

A

Adequate Nutrition and Hydration
Sleep

73
Q

Adequate Nutrition and Hydration

A

when the type and amount of food and drink that an individual consumes meet their physical needs, this can include ensuring that an individual has sufficient water, carbohydrate, protein, fat, vitamin and mineral intake
* Increase Mediterranean diet and minimise western diet
* It is recommended individuals drink 2-3 litres of water per day

74
Q

Sleep

A

regular and naturally occurring altered state of consciousness that involves a loss of awareness and disengagement with internal and external stimuli
* Bidirectional relationship with mental wellbeing

75
Q

Psychological Protective Factors

A

Cognitive Behavioural Strategies
Mindfulness Meditation

76
Q

Cognitive Behavioural Strategies

A

techniques that utilise traits of cognitive behavioural therapy, particularly recognising and changing dysfunctional thought and behavioural patterns
* Promote mental wellbeing by acknowledging and changing thoughts and behaviours that impair mental wellbeing

77
Q

Mindfulness Meditation

A

the practice of meditation in which an individual focuses on their present experience to promote feelings of calm and peace
o Improve emotional reactivity
o Reduce stress

78
Q

Social Protective Factors

A

Support

79
Q

Support

A

refers to genuine and effective assistance provided by family, friends and community, support can provide comfort and reassurance and can encourage individuals to develop different strategies to promote mental wellbeing
* Ensuring that the support being provided is;
o Genuinely aims to promote mental wellbeing
o Uses legitimate and effective advice

80
Q

How to provide effective support

A

o Validate first, reframe second
o Avoid downward spirals
o Be authentic and energising
o Listen well
o Be responsive, not dismissive

81
Q

Determinants of Wellbeing

A

refer to factors that influence wellbeing on individual and community levels

82
Q

 Culture

A

a way of life that is shared and learned
o Characteristics and knowledge of a particular group, and may encompass language, social habits, music, religion, food and more
o Shared patterns of behaviour and interactions and understanding that are learned through socialisation

83
Q

Cultural Continuity

A

passing down and active practice of cultural knowledge, traditions, and values from generation to generation

84
Q

Self-Determination

A

the rights of all peoples to pursue their economic, social and cultural development without outside interference
Self-determination can include endeavours such as;
* Aboriginal community-controlled organisations
* Constitutional recognition for Aboriginal and Torres Strait peoples

85
Q
A

PSYCH EXAm (5 decks)

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