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year 12 psychology > Unit 4 AOS 2 > Flashcards

Unit 4 AOS 2 Flashcards

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1
Q

Define mental health

A

the state of emotional and social well-being in which an individual can cope with the normal stresses of life, can work productively and contribute to their community.

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2
Q

Define mental health problem

A

disruption to an individual’s usual level of social and emotional wellbeing, including when their abilities are negatively affected.

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3
Q

What are characteristics of mental health problems

A

often temporary, triggered by normal life experiences such as stress, once the stressor is removed the mental health problem may be resolved

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4
Q

How can a mental health problem develop into a mental disorder

A

if the stressor is not remove or the individual does not overcome the symptoms

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5
Q

Define mental disorder

A

disorder that affects one or more functions of the mind. A mental disorder can interfere with a person’s thoughts, emotions, perceptions or behaviour

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6
Q

What are characteristics of mental health disorders

A

can be diagnosed by a professional, affects daily functioning

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7
Q

What is the main different between mental health and a mental disorder

A

everyone has some level of mental health, however it is possible to be without mental illness

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8
Q

What are examples of internal factors influencing mental health

A

genetics, hormones, age, cognition (thought processes and self-concept)

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9
Q

What are examples of external factors influencing mental health

A

stressors (e.g. work, school, life events, environment), social support,

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10
Q

What are the three characteristics of a mentally healthy person

A

high levels of functioning, social and emotional wellbeing, resilience to life stressors

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11
Q

How are high levels of functioning demonstrated

A

interacting and involving oneself in society, undertaking everyday tasks such as maintaining personal hygiene, and being independents, being able to set goals and develop overtime

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12
Q

What is social wellbeing

A

a sense of belonging to a community, feeling connected and valued.

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13
Q

What is emotional wellbeing

A

being able to experience positive emotions or balanced emotions that are within the normal range and have strategies to deal with our emotions

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14
Q

Define resilience

A

the ability to properly adapt, cope or recover in situations of stress or adversity

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15
Q

What is a resilient person better able to do

A

cope (maintain social and emotional wellbeing) when confronted with negative experiences in life

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16
Q

What factors is resilience influenced by

A

a person’s cognitions (own thought processes) and biology (genetic makeup) as well as social and situational factors (things that have happened to the person and the world around them)

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17
Q

What must the experimenter inform the participants of

A

the true nature and purpose of the experiment (where appropriate), any foreseeable risks to the participant and the participants rights (e.g. withdrawal rights)

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18
Q

What must the researcher ensure about participants

A

that any psychologically vulnerable people do not participate in the study

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19
Q

Why is informed consent an issue with people with mental illness

A

sufferers of mental illness may lack the capacity to understand the research procedure and therefore may not really have the ability to provide informed consent.

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20
Q

Issues with placebos in mental health experiments

A

experiments involving placebo treatments can involve deception - the participants may not know that there is a possibility they will receive a placebo, rather than an actual treatment and being involved in a trial may stop people from seeking alternative treatment - if they are assigned to the placebo group, this could mean they are not receiving any treatment at all.

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21
Q

What must be considered if placebos are used

A

thorough debriefing must occur to negate the deception.

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22
Q

What does the 4 P’s approach consider

A

it considers 4 types of factors that contribute to the development and progression of mental health disorders.

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23
Q

Define risk factors

A

any exposure that increases the likelihood of developing and maintaining a mental health disorder/illness

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24
Q

What are the types of risk factors

A

pre-disposing risk factors, precipitating risk factors and perpetuating risk factors

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25
Q

Define pre-disposing risk factors

A

factors that increase a person’s vulnerability to developing a mental health problem

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26
Q

Define precipitating risk factors

A

factors that trigger the onset or exacerbation of a mental health problem

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27
Q

Define perpetuating risk factors

A

factors that prolong the course of the disorder and inhibit recovery

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28
Q

List of the predisposing risk factors (6)

A

family history and genetic vulnerability, physical illness, poor self-efficacy, disorganised attachment, environmental exposures before birth, and neglect/abuse/trauma

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29
Q

Which of the predisposing factors are biological

A

family history and genetic vulnerability, physical illness

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30
Q

Which of the predisposing factors are psychological

A

poor self-efficacy

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31
Q

Which of the predisposing factors are social

A

neglect/abuse/trauma, disorganised attachment, environmental exposures before birth

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32
Q

List of the precipitating risk factors (7)

A

poor sleep, substance use/misuse, physical illness, confronting news, life event stress, losing a job, deterioration or loss of a significant relationship

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33
Q

Which of the precipitating factors are biological

A

poor sleep, substance use/misuse, physical illness

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34
Q

Which of the precipitating factors are psychological

A

confronting news, life event stress

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35
Q

Which of the precipitating factors are social

A

losing a job, loss of a significant relationship

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36
Q

List of the perpetuating risk factors (7)

A

poor response to medication, substance use/misuse, rumination, impaired reasoning and memory, role of stigma as a barrier to accessing treatment, unemployment, lack of support

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37
Q

Which of the perpetuating risk factors are biological

A

poor response to medication, substance use/misuse

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38
Q

Which of the perpetuating factors are psychological

A

rumination, impaired reasoning and memory,

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39
Q

Which of the perpetuating factors are social

A

role of stigma as a barrier to accessing treatment, unemployment, lack of support

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40
Q

List of the protective factors (4)

A

a resilient attitude, a positive social group, a satisfying job, suitable accommodation

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41
Q

Define self-efficacy

A

an individual’s belief that they will be able to accomplish a specific task.

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42
Q

Examples of environmental exposures before birth

A

alcohol and drugs while in womb

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43
Q

What does life event stress refer to

A

The way a person reacts to stressful situations makes a difference in their overall wellbeing. Chronic stress can weaken the immune system and trigger mental health problems.

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44
Q

Why can deterioration/loss or significant relationship trigger mental disorders

A

strong emotional responses and behavioural changes (e.g. poor sleeping/substance abuse)

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45
Q

Why can impaired reasoning and memory perpetuate mental disorders

A

can prevent people from thinking rationally and may affect daily functioning of sufferer

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46
Q

What does a resilient attitude lead to

A

a person perceiving difficulties as challenges

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47
Q

What does suitable accommodation refer to

A

a safe and secure environment

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48
Q

What are genetic factors

A

biological factors that can enhance (or reduce) an individual’s risk of, or vulnerability to, developing a particular condition

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49
Q

Define genetic vulnerability

A

an increased likelihood of developing a particular disease based on a person’s genetic make-up.

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50
Q

What are reasons for why people may not take medication

A

as it is a constant reminder of the disorder, the side effects of the medication affect the person’s life making them reluctant to take it

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51
Q

Define rumination

A

the compulsively focused attention on/the preoccupation about the symptoms of one’s distress, and on its possible causes and consequences, as opposed to its solutions (i.e. people overthink or obsess about situations or life events)

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52
Q

Define reasoning

A

thinking about information in a logical way to understand it and form a realistic conclusion or judgement that helps us solve problems and make decisions.

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53
Q

Define disorganised attachment

A

the instability in a caregiving relationship that interferes with the child’s sense of trust and security.

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54
Q

What can positive relationships do

A

promote self esteem and confidence, provide a sense of belonging, promote feelings of happiness

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55
Q

What are the consequences of stigma

A

impaired help-seeking behaviours, affected medication adherence, impair overall recover, impair self esteem of the sufferer

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56
Q

Define cumulative risk

A

accumulation of and exposure to multiple risk factors that increase susceptibility to developing a mental disorder or perpetuates an existing mental disorder.

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57
Q

Risk factors are …. in nature

A

accumulative

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58
Q

What does the biopsychosocial model propose

A

This model proposes that health and illness outcomes are a result of the complex interaction of contributing biological (internal), psychological (internal) and social (external) factors

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59
Q

What does the biopsychosocial approach provide

A

provides a holistic view of health, taking into account the interactive nature of physical, mental and social aspects of a person’s health to enable a more comprehensive and personalised diagnosis and treatment plan.

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60
Q

Define stress

A

a state of psychological or physiological tension, where the demands on an individual exceed their perceived ability to cope

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61
Q

How can stress develop into anxiety

A

Repetitive, recurrent and ongoing stress

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62
Q

Define anxiety

A

A state of physiological arousal, associated with feelings of worry, dread or uneasiness (usually that something is wrong, or that something unpleasant is about to happen.)

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63
Q

What is severe anxiety usually accompanied with

A

intense physiological responses e.g. breathlessness, sweating, dizziness,

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64
Q

How can anxiety develop into an anxiety disorder

A

persistent, severe anxiety

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65
Q

Define anxiety disorder

A

anxiety disorders are a group of disorders characterised by chronic feelings of extreme apprehension, fear, stress or unease in response to an unclear or ambiguous threat, which prevents a sufferer from normal functioning.

66
Q

Examples of anxiety disorders

A

generalised anxiety disorders, panic disorder, obsessive compulsive disorder, social anxiety disorder, specific phobias, PTSD

67
Q

Define phobia

A

persistent, irrational and intense fear of a particular object or event

68
Q

What are the 4 main categories of phobias

A

animals, situations, blood/injections/injuries, natural environments (e.g. thunder, heights, dark)

69
Q

Criteria for a specific phobia

A

intense and irrational fear, fear has persisted for at least 6 months, fear interrupts daily functioning and causes overwhelming anxiety

70
Q

Biological influences on the development of specific phobia

A

GABA dysfunction, the stress response, long-term potentiation

71
Q

Define biological influences

A

biological influences are those that predispose some individuals to develop and sustain specific phobia.

72
Q

What does GABA stand for

A

Gamma amino butyric acid

73
Q

What does GABA do (4 points)

A

GABA is an inhibitory neurotransmitter, it calms/slows down neural signals, fight/flight symptoms decrease (e.g. increased heart rate reduced), low levels of GABA can lead to increased anxiety

74
Q

Why may people not be able to do if have low levels of GABA

A

unable to regulate anxiety

75
Q

What division of the nervous system is responsible for stress responses

A

sympathetic nervous system

76
Q

What does research show in reference to stress (phobia)

A

autonomic nervous system of people with a phobic disorder show increased stress response. People with an increased stress response adapt slowly to repeated stressors, and respond excessively to simple stimuli (that wouldn’t provoke anxiety in other people).

77
Q

Long-term potentiation in relation to phobia

A

each time an individual is confronted with a phobic stimulus, the neural connections associated with that fear will be strengthened. LTP contributes to the development of specific phobia in that it is necessary for a phobia to be learnt. Phobia would result from the long-term potentiation of synapses within neural circuits that communicate with the amygdala

78
Q

Psychological influences on the development of specific phobia

A

behavioural model, cognitive model

79
Q

Define psychological influences on the development of specific phobia

A

psychological influences that can perpetuate a phobia, as well as contribute to their development

80
Q

Define behavioural model

A

model that proposes that specific phobia could be the result of learning.

81
Q

What are the subcategories of behavioural model

A

classical conditioning and operant conditioning

82
Q

Classical/operant conditioning under the 4 P’s

A

classical conditioning is a precipitating factor and operant conditioning is a perpetuating factor (acquire phobia through classical conditioning and maintain phobia through operant conditioning)

83
Q

Define classical conditioning

A

a form of learning where a previously neutral stimulus comes to elicit a reflexive response by repeated association with a stimulus that automatically elicits the reflexive response

84
Q

Example of phobia being developed through classical conditioning

A

little Albert

85
Q

Define operant conditioning

A

is a form of learning where the likelihood of behaviours being repeated is determined by the consequences of that behaviour

86
Q

Does reinforcement increase or decrease behaviour

A

increase

87
Q

Does punishment increase or decrease behaviour

A

decrease

88
Q

Operant conditioning in reference to phobia

A

people with a phobia often avoid the phobic stimulus, which means they avoid feeling fear. This reduction of fear acts as negative reinforcement (removal of an unpleasant stimulus). This negative reinforcement increases the likelihood of the avoidance behaviour being repeated, and perpetuates the phobia

89
Q

Define cognitive model

A

models that look at the influence inaccurate mental processes (thoughts, and memories) have on the development and maintenance of phobias.

90
Q

What are the subcategories of cognitive model

A

cognitive bias

91
Q

Define cognitive bias

A

a type of error in thinking that occurs when people are interpreting information

92
Q

What are the two types of cognitive bias

A

memory bias and catastrophic thinking

93
Q

Define memory bias

A

a type of error that may alter the content of a memory, or enhance or impair our recall of a memory.

94
Q

Memory bias in reference to phobia

A

we may recall negative information about a specific object, situation or event more readily than positive information.

95
Q

Define catastrophic thinking

A

where a person repeatedly overestimates the potential dangers or an object or event and assumes the worst.

96
Q

Catastrophic thinking in reference to phobia

A

the outcome predicted by a catastrophic thinker would be considered unrealistic and irrational by others.

97
Q

Social influences on the development of specific phobia

A

specific environmental triggers, stigma around seeking treatment

98
Q

Define specific environmental triggers

A

actors in our environment can influence the development and maintenance of phobias.

99
Q

What are the types of specific environmental triggers

A

traumatic events, social learning theory

100
Q

Social learning/observation theory in reference to phobia

A

we could learn fear by watching other people’s fear reactions

101
Q

Define stigma

A

social disapproval of an individual’s personal characteristics or beliefs, or social disapproval of a type of behaviour.

102
Q

How can stigma perpetuate phobia

A

Stigma can cause people to be reluctant to seek support from family or friends, or treatment from professionals. This lack of support can perpetuate the specific phobia.

103
Q

What is evidenced based intervention for phobias

A

treatments that have been proven effective based on clinical research that demonstrated their positive outcomes

104
Q

What do interventions focus on

A

focus on the person learning to manage their anxiety as well as change unrealistic thoughts and behaviours associated with the phobic stimulus.

105
Q

What are the biological interventions to treat specific phobia

A

short-acting anti-anxiety benzodiazepine agents (GABA agonists), relaxation techniques

106
Q

What type of drug are benzodiazepines and what does this mean

A

depressant drugs, meaning they slow down the function of the nervous system (they can be used as sleeping pills, tranquillisers and anti-anxiety medication)

107
Q

What do benzodiazepines do + effect

A

enhance the activity of GABA neurotransmitters (agonist). This increase in GABA means physiological arousal is reduced (neural communication is slowed)

108
Q

Are benzodiazepines a short or long term solution

A

short term solution

109
Q

Why are benzodiazepines a short term solution (3)

A

as they do not treat the underlying cause of the anxiety disorder, they are highly addictive and so are usually prescribed for short-term use, and also have side effects - e.g. drowsiness, sleepiness, slow reflexes

110
Q

What are the types of relaxation techniques

A

breathing retraining, exercise

111
Q

Define breathing retraining

A

process of identifying incorrect breathing habits and replacing them with correct ones.

112
Q

What are incorrect breathing habits

A

people with specific phobias may experience abnormal breathing patterns (e.g hyperventilating, loud/noisy/shallow/rapid breaths) - which makes the physical symptoms of anxiety worse.

113
Q

What are correct breathing habits

A

breathing from the diaphragm rather than chest, through the nose in a slow, even and gentle way.

114
Q

How can breathing techniques help for phobias

A

controlled breathing helps to reduce feelings of anxiety by lowering blood pressure and heart rate and balancing levels of oxygen and carbon dioxide in the blood.

115
Q

How does exercise help phobias

A

exercise uses up hormones that are produced when we experience stress due to the adrenal glands releasing adrenaline and cortisol into the blood as part of the fight-flight-freeze response. Using up these hormones helps to reduce anxiety/ fight-flight-freeze symptoms.

116
Q

What are the psychological interventions to treat specific phobia

A

psychotherapy (CBT, systematic desensitisation)

117
Q

Define psychotherapy

A

any psychological technique in the treatment of mental disorders used to facilitate positive changes in personality, behaviour or adjustment. It usually involves verbal interaction between a trained mental health professional and a client.

118
Q

What are the two types of psychotherapeutic treatments

A

CBT, systematic desensitisation

119
Q

What intervention considered to be the most effect method of treating specific phobia

A

CBT

120
Q

What does CBT stand for

A

cognitive behavioural therapy

121
Q

Define CBT

A

a type of psychotherapy that identifies and replaces unhelpful or unhealthy thoughts and behaviours in relation to a specific phobia.

122
Q

What are the two components of CBT

A

cognitive and behavioural components

123
Q

Define the cognitive component of CBT

A

identifies and replaces the irrational and unhelpful thoughts surrounding the phobic stimulus

124
Q

Define the behavioural component of CBT

A

identifies and replaces behaviours related to the phobic stimulus (in the case of specific behaviour, this is usually avoidance behaviours that are impacting a person’s daily functioning).

125
Q

How may CBT help with phobias

A

CBT would break the phobia cycle through addressing the ‘unhelpful thoughts’ (cognitive component) which would hopefully change the avoidance behaviour (behavioural component).

126
Q

Define systematic desensitisation

A

a type of behavioural therapy where an individual with a phobia is exposed to the phobic stimulus very slowly (with increasing intensity each time) under relaxed conditions until the fear response is extinguished.

127
Q

How does systematic desensitisation work

A

it uses classical conditioning principles to unlearn (or extinguish) the association the person has between fear and their phobic stimulus.Through repeated pairings of relaxation and the phobic stimulus, the fear response is replaced with a relaxed response.

128
Q

What are the social interventions to treat specific phobia

A

psychoeducation for families/supporters

129
Q

Define psychoeducation

A

education about a mental illness, such as the nature of the illness and treatment and management strategies.

130
Q

Who is psychoeducation usually given to

A

both the person with the phobia and their family/supporters

131
Q

What are the two components of psychoeducation

A

challenging unrealistic or anxious thoughts, not encouraging avoidance behaviours

132
Q

What happens for challenging unrealistic or anxious thoughts

A

Families and supporters can help a sufferer challenge their unhelpful and/or irrational thoughts and develop a more balanced perspective.

133
Q

Define avoidance behaviours

A

behaviours that attempt to prevent exposure to the phobic stimulus

134
Q

What does not encouraging avoidance behaviours involve

A

families and supporters should not criticise or encourage the use of avoidance behaviours, but should help the person become gradually exposed to the phobic stimulus

135
Q

What is high resilience linked to

A

greater life satisfaction and happiness

136
Q

What are biological factors that protect mental health

A

diet, sleep

137
Q

What role does diet play

A

a vital role in maintaining mental and physical health.

138
Q

Poor diet

A

can contribute to mental health problems like ADHD, depression, schizophrenia and Alzheimer’s disease.

139
Q

What is adequate diet

A

includes food and water intake that includes sufficient energy for a person’s needs and can promote good mental health and contribute to a person’s level of resilience when faced with adversity

140
Q

What is adequate sleep

A

necessary amount of sleep for individuals to function effectively during the daytime and cope with normal daily stress. Ensuring we get adequate sleep is essential in maintaining good physical and mental health.

141
Q

What are psychological factors that protect mental health

A

cognitive behaviour strategies

142
Q

What are cognitive behaviour strategies (mental health)

A

structured psychological treatments that recognise that a person’s way of thinking (cognition) and acting (behaviour) affects the way they feel. structured psychological treatments that recognise that a person’s way of thinking (cognition) and acting (behaviour) affects the way they feel.

143
Q

What are social factors that protect mental health

A

social support

144
Q

What is social support

A

the close, positive relationships we develop with others, which facilitate good mental health and morale.

145
Q

What is social support critical for

A

building resilience and enhancing the abilities of individuals to cope with difficulties

146
Q

What are behavioural change models

A

models that attempt to explain the complexities of how and why behaviours change.

147
Q

Why are behaviour change models important

A

the understanding of the different factors that influence behavioural change can be used to design more effective treatment strategies for sufferers of mental illnesses.

148
Q

What is the model of behaviour change studies in mental health

A

the transtheoretical model of behavioural change

149
Q

What is the transtheoretical model of behavioural change

A

Multi-staged process of intentional behaviour change that believes that behavioural change is a process that evolves over time that requires people to move through stages rather than a discrete, single event.

150
Q

What does the transtheoretical model asses

A

an individuals readiness to change by looking at the different stages an individual may go through as they move towards healthier behaviour

151
Q

What are the stages of the transtheoretical model

A

pre-contemplation, contemplation, preparation, action, maintenance

152
Q

What happens in the pre-contemplation stage

A

no intention to take action in the next 6 months and are generally unaware of problem

153
Q

What are effective strategies to move on from pre-contemplation stage

A

focus on further education, being more mindful of their decision-making and encouraging re-evaluation of their current behaviour

154
Q

What happens in the contemplation stage

A

intend to take action in the next 6 months, as they are more aware of the benefits of changing and are aware that a problem exists but has not yet made the commitment to take action

155
Q

What are effective strategies to move on from contemplation stage

A

identify new positive outcomes of the change; achieved through focusing on others who behave in healthier ways.

156
Q

What happens in the preparation stage

A

individual intends to take action within the next 30 days and has taken some behavioural steps in this direction, and have devised a plan of action to make the significant behavioural change.

157
Q

What are effective strategies to move on from preparation stage

A

encouraging small initial steps, reassuring support from family and friends, and focusing on how they will feel once behavioural changes have been made.

158
Q

What happens in the action stage

A

individual changes his or her overt behaviour for less than 6 months, during this stage individuals need to learn how to strengthen their commitments to change and take actions against a relapse of the unwanted behaviour

159
Q

What are effective strategies to move on from action stage

A

education on techniques for keeping up their commitments, rewarding themselves for taking steps towards changing, and avoiding people and situations that tempt them to behave in unhealthy ways.

160
Q

What happens in the maintenance stage

A

individual changes his or her overt behaviour for more than 6 months, and are less tempted to relapse into the unwanted behaviour and grow increasingly more confident that they can continue their changes

161
Q

What are effective strategies to stay in maintenance

A

encouraging individuals to seek support with people whom they trust, spend time with people who behave in healthy ways and engage in healthy activities to cope with stress.

162
Q

What are the two arrows on the transtheoretical model labelled

A

progress and relapse

year 12 psychology (5 decks)

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