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PSYC3102 Psychopathology > Week 2 - Models of Psychopathology > Flashcards

Week 2 - Models of Psychopathology Flashcards

1
Q

The Scientist-Practitioner Approach

A

Psychologists use research findings to guide assessment, dialogue treatment of people with mental health disorders
- Empirically supported assessment & treatment strategies

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2
Q

What are models used to explain?

A

Models are used to explain:
- Origins of abnormal behaviour
- How to treat it
- How to prevent it

They provide a representation of the real world
Research tests hypothesises derived from models

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3
Q

Biological Models

A

Aetiological models: * Genetics * Biochemistry
* Neuroanatomy
* Endocrine system
Genetics: Studies of gene-environment interactions
1. The pedigree method
2. Classical twin design
3. Adoption studies
4. Molecular genetics

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4
Q

The Pedigree Method

A

Biological Model - Proband Identified
Tracking within a particular family across the generations if there is a heritable disorder
Natural Vs Nurture
Environment is important to be taken into account as well

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5
Q

The Classical Twin Design

A
  • Compares concordance rates for Monozygotic (MZ) and Dizygotic (DZ) twins. * Differ in genetic similarity, but likely not different environmental experiences
  • If MZ > DZ: genetic contributions * If MZ = DZ and both show high concordance; shared environmental contributions
  • E.g., growing up in poverty
  • If MZ = DZ, and both show low concordance; non-shared environment contributions
  • E.g., Experiences unique to one twin
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6
Q

Adoption Studies

A
  • Compares the concordance of a disorder in adopted children: * To their biological relatives
  • To their adoptive relatives
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7
Q

Molecular Genetics

A

Genetic Association Studies
Candidate gene studies
- Is one allele more frequently seen in people with the disorder than in people without the disorder?
ApoE-e4: 37 with Alzeimers disease vs 14% in general population,
Genome wide association studies
- Assess common variation across the entire genome
No single gene has been found to be entirely responsible disorders

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8
Q

Biochemsity as Aetiology

A
  • The anatomic structure of the neuron, or nerve cell:
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9
Q

Biochemsity as Aetiology

A
  • The anatomic structure of the neuron, or nerve cell:
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10
Q

Synaptic Transmission

A

Neurotransmitters: Chemicals released into the synapse
between two neurons that carry signals from the terminal of one
neuron to the receptors of another

How the synaptic transmission effects the abnormal psychological disorder

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11
Q

Biochemistry as Aetiology

A

Most druge therapies increase or decrease the activity of specific neurotransmitter systems have very broad effects

BUT: Neurotransmitter systems have very broad effects

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12
Q

The four neurotransmitter systems

A

There are four that are important to take into account when focusing on modelling for biological disorders

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13
Q
  1. Serotonin
A

Regulates behaviour, mood & thought processes
- Low seratonin actiity associated with
- Aggression, Suicide, Impulsive overeating, Hyper-sexual behaviour
Drugs that primarily affect the seratonin system
- Tricuclic antidepressants
- Seratonin specific reuptake inhibitors (e.g Prozac)

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14
Q

Gamma Aminobutyric Acid

A
  • Inhibits a variety of behaviour & emotions
    Seems to reduce arousal, anxiolytic effects

Benzodiazpines make it easier for GABA molecules to attach themselves to the receptors of specialized neurons

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15
Q

Noradrenalin

A

Secreted by adrenal glands
Noradrenalin circuits in CNS:
1. Hindbrain, in an area that consols basic bodily functions such as respiration
2. Another circuit influences the emergency reaction that occur when we suddenly find ourselves in a very dangerous situation

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16
Q

Dopamine

A

Dopamine circuits merge and cross with seratonin circuits - influence many of the same behaviour
Relays messages to control movements, mood and thought processes
Parkinson’s disease: dopamine-producing cells damaged

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17
Q

Hindbrain

A

Function involved in sustaining life, regulation of sleep

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18
Q

Midbrain

A

Regulation of some motor activies (fighting & sex) and sleep

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19
Q

Forebrain

A

Site of most sensory, emotional & cognitive functioning

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20
Q

Limbic system

A

Links to the forebrain with the midbrain with and the hindbrain
Regulate emotion and learning

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21
Q

Make note: Specific disturbances may result from damage to specific areas of the brain

A

.

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22
Q

Endocrine System as Aetiology

A

The endocrine organs produce hormones
- Route of message transmission is the bloodstream

23
Q

Functions of hormones

A

Help regulate physiological processes
Co-ordinate internal bodily processes with external events
* Prolonged stressed can cause dysfunction

24
Q

Hypothalamic-Pituiraty-Adrenal (HPA) Axis

A

HPA axis is here the endocrine system and CNS interact and controls reactions to stress
Hypothalamus connects to adjacents pituitary gland - which is the co-ordinator of the endocrine system
The pituitary gland, in turn, may stimulate the cortical (outer part) of the adrenal gland to produce: Surges of adrenaline, cortisol (the stress hormone)

25
Q

Psychodynamic Model

A

Developed primarily by Freud - Five overlapping stages of psychosexual development

26
Q

Psychodynamic model - Sexual energy changes

A
  • Oral: 0-1 ½ - the mouth sucking, swallowing etc.
  • Anal: 1-3 - The anus witholding or expelling faeces
  • Phallic: 3-4 - The penis or clitoris mast
  • Latency: 5-12 - Little or no sexual motivation present
  • Genital:11-20 - The penis or vagina, sexual intercourse
27
Q

Fixation + Adult Personality

A

Oral - Forceful feeding, deprivation, early weaning > Oral activities (e.g smoking, dependency, aggression)
Anal - Toilet training: too harsh, too lax > Obsessivness, tidiness, meanness, untidiness, generosity
Phallic - Abonormal family set-up leading to unusual relationship with mother/father > Vanity, self-obsession, sexual anxiety, inadequacy, inferiority, envy.

28
Q

Psychodynamic Model - 3 parts to personality

A

3 parts to personality: The Id
* Motivated by biologically driven instincts * Operates at unconscious level according
to pleasure principle and wish fulfilment The Ego
* Motivated by the reality principle
* Uses defence mechanisms to ward off unpleasant feelings (repression, projection etc) The Super Ego
* Conscience and ego ideal Often in conflict

29
Q

Contributions of Psychodynamic Theory

A
  1. Impact of childhood experiences on later development
  2. The impact of the unconscious on behaviour
  3. The continuity of normality and abnormality
  4. Demystified mental illness
  5. Defence mechanisms
  6. Transference and counter-transference
30
Q

Limitations of Psychodynamic

A
  1. Resistance to empirical investigation
    * How to study unconscious processes?
  2. Emphasises abnormality rather than psychological health
  3. Hasn’t contributed to prevention or early intervention methods
31
Q

Humanistic Model

A
  • Explicitly positive view of human nature
  • Humans born with natural inclination to be friendly, co-operative
    and constructive and are driven to self-actualise
  • Free will: we control, choose, and are responsible for our actions
    Origins: 1940s; Carl Rogers - Client Centred Therapy
32
Q

Huministic model - explanation of abnormal behaviour

A

Basic need to receive positive regard from significant others to accept our authentic selves unconditionally
- if not received: distress

33
Q

Client Centred Therapy

A

Acceptance, Congruence, Understanding

34
Q

Behavioural Model (1940s & 1950s)

A
  • John B. Watson (1878-1958) founder of behavioural movement
  • Rejection of introspection
  • Focus on behaviour which could be observed & measured * Learning has the key role in the development of behaviour
35
Q

Models of Learning

A
  1. Classical Conditioning - Pavlov (1849 - 1936)
  2. Operant Conditioning - Skinner (1904 - 1990)
36
Q

Classic Conditioning (Pavlovs dog)

A

Classical conditioning was first studied in detail by Ivan Pavlov, who conducted experiments with dogs and published his findings in 1897. During the Russian physiologist’s study of digestion, Pavlov observed that the dogs serving as his subjects drooled when they were being served meat.

37
Q

Operant Conditioning: Skinner

A
  • The best way to understand behaviour is to look at the causes of
    an action and its consequences
  • Reinforcers: responses from the environment that increase the
    probability of a behaviour being repeated
  • Punishment: designed to weaken or eliminate a response
  • Extinction: suppressing behaviour by removing the reinforcers
  • Discriminative stimulus: external events that tell the organism
    that if it performs a certain behaviour a certain consequence will
    follow
38
Q

Classical Conditioning techniques

A

Systematic Desensitisation
Aversion Therapy
Exposure therapy - relearning connections

39
Q

Operant Conditioning techniques

A

Positive reinforcement
Extinction
Token economies
Behavioural activation: re-engagement with rewards

40
Q

Strengths of Behavioural Model

A
  • Theory and treatments can be tested in the laboratory
  • Laboratory research supports the behavioural model
  • Many of the techniques remain useful
41
Q

Weaknesses of Behavioural Model

A
  • No indisputable evidence that abnormal behaviour is due to improper
    conditioning
  • Too simplistic
  • Over-emphasis on learning and environmental determinants of behaviour
  • Human cognition could not be accounted for
42
Q

Cognitive Model

A

1960s - 1970s cognitive revolution
1980s CBT with cognitive model at its core A+B+C model

A = Antecedent/ event
B = Belief
C = Consequence

43
Q

The Cognitive Principle

A
  • Emotional reactions & behaviour are strongly influenced by
    cognitions (thoughts, beliefs, interpretations, etc.)
  • Different cognitions give rise to different emotions
  • By changing cognitions one can change the way that they feel
44
Q

Strengths of Cognitive Model

A
  • Amenable to empirical enquiry
  • Complements behavioural strategies
45
Q

Weaknesses of Cognitive Model

A
  • Precise mechanism role of cognitions in psychopathology not
    clearly known
  • Lack of evidence for hypothesized mediators of change in CBT
  • Lack of evidence that cognitive therapy added to behavior therapy
46
Q

Other emerging therapies

A

1990s
* Dialectical Behavior Therapy (DBT; Linehan)
* Mindfulness Based Stress Reduction (Kabat-Zinn)
2000s
* Adaptations of MBSR eg. Mindfulness-Based Cognitive Therapy (MBCT)
1999
* Acceptance & Commitment Therapy (ACT); Hayes, Strosahl & Wilson 1999; 2011

47
Q

What is Mindfulness?

A
  • “The awareness that emerges through paying attention on purpose,
    in the present moment, and non-judgmentally to the unfolding of
    experience, moment by moment” (Kabat-Zinn, 2003)
  • Psychological problems arise when we dwell in the past or become
    stuck on thoughts about what might happen in the future
48
Q

Mindfulness-Based Stress Reduction (MBSR)

A

Originally developed for chronic pain & stress-related illnesses

49
Q

Mindfulness-Based Cognitive THerpay (MBCT)

A

Originally developed for prevention of depressive relapse but has since been expanded to a variety of other populations, including chronic pain.

50
Q

What is ACT?

A

“ACT is a therapy approach that uses acceptance and
mindfulness processes to produce greater psychological
flexibility.” (Hayes & Stroshal, 2004)
* Psychological problems originate from thought and language
* Language and cognition can trigger intense emotional pain and
psychological discomfort, and associated behaviours

51
Q

What is the goal for ACT?

A
  • The goal is psychological flexibility which involves contact with
    the present moment and changing or persisting in behaviour in
    the service of chosen values
52
Q

Strengths of Emerging Treatments CBT focused

A
  • CBT does not work for everyone, so we need alternative evidencebased options such as MBSR, MBCT, ACT.
53
Q

Weaknesses of Emerging Treatments CBT focused

A
  • Currently there is not the breadth and depth of highest level evidence
    (e.g., fully powered RCTs) across a range of disorders;
  • Many of the same criticisms as CBT (i.e., it is not clear if theorised
    mechanisms underlie treatment gains etc.)
54
Q

Daithesis-Stress Perspective

A

The diathesis-stress model posits that psychological disorders result from an interaction between inherent vulnerability and environmental stressors. Such interactions between dispositional and environmental factors have been demonstrated in psychopathology research.

Diatheses - Genes, Biological characteristics, psychological traits
Stressors - Environmental trauma, economic adversity, loss of loved ones, harsh family backgroun
…All these together leading to a Mental disorder..

PSYC3102 Psychopathology (8 decks)

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