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Psyc 175- Psyc and Law > Week 6 > Flashcards

Week 6 Flashcards

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1
Q

Theory of Repression

A

Something horrible happens
Mind represses memory in attempt to protect
If can remember, then can deal with and recover it
Remember with a gaiety of “therapeutic” techniques

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2
Q

How does one recover a memory?

A

Therapy

  • cue-dependent retrieval
  • guided imagery (imagine what could happen)
  • hypnosis
  • detailed dream analysis
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3
Q

How is a false memory created?

A

Similarly to how memories are recovered

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4
Q

Hypnosis

A

Altered attention and awareness and unusual receptiveness to suggestions

Steps

  1. Distractions are minimized
  2. Told to concentrate on something specific
  3. Told what to expect (e.g., relaxation)
  4. Suggest events or feelings sure to occur

Hypnotic age regression
-relive experience from childhood

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5
Q

Divided State of Consciousness

A

During hypnosis

Dissociation
-“splitting” consciousness into different states
One component follows hypnotist’s commands, the other is a “hidden observer”
-part of mind that is not within conscious awareness seems to be watching the person’s experiences as a whole

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6
Q

Hilgard (1986, 1992)

A

Hypnotized people -> arms into ice baths

Unhypn. intense pain within 25 seconds
Hypn. felt cold, but no pain

Dissociation between sensation of pain and emotional experience of pain

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7
Q

Social Influence Theory

A

People simply behave how they believe a hypnotized person should behave

Imaginative actors playing a social role

Support: Orne (1954)
-during hypnotic age regression, when asked why they were doing it, said to “asses psych. capacities” which someone that age would not have been able to do

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8
Q

Hypnosis has been used as

A

Entertainment
Method of psychotherapy
Procedure in branched of medicine
To enhance memory of eyewitness and victims

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9
Q

Benefits of hypnosis

A

Reduce pain and anxiety

  • Ice baths (Hilgard)
  • Surgical experiments (Askay & Patterson; Spiegel)
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10
Q

Susceptibility to hypnosis

A

Those who have rich fantasy lives and become totally engaged in imaginary events

Aprox. 5-10% of the pop cannot be hypnotized by even a skilled hypnotist

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11
Q

Can hypnosis enhance memories of forgotten events?

A

Chowchilla, CA 1976

  • school bus full of children kidnapped
  • driver saw license, but couldn’t recall -> hypn. -> captured perp (lot of evidence that was right)

Boston, MA 1981

  • armored car robbed
  • hypno. -> confidently recalled -> license to president of Harvard, where he used to work
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12
Q

Is hypnosis reliable?

A

No, can actually make memories worse

Confabulations (talking more, so more info, but not more accurate)
Pseudo-memories

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13
Q

Brown (1995)

A

Highly suggestible, dissociated, self-help -> more susceptible to false memories

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14
Q

Dream interpretation

A

Dreams commonly incorp info of pervious day’s preoccupations
-negative emotional content (8 out of 10 dreams have at least one negative event or emotion)

Failure dreams (common)
-failure, being attacked, pursued, rejected, or struck with misfortune

Sexual dreams
young men: 1 in 10 (10%)
young women: 1 in 30 (3.3%)

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15
Q

Lucid dreaming

A

Events seem so normal that dreamers feel as if they are awake and conscious
- do “experiments” to determine if awake or dream

Rare to achieve with any regularity

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16
Q

Wish Fulfillment (Freud)

A

Dream theory

Manifest content

  • remember storyline
  • NO interpretation
  • censored version of latent content

Latent content

  • window into unconscious mind and hidden desires
  • allows for expression of wishes or needs that may be to painful or guilt-inducing to acknowledge consciously
  • KEY aspect of the dream

EXAMPLE

  • women dreamt of getting period (manifest) which showed that she was pregnant and not ready to give up her youth and turn to motherhood (latent)
  • girl dreams father cases her and sends bears to chase her (manifest) because father abused her as child (latent)

Criticism:

  • lack of scientific support
  • dreams can be interpreted in many ways
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17
Q

Source confusion errors

A

Memory distortion that occurs when the true scorch of the memory is forgotten

  • attributing a memory for one event to the wrong source (retain content, not source)
  • > can help explain misinformation effect

Memories are distributed across the cortex

  • one of the frailest parts of memory is its source
  • retain the image, but not the context in which we acquired it
  • > was it really what they experienced in their past or was it by suggestion?

EXAMPLES

  • telling friend same story they told you
  • misattributing story to friend that heard on TV
  • misremember doing something you only IMAGINED doing
  • misremembering something that occurred in a dream
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18
Q

False memories

A

Misinformation and source confusion can alter details for memories that already exist
Also possible to create memories that never actually occurred (formation of false memories)

19
Q

Infantile amnesia

A

Cannot remember before 3 years old

Development of explicit memory - verbal recall

20
Q

Loftus & Pickrell (1995)

A

False memories

“Lost in the Mall” study

  • told fictitious story about how they were lost in the mall as a child
  • > 25% came to believe they had been lost in the mall!
21
Q

Braun, Ellis & Loftus (2002)

A

False memories

Picture with Bugs Bunny at Disneyland 25% claimed

22
Q

Wade, Garry, Read & Lindsay (2002)

A

False memories

Photoshopped participant’s picture on to a hot air balloon ride

~50% of participants created partial or full memories of the fictitious event

23
Q

Limitation for false memory studies?

A

Laboratory studies

Not in context of abuse

24
Q

Imagination inflation

A

Garry, Manning, Loftus, & Sherman (1996)
-asked participants variety of questions, such as breaking window with hand

Two weeks later
-imagination exercise, imagined self breaking window with hand, cutting self, and bleeding

Then questioned again

Vividly imagining events lead to increased confidence by subjects that the event occurred in childhood

25
Q

Repressed Memories

A

APA Working Group on Investigation of Memories of Child Abuse

comprised of research and clinical psychologists

tasked with delving into issue and attempting to reach consensus about phenomenon

Stance:

  • repression can probably occur, but rarely
  • cannot tell difference between recovered memory and false memory
26
Q

Choosing a therapist

A
  1. No single set of symptoms indicative of childhood abuse
  2. Unbiased therapist
  3. Licensed practitioner
27
Q

People v. George Frankling revisited

A

Conviction overturned

Civil suit filed -> court ruled she did not do it intentionally

28
Q

People v. Thomas Brewster

A

Shots fired at car, man killed, passenger then assaulted.
Description given to police.
After 7 lineups and 11 years, finally gave positive ID of defendant.
Attorney told expert witness that they were doing secret DNA testing

Question raised
What is the role of an expert witness?
If know defendant is guilty, should they testify as to the reliability of science involved in case?

29
Q

Five basis APA principles

A
  1. Beneficence & Non-maleficence
  2. Fidelity & Responsibility
  3. Integrity
  4. Justice
  5. Respect for people’s rights & dignity
30
Q

Beneficence & Non-maleficence

A

Strive to benefit those they serve

To do no harm

31
Q

Fidelity & Responsibility

A

Establish relationships characterized by trust

Have professional & scientific responsibilities to society

32
Q

Integrity

A

In all activities, psychologist strive to be accurate, honest, and truthful

33
Q

Justice

A

All persons are entitles to access to & benefit from the profession of psychology
Psychologists should RECOGNIZE their biases and boundaries of competence

34
Q

Respect for people’s rights & dignity

A

Respect rights & dignity of all people & enact safeguards to ensure protection of these rights

35
Q

APA Ethical Guidelines

A

Relationships with clients
Informed consent
Maintaining competence
Confidentiality

36
Q

APA Ethical Guidelines: Relationships with clients

A

No sexual relationship with current client
No sexual relationships with relatives or significant others of current client
No client with former sexual relationship

ONLY yes

  • after two years of therapy termination
  • considered nature, duration, and intensity of therapy
  • considered circumstance of therapy termination
  • considered client’s personal history
  • considered client’s current mental status
  • considered likelihood of adverse impact on the client
  • no statement or action took place during course of therapy suggesting or inviting post termination sexual or romantic relationship

Excessive self-disclosure single most common precursor to therapist-client sex

Pope & Vetter (1991)

  • tended to be females
  • most involved intimacies prior to termination
  • judged harm in at least 80% of cases of post termination sexual relationship
  • > harm = attempt/complete suicide, hospitalization, sued

Retrospectively, former clients feel exploited

  • often victims of child abuse
  • lonely, isolated prior to relationship

70-90% of therapists been attracted to client
-> 2-10% (and declining) sexual involvement
Manage sexual feelings by consulting with colleagues
~5-10% disclose their sexual attraction (men more likely)

Refrain from serving more than ONE role with client or close associates of client
Exception: if can est. that rel. would NOT be expected to impair or risk exploitation or harm (need INFORMED CONSENT)

37
Q

APA Ethical Guidelines: Informed consent

A

Inform

  • benefits of procedure
  • risks of procedure
  • what will happen if no procedure

Holds up in court

General

  • legal capacity to give consent
  • > minors: assent
  • > consent from others (parents, guardians, etc.)
  • court-ordered services
  • > inform client, NO consent needed
  • documentation

Research

  • inform
  • > purpose of research, expected duration, benefits, procedures
  • > if deception, then debriefing
  • right to decline participation and withdrawal once study has begun

Assessment

  • for assessments, evaluations, or diagnostic services
  • exceptions
  • > mandated by law or gov regulations
  • > routine edu, institutional, or org activities
  • > to eval “decisional capacity”

Therapy

  • nature of anticipated course of therapy
  • any and all fees
  • involvement of 3rd parties
  • limits to confidentiality
  • trainees & supervision (not fully licensed, etc.)
  • generally recognized techniques
  • > if not gen. rec., must notify client
    • developing nature of treatment
    • potential risks involved
    • alternative treatments
    • voluntary nature of their participation
    • EXAMPLE: repressed memory recall tech.
38
Q

APA Ethical Guidelines: Maintaining competence

A

Boundaries of competence
-must be competent in area

Maintaining competence

  • must maintain knowledge/ know the lit.
  • > conferences
  • > read appropriate journals
  • > consult with peers in field
  • > take classes if nec.

Bases for scientific and professional judgements

  • needs to be scientific and prof. evidence for treatment
  • > NO anecdotes, or personal observation & beliefs
39
Q

APA Ethical Guidelines: Confidentiality

A

Content considered privileged communication
->NO disclosure of info about client WITHOUT client’s expressed permission

EXCEPTIONS

  1. Mandated by law
  2. To provide needed professional services
  3. To obtain professional consultation
  4. To obtain payment services
  5. To protect client or another person from harm
40
Q

Not following the APA guidelines can lead to

A

Trouble.

  • potential harm for client
  • potential for getting sued
41
Q

Transference

A

Freudian
Client transfers feelings of a sign. person in their life to their therapist

GOOD

  • can work out outside issues
  • can help to turn to healthy feelings
42
Q

Countertransference

A

Therapist transfers own unconscious feelings onto their client

Must be careful to be as OBJECTIVE as possible

43
Q

Classical (unethical) psych studies

A 
Stanford prison experiment
Milgram experiment (obedience)
Little Albert (fear of anything white)

Psyc 175- Psyc and Law (17 decks)

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