PSY 333 exam 1 study guide

abnormal behavior general criteria

statistical infrequency, deviance (cultural inappropriateness), dysfunction (maladaptive), distress (subjective), dangerousness

acronym for abnormal behavior general criteria

SDDDD

What are the main historical models for the causes and treatment of psychological disorders?

supernatural, biological, psychological

Pasteur's germ theory

microorganisms could invade body and lead to physical problems

original purpose of asylums

keep people away from society

Philippe Pinel and Jean-Baptiste Pussin

treated asylum patients humanely, unchained, encouraged social interaction, small staff to patient ratio, symptoms improved, only moral therapy for wealthy

Mental Hygiene Movement

Dorothea Dix, moral therapy for all

What 4 themes led to contemporary perspectives of abnormal psychology?

biological discoveries, development of classification system, experimental psychology research, emergence of psychological causation viewpoint

Emil Kraepelin

outlined causes, course, and outcomes of various syndromes

What are the major hypothesized causes of psychological illness according to biological perspective?

genetic vulnerabilities, chemical imbalances (neurotransmitter/ hormonal abnormalities), structural (brain disfunction)

Behavioral genetics

the study of the degree to which genes and environment influence behavior

heritability

extent to which the variability in a particular disorder can be accounted for by genetic factors

HPA axis

hypothalamus, pituitary, adrenal

Norepinephrine

Attention, alertness, mood, associated with fight or flight

Serotonin

mood disorders, information processes

Dopamine

schizophrenia, 2 pathways: motor (movement), pleasure centers (reward)

GABA

anxiety, overstimulation, solely inhibitory (always decreases chances that next neuron will fire)

Hypothalamus controls

nervous system and hormonal response to fight or flight

NT release

Neuron- receives enough stimulation to reach threshold it will fire (known as action potential), action potential goes down axon, end of axon electrical change gets to terminal button releases neurotransmitter that goes into synapse and gets into receptors on postsynaptic neuron (can lead to increase or decrease of chance next neuron fires)

how a NT is destroyed

reuptake or enzyme breakdown

reuptake

once neurotransmitter bind with receptors, neuron that released it can suck it back up

Freud's topographical model

conscious, preconscious, unconscious

what does the id do

completely unconscious, based on desires, houses all energy and causes us to engage in behaviors, seeks instant gratification,

when does is develop

birth

what is the ego designed to do

help id satisfy desires without causing problems

what does ego operate on

reality principle

When does the ego develop

around 1 year

what is the superego

moral structure

what is ego developed out of

id

what is super ego developed out of

parents values

when does super ego develop

5 or 6 years

psychosexual stages

oral, anal, phallic, latent, genital

oral stage (years and what happens)

birth-1.5, breast feeding

anal stage (years and what happens)

1.5-3, potting training

phallic stage (year and what happens)

3-5, play with genitals for pleasure, oedipus complex and electra complex

latent stage (year and what happens)

6-early teens, sexual yearning pushed down below consciousness

genital stage (year and what happens)

puberty-rest of life, adult side of sexual energy

repression

pushing down thoughts or memories

reaction formation

behave in ways opposite of true feelings

projection

attribute own thoughts, ideas, desires to someone else

displacement

redirect unacceptable impulses onto substitute target (mad at someone but take it out on someone else)

sublimation

redirect unacceptable behavior into something that is socially appropriate

transference

clients transfer feelings from original issue onto therapy (Freud believed this was necessary for effect therapy)

psychodynamic therapy techniques

dream analysis, free association, transference

classical conditioning

unconditioned stimulus (not learned) will lead to unconditioned response, pairing of neutral stimulus with unconditioned response leads to conditioned response

Generalization

other stimulus similar to original stimulus will elicit same response (after classical conditioning)

operant conditioning

learning by consequences (reinforcements and punishments)

modeling

teaching a behavior by performing the behavior and having learned imitate it

reliability

consistency; the degree to which an instrument produces the same result each time it's used

validity

degree to which an instrument measures what its supposed to measure

prevalence

number of people with a disorder (how common it is in a given period of time)

incidence

the number of new cases (of people with the given disorder or disease in a given period of time)

prognosis

making an educated guess about the expected outcome and treatment

General Parisis

infected these individuals with malaria and treated it, resolved symptoms

importance of General Parisis

started to use drug therapies

Pasteur's Germ Theory

idea that bacterial infection could lead to physical problems

(historical) Supernatural model causes of disorders

gods and demons, star and planet movement, whichcraft

(historical) supernatural model treatment of disorders

exorcism, beating, trephination (cut hole in skull)

(historical) biological model causes of disorders

brain pathology, head trauma, genetics

(historical) biological model treatment of disorders

four humors

(historical) psychological model causes of disorders

(psychological event) personal experiences, beliefs, emotions, and ideas

(historical) psychological model treatment of disorders

magnet- hypnosis

Neo-Freudian theories

rejected Freud's exclusively sexual interpretation of human motivation and psychosexual stages, emphasized social environment for personality development

adler and jung developed

individual and analytical psychology from neo-freudian theories

for little albert what was the loud noise, white rat, and fear of white rat

UCS, CS, CR

extinction

gradual weakening of a conditioned response that results in the behavior decreasing or disappearing

spontaneous recovery

the reappearance, after a pause, of an extinguished conditioned response

founder of classical conditioning

Pavlov

founder of operant conditioning

Skinner

operant conditioning

a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher

Reinforcement

type of condequence that strengthens the behavior it follows

punisher

type of consequence that weakens the behavior it follows

positive reinforcement

pleasant stimuli that strengthens likelihood of doing it again

negative reinforcement

removal of unpleasant stimuli that increases likelihood of doing it again

discrimiative stimulus

stimulus that serves as a signal that a certain response will lead to a reinforcer

shaping

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior

Cognitive Theory (cause of abnormal behavior)

faulty mental processing

cognitive theory- 3 areas of possible deficiencies

selective attention, schemas, cognitive appraisal

selective attention

what you attend to

schemas

how info is organized, stored, or retrieved

cognitive appraisal

how you interpret info

rational emotive behavior therapy created by

Albert Ellis

rational emotive behavior therapy

reactions to events caused by irrational beliefs, ABC model

ABC model

activation event, beliefs about event, consequences (emotional)

CBT founder

Aaron Beck

CBT principles

we have distorted thought processes that lead to problems, negative triad

negative triad

negative views of the self, the world, and the future

diathesis-stress model

weather or not an individual develops a disorder is dependent on diathesis (genetic predisposition) and environmental stressors

criticisms of general classification system

uniqueness can be lost (once individual is categorized), individual may attribute characteristics they do not possess, stigma

importance of general classification system

1. allows us to describe characteristics of individuals who suffer from a disorder

2. Help clinicians predict behavior and outcome

3. Help clinicians decide avenues of treatment (once diagnosis is linked to treatment)

4. Helps researchers communicate findings

DSM-5 3 areas

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clinical interview

Detailed psychosocial history, Current and past: behaviors, cognitions, emotions, attitudes, medical history, onset, description of problem and symptoms

mental status exam 5 criteria

Appearance and behavior, Thought process, Mood and affect, Intellectual functioning, sensorium

neurobiological assessments

brain imaging or psychophysiological

EEG

cap that measures electrical activity

CT

tube takes x rays of brain and can see structural abnormalities

PET

shows functioning of cells, measures metabolic changes (glucose)

MRI

electromagnet, structural view of brain

fMRI

magnetic fields, structure and function of brain (blood flow)

personality inventories

A self-report questionnaire in which brief responses to a collection of test items are used to assess personal characteristics or behaviors across various personality dimensions