Lecture Three

additive model of stress

• environmental factors and genetic factors combine to increase risk of developing a mental disorder

• if a person has no diathesis (biological vulnerability), with enough stress can still develop psychiatric disorder

• disorder more likely if have medium-high diathesis

interactive model of stress

• if a person has no diathesis, will not develop psychiatric disorder even with high stress

• with low stress, disorder will not develop even if high diathesis

• it’s the interaction between diathesis and stress→disorder (really depends on the levels of each)

imbalance in neurotransmitters

• too much/little release of a neurotransmitter by the presynaptic neuron

• in the synapse, the neurotransmitter is deactivated too slowly/quickly (reuptake into the releasing neuron or break down by enzyme)

• receptors in the postsynaptic neuron are too sensitive/insensitive

temperament

• child’s reactivity and characteristic ways of self-regulation at 2-3 months, thought to be biologically programmed

• by age 2-3 months, we reliably show difference in…

  • fearfulness

  • irritability/frustration

  • positive affect

  • activity level

  • attentional persistence/effortful control

• predict adult personality

cognitive theory

how we interpret what happens and our assumptions about ourselves and the world lead to maladaptive feelings and behaviors

cognitive distortions

• thoughts not based in reality, are exaggerated, cause excessive pain

• tend to be more frequent and intense in individuals with mental health disorders

three dimensions of cognitive distortions

• internal vs. external (it has to do with me vs. it has to do with the outside world)

• stable vs. unstable (it’s permanent vs. things can change)

• global vs. specific (it’s like this for lots of situations vs. it’s only like this for this situation)

• internal, stable, and global tendencies tend to be associated with more anxiety and depression (not good to go too far the other way)

behavioral view

maladaptive feelings and behaviors are learned through paired associations and punishment/reward

psychodynamic

• unconscious phenomena (motives, thoughts) lead to maladaptive feelings and behaviors

• three components to the mind→id (pleasure, immediate gratification); ego (regulatory, makes sure the id aligns with reality); superego (conscience, aligns the id with the morals of society)

contributions of psychodynamic theory

• Importance of talking as a way to start treatment

• Psychological factors outside of our conscious awareness do influence our behavior to some degree (e.g., implicit bias test)

• Some early childhood experiences do have an important and lasting impact on us (e.g., attachment theory, trauma)

• Certain disordered symptoms occur as an attempt to cope with difficult problems

• Similar psychological principles apply to both normal and abnormal behavior → reduced stigma

social view

environmental influences, often unpredictable and uncontrollable negative events, can negatively affect us and lead to maladaptive feelings and behaviors