ABPSYCH REVIEWER

Psychopathology

It is the study of the nature, symptomatology, development, and treatment of psychological disorders.

psychological disorder

a psychological dysfunction within an individual associated with distress or impairment in functioning and a response that is not typical or culturally expected.

Psychological Dysfunction

It refers to a breakdown in cognitive, emotional, or behavioral functioning. Additionally, it is the inability of an individual to perform regular daily activities, such as holding a job or maintaining relationships.

Distress or Impairment

It refers to unpleasant feelings that impact your level of functioning and interfere with daily activities.

Deviance

Reactions that are outside of cultural norms. It is when something is considered abnormal because it occurs infrequently, it deviates from the average.

Presents

is a traditional shorthand way of indicating why the person came to the clinic.

Clinical Description

represents the unique combination of behaviors, thoughts, and feelings that make up a specific disorder.

Prevalence

It answers the question “how many people in the population as a whole have the disorder?”

Incidence

It answers the question “how many new cases occur during a given period, such as a year,?'“

Sex Ratio

that is, what percentage of males and females have the disorder

Onset

it defines how’s the beginning of the disorder

Acute Onset

this states that the disorder began suddenly

Insidious Onset

It states that the disorder has develop gradually

Course

It is about how disorders follow a somewhat individual pattern

Chronic Course

meaning a disorder tend to last a long period of time or sometimes a lifetime. Examples of such disorder in a chronic course is Schizophrenia

Episodic Course

meaning a person will likely recover and to suffer a recurrence from the disorder at a later time. This pattern may repeat throughout a person’s life. Disorders like mood disorders follow this certain type of course.

Time-limited Course

meaning the condition of an individual with disorder will improve without treatment in a relatively short period of time with little or no risk of recurrence.

Prognosis

The anticipated course of a disorder

Developmental Psychology

the study of changes in behavior over time

Developmental Psychopathology

the study of changes in abnormal behavior over time

Life-Span Developmental Psychopathology

the study of abnormal behavior across the entire age span

Etiology

the study of origins, has to do with why a disorder begins (what causes it) and includes biological, psychological, and social dimensions.

Treatment Development

It answers the question “how can we help to alleviate psychological suffering. This also includes the use of pharmacologic, psychosocial, and/or combined treatments.

Treatment Outcome Research

It answers the question “how do we known that we have helped the person with disorder with the treatment that we have given?” This is also limited in specifying actual causes of disorders.

Exorcism

The doctrine that an evil being or spirit can dwell within a person and control his or her mind and body thereby can be treated by this, which is a ritualistic casting out of evil spirits.

Trephination

cutting holes to the skull in the belief that evil spirits may come out from it

Hydrotherapy

patients were shocked back to their senses by being submerged in ice-cold water.

Lunacy

This attributes insanity to the misalignment of moon and stars

Mass Hysteria

characterized by the large-scale outbreaks of bizarre behavior

Renaissance and the Rise of Asylums

characterized as the time of extreme cultural and scientific growth, and a decline of religious influence.

Johann Weyer

he is the first physician to specialize in illnesses of the mind

Gheel Belgium

It is where the first mental health facility was established.

Bethlehem Hospital, Spain

it is the first medical mental asylum

Asylum

it is the establishments for the confinement and care of mentally ill

Priory of St. Mary of Bethlehem

One of the first mental institutions, which eventually became one of London’s great tourist attractions.

Origin of the term “bedlam”, which means a state of total chaos

DIATHESIS

A condition that makes someone susceptible to developing a disorder.

STRESS

Life events or conditions that activates the disorder.

DIATHESISSTRESS MODEL

Interaction of genes and early environment in producing adult major depression.

GENE-ENVIRONMENT CORRELATION MODEL

It tells us that genetic endowment may increase the probability that an individual will experience stressful life events

PASSIVE GENE-ENVIRONMENT CORRELATION

Occurs when children passively inherit the genes and the environments their family provides.

EVOCATIVE GENE-ENVIRONMENT CORRELATION

Refers to how the social environment reacts to individuals based on their inherited characteristics.

ACTIVE GENE-ENVIRONMENT CORRELATION

Occurs when individuals seek out environments that support their genetic tendencies

GENE-ENVIRONMENT INTERACTION

Refers to the phenomenon where the importance of an individual's genotype varies as a function of their environment

Guarded Prognosis

it means the outcome of a medical condition or treatment is highly uncertain

Good Prognosis

indicates a high likelihood of recovery, effective disease management, or a favorable course of illness.

Diagnostic Hierarchy

A framework used to systematically organize and prioritize diagnoses in patients with multiple, overlapping symptoms

4 P’s of Case Formulation

PREDISPOSING

PRECIPITATING

PERPETUATING

PROTECTIVE

PREDISPOSING

Underlying vulnerabilities or risks that increase the likelihood of developing the disorder

PRECIPITATING

Recent events or triggers

PERPETUATING

Ongoing factors that maintain the problem or hinder recovery

PROTECTIVE

Personal strengths, support systems, or skills that foster resilience and aid in treatment

BIOPSYCHOSOCIAL MODEL

a holistic framework proposing that health, illness, and human development are the result of dynamic interactions between biological, psychological, and social factors

SUBTYPE

Mutually exclusive, required subgroups within a diagnosis

SPECIFIER

Optional, non-mutually exclusive extensions that define clinical features, severity, or course

SIGN

Observable indication of a disorder or disease that are observed by others

SYMPTOM

Any deviation from normal functioning that is considered indicative of physical or mental pathology that is reported by individual

OTHER SPECIFIED

When the clinician determines that there is enough available clinical information to specify the nature of the presentation

UNSPECIFIED

The clinician is not able to further specify the clinical presentation (e.g., in emergency room settings).

PRINCIPAL DIAGNOSIS

The condition established after study to be chiefly responsible for occasioning the admission of the individual.

PROVISIONAL DIAGNOSIS

Used when there is currently insufficient information to indicate that the diagnostic criteria are met, but there is a strong presumption that the information will become available to allow that determination.

INTELLECTUAL DEVELOPMENT DISORDER (IDD)

With onset during the developmental period, it includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains.

GLOBAL DEVELOPMENTAL DELAY (GDD)

This diagnosis is reserved for individuals under the age of 5 years when the clinical severity level cannot be reliably assessed during early childhood.

GLOBAL DEVELOPMENTAL DELAY (GDD)

This category is diagnosed when an individual fails to meet expected developmental milestones in several areas of intellectual functioning, and applies to individuals who are unable to undergo systematic assessments of intellectual functioning, including children who are too young to participate in standardized testing.

LANGUAGE DISORDER

Persistent difficulties in the acquisition and use of language across modalities (i.e., spoken, written, sign language, or other) due to deficits in comprehension or production that include the following:

• Reduced vocabulary (word knowledge and use) Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology)

• Impairments in discourse (ability to use vocabulary and connect sentences to explain or describe a topic or series of events or have a conversation)

LANGUAGE DISORDER

Language abilities are substantially and quantifiably below those expected for age, resulting in functional limitations in effective communication, social participation, academic achievement, or occupational performance, individually or in any combination.

Onset of symptoms is in the early developmental period

SPEECH SOUND DISORDER

Persistent difficulty with speech sound production that interferes with speech intelligibility or prevents verbal communication of messages.

The disturbance causes limitations in effective communication that interfere with social participation, academic achievement, or occupational performance, individually or in any combination.

Onset of symptoms is in the early developmental period

CHILDHOOD-ONSET FLUENCY DISORDER (STUTTERING)

Disturbances in the normal fluency and time patterning of speech that are inappropriate for the individual’s age and language skills, persist over time, and are characterized by frequent and marked occurrences of one (or more) of the following:

• Sound and syllable repetitions

• Sound prolongations of consonants as well as vowels

• Broken words (e.g., pauses within a word)

• Audible or silent blocking (filled or unfilled pauses in speech)

• Circumlocutions (word substitutions to avoid problematic words)

• Words produced with an excess of physical tension

• Monosyllabic whole-word repetitions (e.g., “I-I-I-I see him”)

CHILDHOOD-ONSET FLUENCY DISORDER (STUTTERING)

The disturbance causes anxiety about speaking or limitations in effective communication, social participation, or academic or occupational performance, individually or in any combination.

The onset of symptoms is in the early developmental period.

SOCIAL (PRAGMATIC) COMMUNICATION DISORDER

Persistent difficulties in the social use of verbal and nonverbal communication as manifested by ALL of the following:

• Deficits in using communication for social purposes

• Impairment of the ability to change communication to match context or the needs of the listener

• Difficulties following rules for conversation and storytelling

• Difficulties understanding what is not explicitly stated and nonliteral or ambiguous meanings of language

SOCIAL (PRAGMATIC) COMMUNICATION DISORDER

The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination.

The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities).

AUTISM SPECTRUM DISORDER (ASD)

Persistent deficits in social communication and social interaction across multiple contexts as manifested by all of the following, currently or by history:

• Deficits in social-emotional reciprocity

• Deficits in nonverbal communicative behaviors used for social interaction

• Deficits in developing, maintaining, and understanding relationships

AUTISM SPECTRUM DISORDER (ASD)

Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history:

• Stereotyped or repetitive motor movements, use of objects, or speech

• Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior

• Highly restricted, fixated interests that are abnormal in intensity or focus

• Hyper- or hypo reactivity to sensory input or unusual interest in sensory aspects of the environment

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

Six (or more) of the symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level.

• 5 symptoms for adults and adolescents

Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years.

Several inattentive or hyperactive-impulsive symptoms are present in two or more settings.

There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning.

Criteria for PREDOMINANTLY INATTENTIVE ADHD

• Often fails to give close attention to details or makes careless mistakes

• Often has difficulty sustaining attention in tasks or play activities

• Often does not seem to listen when spoken to directly

• Often does not follow through on instructions and fails to finish

• Often has difficulty organizing tasks and activities

• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort

• Often loses things necessary for tasks or activities

• Is often easily distracted by extraneous stimuli

• Is often forgetful in daily activities

Criteria for PREDOMINANTLY HYPERACTIVE/IMPULSIVE ADHD

• Often fidgets with or taps hands or feet or squirms in seat.

• Often leaves seat in situations when remaining seated is expected

• Often runs about or climbs in situations where it is inappropriate

• Often unable to play or engage in leisure activities quietly. Is often “on the go,” acting as if “driven by a motor”

• Often talks excessively

• Often blurts out an answer before a question has been completed

• Often has difficulty waiting his or her turn

• Often interrupts or intrudes on others

COMBINED PRESENTATION ADHD

If both criteria of Inattention and Hyperactivity/Impulsivity are met for the past 6 months.

PREDOMINANTLY INATTENTIVE

If the criterion for inattention has been met for the past 6 months.

PREDOMINANTLY HYPERACTIVE/IMPULSIVE

If the criterion for hyperactivity/impulsivity has been met for the past 6 months

SPECIFIC LEARNING DISORDER

Difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties:

• Inaccurate or slow and effortful word reading

• Difficulty understanding the meaning of what is read

• Difficulties with spelling

• Difficulties with written expression

• Difficulties mastering number sense, number facts, or calculation

• Difficulties with mathematical reasoning

SPECIFIC LEARNING DISORDER

The affected academic skills are substantially and quantifiably below those expected for the individual’s chronological age, and cause significant interference with academic or occupational performance, or with activities of daily living, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment.

• For individuals age 17 years and older, a documented history of impairing learning difficulties may be substituted for the standardized assessment.

• The learning difficulties begin during school-age years but may not become fully manifest until the demands for those affected academic skills exceed the individual’s limited capacitie

DYSLEXIA

is a neurodevelopmental learning disability that affects how the brain processes written language making it difficult for them to read.

DYSGRAPHIA

is a neurological learning disability that affects writing, spelling, and fine motor skills.

DYSCALCULIA

is a specific learning disorder that affects a person's ability to understand numbers and perform mathematical calculations.

DEVELOPMENTAL COORDINATION DISORDER

The acquisition and execution of coordinated motor skills is substantially below that expected given the individual’s chronological age and opportunity for skill learning and use.

DEVELOPMENTAL COORDINATION DISORDER

The motor skills deficit significantly and persistently interferes with activities of daily living appropriate to chronological age and impacts academic/school productivity, prevocational and vocational activities, leisure, and play.

Onset of symptoms is in the early developmental period.

STEREOTYPIC MOVEMENT DISORDER

Repetitive, seemingly driven, and apparently purposeless motor behavior.

The repetitive motor behavior interferes with social, academic, or other activities and may result in self-injury.

Onset is in the early developmental period.

PROVISIONAL TIC DISORDER

Single or multiple motor and/or vocal tics.

The tics have been present for less than 1 year since first tic onset.

Onset is before age 18 years.

Criteria have never been met for Tourette’s disorder or persistent (chronic) motor or vocal tic disorder

PERSISTENT (CHRONIC) MOTOR OR VOCAL TIC DISORDER

Single or multiple motor or vocal tics have been present during the illness, but not both motor and vocal.

The tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.

Onset is before age 18 years.

Criteria have never been met for Tourette’s disorder

TOURETTE’S DISORDER

Both multiple motor and one or more vocal tics have been present at some time during the illness, although not necessarily concurrently.

The tics may wax and wane in frequency but have persisted for more than 1 year since first tic onset.

Onset is before age 18 years.

Delusions

fixed, false beliefs (e.g., persecutory, referential, somatic, religious, grandiose)

Hallucinations

perception-like experiences that occur without an external stimulus.

Auditory (Broca’s area)

it is the most common type of hallucination.

Persecutory delusions

belief that one is going to be harmed, harassed, and so forth by an individual, organization, or other group

Referential delusions

belief that certain gestures, comments, environmental cues, and so forth are directed at oneself

Grandiose delusions

when an individual believes that he or she has exceptional abilities, wealth, or fame

Erotomanic delusions

when an individual falsely believes that another person is in love with him or her

Nihilistic delusions

involve the conviction that a major catastrophe will occur

Somatic delusions

focus on preoccupations regarding health and organ function

Thought withdrawal

belief that one’s thoughts have been “removed” by some outside force

Thought insertion

belief that alien thoughts have been put into one’s mind