Ab Psych: Unit 2: Understanding and Treating Mental Disorders

Modern explanation of Mental Disorders:

• Psychological View: invisible complexities of the human mind

• Biological View: Genetics, and other physiological reasons

• Dysfunctional Cultural Relationships: stressful interactions with family members and peers

• Sociocultural Influences: the effects of discrimination and stressors related to race, gender, and poverty.

• biopsychosocial model:the perspective suggesting that interactions between biological, psychological, and social factors cause mental disorders

  • genetics and brain functioning (a biological perspective) may interact with ways of thinking (a psychological perspective) in a given family environment (a social perspective) to produce symptoms

  • Issues with the biopsychosocial model:

    • there is limited focus on how elements interact to produce illness;

    • the model provides little guidance regarding how to treat the disorder

    • the model neglects the powerful forces of culture.

• multipath model: biological, psychological, social, and sociocultural influences. way of looking at the variety and complexity of contributors to mental disorders. It provides an organizational framework for understanding the numerous circumstances that increase risk for the development of a mental disorder, the complexity of potential interactions among these elements, and the need to view each disorder from a holistic perspective.

  The Four Dimensions of the Multipath Model

• Biological Factors—Genetics, brain structure and physiology, central nervous system functioning, autonomic nervous system reactivity, the way we think, biological vulnerability, and medication

• Psychological Factors—Personality, cognition, emotions, learning, coping skills, self-efficacy, values, and so forth

• Social Factors—Family and other interpersonal relationships, social support, sense of belonging, community connections, and so forth

• Sociocultural Factors—Race, gender, sexual orientation, spirituality or religion, socioeconomic status, ethnicity, culture, and so forth

  These factors can influence each other, such as connections between impulsivity and addiction, like patterns of brain functioning (biological factors) are associated with impulsivity (a psychological factor.)

  Protective Factors

• Biological - our brains and bodies are resilient, plus lifestyle factors can also protect us.

• Psychological - mental flexibility, active coping, optimism, hope, self-efficacy, and adaptability

• Social - healthy relationship and strong social networks increase our engagement with the world and enhance our resilience by building our coping skills and interpersonal resources.

• Sociocultural - culture and community serves as a buffer to adverse situations.

  Brain Structures to Know

• the forebrain- responsible for higher-level mental processes

  The midbrain - involved with basic functions such as hearing and vision, motor movement, alertness and sleep–wake cycles, and temperature regulation

• The Hindbrain - responsible for instinctive behavior related to self-preservation and survival as well as basic bodily functions involving physiological equilibrium such as heartbeat, respiration, and digestion.

• cerebrum - the largest part of the brain, consisting of the right and left hemisphere

• cerebral cortex - the outermost layers of brain tissue; covers the cerebrum

• neurons - a nerve cell that transmits messages throughout the body

• prefrontal cortex - the outer layer of the prefrontal lobe responsible for inhibiting instinctive responses and performing complex cognitive behavior such as managing attention, behavior, and emotions

• limbic system - a group of deep brain structures associated with emotions, decision making, and memory formation

• amygdala - the brain structure involved with physiological reactivity and emotional memories

• hippocampus - the brain structure involved with the formation, organization, and storing of emotionally relevant memories

• autonomic nervous system (ANS) - a system that coordinates basic physiological functions and regulates physical responses associated with emotional reactions

• hypothalamus - the brain structure that regulates bodily drives, such as hunger, thirst, and sexual response, and body conditions, such as body temperature and circadian rhythms

• hypothalamic-pituitary-adrenal (HPA) axis - a system activated under conditions of stress or emotional arousal

• pituitary gland- the gland that stimulates hormones associated with growth, sexual and reproductive development, metabolism, and stress responses

• adrenal gland - a gland that releases sex hormones and other hormones, such as cortisol, in response to stress

• glia - the cells that support and protect neurons

• neural circuits- a signal-relaying network of interconnected neurons

• dendrites-a short, rootlike structure on the neuron cell body that receives signals from other neurons

• axon - an extension on the neuron cell body that sends signals to other neurons, muscles, and glands

• myelin- white, fatty material that surrounds and insulates axons

• myelination-the process by which myelin sheaths increase the efficiency of signal transmission between nerve cells

• white matter- brain tissue comprised of myelinated nerve pathways

• gray matter - brain tissue comprised of the cell bodies of neurons and glia

• neurotransmitters - any of a group of chemicals that help transmit messages between neurons

• synapse - a tiny gap that exists between the axon of the sending neuron and the dendrites of the receiving neuron

• reuptake - the reabsorption of a neurotransmitter after an impulse has been transmitted across the synapse

• enteric nervous system (ENS) - an independent neural system involved with digestion; capable of signaling the brain regarding stress and other emotions

• neuropeptides - small molecules that can directly and indirectly influence a variety of hormones and neurotransmitters

• neurogenesis - the birth and growth of new neurons

• polymorphisms - a common DNA mutation or variation of a gene

  Classes of Medication Used to Treat Mental Disorders

• antianxiety drugs - minor tranquilizers like benzodiazepines

  • increases GABA activity which reduces transmission of nerve impulses which reducing anxiety symptoms

• antipsychotics - major tranquilizers

  • treats agitation, mental confusion, and loss of contact with reality. first generations antipsychotics like Thorazine bind and block dopamine receptors and stop nerve activity reliant on dopamine. however they caused way too many symptoms

  • atypical antipsychotics, loosely bind to dopamine receptors or influence other neurotransmitters

• antidepressants - depression and anxiety

  • Selective Serotonin Reuptake Inhibitors (ssri) - block reabsorption of serotonin, allowing it to remain in the synapse and enhance neural- communication potential, Prozac, Paxil, Zoloft.

  • Tricyclic Antidepressants - increase availability of serotonin and norepinephrine.

  • Monoamine Oxidase Inhibitors (MAOI) - inhibit the action of monoamine oxidase,deactivitng neurotransmitters after release into the synapse

• mood stabilizers - sometimes called antimanic drugs

  • lithium, or a combo of anticonvulsant and antipsychotic medications can be used

Electroconvulsive Therapy ECT - can change brain chemistry and reverse symptoms associated with some mental disorders.

Deep Brain Stimulations DBS - implanting

Vagus Nerve - a nerve that creates a mind- body pathway from the brain through the digestive tract to the abdomen, regulates autonomic nervous system processes and body reactivity
Psychodynamic Models - mental disorders are the result of childhood experiences and unconscious conflicts.

Freud

• Id- a key part of our unconcious psyche,operates from the

  • pleasure principle- the impulsive, pleasure-seeking aspect of our being—and seeks immediate gratification of instinctual needs, regardless of moral or realistic concerns

• Ego- the realistic and rational part of the mind

  • reality principle - an awareness of the demands of the environment and of the need to adjust behavior to meet these demands. dictated by realistic considerations rather than by moral judgments

• The superego- moralistic considerations

  • the conscience - instills guilt in us and helps prevent us from engaging in immoral or unethical behavior

Psychosexual Stages

• Oral - first year of life

• anal - around the second year of life

• phallic - beginning 3rd or 4th year of life

• latency - 6-12 yrs old

• genital - beginning in puberty

• Fixation in any of these stages half emotional development relative to that period of development.

• Defense Mechanisms - an ego protection strategy that shelters the individual from anxiety, operates unconsciously, and distorts reality
  Therapies based on the psychodynamic model

• psychoanalysis - aimed at helping clients uncover repressed material, achieve insight into inner motivations and desires, and resolve childhood conflicts that affect current relationships

  • free association - clients are asked to say whatever comes to mind for the purpose of revealing their unconscious thoughts

  • Dream analysis- focused on interpreting the hidden meanings of dreams

  • resistance - client unconsciously attempts to impede the analysis by preventing the exposure of repressed material

  • transference - a client undergoing psychoanalysis reenacts early conflicts by applying to the analyst feelings and attitudes that the person has toward significant others

Behavioral Models - concerned with the role of learning in the development of behavior

• Classical Conditioning

  • unconditioned stimulus (ucs) - the stimulus that elicits an unconditioned response

  • unconditioned response (UCR) - in classical conditioning, the unlearned response made to an unconditioned stimulus

  • conditioned stimulus (CS) - in classical conditioning, a previously neutral stimulus that has acquired some of the properties of another stimulus with which it has been paired

  • conditioned response (CR) - in classical conditioning, a learned response to a previously neutral stimulus that has acquired some of the properties of another stimulus with which it has been paired

• Operant Conditioning - the theory of learning that holds that behaviors are controlled by the consequences that follow them

  • operant behavior - voluntary and controllable behavior, such as walking or thinking, that “operates” on an individual’s environment

  • reinforcers - anything that increases the frequency or magnitude of a behavior

  • Positive and negative reinforcement

• Observational Learning - individual can acquire new behaviors by watching other people perform them

  • modeling - the process of learning by observing models and later imitating them

  • self-efficacy - individuals’ belief in their ability to make changes in their environment.

Behavioral Therapies -

exposure therapy, systematic desensitization, social skills training, assertiveness training,

Cognitive Behavioral Models - how we interpret situations can profoundly affect our emotional reaction and behaviors.

• ABC theory of emotional disturbance

• A - an event, fact, or someones behavior or attitude

• B - irrational belief

• C - Our emotional or behavioral reaction/consequence

  • B causes A, which Causes C

  Cognitive Behavioral Approaches to Therapy

• help clients recognize irrational patterns of thinking and replace them with more realistic and helpful thoughts.

• Third wave therapies - nonreactive attention to emotions can reduce ther power to create emotional distress.

• Dialectical behavior therapy DBT - uses an empathetic and validating environment to help clients learn to mindfully experience and regulate their emotions, cope with stress, and improve interpersonal skills and social relationships

  • mindfulness

  • distress tolerance

  • emotional regulation

  • interpersonal effectiveness

• Acceptance and Commitment Therapy - notice, accept, and embrace unpleasant feeling and emotions rather than avoid them

Humanistic Existential Models - looks at the person as a whole rather than in parts of the personality

• reality is a product of our unique experiences and perceptions, aka how we construe events

• we have free will and can make whatever choices we want, and have to accept the responsibilies that come with those choices

• integrity of the person will allows us to lead lives that we are best suited to.

Humanistic Perspective - the optimistic viewpoint that people are born with the ability to fulfill their potential and that mental distress results from disharmony between a person’s potential and self-concept
self- actualization - our inherent tendency to strive toward the realization of our full potential.

Existential Perspective - attitudes that focus on human alienation, the individual in the context of the human condition, and personal responsibility to others as well as to oneself. quest for freedom and meaning in life, thus we are responsible for our own unhappiness

Therapies

• Humanistic -person centered therapy - therapists abilities to communicate respect, understanding, and acceptance

• Existential - help clients become intentional in directing their lives.

Social Relational Models

• healthy relationships are important for opitmal human development and functioning.

• social relationship provide many intangible benefits like love, trust, sense of belonging etc

• when relationship are dysfunctional, the individual is vulnerable to mental distress.

Family systems model - assumes that the family is an interdependent system and that mental disorders reflect processes occurring within the family system

Treatment-

• conjoint family therapeutic approach - clear and direct communication

• strategic family approaches - consider power struggles within families

• structural family approaches - reorganize family relationships

• couples therapy

• group therapy

Other factors that influence mental illness and diagnosis

• cultural

• gender

• socioeconomic class

• immigration

• acculturative stress - psychological, physical, and social pressures associated with a move to a new country.

• Race and Ethnicity

  • inferiority model - an early attempt to explain differences in minority groups that contended racial and ethnic minorities are somehow inferior to the majority population

  • deficit model - explain differences in minority groups that contended differences are the result of “cultural deprivation”

  • multicultural model- a contemporary view that emphasizes the importance of considering a person’s cultural background and related experiences

  • implicit bias- unconscious assumptions about or stereotyping of members of a specific group