PSY 441 Abnormal Psychology Spring 2015
Jane E. Fisher, Ph.D.
Eam ! S"#$y %#i$e
Exam I will cover material from the Barlow & Durand text chapters 1 – 3, lecture material, and in-class videos. he exam will consist of !" multiple choice #uestions $% points each. Exam I is scheduled for &h#rs$ay &h#rs$ay Febr#ary 1'. 's descri(ed on the s)lla(us, no ma*e-up exams will (e +iven + iven durin+ the semester. tudents should (rin+ a scantron to the exam. (hap"er 1 1) Descr Describe ibe $i**er $i**eren en"" appr approa oache chess "o "he "he $e*in $e*ini"i i"ion on o* +abno +abnorm rmal al beha behaio ior-. r-. Proi$e Proi$e an eample eample o* a beh behai aior or "ha" "ha" is consi$e consi$ere re$ $ +abnor +abnormalmal- *or each $e*ini"ion.
he a(normal (ehavior is a ps)cholo+ical d)sfunction within an individual that is associated with distress or impairment in function and a response that is not t)picall) or culturall) culturall) expected. he approaches approaches are ps)cholo+ica ps)cholo+icall d)sfunction d)sfunction,, personal personal distress distress or impairment, deviance, dan+erousness. /s)sicolo+ical d)sfunction0 (rea*down in co+nitive, emotional or (ehavioral functionin+. Ex0 fear of a situation that it is not normal to (e afraid. /ersonal distress or impairment0 impairment0 (ehavior that are accompanied () distress 't)pical or not culturall) expected0 expec ted0 when )ou do somethin+ that is not accepted () the societ) dan+erousness0 (ehavior ( ehavior that is dan+erous to one or others. o thers. Ex0 antisocial (ehavior, (ehav ior, suicidal (ehavior deviance0 a(normalit) is relative to cultural or societal normal. ex0 pedophilia 2) Describe "he $oc"rine o* $emonology an$ ho i" a**ec"e$ "he "rea"men" o* persons hose behaior as consi$ere$ abnormal.
he demonolo+) demonolo+) is the view of a(normal a(normal (ehavior (ehavior is due the occupation occupation () an evil (ein+. he treatment of this was exorcism$reli+ious ritualls where were performed in an effort to rid the victim of evil spots, torture, trephination. /) Describe ippocra"es ies abo#" "he ca#ses o* abnormal behaior. o $i$ his "heory "heory o* abnorm abnormal al beh behaio aiorr in*l#en in*l#ence ce "he "re "rea"me a"men" n" o* abnorm abnormal al beh behai aior or in ancien" %reece
ippocrates ippocrates (elieved (elieved that a(normal a(normal (ehavior (ehavior was the result result of internal internal ph)sical ph)sical pro(lems. It is duet (rain patholo+) caused () the im(alance of (od) humors. he )ellow (ile excess causes mania, the the excess of (lac* (ile causes melancholia, the excess of (lood causes phle+m. he treatment that he (elieved was (ased on the re+ulatin+ the environment and increasin+ or decreasin+ heat, dr)ness, moisture or cold. 4) Describe ho "he con$i"ion 3non as general paresis in*l#ence$ i$eas abo#" "he ca#ses o* abnormal behaior.
he +eneral paresis helped in the concept of somato+enic perpective $a(normal functionin+ has ph)sical causes 5) Describ Describee "he con"rib# con"rib#"ion "ionss o* "he *olloin *olloing g in$ii$ in$ii$#al #als s Phillipe Phillipe Pinel, Pinel, Emil raepelin, John P. %rey.
/hullipe /inel he (elieved in the moral treatment that was the care emphasi2ed humane and respectful. Emil Emil raepel raepelin0 in0 he was the first first one to distin distin+ui +uish sh amon+ amon+ variou variouss ss ps)chol ps)cholo+i o+ical cal disorers, seein+ that each ma) have a different a+e of onset and time course, with somewh somewhat at diffe different rent cluste clusterr of presen presenti tin+ n+ s)mptom s)mptomss and pro(a(l pro(a(l) ) a differ different ent cause. cause. /h)sical factors are responsi(le for mental disfunction 4ohn /. 5re)0 is position is that the cause of insanit) were alwa)s ph)sical. he mentalit) ill patient should (e treated as ph)sical ph )sical ill. 6) Describe Fre#$s s"r#c"#ral "heory o* "he min$.
Id0 raw ener+) that powers the mind $+ratification of (asic ur+es for food, water warmth, affection and se. It is unconscious. Illo+ical, emotional, irrational. E+o0 conscious part of the mind that deals with realit). 6o+ical, rational $realit) principle upere+o0 it is the final part p art of the mind to emer+e and is similar to the conscience. 7oral principle.
7) Descr Describ ibee Fre# Fre#$ $ss conc concep" ep"#al #ali8 i8a"i a"ion on o* "he "he $ee $eelop lopmen men"" o* "he "he per person sonal ali"y i"y.. Accor$ing "o Fre#$ ha" ha" are "he s"ages o* psychose#al $eelopmen" 9ha" occ#rs $#ring each s"age
8reud ar+ue that the personalit) develops in sta+es. In each sta+e the id derives pleasure from a distinct part of the (od).
9ral $(irth - 1: m - infant derives pleasure from eatin+ and (itin+. 'nal $1: m - 3 ) the focus of the pleasure is anus /hallic $3 to ;) - the +enitais are the focus of pleasure 6atent $; - 1%) id impulse are dominant +enital0 eterosexual interest are dominant :) Describe "he ma;or "echni<#es o* psychoanalysis
he +oal of the ps)choanal)sis is insin+ht $understaundin+ of the (asis for anxiet). he techni#uees of ps)choanal)tic therap)0 free association0 person sa)s whatever comes to mind0 the content is examined () the therapist for resistances $areas the person does not wish to tal* a(ou t dream anal)sis0 unconscious impulses are expressed durin+ dreams. ') Eal#a"e "he s"reng"hs an$ limi"a"ions o* "he psychoanaly"ic para$igm.
penis env)>. ! he notion of >repetition compulsion> transcends theor), often drawn () several models as a central concept. ; 5a((ard7an) people do not respond to medications or (rief therap)ome people want to derive deeper meanin+ a(out themselves (e)ond s)mptom reduction. ? he notion of >unconscious> (e+ins to explain (ehavior that we are unaware of. : here is (iolo+ical research that supports some of 8reud@s claims $>divided (rain> studies.
A he focus on relationship $particularl) () o(ect relations 1" elf ps)cholo+) understands ps)chopatholo+) in terms of >d)sre+ulation states>, which has (een confirmed throu+h neuro(iolo+ical literature. 11 he universalit) of defense mechanisms and their use across theories. 6imitations0 1 /s)choanal)tic ar+on serves to confuse rather than clarif) con cepts. % ome of the ideas $penis env), 9edipus are outdated in terms of our contemporar) world, and it is #uestioned () some theoristsCpractitioners whether these concepts are clinicall) useful. 3 he approach lac*s a theor) of interventionnot enou+h focus on techni#ue. = he exclusive focus on the past can lead to >anal)sis paral)sis> ! he theor) onl) provides a piece of the pieoften ne+lectin+ (iolo+ical, cultural, and social considerations ; oo man) patients $perhaps ps)chotic, (orderline are not considered appropriate for ps)choanal)sis. $8onte0 #ui2let.com 10) Describe ho classical con$i"ioning has been applie$ "o eplain "he $eelopmen" o* abnormal behaior.
11) 9ha" is "he law of effect Describe ho operan" con$i"ioning has been applie$ "o eplain "he $eelopmen" o* abnormal behaior.
6aw of effect, developed () Edward 6. hondi*e, sa)s that states that (ehavior is either stren+thened $li*el) to (e repeated more fre#uentl) or wea*ened $li*el) to occur less fre#uentl) dependin+ on the conse#uences of that (ehavior. Behaviors, a(normal or normal, have conse#uences throu+h0 /ositive reinforcement0 (ehaviors that terminate a ne+ative stimulus are stren+thened. e+ative reinforcement0 (ehaviors that terminate a ne+a tive stimulus are stren+thened.
12) Describe "he con"rib#"ions o* John =. 9a"son, !an Palo, E$ar$ &horn$i3e, =.F. S3inner. !an Palo
- stud) with do+s $salivation (efore the presentation of food - response that occurs onl) on the com(ination of the presence of a particular eventCsituation $stimulus - stimulus +enerali2ation0 the response of a person when heCshe +enerali2es to similar o(ects or people, for example, a person in a treatment to cancer, presents nausea when see somethin+ or someone similar to somethin+ in the p rocess of chemotherap). - when the stimulus re#uires no conditions, for example food with the do+s in la( or chemotherap), the process is called unconditioned stimulus $F<. •
he naturalCunlearned response to the stimulus $salivation and nausea is
called unconditional response $F
nausea $F
nausea $
- extinction0 when the person no more assimilate the conditional stimulus with the conditional response, for example, when one of the experiments $do+ with food and salivation replaced the footsteps that lead the do+s to salivate for the metronomeJ, after a period the conditioned response of the do+s was eliminated.
John =. 9a"son
- considered the father of the (ehaviorism $co+nitive-(ehavioral or social learnin+ model - ver) influenced () the wor* of /avlov - ps)cholo+), as the (ehaviorist view it, is a purel) o(ective experimental (ranch of the natural science. Its theoretical +oal is the prediction and control of (ehavior. Introspection forms no essential part of its methods.J - developed a la(orator) experiment that first recorded the producin+ of fear of an o(ect not previousl) feared $white rat and 11-month-old (o) called 'l(ert - second experiment to tr) to show if fear could (e unlearned or extin+uished - Bo) of two )ears old who was afraid of furr) o(ects, a ra((it and another (o) who were not afraid of ra((it. - 'fter a period was noted that the fear +raduall) diminished E$ar$ &horn$i3e
- most *nown for the law of effect $conse#uences on (ehavior - the (ehavior is either stren+thened $li*el) to (e repeated more fre#uentl) or wea*ened $li*el) to occur less fre#uentl) dependin+ on the conse#uences of that (ehavior. =. F. S3inner
- operatin+ conditionin+ - t)pe of learnin+ in which chan+es as a function of what follows the (ehavior - our (ehavior is not automaticall) elicited () an unconditioned stimulus and that we must account for this. - was stron+l) influenced () KatsonLs conviction that a science of human (ehavior must (e (ased on o(serva(le events and relationships amon+ those events. - (ehavior operates on the environment and chan+es it in some wa) - Example0 a (o) shoutin+ in a pu(lic place, the (o)Ls (ehavior affects his parentsL (ehavior of others around him. herefore, he chan+es his environmental - 7ost thin+s we do sociall) provide the context for other people to respond to us in one wa) or another, there() providin+ conse#uences for our (ehavior. - reinforcement0 effect on the (ehavior - he also (elieved that usin+ punishment as a conse#uence is relativel) ineffective in the lon+ run and that the primar) wa) to develop new (ehavior is to positivel) reinforce desired (ehavior. - s*inner did not see the need to +o (e)ond the o(serva(le and #uantifia(le to sta(lish a satisfactor) science of (ehavior. - shappin+0 process of reinforcement successive approximations to a final (ehavior or set of (ehaviors.
1/) Describe (arl >ogers ass#mp"ions abo#" h#man behaior. 9ha" are "he basic charac"eris"ics o* clien" cen"ere$ "herapy
- person-centered therap) - /eople can onl) (e understood from the vanta+e point of their own feelin+s - 5ive the individual a chance to develop durin+ the course of therap), unfettered () threats to the self - unconditional positive re+ard0 the complete and almost un#ualified acceptance of most of the clients feelin+s and actions, is critical to hu manistic approach. 14) Eal#a"e "he con"rib#"ions an$ limi"a"ions o* >ogers h#manis"ic "heory o* h#man behaior.
he Go+erLs humanistic theor) of human (ehavior, that ori+inated client-centered therap), later *nown as person-centered therap), is one of the most influential theor) from the point of view of therap)0 - u(stantial effect on theories of interpersonal relationships $e.+. human potential movements so popular in the 1A"s and 1A?"s - Emphasi2ed the importance of the therapeutic relationship $different from 8reudLs approach. Gather than seein+ the relationship as a means to an end $transference, humanistic therapists (elieved that relationships, includin+ the therapeutic relationship, were the sin+le most positive influence in facilitatin+ human +rowth. - u(stantial contri(utions to the scientific stud) of therapist-client relationships. evertheless, the humanistic model contri(uted relativel) little new information to the field of ps)chopatholo+). 9ne reason for this is that its proponents, with some exceptions, had little interest in doin+ research that would discover or create new *nowled+e. Gather, the) stressed the uni#ue, non#uantifia(le experiences of the individual, emphasi2in+ that people are more different than ali*e. 's 7aslow noted, the humanistic model found its +reatest application amon+ individuals without ps)cholo+ical disorders. he application of person-centered therap) to more severe ps)cholo+ical disorders has decreased su(stantiall) over the decades, althou+h certain variations have arisen periodicall) in some areas of ps)chopatholo+).
Be prepared to define the followin+ terms0
Psychopa"hology scientific stud) of ph)siolo+ical pro(lems. E"iology 0 stud) of ori+ins wh) disorder (e+ins includin+ (iolo+ical, ps)cholo+ical and social dimensions Prognosis 0 anticipated course of a disorder Presen"ing problem 0 the pro(lem that is presented () the patient to the doctor. Prealence 0 how man) people in the population as a whole have the disorder !nci$ence 0 how man) new cases occur durin+ a +iven period (o#rse 0 chronic, episodic, time limited !$0 raw ener+) that powers the mind $+ratification of (asic ur+es for food, water warmth, affection and se. It is unconscious. Illo+ical, emotional, irrational. Ego0 conscious part of the mind that deals with realit). 6o+ical, rational $realit) principle S#perego0 it is the final part of the mind to emer+e and is similar to the conscience. 7oral principle. Symp"om Denial refuses to ac*nowled+e some aspect of o(ective realit) or su(ective experience that is apparent to others. Syn$rome it is formed () a cluster of s)mptoms. Each s)ndrome has its own uni#ue cause, course, s)mptoms, treatment, outcome. $isplacemen" Pro;ec"ion falsel) attri(utes own unaccepta(le feelin+, impulses, or thou+hts to another individual or o(ect. >a"ionali8a"ion conceals the true motivations for actions, thou+hts, or feelin+s throu+h ela(orate reassurin+ or self"servin+, (ut incorrect explanation. >eac"ion *orma"ion su(stitute (ehavior, thou+hts, or feelin+s that are the direct opposite of unaccepta(le ones. >epression (loc*s distur(in+ wishes, thou+hts, or experiences from conscious awareness. ?oral "herapy it is a ps)chosocial approach. Its (asic tenets included treatin+ institutionali2ed patients as normall) as possi(le in a settin+ that encoura+ed and reinforced normal social interaction, thus providin+ them with man) opportunities for appropriate social and interpersonal contact. $e*ense mechanisms it is unconscious protective process that *eep primitive emotions associated with conflicts in chec* so that the e+o can continue its coordinatin+ function. S#blima"ion directs potentiall) maladaptedtive feelin+s or impulses into sociall) accepta(le (ehavior. Deins"i"#"ionali8a"ion reducin+ the population of mental hospitals Displacemen" transfers a feelin+ a(out, or a response to, an o(ect that causes discomfort onto another, usuall) less-threatenin+ o(ect or person.
Free associa"ion the patient are encoura+ed to sa) whatever comes to mind without the usual sociall) re#uired censorin+. It is intended to reveal emotionall) char+ed material to (rin+ into consciousness. Scien"is"@prac"i"ioner mo$el Demonology it is the view that a(normal (ehavior is due the occupation () an evil (ein+ Dream analysis the therapist interprets the content of dreams, supposedl) reflectin+ the primar)-process thin*in+ of the id, and s)stematicall) relates the dreams to s)m(olic aspects of unconscious conflicts. &rephina"ion Asyl#ms created for care or treatment of mentall) ill. he) were meant to (e a place of refu+e. 'lthou+h the care and treatment within an as)lum was not alwa)s humane or effective. &rans*erence (lassical con$i"ioning it is a t)pe of learnin+ in which a neutral stimulus is paired with a response until it elicits that response $/avlov and do+. ncon$i"ione$ response it is natural or unlearned response to this stimulus. 8or example, salivation. Posi"ie rein*orcemen" (ehaviors followed () pleasant stimuli are stren+thened. ncon$i"ione$ s"im#l#s when one stimulus is smoothin+ li*e food or chemotherap). It (ecause this stimulus that would elicit a response in almost an)one and re#uires no learnin+. (on$i"ione$ response it is the response that occur onl) on the condition of a presence of a particular event or situation $stimulus Bega"ie rein*orcemen" (ehaviors that terminate a ne+ative stimulus are stren+thened (on$i"ione$ s"im#l#s in the case of the do+ of the /avlov experiment it was the footsteps of whom was feedin+ the do+. E"inc"ion P#nishmen" Shaping it is a process of reinforcin+ successive approximations to a final (ehavior or set of (ehavior. Sys"ema"ic $esensi"i8a"ion individuals were +raduated introduced to o(ects or situations the) feared so that their fear could extin+uish. It could test their fear and see that nothin+ (ad happened in the presence of the pho(ic o(ect or scene. (o#n"er con$i"ioning learnin+ a new response )stematic desensiti2ation0 relaxation is paired with a stimulus that formerl) induced anxiet). 'versive conditionin+0 an unpleasant event is paired with a stimulus to reduce its attractiveness
=ehaior "herapy Behavior therap) applies principles of learnin+ to chan+e a(normal (ehavior, thou+hts and feelin+s Behavior therapists use classical and operant conditionin+ techni#ues as well as modelin+. Ca o* e**ec" (ehavior followed () conse#uences satisf)in+ to the or+anism will (e repeated.
(hap"er 2 1) Describe "he $ia"hesis@s"ress mo$el.
Diathesis-stress model0 scientists have assumed a specific method for interaction (etween +enes and environment. 'ccordin+ to this diathesis-stress models, individuals inherit tendencies to express certain traits or (ehaviors, which ma) then (e activated under conditions of stress. Each inherited tendenc) is a diathesis, which means, literall), a condition that ma*es someone suscepti(le to developin+ a disorder. Khen the ri+ht *ind of life event, such as a certain t)pe of stress, comes alon+, the disorder develops. Diathesis M vulnera(ilit). Nou can see that diathesis is +eneticall) (ased and the stress is environmental (ut that the) must interact to produce a disorder.
2) 9ha" are behavior genetics Describe "he logic o* "he *olloing approaches "o "he s"#$y o* behaior gene"ics a) "in me"ho$ b) *amily me"ho$ c) a$op"ion s"#$y.
Behavior +enetics is the stud) of how individual differences in +enetic ma*eup contri(ute to differences in (ehavior. 5enot)pe is the total +enetic ma*eup, composed of +enes. /henot)pe is the o(serva(le (ehavioral profile. he phenot)pe can chan+e over times as a function of the interaction of +enes and environment. 7ethods of (ehavioral +enetics Behavioral +enetics see*s to identif) the extent to which an a(normal (ehavior is inherited vs. the result of environmental influences $nature vs nurtureO. Behavioral +enetics0 Family me"ho$. 8amil) method identifies persons who have a disorder0 Pndex casesJ or pro(ands.J Do various relatives of the index cases have a +reater li*elihood of developin+ the ps)cholo+ical disorderO BrothersCsisters share !"Q of +enes.
&in me"ho$ compares the incidence of a disorder (etween twins0 mono2)+otic $7R twins share 1""Q of +enes. Di2)+otic $DR twins share on avera+e !"Q of +enes. win method identifies the disorder of interest in one of the twins and then determines the li*elihood $concordance of whether the other twin will also have the same disorder. A$op"ion s"#$ies 0 Kill a child (orn to a person with a disorder $(ut adopted out at (irth and raised awa) from the (iolo+ical parent develop the same disorderO 6eonard eston stud) of schi2ophrenia.
/) Describe "he gene@enironmen" correla"ion mo$el. Describe ho "his mo$el has been applie$ "o eplain comple h#man behaior s#ch as social rela"ionships.
- he +ene-environment correlation model. Kith additional stud), ps)cholo+ists have found the we( of interrelationships (etween +enes and environment to (e even more complex. ome evidence now indicates that +enetic endowment ma) increase the pro(a(ilit) that an individual will experience stressful life events. 8or example, people with a +enetic vulnera(ilit) to develop a certain disorder, such as (lood-inection-inur) pho(ia, ma) also have a personalit) trait - letLs sa) impulsiveness - that ma*es them more li*el) to (e involved in minor accidents that would result in their seein+ (lood. In other words, the) ma) (e accident prone (ecause the) are continuall) rushin+ to complete thin+s or to +et to places without re+ard for their ph)sical safet). hese people, then, mi+ht have a +eneticall) determined tendenc) to create the ver) environmental ris* factors that tri++er a +enetic vulnera(ilit) to (lood-inection-inur) pho(ia. his is the +ene-environment correlation model or reciprocal +ene-environment model. - win divorced increases li*elihood of another divorce. Kh) would this happenO 9(viousl), no one +ene causes divorce. o the extent it is +eneticall) determined, the tendenc) to divorce is almost certainl) related to various inherited traits, such as (ein+ hi+h-strun+, impulsive, or short-tempered, that ma*e someone hard to +et alon+ with. 'nother possi(ilit) is that an inherited trait ma*es it more li*el) )ou will choose an incompati(le spouse.
4) 9ha" are epigene"ics
Epi+enetics is the stud) of the switches that control +ene expressions, such as D' meth)lation and histone modification. In (iolo+), epi+enetics is the stud) of cellular and ph)siolo+ical traits that are herita(le () dau+hter cells and not caused () chan+es in the D' se#uenceS
epi+enetics descri(es the stud) of sta(le, lon+-term alterations in the transcriptional potential of a cell. hese alterations ma) or ma) not (e herita(le, althou+h the use of the term epi+enetic to descri(e processes that are not h erita(le is controversial.T1U Fnli*e simple +enetics (ased on chan+es to the D' se#uence $the +enot)pe, the chan+es in +ene expression or cellular phenot)pe of epi+enetics have other causes, thus use of the term epi-. 5) Describe "he rela"ionship be"een "he *olloing componen"s o* a ne#ron a) cell bo$y b) $en$ri"es c) aon $) "erminal b#""on e) synapse. Describe "he process inole$ in ne#ronal s"im#la"ion.
he t)pical neuron contains a central cell (od) with two *inds of (ranches. 9ne *ind of (ranch is called a dendrite. Dendrites have numerous receptors that receive messa+es in the form of chemical impulses from other nerve ce lls, which are converted into electrical impulses. he other *ind of (ranch, called an axon, transmits these impulses to other neurons. 't the end of the axon are the vesicles that *eep neurotransmitters inside, called terminal (uttons. eurons are not actuall) conne cted to each other. here is a small space throu+h which the impulse must pass to +et to the next neuron. he space (etween the axon of one neuron and the dendrite of another is called the s)naptic cleft. his >next neuron> is called post-s)naptic neuron and the >prior> is called pre-s)naptic neuron. he entire unction (etween neurons, includin+ the pre-s)naptic neuron@s axon terminal, the s)naptic cleft, and the dendrite of the post-s)naptic neuron is called s)napse. 9nce a neuron is stimulated $commonl) when neurotransmitters reach out its dendrite, the mem(rane potential overreaches the threshold, the cell (od) process the information and decides what response will +ive $e.+. inhi(itor), an action potential is fired and +oes down the axon up to reaches the axon terminal, leadin+ to the release of the terminal (uttons, which results in neurotransmitters release into the s)naptic cleft. 9nce there, these neurotransmitters (inds to the dendrites of the post-s)naptic neuron and the same will occur with the post-s)naptic neuron. his is the wa) that information is transmitted throu+h neurons.
6) 9ha" is a ne#ro"ransmi""er o migh" ne#ro"ransmi""ers be rela"e$ "o some *orms o* psychopa"hology
eurotransmitters are endo+enous chemicals that transmit si+nals across a s)napse from one neuron $nerve cell to another @tar+et@ neuron. eurotransmitters are released from s)naptic vesicles in s)napses into the s)naptic cleft, where the) are received () receptors on the other neuron or tar+et cell. eurotransmitters are stored in a s)napse in s)naptic vesicles, clustered (eneath the mem(rane in the axon terminal located at the pres)naptic side of the s)napse. eurotransmitters are released into and diffused across the s)naptic cleft, where the) (ind to specific receptors in the mem(rane on the posts)naptic side of the s)napse.
he idea that certain ps)cholo+ical disorders are causedJ () (iochemical im(alances, excesses, or deficiencies in certain neurotransmitter s)stems is no lon+er considered true. he effects of neurotransmitter activit) are less specific than we thou+ht. herefore, for example, the idea that depression is caused () a lac* of serotonin or that schi2ophrenia is caused () an overproduction and release of dopamine is not entirel) accepted.
7) Describe ho psychosocial *ac"ors e.g., con"rol oer enironmen"al een"s) migh" a**ec" ne#ro"ransmi""er sys"ems hin" see "e"boo3 pages 51 52).
everal experiments illustrate the interaction of ps)chosocial factors and (rain function on neurotransmitter activit), with implications for the development of disorders. ome even indicate that ps)chosocial factors directl) affect levels of neurotransmitters. he situations that someone experience directl) affects the structure of neurons at the s)napses () alterin+ the sensi(ilit) of neurotransmitters. his process is called neuroplasticit). o, chan+in+ the structure of the neuron, the neurotransmitter s)stem is also (ein+ chan+ed. he result of this process is a modification in the production, releasin+ and operation of neurotransmitter s)stem and conse#uentl) the increasin+ or decreasin+ of ps)cholo+ical disorders arousal. tudies indicate earl) ps)cholo+ical experience affects the deve lopment of the nervous s)stem and thus determines vulnera(ilit) to ps)cholo+ical disorders later in life. It seems that the ver) structure of the nervous s)stem is constantl) chan+in+ as a result of learnin+ and experience, even into old a+e, and that some of these chan+es (ecome permanent. In conclusion, ps)chosocial influences directl) affect the functionin+ and p erhaps even the structure of the central nervous s)stem. :) Describe "he learne$ helplessness mo$el. o has "his mo$el been #se$ "o eplain "he $eelopmen" o* $epression
he learned helplessness model occurs when rats or other animals encounter conditions over which the) have no control. If rats are confronted with a situation in which the) receive occasional foot shoc*s, the) can function well if the) learn the) can cope with these shoc*s () doin+ somethin+ to avoid them $sa), pressin+ a lever. But if the animals learn their (ehavior has no effect on their environmentsometimes the) +et shoc*ed and sometimes the) donLt, no matter what the) dothe) (ecome helplessJS in other words, the) +ive up attemptin+ to cope and seem to develop the animal e#uivalent of depression. eli+man drew some important conclusions from these o(servations. e theori2ed that the same
phenomenon ma) happen with people who are faced with uncontrolla(le stress in their lives. u(se#uent wor* revealed this to (e true under one important condition0 /eople (ecome depressed if the) decideJ or thin*J the) can do little a(out the stress in their lives, even if it seems to others that there is somethin+ the) could do. /eople ma*e an attri(ution that the) have no control, and the) (ecome depressed. ') De*ine mo$eling or obsera"ional learning). o has "his concep" been applie$ "o eplain "he $eelopmen" o* abnormal behaior
'l(ert Bandura sa)s that o(servational learnin+ occurs when or+anisms do not have to experience certain events in their environment to learn effectivel). Gather, the) can learn ust as much () o(servin+ what happens to someone else in a +iven situation. Bandura expanded his o(servations into a networ* of ideas in which (ehavior, co+nitive factors, and environmental influences conver+ed to produce the complexit) of (ehavior that confronts us. e also specified in some detail the importance of the social context of our learnin+S that is, much of what we learn depends on our interactions with other p eople around us. he (asic idea in all BanduraLs wor* is that a careful anal)sis of co+nitive processes ma) well produce the most accurate scientific predictions of (ehavior.
he alarm reaction that activates durin+ poten tiall) life-threatenin+ emer+encies is called the fli+ht or fi+ht response. 8ear activates )our cardiovascular s)stem. Nour (lood vessels constrict, here() raisin+ arterial pressure and decreasin+ the (lood flow to )our extremities $fin+ers and toes. Excess (lood is redirected to the s*eletal muscles, where it is availa(le to the vital or+ans that ma) (e needed in an emer+enc). Breathin+ (ecomes faster and, usuall), deeper to provide necessar) ox)+en to rapidl) circulatin+ (lood. Increased (lood circulation carries ox)+en to the (rain, stimulatin+ co+nitive processes and sensor) functions, which ma*e )ou more alert and a(le to thin* more #uic*l) durin+ emer+encies. 'n increased amount of +lucose $su+ar is released from the liver into the (loodstream, further ener+i2in+ various crucial muscles and or+ans, includin+ the (rain. /upils dilate, presuma(l) to allow a (etter view of the situation. earin+ (ecomes more acute, and di+estive activit) is suspended, resultin+ in a reduced flow of saliva $the dr) mouthJ of fear. In the short term, voidin+ the (od) of all waste material and eliminatin+ di+estive processes further prepare the or+anism for concentrated action and activit), so there is often pressure to urinate and defecate and, occasionall), to vomit.
Be prepared to define the followin+ terms0 geno"ype mono8ygo"ic "ins concor$ance
pheno"ype $i8ygo"ic "ins ne#ro"ransmi""ers
in$e
case gene re@#p"a3e
or
proban$
synapse ne#ron elec"rocon#lsie "heapry E(&) ne#ros#rgery agonis" an"agonis" re#p"a3e prepare$ learning emo"ion moo$ a#"onomic nero#s sys"em a**ec" parasympa"he"ic nero#s sys"em sympa"he"ic nero#s sys"em
(hap"er / 1) 9ha" are "he p#rposes o* psychological assessmen"
2) Describe "he concep"s o* reliabili"y an$ ali$i"y as "hey apply "o clinical assessmen". 9ha" is "he rela"ionship be"een reliabili"y an$ ali$i"y Describe $i**eren" "ypes o* ali$i"y as "hey apply "o clinical assessmen".
Gelia(ilit)0 the de+ree to which a measurement is consistent. /s)cholo+ists improve their relia(ilit) () carefull) desi+nin+ their assessment devices and then conductin+ research on them to ensure that two or more raters will +et the same dia+nose. Validit)0 whether somethin+ measures what it is desi+ned to measure.
/redictive validit)0 how well )our assessment tells )ou what will happen in the future. Ex0 does it predict who will succeed in school and who will not $which is one of the +oals of an IW test
/) 9ha" $oes i" mean "o +s"an$ar$i8e- an assessmen" "echni<#e
Is the process () which a certain set of standards or norms is determined for a techni#ue to ma*e its use consistent across different measurements. he standards appl) to the procedures of testin+, scorin+, evaluatin+ data. Ex0 he assessment mi+ht (e +iven to lar+e num(ers of people who differ on important factors as a+e, race, +enderX their scores would (e pooled with other individuals li*e them and (e used as standard our norm for comparison purposes. 4) 9ha" "ypically occ#rs $#ring a clinical in"erie 9ha" is inole$ in men"al s"a"#s eamina"ion
he interview +athers information on current and past (ehavior, attitudes, emotions and detailed histor) of the individualLs life in +eneral and of the presentin+ pro(lem.
+iven point $usuall) we lau+h when we sa) somethin+ funn)Cloo* sad when we tal* a(out somethin+ sad Intellectual functionin+0 clinicians ma*e a rou+h estimate of others intellectual functionin+ ust () tal*in+ to them. Geasona(le voca(ular)O
5) 9ha" is a structured interview 9ha" are "he a$an"ages an$ $isa$an"ages o* a s"r#c"#re$ in"erie as compare$ i"h an #ns"r#c"#re$ in"erie
o livro estY como semistructured, nZo sei se [ a mesma coisa... emisstructured
6) 9ha" is a psychological "es" 9ha" $oes i" mean "o say "ha" a "es" is standardized
/s)cholo+ical tests include specific tools to determine co+nitive, emotional, or (ehavioral responses that mi+ht (e associated with a specific disorder and more +eneral tools that assess lon+standin+ personalit) features, such as a tendenc) to (e suspicious. he) (e standardi2ed mean the) re#uires all test ta*ers to answer the same #uestions, or a selection of #uestions from common (an* of #uestions. he) also are scored in a standard or consistent manner, which ma*e it possi(le to compare the relative performance of individual clients or +roups of clients. 7) Accor$ing "o lec"#re ha" is a hypothetical construct
'n a(stract concept used in particular theorical manners to relate different (ehavior accordin+ to their underl)in+ features or causes. :) Describe "he ass#mp"ions #n$erlying pro;ec"ie "es"s. an$ limi"a"ions o* pro;ec"ie "es"s.
Eal#a"e "he s"reng"hs
/roective test is a t)pe of personalit) test in which the individual offers responses to am(i+uous scenes, words or ima+es. his t)pe of test emer+ed from the ps)choanal)tic school of thou+ht, which su++ested that people have unconscious thou+hts or ur+es. hese proective tests were intended to uncover such unconscious desires that are hidden from conscious awareness. It is +ood to learn #ualitative information a(out a client. It ma) (e used as a sort ice(rea*er as well. 9ne of the wea*ness is the respondent answer can (e heavil) influenced () the examiners attitudes. 's the) donLt have standard +radin+ scales tend to lac* (oth validit) and relia(ilit). ') 9ha" is "he p#rpose o* psychophysiological assessmen"
It purposes measurin+ chan+es in the nervous s)stem that reflect emotional or ps)cholo+ical events. he measurements ma) (e ta*en either directl) from the (rain or peripherall) from other parts of the (od). Electroencephalo+ram is one example of ps)choph)siolo+ical assessment.
10) Describe "he logic an$ p#rpose o* in"elligence "es"s.
Intelli+ent tests attempt to measure intelli+ence – that is, the (asic a(ilit) to understand the world around, assimilate its functionin+, and appl) this *nowled+e to enhance the #ualit) of life. 5enerall) the) have +ood relia(ilit) and validit). 11) Describe "he logic an$ p#rpose o* behaioral assessmen". 9hy $o yo# "hin3 na"#ralis"ic obsera"ions are mos" commonly p#rs#e$ i"hin behaioral assessmen" as oppose$ "o o"her mo$els o* assessmen"
Behavioral 'ssessment provide a thorou+h assessment of an identified (ehavior, includin+ anal)sis of the interrelatedness of antecedent tri++ersJ, components of the (ehavior itself, and conse#uences of the (ehavior. Geinforcin+ factors are identified and recommendations are made for (ehavior chan+es. Because naturalistic o(servation allows the o(server to directl) o(server the client in natural settin+. It also allow the o(server do not interfere in the client (ehavior and responses.
12) 9ha" s"eps are inole$ in a *#nc"ional analysis 1. Identif) potentiall) relevant characteristics of the individual client, his or her (ehavior, and the context in which it occurs via (road assessment.
%. 9r+ani2e the information collected in tep 1 into a preliminar) anal)sis of the client@s difficulties in terms of (ehavioral principles so as to identif) important causal relationships that mi+ht (e chan+ed. 3. 5ather additional information (ased on tep % and finali2e the conceptual anal)sis. =. Devise an intervention (ased on tep 3. !. Implement treatment and assess chan+e. ;. If the outcome is unaccepta(le, rec)cle (ac* to tep % or 3.
1/) 9ha" are "he p#rposes o* a classi*ica"ion sys"em classi*ica"ion sys"ems.
Describe cri"icisms o*
he purpose of a classification s)stem is to standardi2e, to or+ani2e o(servations, to turn *nowled+e advance accessi(le, stud) ori+in and functionin+ and allow comparisons. ome criticisms are the normal and a(normal la(el $normalJ and a(normalJ concepts ma) (e #uestioned, and sometimes the classifications are not natural. E.+. omeone as* please In a scale from " to 1" how does it matter to )ouO 7ost of the time people ust as* how )ou feel.
14) 9ha" is "he $i**erence be"een a $imensional an$ a ca"egorical sys"em *or classi*ying h#man behaior
he main difference (etween the
'xis I refers (roadl) to the principal disorder that needs immediate attentionS e.+., a maor depressive episode, an exacer(ation of schi2ophrenia, or a flare-up of panic disorder. It is usuall) $thou+h not alwa)s the 'xis I disorder that (rin+s the person
>throu+h the office door.> 'xis II lists an) personalit) disorder that ma) (e shapin+ the current response to the 'xis I pro(lem. 'xis II also indicates an) developmental disorders, such as mental retardation or a learnin+ disa(ilit), which ma) (e predisposin+ the person to the 'xis I pro(lem. 8or example, someone with severe mental retardation or a paranoid personalit) disorder ma) (e more li*el) to (e >(owled over> () a maor life stressor, and succum( to a maor depressive episode. 'xis III lists an) medical or neurolo+ical pro(lems that ma) (e relevant to the individual@s current or past ps)chiatric pro(lemsS for example, someone with severe asthma ma) experience respirator) s)mptoms that are easil) confused with a panic attac*, or indeed, which ma) precipitate a panic attac*. 'xis IV codes the maor ps)chosocial stressors the individual has faced recentl)S e.+., recent divorce, death of spouse, o( loss, etc. 'xis V codes the >level of function> the individual has attained at the time of assessment, and, in some cases, is used to indicate the hi+hest level of function in the past )ear. his is coded on a "-1"" scale, with 1"" (ein+ nearl) >perfect> functionin+ $none of us would score that hi+h\.
16) o is reliabili"y relean" *or eal#a"ing a classi*ica"ion sys"em 9ha" $oes i" mean "o say "ha" a classi*ica"ion sys"em is valid o is "he ali$i"y o* a classi*ica"ion sys"em eal#a"e$
Gelia(ilit) is ver) relevant (ecause it allows a ac curate dia+nosis, doctors should have the same dia+nosis for the same person, same diseases, at the same da). ' classification is valid when it is a(le to measure what it is desi+ned to measure. Validit) can the evaluated () the followin+ contents0 discrimina(ilit) mi+ht (e evident not onl) in presentin+ s)mptoms (ut also in the course of the disorder and possi(l) in the choice of treatment, it ma) also predict familial a++re+ation, the extent to which the disorder would (e found amon+ the patientLs relatives, tells what is li*el) to happen with the protot)pical patient, it ma) predict the course of the disorder and the li*el) effect of one treatment or a nother. 17) Accor$ing "o lec"#re, ho o#l$ a prescrip"ie approach "o $iagnosis $i**er *rom "he DS?
't the prescriptive assessment, the dia+nose (ehavior id (ased on the cause of the (ehavior $escape from aversive experience or pleasure see*in+ and on the most effective treatment. Differentl) from the D7 the prescriptive approach focus on determinin+ reasons pro(lem (ehavior occurs, identif)in+ the purposeJ or motivation of a (ehavior pro(lem for an individual patient, treatment utilit). 1:) o migh" $iagnosis o* a +men"al $isor$er- harm an in$ii$#al
Because classification s)stems do not alwa)s capture the uni#ueness of a person, cate+orical classification s)stems donLt allow for continuit) (etween normalJ and a(normalJ (ehavior, classification ma) result in a la(el, sti+mati2ation, discrimination, prophec) fulfillment, circularit) of reasonin+ $ e.+. he has trou(le pa)in+ attention (ecause she has deficit disorder and he has deficit disorder (ecause he has trou(le pa)in+ attention
Define the followin+ terms0 cons"r#c" ali$i"y0 the appropriateness of inferences made on the (asis of o(servations or measurements $often test scores, specificall) whether a test measures the intended construct. pre$ic"ie ali$i"y 0 the extent to which a score on a scale or test predicts scores on some criterion measure. con"en" ali$i"y 0 refers to the extent to which a measure represents all facets of a +iven social construct. in"erra"er reliabili"y 0 refers to the de+ree of a+reement (etween two o(servers conc#rren" ali$i"y 0 Extent to which features are shared () patients with the same dia+nosis comorbi$i"y 0 the simultaneous presence of two chronic diseases or conditions in a patient. reliabili"y 0 to consistenc) of measurement across o(servers. "es"@re"es" reliabili"y 0 refers to the extent to which scores are similar for a person (ein+ o(served twice or ta*in+ the same test twice. rei*ica"ion o* a label 0 one of the criticisms of dia+nostic pratices $ e.+.)ou 'VE depression. con"en" ali$i"y 0 refers to the extent to which a measure represents all facets of a +iven social construct. reac"ii"y 0 a (ehavior that chan+es when monitorin+
cri"erion ali$i"y 0 is a measure of how well one varia(le or set of varia(les predicts an outcome (ased on information from other varia(les, and will (e achieved if a set of measures from a personalit) test relate to a (ehavioral criterion on which ps)cholo+ists a+ree. in"ernal consis"ency 0 a measure (ased on the correlations (etween different items on the same test pro;ec"ie hypo"hesis 0 he idea that am(i+uous, unstructured stimuli, such as the Gorschach in*(lot test, are necessar) to ()pass a personLs defenses and discover his or her unconscious needs, motives, and conflicts. pro;ec"ie "es" provide am(i+uous stimuli that are interpreted () the test su(ect accordin+ to unconscious needsCimpulsesJ clinical in"erie 0 interpersonal encounter in which lan+ua+e is used to +ather information a(out a client *#nc"ional analysis0 the application of the laws of operant conditionin+ to esta(lish the relationships (etween stimuli and responses. behaioral assessmen" 0 considered to (e a pro(lem-solvin+ process for addressin+ student pro(lem (ehavior. s"r#c"#re$ in"erie 0 is an interview approach which ensures that each interview is presented with exactl) the same #uestions in the same order. >orschach !n3blo" &es"0 is a ps)cholo+ical test in which su(ects@ perceptions of in*(lots are recorded and then anal)2ed usin+ ps)cholo+ical interpretation, complex al+orithms, or (oth. in"elligence "es" 0 a test desi+ned to measure the a(ilit) to thin* and reason rather than ac#uired *nowled+e. ?inneso"a ?#l"iphasic Personali"y !nen"ory 0 ps)chometric test of adult personalit) and ps)chopatholo+). Diagnos"ic an$ S"a"is"ical ?an#al o* ?en"al Disor$ers DS?@G) a dia+nostic classification s)stem created () the 'merican /s)chiatric 'ssociation
