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| the formal study of the nature, development, and treatment of psychological disorders |
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| 4 Characteristics of A Mental Disorder |
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| Personal distress, disability, violation of social norms, or disfunction |
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| Two main challenges in the study of psychopathology |
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| Maintaining Objectivity, Reducing Stigma |
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| What are the "Four D's" in the DSM's definition of "Abnormal"? |
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1. Distress- the condition causes the individual stress. 2. Disability- the condition impairs functioning in some important areas of life. 3. Deviation- the condition causes behavior that violates the norms of a society/culture. 4. Dysfunction- Behavioral, psychological, and/or biological systems are impaired. |
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| possession by evil beings, requires a priest to preform an exorcism. |
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| Early Biological explanation of mental illness |
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| physical disturbance or imbalance, should be left to doctors. |
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| advocated for human treatment, treated mentally ill as sick rather than sub-human |
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| crusaded for better treatment of those with mental illness and opened 32 state hospitals |
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| biological approach: focuses on treated mental illness with pharmacology |
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| psychological approach: focuses on treated mental illness through psychosocial means |
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| the destructive beliefs and attitudes held by a society that are ascribed to groups considered different in some manner |
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| pros to diagnosing mental illness |
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| developing a profession, standardized prescription option, getting people help, hope, validity, and not feeling 'alone', increased understanding of symptoms, facilitating communication between professionals |
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| cons to diagnosing mental illness |
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| overdiagnosing, too rigid, too general, not specific to the individual, no room for fluidity, bad side effects from treatment, stigma, being "labeled", incorrect assumption, shame, limiting |
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1. all diagnostic categories except personality disorders and mental retardation 2. personality disorders and mental retardation 3. general medical conditions 4.psychosocial and environmental problems 5. global assessment of functioning scale |
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| the classification of disorders by symptoms and signs |
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| most people experience symptoms in a variety of domains/categories |
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mental disorders are illnesses caused by biological factors treated with drugs |
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| Psychoanalytic/Psychodynamic paradigm |
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focused on the power of the mind in human experience treatments include free association, work with resistance, dream analysis, and analysis of transference |
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| people are inherently good; create a theraputic environment in which the client can use their own resources to improve self-understanding as well as alter self-concepts, behavior and attitudes toward others |
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combines thinking and learning perspectives; modify private events (thoughts, perceptions) to achieve symptom reduction treatments include cognitive restructuring |
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| Different Areas of focus within the biological paradigm |
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genetics neurotransmitters brain structure endocrine system |
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| Methods for examining genetic influence |
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Family/pedigree studies Twin studies Adoption method molecular genetics |
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| catch signals from other neurons |
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| carries nerve impulse down the length of the neuron |
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| shoot impulse to other neurons |
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| clients know how to help themselves, just need a supportive environment |
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| clients need to be critical of themselves, therapist acts as critical voice of "society" |
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| emphasis on language clients use, could be clue to unconscious |
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| main goal of psychoanalytic therapy |
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| Insight: bring the repressed source of feelings of anxiety into conscious awareness |
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| 3 components of Client-centered therapy |
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unconditional positive regard empathy congruence |
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| the acquisition or elimination of a response as a function of the environmental contingencies of reinforcement and punishment |
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| addition of pleasant stimulus |
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| removal of unpleasant stimulus |
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| the addition of something unpleasant in response to a particular behavior |
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| the removal of something desirable in response to a particular behavior |
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| learning through observation alone |
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| examples of cognitive distortions |
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Dichotomous thinking Overgeneralization Disqualifying the positive Personalization (misinterpretation |
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| Diathesis increases risk but the stress may actually trigger the disorder's onset |
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| Factors that cut across all paradigms |
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| emotional, socio-cultural, interpersonal |
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| conceptual framework within which a scientist works |
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| study of the cause or origin of disease |
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| express whatever thoughts come to mind without censorship |
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| a patients responses to their analyst that may reflect attitudes to important people in their past |
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| proportion of varience in a trait or condition that can be explained by genes rather than evironments |
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| the extent to which a predisposition to a disease can be inherited |
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| contains receptors to receive neurotransmitters |
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| oversimplifies human behavior |
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| behavior can be shaped using method of successive approximation |
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| systematic desensitization |
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| relaxation is paired with exposure to negative stimulus until the stimulus no longer has an effect (extinction) |
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| provide tokens that can be exchanged for reinforcers |
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| mental templates by which we recognize our worlds |
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| mental processes of perceiving, recognizing, conceiving, judging, encoding and reasoning |
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| gene-environment interaction |
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| a person's sensitivity to an environmental event is influenced by genes (gene xyz may cause fear of snakes after snakebite, without gene xyz, no fear of snakes would occur) |
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| reciprocal gene-environment interactions |
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| genes may predispose us to certain environments that then can increase our risk for developing certain disorder (pre-disposed to deviant behavior which could lead to jail time which later would produce alcohol dependency)(gene was alcohol dependency) |
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| consistency of measurement |
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| similarity of scores across repeated test administrations |
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| extent to which test items are related to one another |
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| degree to which 2 independent observers agree |
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| how well a measure assesses what it is supposed to measure |
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| whether a measure adequately samples the domain of interest |
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| whether a measure is associated with another measure in an expected way |
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| whether a measure assesses a theorized construct |
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| extent to which a measure correlates with other measures of the same construct |
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| extent to which measure correlates with different constructs |
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| objective personality tests |
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MMPI and PAI uses empirically keyed approach usually has some kind of grading scale |
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| projective personality tests |
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inkblot test and thematic apperception test doesnt have a "correct answer" lacks strong reliability and validity |
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used to assess a person's current mental abilities diagnose learning disabilites cognitive abilitesin patients with dimentia identifying intellectually gifted students |
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| Behavioral Assessment Methods |
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observation self-monitoring ecological momentary assessment (phone app) self-report inventories |
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| Neurobiological tests can determine: |
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if a brain injury has taken place and where general functioning of different brain regions |
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| examples of psychophysiological measurements |
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heart rate skin conductance brain electrical activity |
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| comprehensive examination used to evaluate an individuals current or future psychological functioning |
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| conversation between a clinician and a patient that is focused on determining diagnosis, theory, causes for problems, and possible treatment options |
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| assesses mental functioning |
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| ambiguous stimuli are described by client and reflect unconscious |
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| psychologist who studies teh structure and function of the brain related to specific psychological processes and behaviors |
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| study of bodily changes that accompany psychological events or a person's psychological characteristics |
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| performing differently based on group membership rather than the construct being measured |
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| Why do we need to study psychopathology scientifically? |
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1. Anecdotal accounts can suggest hypotheses, but cannot prove anything 2. Claims must be tested in well-designed research studies |
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1. provide a detailed description of a rare phenomena 2. disconfirm allegedly universal aspects of a particular theoretical proposition 3. generate new hypotheses |
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| Limitations of a case study |
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1. Potential for confounds 2. they can disprove, but not prove |
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| What are the 3 aspects of Mills Cannons |
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1. Variables must have a relationship 2. Cause must precede effect 3. Must rule out alternative explanations |
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| systematic pursuit of knowledge through observation |
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| statement expressing a judgment or opinion |
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| set of propositions to explain a class of phenomena |
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| includes a great amount of detail about a single person |
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| examines the relationship between two variables |
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| single subject research designs |
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| alternate between control (baseline) and experimental |
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| therapeutic effect due to expectation |
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procedure to control for placebo effects neither researcher nor participant know which group the participant is in |
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