Term
| Criteria to be a Mental Disorder |
|
Definition
-clinically significant
-associated with distress and disability or impairment in an important area of functioning
-Person is at risk for suffering pain, death, imprisonment etc
-needs to be dysfunctional according to culture |
|
|
Term
| 3 components to mental disorders that we look at |
|
Definition
behavior
psychological
biological |
|
|
Term
| How does the DSM classify disorders? |
|
Definition
| does not include etiology; just describes problems in individual with symptoms and criteria |
|
|
Term
|
Definition
| cluster of abnormal behavior associate with distress, disability, or high risk |
|
|
Term
|
Definition
| syndromal cluster of defining symptoms on a continuum of behavior that needs to be explained |
|
|
Term
| What are the three things you should ask when you are analyzing psychopathology? |
|
Definition
1. where is the psychopathology located? in the inividual, family, or cultural and social structures?
2. Etiology? Is it functional or organic
3. Vulnerability? genetics, environmental circumstances that threaten or harm individual biologically, psychologically, or physically. (ex: neglect, war, abuse, poverty, etc). |
|
|
Term
| Define: functional etiology |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Abusive parenting and gene-environmental interaction |
|
Definition
| abusive parenting may change gene-expression, development of brain structures, and behavior patterns |
|
|
Term
| what are the unique human aspects of psychopathology? (7) |
|
Definition
1. human brain is adaptive
2. we can recognize faces
3. we can attribute causality
4. infer internal states of others
5. seek healing and explanations for suffering
6. language: can talk about suffering expand social networks, influence others
7. we have CULTURE |
|
|
Term
|
Definition
| certain percentages given to each part |
|
|
Term
| genes and environment interaction: why isn't it additive? |
|
Definition
| you do not have a certain % of genes and a certain % environment |
|
|
Term
| what is the purpose of giving a diagnosis? |
|
Definition
| gives a way of classifying conditions |
|
|
Term
| how is prognosis determined? |
|
Definition
Treatment choices determined by their strengths (do they have theory of mind? cognitive reasoning skills?)
etiology does not dictate treatment
peer review journals and third party payments have effect |
|
|
Term
| what is biological psychiatry? |
|
Definition
organic
brain structure and function as center of understanding |
|
|
Term
| how would a biological psychiatrist view a child with depression? |
|
Definition
| psychiatrist focuses on differences on neurotransmitters |
|
|
Term
| What branch of psychology is often considered to be reductionistic? |
|
Definition
|
|
Term
| why is biological psychiatry considered to be reductionistic? |
|
Definition
| does not address effects of environment on brain structure or interpersonal relationships and social context |
|
|
Term
| What is cognitive neuroscience? |
|
Definition
includes emotion and arousal
tries to explain how experiences alter brain structures |
|
|
Term
| how can early experience affect brain structure? |
|
Definition
experiences select which neuronal connections to preserve as a child. Later experiences add and subtract synapses/connections as necessary
example: if you see a dog an it runs after you, then you may develop the connection that dogs are dangerous |
|
|
Term
| what is the best model for psychopathology? |
|
Definition
|
|
Term
| what is the diathesis-stress model? |
|
Definition
gene variants and environmental risk factors interact to change brain development which affects neurophsychological development and affects behavior (as shown in symptoms).
behaviors/symptoms affect brain development and social environment's response to the child |
|
|
Term
|
Definition
Brain is continuously revising itself throughout life.
Connections made during lifetime are central to personality development! |
|
|
Term
| What is the psychodynamic approach to psychopathology? |
|
Definition
| Acknowledges change and that each person has different experiences that shapes behavior and personality, whereas the DSM-IV labels mental disorders based solely on having "x" amount of items on a criteria list. |
|
|
Term
| What is the problem with stress research? |
|
Definition
| Researchers do not read each other's journals and often only care about their own opinions |
|
|
Term
| What do we need in order to improve stress research? |
|
Definition
1. definitions that everyone agrees on
2. taxonomy based on these definitions (What kinds of stress exist?)
3. Developmental approach (How does stress effect people at different stages of development?)
4. Need to realize that stress isn't always a bad thing; can be adaptive |
|
|
Term
| Stimulus-based definition of stress |
|
Definition
environmental events or chronic conditions objectively threaten the physical or psychological health of an individual in a particular age in a particular society
(context is very important!!!) |
|
|
Term
| Define: Psychological stress |
|
Definition
| Appraisal (based on individual's perception of situation) of a particular relationship between and enviroment and an event that is either endangering a person's well-being or draining them of their resources |
|
|
Term
| What are appraisal processes affected by? |
|
Definition
1. genetics
2. what stage of development an individual is in |
|
|
Term
| Why do we want to be able to measure levels of stress? |
|
Definition
to be able to predict likelihood of psychopathology
-assess the stressors experienced recently and during lifetime |
|
|
Term
| Self-report checklists for stress |
|
Definition
-checklists for stress factors
-If assessing child's stress, parents need to do it for them
-specific populations need different checklists (experience different things; culture) |
|
|
Term
| Problems relating to self-report checklists (2) |
|
Definition
1. there is only a limited range of items that can be placed on checklist; how do you decide which ones should be used?
2. Can lead to over-reporting of events |
|
|
Term
| Problems with stressor interviews |
|
Definition
1. children may not tell the truth
2. Kids may project ideas from family
3. People (especially kids) do not always tell of abuse
4. Adults may lie to avoid embarassment
5. Kids may not have the vocabulary or aptitude to answer questions |
|
|
Term
| Define: interaction effects |
|
Definition
| relationships between stressors and psychopathology |
|
|
Term
| Why is Structural Equation Modeling used? |
|
Definition
| leads to predictions about psychopathology |
|
|
Term
| What is structural equation modeling? |
|
Definition
-analysis of covariance structures
-CORRELATION
-Has multiple dimensions rather than just 2; pull out some factors to see what changes
example: pull out factor "having a parent that loves you as a child" and you the kid may not have as useful of a career as an adult. |
|
|
Term
| What does structural equation modeling TEST? |
|
Definition
| complex moderational and meditational models |
|
|
Term
| Define: Moderating Processes |
|
Definition
characteristic that an indiviual brings to situation
ex: genetics, social network, environment, etc
AFFECTS RELATIONSHIP BUT DOES NOT CAUSE IT |
|
|
Term
| Moderating and mediating processses: Which causes psychopathology? |
|
Definition
|
|
Term
|
Definition
caused by current stressful experience through mediator; independent variable affects dependent variable
ex: mother's behavior after stressful event happens to kid and he looks to mother to see how she reacts. Mother's reaction = mediator |
|
|
Term
| cognitive meditational processes are generated by _______ |
|
Definition
|
|
Term
| cognitive ____ processes are more salient in kids than cognitive ____ processes |
|
Definition
| cognitive mediating processes are more salient in kids than cognitive moderating processes |
|
|
Term
| Why are cognitive mediating processes more salient in kids than cognitive moderating processes? |
|
Definition
kids haven't had enough time and experience to establish well developed cognitive attribution coping styles
ex: divorce of parents at 12 months vs 5 years vs 16 years
Early developmental stressors can produce irreversible effects
(ex: attachment disorder relating to a divorce can cause a child to not grow synapses for bonding) |
|
|
Term
| Where does the vulnerability stress model originate? |
|
Definition
| when schizophrenia was first studied |
|
|
Term
| What is the vulnerability-Stress model? |
|
Definition
| vulnerability and stress are components that contribute to psychopathology |
|
|
Term
|
Definition
refer to stressors proximal to onset of disorder
ex: PTSD. stress closer to onset (War, traumatic events, etc.)
Distal stressors can also influence reaction to stressors later in life!! |
|
|
Term
|
Definition
| life events that distort those mechanisms that maintain stability (homeostasis) of individual's physiology, emotions, or cognition |
|
|
Term
| stress relating to learning |
|
Definition
social skills deficits, appraisal processes
ex: classes may be more stressful for some than others |
|
|
Term
| Stress relating to biology |
|
Definition
Genetics
brain physiology patterns relating to injury or experiences |
|
|
Term
|
Definition
before full-blown symptoms develop
risk factors |
|
|
Term
|
Definition
trait, moderators
-relatively stable and permanent in a particular person |
|
|
Term
| when can a vulnerability change? |
|
Definition
| can change through additional traumas or psychoptherapy |
|
|
Term
|
Definition
|
|
Term
|
Definition
| "hides in shadows a comes forward later on" |
|
|
Term
| ____ is endogenous and latent |
|
Definition
|
|
Term
| How can a particular type of stressor be linked with a particular type of psychological problem? |
|
Definition
|
|
Term
| How can a mediator become a moderator? |
|
Definition
| 1. people exposed to stressor generating psychological problem. add mediator by giving them a COPING STRATEGY. It becomes a moderator because it becomes integrated into their cognitive processes and they can use it alleviate future stress |
|
|
Term
| use temperament as an example of how moderators can predict exposure to stress |
|
Definition
| Temperament (moderator) -> become hurt easily -> may have a difficult time in school |
|
|
Term
| Neuroticism as an example of a moderator |
|
Definition
Neuroticism: based on 5-factor model of personality; REACTIVITY, a characteristic that all people have to difficult degrees
Perceive stressful situations as being more stressful than most other people do. Begin to generate own stressful environment because of reactivity |
|
|
Term
|
Definition
function as a MEDIATOR
ex: child exposed to loss that overwhelms their ability to incorporate (mom killed in car accident) -> may develop pessimistic explanatory style and feel that nothing can be trusted -> this may become a fixed pattern over time |
|
|
Term
|
Definition
-factors correlated with increased likelihood of having disorder
-does not specify what caused the disorder
- |
|
|
Term
| HPAC axis: fight or flight |
|
Definition
Anxiety an panic; fight or flight response
activation of sympathetic nervous system in response to fear
Amygdala sends message to hypothalamus
hypothalamus sends message to pituitary
pituitary sends message to adrenal gland
Adrenal gland produces epinephrine and norepinephrine + CORTISOL (stress hormone)
increase in heart rate and hydrolysis of glycogen to glucose |
|
|
Term
|
Definition
| not having words for feelings |
|
|
Term
| through the ___, the IV affects the DV |
|
Definition
|
|
Term
| difference between vulnerability and risk |
|
Definition
risk does not inform about actual mechanism
ex: asian women exposed to western body values are at risk but do not develop eating disorder unless they have genetic vulnerability |
|
|
Term
| what is an ipsative model? |
|
Definition
inverse relationship between diathesis and stressor
more of one requires less of other to produce disease |
|
|
Term
| Mega-diathesis-stress model |
|
Definition
| the diathesis and stressor need to be huge in order to contribute to psychopathology |
|
|
Term
|
Definition
| relationship between diathesis and stress can change over time |
|
|
Term
|
Definition
repeated episodes of depression begin to appear with decrease in stress
depression re-onset is easier and requires less stress |
|
|
Term
| why is depression re-onset is easier and requires less stress? |
|
Definition
| brain physiology is altered by depressive state, resulting in heightened sensitivity |
|
|
Term
| vulnerability model developed for Schizophrenia by MEEHL |
|
Definition
Submissive
hyperhendonia (lack of happiness)
anxiety
introverted
trauma
unlucky events |
|
|
Term
|
Definition
if you do not have a diathesis, then you do not have a disorder
but it is rare not to have a diathesis |
|
|
Term
| contemporary model: two types of diathesis |
|
Definition
1. ecological variables: child abuse, cognitive disortions, etc
2. biological: neuropsychological disregulation |
|
|
Term
|
Definition
| point at which the people who fall below the threshold will not develop the disorder, whereas those above this level cross the threshold into the disorder |
|
|
