1. Label is applied to a group that distinguishes them from others (Ex: Crazy)
2. Label is linked to deviant or undesirable attributes by a society (Crazy people are violent)
3. People with the lable are seen as essentially different(us v. them)
4. People with the label are discriminated unfairly(Employment)

Cognitive-->Thoughts

Mood or Behavior--> Violent/Aggressive

Emotion

• Internal Battle between good+evil
• Psychological disorder= possesion by devil
• Treatment= exorcisms

• Disease of the Brain
• Humoral Theory→Balance of Bodily fluids: Blood, Phelgm, Yellow Bile, and Black Bile

• Psychological Disorder= physical condition
• Treated just like any other illness
• Believed Syphillis could be the source of actual disorders
• 1950s--> Antipsychotic Meds, Electric Shock Therapy, Hypnosis and Catharsis

• Phillipe Pinel
• Treated psych patients humanely
• Conditions of asylums improved (Moral obligation to support humaness)

• Psychopathology results from unconscious conflicts in the individual

• Id: Energy needed to run the psyche→Instincts: Sex+Death/Aggression
• Ego: Deal with reality→Balance btwn Id+Superego(Fulfills Id according to Superego)
• Superego: Conscience (Morality)→Societal norms+expectations

• The Id seeking immediate gratification of urges

• Mediation between reality and gratification

• Strategy used by the ego to protect itself from anxiety
• Repression: Pushing impulses and thoughts from the ego into the unconscious

• Oral Stage: (Birth-2yrs)→Food/Survival Fixation: Ex: Thumbsucking
• Anal (2-4yrs): Control of Bodily Functions
• Phallic (4-6yrs): Exploration of gender differences→Penis Envy, Edica Complex
• Latency
• Genital: Sexual Gratification

• Free Association: Saying what comes to mind without censoring
• Interpretation: Analyst points out meanings
• Analysis of transference: Patient responds to important figures and analyst helps interpret

• People are inherently good
• Self-Actualization(Maslow): Hierarchy of Needs→Achievement of highest potential
  
  
  

• Carl Rodgers→Importance of self-worth to our self-being (EX: "Ill only love you if...)
• Blocks self-actualization→Attempts to fix

Pavlov

• Some behaviors can be learned or conditioned
• CS→CR (EX:Lab coat produces salivation)

• Behavior that operates on the environment
• Behavior can be shaped by reinforcing it

Behavior that is likely to happen more

Ex: "M&M for good behavior"

Taking away something negative

Ex: "Raising hand to stop nagging"

Punishment to reduce behavior

Ex: "Slapping for misbehaving"

Removing privledges

Ex:"Removing PS3 for cursing"

• Genetics contribute to 50% of development of behavior/personality→50% from environment

• Inheritable vulnerabilities make us more at risk for certain psychopathologies
• Stress and Experiences add to this predisposition
• (Cup Analogy)

Reciprocal Gene-Environment Model:

• Inheritance of traits that lead you to become vulnerable, leading to a diathesis
• Genes make us seek out a specific environment which makes us prone to developing the disease
• Ex: No friends→Bullied (somewhat genetically encouraged)
• Circular Process*

• CNS: Brain and Spinal Cord/ PNS:Other
• PNS→Somatic+Autonomic
• Somatic: Skeletal+Voluntary
• Autonomic: Sympathetic+Parasympathetic

Language Composition

+

Auditory

Touch+ Kinestetic Movement

Somatosensory Cortex (Locating yourself)

Cognitive Functions

Social+Emotional Behavior

Language Production

Balance

Coordination

Learning

Eating

Behavior

Arousal

1. Hippocampus: Memory
2. Amygdala: Emotion Regulation
3. Septal Area: Pleasure sensor

Medulla

Pons

Midbrain

Control of autonomic functions

• Involved in stress response.
• Overactive HPA Axis: Mood Disorders

Neurons:

DCBA

Dendrites→Cell Body→Axons

• 6 Circuits (Wide Range)
• Affect Mood (Limbic System+ Frontal Lobe)
• ↓Serotonin= impulsive behavior, mood instability, and overactivity

Dopamine:

• Interacts w/ other NT pathways
• Turns other networks on/off
• Excess: Disorganized behavior+thoughts (Schizophr.)
• Little: Motor Abnormalities (Parkinsons)

• Arousal
• Stress Response

• Combination of learning principles (operant/classical) blended with cognitive processes (memory, attention)
• Focus on determinants of disorder and interaction thoughts, feelings,+behavior
• Not historical antecedents
• **Emphasis on present...How can we fix it?**

• Cognitive-Behavioral Paradigm
• One change can change another

• Cognition: Mental processes of thinking, perceiving, recognizing, reasoning+attention.

• When a person has learned to behave helplessly even though there are opportunites to improve conditions: Avoidance/ Rewards

Behaviors can have hidden meanings

Unconscious influnces on behavior

• Personal Experience is not necessary for learning→ Can learn vicariously (through observation)
• Importance of modeling+Social Context→Bobo Doll

• How we respond to problems and challenges in an environment
• Comprised of: Expressive, Experiential, and Physiological Components

• Cultural Beliefs and Practices
• Gender
• Socioeconomics

• Degree to which two independent observers agree on what they observed.

• Retakers should receive approximately same scores

• Assesses whether test items are related to one another

• Whether a measure adequately samples the domain of interest

• You are measuring what you say you are measuring

• If your measure behaves similar to other measures

• Patients are put under a category depending on diagnosis
• Pros: Easier to treat with meds, insurance, research, universality btwn clinicians
• Cons: Stigma, Not individualized

• Behavior is observed as a continuum, and is individualized.
• Pro: Removes stigma, More sensitive, individualized
• Cons: Harder for physicians, harder for research and treatment and insurance

• 1980's→Checklists improved reliability,Tried to remove theory
• 1980's Cons: Solely based on expert consensus→BIAS!!
• DSM-IV(1994)+DSM-IV-TR(2000)→Updated ancillary info, removed expert consensus, by using empirical data
• Included standard def of psych. disorder and included cultural context

1. Axis-I: Clinical Disorders
2. Axis-II: Personality Disorders, Mental Retardation
3. Axis III: Physical or Medical Condition
4. Axis-IV: Psychosocial Stressors
5. Axis-V: Global Assesment of Functioning(Clinician Rated)

• Systematic evaluation+measurement of psychological, biological and social factors in an individual presenting w/ psychological d/o.

• Inquires about past and present symptoms and circumstances as viewed by the patient
• Presenting Problem→Social/Interpersonal context→Developmental History→Occupation/Educational History→Stressors and Resources
• Unstructured→Clinician Intuition
• Structured→Questions set in prescribed fashion

• Measure enduring personality traits→How we interact and respond to our environment
• MMPI(Minnesota Multiphasic Personality Inventory)→ Meausures a wide range of psych disord. via a questionnaire
• Projective: Standard Stimuli ellicits unconscious response(individual interpretation)→Rorshack Test

• Provides an estimate of intellectual ability: Attention, Memory etc.
• IQ does NOT equal intelligence

• Direct observation to assess a patient's overt behavior in a particular setting.

• Pictures of brain to examine structure and function( blood flow and metabolic activity)
• CT scan→Brain Topography
• MRI→Like a CT but less radiation
• PET→Brain Structure and Function
• fMRI→Brain structure and Function

• Asses abilities in concentration, attention, motor function etc.
• Purpose→Helps to determine if brain impairment is present
• Scores compared to normative values to determine diagnosis

• Measures changes in the nervous system that are associated with emotional or psychological events
• EEG→Electrical Brain Activity
• Galvanic Skin Response→Sweat

1. What does psychology look like?
2. How/why does a disorder develop?
3. How do we treat psychological disorders?

• Set of assupmtions, attitudes, and procedures that structure the way we ask questions
• Empiricism→Sensory Experience

1. Hypothesis: An educated guess to be supported by data
2. Research design: Plan for testing hypothesis
3. Dependent Variable: Aspect measured→Affected by IV
4. IV→What you are testing
5. Internal validity: How results relate to IV
6. External Validity: How results relate to general outside

• Recording detailed info about one person at a time
• Lack control+objectivity
• Clinician Bias of Data
• Used For: Discription of clinical phenomenon, disprove universal hypoth., generate hypoth.

• Study of the distribution of disorders in a population

1. Prevalence: Proportion of ppl with disorder either currently or during lifetime
2. Incidence: The proportion of people who develop new cases of a disorder
3. Risk factors: Variables related to likelihood of developing the disorder

• Draws on unrepresentative samples

• Study a genetic predisposition among members of a family
• Useful in twin studies, and adoption studies

• Experimenter studies how one person responds to manipulations of the independent variable
• High internal validity