Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PSYC 168 MT 2 Part 1
The tears and procrastination
| Term | Definition |
|---|---|
| Def of Asocial | you don't like being social with people- against sociality |
| Def of Antisocial | against society |
| Antisocial Behavior (Types) | Age-inappropriate actions and attitudes that violate family expectations, societal norms, and the personal or property rights of others |
| Delinquency | legal term for antisocial behavior (not necessarily a mental disorder) |
| Key Features of Antisocial Behaviors | -some decrease with age (become more responsible) and others increase with age and opportunity -more common in boys during childhood |
| When?: Antisocial Behavior--> Disorder | -Greater # -Happen more often -More severe -Lasts longer *All compared to normal kid |
| Psychological Dimensions of Conduct Problems (Grid): Axes and Types | -Axes: Destructive (D) vs. Nondestructive (N) & Overt (O) vs. Covert (C) -Types: property violations (DC), status (as a minor) violations (NC), oppositional behavior (NO); aggression (DO) |
| Types of Aggression (3) | Reactive, Proactive, and Relational Aggression |
| Reactive Aggression (Def, Implies, and Prevalence) | engaging in physical violence in response to a threat, frustrating event, or provocation (implies impulsivity, automaticity; lack of thinking about alternatives;often seen with comorbidity of ADHD, young age, and past "violence" (bullying/ abuse) |
| Proactive Aggression (Def, How Obtained) | -deliberately engaging in an aggressive act to obtain a desired goal -learned from modeling and reinforcement |
| Relational Aggression | -type of aggression in which harm is caused by damaging someone's relationships or social status. -more common with girls |
| Conduct Problem Types (2) | Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) |
| ODD: DSM-5 Criteria | -pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness (at least twice) with >= 4 "often" symptoms from above categories -exhibited during interaction with >=1 non-sibling person -specify severity (mild, moderate, severe) |
| ODD: DSM-5 (Timeline and More) | ->= 6 months -1 per week for kids < 5 yrs for >= 6 mo. -still consider if frequency is >normal -associated with distress in the individual/others in his or her immediate social context -symptoms don't just occur during the course of another disorder |
| ODD Severity Classifications | -mild: one setting -moderate: at least two settings -severe: three or more settings |
| ODD Characteristics | -sees behavior as justified & demands/circumstances as unreasonable -see themselves as nonsymtomatic -possibly affected by hostile parenting (but also more likely to be hostile later) -emotion reg issues; noncompliance & negativism(not listen & do opp) |
| ODD Prevalence | -3-5% -more prevalent in males |
| ODD Course | -often first manifests in preschool and almost definitely by early adolescence |
| ODD Comorbidities | -often precedes conduct disorder -comorbid with anxiety disorder, dep. disorder, and sub. abuse disorder |
| CD: DSM-5 Criteria | repetitive & persistent pattern of behavior in which the basic rights of others / major age-appropriate societal norms/ rules r violated -presence of at least 3 /15 categorical criteria in the past 12 mo with at least 1 criterion present in the past 6 mo |
| CD: DSM-5 Symptom Categories | Aggression to People & Animals(bullies,fights,mugging,forced sexual activity),Destruction of property (arson,vandalism), Decitfulness/Theft (breaking & entering,cons,stealing w/o confrontation), Serious Violations of Rule (truancy[ pre-13], run away, etc) |
| CD: Severity (& Explanations) | -Mild: conduct problems are few in excess and cause relatively minor harm to others -Moderate: intermediate number and level of harm to others -Severe: many in excess and considerable harm to others |
| CD: Onset Type (& Explanations) | -childhood onset: at least one symptom <10 yrs -adolescent onset: no symptoms prior to 10 yrs -unspecified onset: not enough info to determine onset |
| CD: Childhood Onset | -usually male -disturbed peer relationships -frequently physically aggressive -more connection with ODD and ADHD (worst combo) -poorer prognosis w/o treatment |
| CD: Adolescent Onset | -more gender balanced -less physically aggressive -normative peer relationships -less likely to have comorbidities -more likely to have remission before adulthood |
| CD: Criteria for Limited Prosocial Emotions (LPE) Specifier | ->=2 over >=12 months & in many relationships & settings: no remorse/guilt(cept when caught/facing punishment),no empathy,unconcerned about performance,& shallow/deficient affect (emotions 4 manip,quick switching) -lots info sources 4 good prognosis |
| CD: LPE Specifier Characteristics | -childhood onset, severe, violent, & chronic -traits are relatively stable -boys are less responsive to parenting intervention via discipline/punishment (no effect on response to + reinforcement -behavioral therapy on its own is less effective |
| CD: LPE Specifier Characteristics Continued | -traits are more heritable -problems are more strongly related to dysfunctional parenting practices -amygdala hyporeactivity--> deficits in processing fear and distress signals in others |
| CD Prevalence | -5-10% boys; 2-4% girls -prevalence increases going to adolescence -few children receive treatment |
| Differentiating ODD and CD and ADHD and Dep. and Bipolar (sleep/food/energy issues) Disorder | -ODD != have: significant physical aggression, significant property destruction, theft/deceit -CD != have emotion regulation issues -ADHD people != mean to cause harm -ODD/CD != disturbances with sleep/appetite(energy and activity levels about constant |
| ODD and CD: Assessment | -open-ended interview questions that give you info about characteristics for disorder |
| Antisocial Behavior(AB) Causes: Biology | -decreased NTs (serotonin and dopamine) -increased horomones (like TTT) -low levels of autonomic arousal (HPA Axis) |
| AB/Conduct Problems Causes: Temperamental and Psychosocial | -difficult temperament -high emotion reactivity (ineffective emotion regulation, inapp. parent response, impulsive decisions, peer rejection, affiliation with deviant peers and truancy training) - thrill seeking and reckelssness (esp with CD) |
| AB Causes: Cognitive-Behavioral | -rewards for aggression (reinforcement trap) -hostile attribution bias(think of others' ambig. behavior as hostile) -perceive & label their own arousal as anger -social learning -focus on + aspects of aggression -doesn't respond to emotional stimuli |
| AB Treatment: Parent Management Training | -inform on casues & how to deal w/ behav.(attend & praise good B often &quickly; time out 4 bad B) -Help children behave well w/ env. -Generalize to other settings -good for >=3 yr -less skilled clinicians & doesn't work for adol. and stressed 'rents |
| AB Treatment: Parent-Child Interaction Therapy (PCIT) | -parents and children attend therapy together -parents PRIDE: praise, reflect, imitate, describe, and entusiasm (for results) -more realistic expectations for child (identify shortcomings and give effective and clear commands -advances kept for 1-2 yrs |
| Multisystemic Treatment | -Targets family, school, and peers (to help them all help and remove obstacles) -Therapists work in teams of 3-5 and are available 24/7 -Usually lasts 3 months -effective but expensive and largely inavailable |
| CD Causes: Thrill Seeking and Recklessness Details | -as parents switch btw overly permissive and hostile/angry disciplinary tactics -great predictor of CD and progression of ODD to CD -parents feel powerless connected to high crime neihborhoods, maternal dep, and paternal sub. abuse |
| Substance Use Disorder (SUD): DSM 4 Status | -had SAbuse Disorder ad SDependence Disorder |
| SUD: DSM-5 Criteria | clinically significant impairment/distress w/ 2(+) of following within 12 month period *Tolerance, Withdrawal (withd. itself and responding with more drugs), Larger amounts or longer periods, can't stop, time waste, craving, obligation failure, |
| SUD: Severity Levels | -Mild: 2-3 symptoms -Moderate: 4-5 symptoms -Severe: 6+ symptoms |
| SUD: Prevalence | -Generally, tends to be at peak around college years and then decrease around 26 (post college) -Alcohol UD is the most common |
| SUD: Brain Characteristics | -on average, less left hippocampal volume -brains have to work a lot harder (more acivation under fMRI) for things like spatial memory tasks despite same behavioral results |
| SUD: Age of Onset | -alc before 14: stronf predictor of SUD -escalation often predicted by: parent modeling, histories of impulsive/disruptive behavior, friends' SU |
| SUD: Gender Differences | -boys>girls -boys: alcohol, weed, phencyclidine, opiods, cocaines -girls: anxiolytics, sedatives, hypnotics, amphetamines |
| SUD: Comorbidities | -comorbidity-->more severe, poorer prognosis, less responsive to treatment -polydrug UD, CD, ADHD (50-75%), Dep. D (25-50%), Anx. D, Bipolar D |
| SUD Causes: Biophysical | -enhanced reinforcement pathway (due to biological sensitivity to drugs) -parent with SUD -negative affect pathway (SU for alleviating/dealing with problems) -deviance prone pathway (larger context of ABs or CD specifically) |
| SUD Causes: Social | -peer relationships: expectation of social facilitation, peer influence, peer selection, perceived norms (media tends to overrepresent/underrepresent it but appealing to personal values does seem to work against SU) |
| SUD: Protective Factors | -positive, self-concerned, non-deviant personality -parenting: authoritative, monitoring, disapproval of SU -env: positive relationships with adults, regulatory controls -beh: prosocial -social: healthy peer models |
| SUD Treatment: 28 day inpatient treatment | -Detox and attend to medical needs -Help the person realize the harmful effects of the substance -Improve the quality of relationships |
| SUD Treatment: CBT | -operant conditioning (remove reinforcement) -classical conditioning (remove triggers) -social learning -ways of thinking: challenge distorted beliefs -5 sessions is enough |
| SUD Treatment: Motivational Enhancement Therapy | -therapist- very kind,understanding, oncerned towards client(C) -show mistmatch btw C's goals&SU -supports any commitment 4 change (BUT could still be allowing bad B & liability for clinician) -promotes self-efficacy -5 sessions is enough |
| SUD Treatment: Relapse Prevention | -make plan for relapse -avoid stimulus cues-people, situations, neg. mood states -think about abstinence violation effect (shame and guilt-> continues bad B-->temper internal, stable, global attributions & challenge these ideas -see SU as problematic |
| SUD: Substance Egs. | Alcohol, Cannabis, Hallucinogens (such as phencyclidine), Inhalant, Opoid, Sedative, Hypnotic, Anxiolytic, Stimulant, Tobacco, Other *each substance can be its own SUD (many at once--> polydrug UD) |
| SUD: DSM-5 Criteria Continued | -giving up important things, continued use despite people problems, SU in dangerous situations, continued SU despite relate physical or psych problem |
| Intellectual Disability (aka Intellectual Developmental Disorder): DSM-4 Status | -called mental retardation |
| ID: DSM-5 Criteria | -onset during the developmental period -intellectual & adaptive functioning deficits in conceptual, social, and practical domains -3 criteria must be met (on diff flashcard) |
| ID: IQ Test History and Test Valiity/Reliability | -IQ: intelligence quotient -ratio of mental age to chronological A(compares you to norm) -past: =MA/CA x100 -now: no firm cutoff but usually about 2 std devs below the mean -reliable (test-retest; better w/ lower IQ) but not good corr. w/ adaptive fn |
| Adaptive Functioning (AF) | -determines level of support required -coping w/ common tasks of life (conceptual, social, practical) -Meeting standards of personal independence and social responsibility expected for someone of this age, sociocultural background, and community setting |
| ID: AF Domains (3) | -conc: competence in memory, reading, lang., math reasoning, gaining practical knowledge, etc. -social: people skills, theory of mind -practical: self-mngmt across life settings) |
| ID: Mild | -most common -difficulty in learning acadmeic skills (conc) -immature in social interactions -difficulties w/ emotion reg. or behav. reg. -need some support w/ complex living tasks |
| ID: Severe | -generally has little understanding of written language/concepts involving #s,quantity,time,& $$. -limited speech: 1 word/phrase -focused on the present w/in everyday events -requires support for all activities of daily living & constant supervision |
| ID: Moderate | -conceptual skills lag markedly behind those of peers - marked differences from peers in social and communicative behavior across development -can handle personal tasks but this requires time, training, and reminers |
| ID: Profound | -Conceptual skills generally involve the physical world -doesn't get symbolic processes -may understand simple instructions/gestures & expresses themselves through nonverbal, nonsymbolic ways -fully dependent & exacerbated by other impairments |
| ID: Prevalence | -~1% of pop -boys> girls |
| ID: Physical Problems | -shorter life span -other medical disorders (like cardiac issues, kidney disease, cerbral palsy |
| Id: Emotional & Behavioral Problems | -stereotyies(repeated B) -self-injurious behavior(SIB) -aggression(-ly or +ly reinforced) -internalizing problems -ADHD-related symptoms -casued by soc,neurobio(dopamine and endorphins high use), med. related,comm. issues,family,vulnerability, stigma |
| ID: Causes and Risks | -prenatal:genetic disorders(single G,multiG,chromosome abnormalities),CNS issues,exposure(maternal infection, teratogen, malnutrition-M) -perinatal:low birth weight,prematurity,delivery complixns -postnatal:infs,toxins,deprivation,disease,M, accs/trauma |
| ID: Down Syndrome | -Trisomy 21 (single determinimsm -rates inc. w/ maternal age (exponentially after 30/31) -better receptive languag than expressive lang. -diff. in hippocampal fning -perceive global but not local features (details) |
| ID: Fragile X Syndrome (FXS) (pinched chromosome) | -phys:large forehead,prominent jaw,low protruding ears,macroorchidism (large testes),heart murmur,Crossed eyes,FX handshake (body turned away when shaking hands) -cog: hypervigilance&hypersensitivity -ASDlike B& ADHD CMD(boys)&dep(girls) -girl:less sev |
| ID: William's Synrome | -deletion on Ch7 -1/7500 live births -mild to moderate ID -phys:elf appearance, low nasal bridge, star-shaped patterns in irises -cog: local over global, dampened amgydala act., <prob, solving -beh: freindly,musical prowess, normal to good lang |
| ID: Prader-Willi Syndrome | -Paternal imprinting of Ch15(7G) -1/12000-15000 -Phys:Short,incomplete sexual development,hypotonia, involuntary urge to eat constantly-no fullness feeling,other obsessions&compulsions,hypothalamic abnormalities -Cog:LD,att. difficulties,good VS skills |
| ID: Angelman Syndrome | -maternal imprinting of Ch15 -phys: Large jaw, open mouthed expression, movements, stiff walk, Seizures -cog: Lang: expressive difficulties, Attn difficulties -B: Hyperact., wants personal interaction,Frequent laughter,happy disposition, <3 H2O |
| ID: Phenylketonuria (PKU) | -autosomal recessive -missing enzyme that breaks down phenylalanine (can build up to toxic levels) -1/10000 environmental and food change can prevent issues |
| ID: Fetal Alcohol Syndrome | -due to extensive prenatal exposure to alc. (but this characteristic is not required for diagnosis) -must have growth deficiency, FAS facial features, and CNS damage -problems in: intellectual functioning, CNS, behvior, growth, phys. face abnormalities |
| ID: Individuals w/ Disabilities Education Improvement Act | -disabled can receive free, appropriate public education and get needs met -protect rights of kids and parents -provide funding (federal act) -assess and ensure the effectiveness of these educational efforts -includes LD, ID, dev. delay and more |
| ID Treatment: Educational Opportunities | -individualized educ. plan (IEP): basically considers everything that is needed 2 get child from now to B -Least restrictive env: mainstreaming (may be more normal)/inclsuion(various levels of ability) -More restrictive option for more attn *Pros&Cons |
| ID Treatment: Behavioral Modification | -ABCs (antecedents, beh, conseq) -think about what fuels/maintains beh. -Reinforce other behavior or lack of challenging -Punish bad behavior with either positive practice (do good thing repeatedly) or negative punishment |
| ID Treatments: Medication | -challenge and decrease behaviors with atypical antipsychotics (block dopamine and serotonin receptors-->antagonists) -may make kids sluggish and less responsive |
| ID Treatments: For Parents | -parents at risk for depression--> care for them |
| ID: FAS Facial Features and Brain Features | -smooth philtrum, thin vermillion (upper lip), short palpebral fissures (inner to outer corner of eye) -FAS brain is more blobby and more smooth; often smaller -underdeveloped frontal cortex |
| ID: DSM-5 Required Criteria | -intellectual deficits->confirmed by clinical assessment & individualized, intelligence testing -deficits in adaptive fning--> limit fning in 1/+ daily life activities in multiple environments -onset of these deficits during the developmental period |
| ID: DS Physical Feaures | -Small skull -large protruding tongue, -small mouth -almond shaped eyes -sloping eyebrows -flat nasal bridge |
| ID: William's Syndromr Physical Problmes | cardiovascular problems, kidney problems, deficient depth perception, hyperacusis (unusual sensitivity to loud noises) |
Created by:
ymazil
Popular Psychology sets