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psych mid-year exam
| Question | Answer |
|---|---|
| atypical psychological development | - development that is not typical - it differs in a significant way from what is usual/appropriate |
| sociocultural definition of normality | - describes normality and abnormality in terms of what a particular society views as normal eg. drinking alcohol |
| functional definition of normality | - people are considered normal if their behaviours, thoughts and feelings lead them to function effectively - if people are dysfunctional and cannot function normally they may be considered abnormal eg. being able to feed yourself, make friends |
| historical definition of normality | - what is considered normal in a particular society or culture can change over time eg. homosexuality, corporal punishment |
| situational definition of normality | within a society or culture, thoughts, feelings and behaviours may be considered normal in one situation and abnormal in another. eg. laughing at a funeral |
| medical definition of normality | abnormal thoughts, feelings or behaviour are viewed as having an underlying biological cause and can usually be diagnosed or treated eg. bipolar disorder, schizophrenia |
| statistical definition of normality | - refers to where most of the the population lies - statistical abnormality refers to where few of the population lies - large majority of people - statistical average - small minority of people - statistical extremity |
| typical behaviours | - when observing and individual's behaviour, at most times the person acts as they usually do |
| atypical behaviours | - person acts in ways that are unusual for them |
| adaptive behaviours | a person can effectively carry out their usual everyday tasks (eg. school) and is able to adapt to the demands of family living |
| mental health | a state of wellbeing in which an individual realises their abilities, can cope with the normal stresses of life, work productively, and contribute to the community |
| mental health problem | - most often occurs as a result of a life stressor - usually LESS severe and shorter in duration - will resolve with time - if the problem persists, can develop into a mental disorder |
| mental disorder | - a combination of thoughts, feelings and/or behaviours that impair the ability to function effectively in everyday life |
| mental disorders - essential characteristics | - occurs within the individual - diagnosable dysfunction in thoughts, feelings + behaviours - causes significant stress or disability in life - actions and reactions are atypical of the person - the disorder is not a personal conflict with society |
| biopsychosocial model | - describes + explains how biological, psychological and social factors combine to influence a person's mental health |
| biological factors | physiologically based or influenced determinations, often out of our control eg. inherited genes, brain chemistry |
| psychological factors | involves all influences associated with mental processes such as beliefs, attitudes and way of thinking, prior learning, etc. |
| social factors | includes our skills in interacting with others, the range and quality of our interpersonal relationships, the amount and type of support available from others, exposure to stressors, etc. |
| psychotic disorder | a group of disorders characterised by psychosis |
| psychosis | - a condition where an individual experiences loss of contact with reality - typically, the individual's thinking will be disorganised and they will have difficulty distinguishing between real and self-generated perceptions |
| psychotic | used in relation to someone who is experiencing many symptoms of a psychotic disorder |
| key symptoms of a psychotic disorder | positive + negative |
| positive symptoms | experiences and behaviours that have been ADDED to the person's normal way of functioning eg. hearing/seeing things that aren't there |
| negative symptoms | TAKE AWAY something from a person's normal way of functioning eg. loss of interest + pleasure in normal activities, decrease in the intensity of emotional expression |
| delusions | - a fixed, false belief that is held with absolute certainty even when there is strong factual evidence that does not support it - usually involves a misinterpretation of actual information or experience |
| delusion of persecution | - a belief that one is going to be harmed, harassed, tormented, tricked, spied on, etc. - is the most common type of delusion |
| delusion of reference | a belief that comments, actions, objects in the environment, etc are being directed at and have a special relevance to oneself eg. a person may believe a newsreader on tv is sending messages meant specifically for them |
| delusion of control | a belief that thoughts, feelings or behaviour are being controlled by an external force eg. a person may believe that aliens are controlling what they think + say |
| delusion of grandeur | a belief that one has exceptional abilities, fame, or importance eg. a person may believe they're jesus |
| hallucinations | - a perceptional experience during which the individual sees, hears, feels, tastes or smells something that is not actually present in reality - the most common is auditory hallucinations, which involve hearing voices |
| disorganised speech (thinking) | - what is said is often not organised in a particularly meaningful way - speech can be disconnected, jumbled and all over the place eg. a person can switch from one topic to another |
| grossly disorganised or abnormal motor behaviour | - behaviours that appear to be fragmented, inappropriate, unusual, unpredictable, purposeless and erratic and severely effect the ability to perform daily activities |
| affective flattening | - a reduction in the intensity of emotional expression, including the body language associated with emotions eg. facial expressions, eye contact, arm movement and speech tones |
| avolition | a decease in self-initiated, purposeful activities |
| alogia | sometimes called poverty of speech and involves a reduction in speech output |
| anhedonia | decreased ability to experience pleasure from normally enjoyable activities |
| the ‘two-hit‘ hypothesis | - proposes two events - GENETIC VULNERABILITY + ENVIRONMENTAL STRESS - that cause the development of schizophrenia - both events are necessary and must occur in that order |
| two hit hypothesis steps | - the first event is a genetic vulnerability or weakness - the second is a major stressful life event eg. abuse, breakup, loss |
| cognitive behaviour therapy | can assist the individual to identify and change irrational and undesirable thoughts through strategies that target impaired reasoning and memory, which aim to improve their everyday life |
| medication | antipsychotics can help control symptoms by returning the chemical balance in the brain to a relatively normal level |
| social support | support programs reduce the social stigma and may include help with finding work, accomodation and training and education so the individual can lead a full and productive life |
| development | - refers to changes that occur over time - a change must be PERMANENT or lasting to be considered a developmental change |
| lifespan development | - a form of development - FROM BIRTH TO OLD AGE - aims to understand, describe, explain and predict the many ways in which our thoughts, feelings and behaviour change throughout our lives |
| physical development | - changes in the body + its various systems - development of the brain, nervous system, bones, muscles, hormones |
| social development | - changes in an individual's relationship with other people and their skills with others - ability to form and maintain close relationships |
| cognitive development | - changes in an individual's mental abilities eg. reasoning, problem-solving, perception, learning, memory, langauge |
| emotional development | - changes in how an individual experiences different feelings - how feelings are expressed, interpreted and dealt with |
| NOTE about development | - physical can be observed, whereas social, cognitive and emotional involve mental processes that are not directly observable or measurable |
| nature vs nurture | interaction of HEREDITARY and ENVIRONMENTAL factors in shaping psychological development |
| hereditary | - the transfer of characteristics from parents to their offspring via genes at the time of conception |
| genes | - genes we inherit from our parents influence many aspects of physical development, as well as psychological |
| environment | - refers to the experiences, objects + events to which we are exposed to throughout our lifetime - influence of some of these factors is less obvious or significant than others, but can impact both individually and collectively on the person we become |
| maturation | - sequential developmental changes which occur in the NS + other bodily structures controlled by genes - this suggests that the development of all individuals follow the same process or pattern, unless there is interference from environmental factors |
| principle of readiness | unless the necessary bodily structures and processes are sufficiently mature, then no amount of practice will produce the particular mental process or behaviour eg. you can't force a baby to walk if they're not ready |
| sensitive period | - is a period of time during development when an individual is more responsive to certain types of environmental experience or learning - outside this period of time the same environmental influences need to be stronger to produce the same effects |
| when do sensitive periods occur | - generally during prenatal development, but some psychologists have identified development in the post-natal stages |
| critical period | is a specific period in development during which an organism is most vulnerable to the deprivation or absence of certain environmental stimuli or experiences eg. newborn cats who had their eyes sewn shut never learnt how to see |
| attachment | - refers to the emotional bond which forms between an infant and another person (generally parents, but people like siblings have a different kind of attachment) - attachment formed in the first 12 months of life influences emotional development |
| secure attachment | - infant uses caregiver as a safe base to venture away from and explore its environment - experienced stress when removed from caregiver and enthusiasm upon return - shows the trusting bond between the two |
| insecure attachment types | - avoidant - resistant |
| insecure avoidant | - does not seek closeness to caregiver - rarely cries when caregiver leaves and ignores them upon return - can be a result of abusive or neglectful parenting |
| insecure resistant | - anxious when caregiver is near but upset when they leave - upon return, cries to be picked up but will squirm to get away - can be a result of unresponsive parenting |
| effects of secure attachments | - good self-esteem - seeks social support - strong relationships |
| effects of insecure attachments | - anxiety/depression - lack of trust - inability to form relationships |
| genetics + attachment | - attachment is biological or innate (children have inherent desires to bond with their caregivers and vice versa) |
| genetics + attachment continued | - infants develop innate skills - SOCIAL RECOGNITION - recognising the faces of caregivers (2 months old) - SOCIAL ENGAGEMENT - displaying facial expressions that indicate emotions |
| genetics + attachment continued | - SOCIAL REFERENCING - recognising facial expressions of others to inform their own emotions |
| temperament | - infants behavioural characteristics (ways of reacting with people, objects and events) types: - easy: happy, falls asleep, eats - difficult: unhappy, no sleep, fussy |
| temperament + attachment | - temperament influences the responsiveness of the caregiver - attachment style influences the temperament of the infant |
| early life experiences | - attachments usually form in the first 6-7 months of life - SENSITIVE RESPONSIVENESS - how appropriate the caregiver's response to the infant is |
| positive + negative life experiences | positive - social support - pre-natal care - encouraged to socialise negative - family conflict - abuse - drug/alcohol use during pregnancy |
Created by:
cmunners
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