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PSY105 MIDTERM
| Term | Definition |
|---|---|
| psychopathology | scientific study of psychological disorders |
| science-practitioners | mental health professionals that are consumers, evaluators and creators of science |
| presenting problem | original complain reported by the client, first step in determining the clinical description |
| clinical description | unique combination of thoughts/behaviors/feelings that make up a specific disorder |
| prevalence vs. incidence | number of people displaying a disorder in the total population at any given time, vs. number of new cases of a disorder during a specific period |
| course | pattern of development and change of a disorder over time (i.e., chronic course vs. episodic course) |
| onset | some disorders have acute onset, others have extended/insidious onset |
| prognosis | predicted future development of a disorder over time |
| etiology | study of origins, has to do with why a disorder beings |
| supernatural tradition | mental disorders are battle of good vs. evil, the moon and stars, mass hysteria, exorcisms for demons/witches |
| Biological tradition | Hippocrates influence, development of biological treatments like shock therapy and crude surgery (this ended up increasing hospitalization of MHDs) |
| psychological tradition | moral therapy, psychoanalysis, behaviorism, etc. |
| moral therapy | approach from 19th century that involved treating patients as normal as possible... declined and turned into the mental hygiene movement (Dorothea dix) |
| psychoanalysis | exploration of unconscious processes and conflicts, free association and dream analysis |
| behavioral approach | environment not personality, ex: classical conditioning leads to anxiety disorders |
| freud structure of mind | id, ego, superego |
| defense mechanisms | unconscious protective processes, like denial, projection, and repression. |
| humanistic theory | every person is basically good and whole |
| self-actualizing | people strive to achieve their highest potential against difficult life experiences |
| person-centered therapy | unconditional positive regard, therapist takes passive role |
| multidimensional model of psychopathology | causality is systemic: behavioral, biological, emotional, social, developmental |
| diathesis-stress model | individuals inherit tendencies to express certain traits/behaviors, which may be activated under conditions of stress: the greater the underlying vulnerability, the less stress is needed to trigger a disorder |
| gene-environment correlation model | people with a genetic predisposition for a disorder may also have a genetic tendency to create environmental factors that promote the disorder |
| resilience | not everyone who is exposed to stressful life experiences have poor outcomes, can be temperamental or learned |
| brain-gut connection | microbiome of gut is associated with mental health conditions as it influences the release of neurotransmitters (serotonin is commonly found in the digestive system) |
| behavioral/cognitive influences on psychopathology | learned helplessness, social learning, prepared learning, automatic processing/implicit responses, placebo effects |
| equifinality | more than one way/causes to get to the same place -> transdiagnostic treatment models |
| culture | systems of knowledge/concepts/rules learned across generations |
| race | culturally constructed, socially important implications |
| ethnicity | culturally constructed, define people and communities through things like language, religion and characteristics |
| importance of culture in mental health | although everyone has individual differences, a greater understanding of cultural contexts will help us understand problems better and have culturally responsive treatment |
| Cauce (2002) model of help seeking | culture effects: - behaviors and difficulties have to be recognized as problems - decisions about whether to seek assistance - decisions about what type of assistance to seek |
| cultural issues to consider | collectivism vs. individualism, stigma around help-seeking, role of family, religion |
| DSM-V and culture | shifted culture-bound syndromes to cultural syndromes, more of a focus on addressing cultural identity and context |
| psychological assessment | procedure to develop a summary of clients symptoms and problems |
| clinical diagnosis | clinician arrives at summary classification of patients symptoms by following system (DSM) |
| key concepts of assessment | reliability, validity, standardization |
| reliability | inter-rater or test-retest if reliability is poor, test cannot provide valid info. |
| validity | does test measure what it is supposed to be measuring |
| standardization | use is consistent across different measurements |
| clinical interview | consists of 1. presenting problem 2. current and past behavior 3. detailed history 4. Attitudes and emotions |
| the mental status exam | systematic observation of individuals behavior: appearance, mood, thought processes, intellectual functioning |
| unstructured interviews | open-ended, follows client's lead |
| structured interviews | specific questions, order, and follow ups: used in research settings |
| semi-structured interviews | carefully phrased and tested questions but can follow up and clarify |
| behavioral observation | used to better understand factors that contribute to emergence of problematic behaviors, can be naturalistic, lab-based or in-office: look for antecedents (stimulus), behavior (response), and consequence (reinforcing/punishing) |
| behavioral assessment | formal observation (observable and measurable), can be self-monitoring *need to be aware of reactivity |
| projective tests | ambiguous stimuli (think psychoanalysis), unconscious processes, idiographic (unlimited) responses best example is TAT test |
| objective testing | can be narrow or broadly focused, and have a rational or empirical approach in the questions |
| example of objective rating scale | beck depression inventory: rational method, so the questions are directly related to the topic |
| example of objective personality inventories | MMPI: uses the empirical approach so the questions are less specific and categorized to the topic its measuring, this test has high reliability |
| intelligence testing | uses intelligence quotient, but there are many other factors that may influence measured "intelligence" (cultural,SES) |
| purpose of DSM | helps distinguish normal and abnormal behavior |
| approaches to classification | idiographic vs. nomothetic strategy |
| idiographic strategy | focuses on the individual and their unique makeup and background (think qualitative) |
| nomothetic strategy | classify problems based on info. already accumulated, more traditional approach |
| different classification strategies | classical categorical, dimensional, and prototypic |
| classical categorical | assumpution of biological underpinnings/single etiology, kraeplin |
| dimensional classification | variety of symptoms and behaviors quantified on scale |
| prototypic classification | certain characteristics are core to classification but there can be non essential variations |
| DSM III | much more inclusive and expanded, descriptive approaches, used the multi-axial system to look at different aspects like biological and enviornmental |
| DSM IV | revisions to DSMIII based on empirical review, field trials, ICD-10 compatibility, new and deleted categories, expanded appendix |
| DSM V | latest version, similar criteria to DSM IV but has some new disorders and criteria, encourages dimensional rating, has cultural formation, and is reorganized |
| DSM I | first glossary of definitions and categories, lots of psychoanalytic concepts and psychophysiological disorders |
| DSM II | eliminated "reaction", multiple diagnosis encouraged, alignment with ICD |
| Issues with diagnostic criteria | reliability/validity, as society changes diagnoses may be eliminated or added, overlap in diagnostic criteria can cause inflated rates of co-morbidity |
| Goldston 2008: Cultural Considerations in Adolescent suicide prevention/psychosocial treatment PT1 | -youth ethnic groups differ in rates of suicidal behaviors and help seeking , different culturals understand/react to suicidal behaviors in different ways, puts some groups more at risk than others, culture affects decisions abt whether to seek help |
| Bernstein (2020) What is Clinical Psychology | Discusses PsyD vs. PhD, and different professions in clinical psych. like psychiatrist, counseling psychologist, social work, teaching, consulting |
| Pompeo-Fargnoli (2020) Mental health stigma among college students | -350 participants from 2 uni's did self-report survey on perceived stigma, personal stigma and social desirability. Found that perceived stigma was greater than personal stigma, and perceived and personal stigma were positively correlated |
| Trends in college student mental health and help-seeking by race/ethnicity: national healthy minds study (2013-2021) | 350,000 students at 373 campuses, 60 percent met criteria for MH problem in 2020-1, almost 50 percent increase from 2013, showed different rates and rates of treatment for different cultures |
| prognosis | predicted future development of a disorder over time |
| psychosocial treatment | treatment practices that focus on social and cultural factors as well as psychological influences: include cognitive, behavioral, and interpersonal methods |
| intrapsychic conflicts | in psychoanalysis; struggle between id, ego, and superergo |
| object relations | modern development in psychodynamic theory involving the study of how children incorporate the memories and values of people who are close and important to them |
| free association | psychoanalytic therapy technique intended to explore threatening material repressed into the unconscious, patient instructed to say whatever comes to mind without censoring |
| dream analysis | psychoanalytic therapy method in which dream contents are examined as symbolic of id impulses and intrapsychic conflicts |
| psychodynamic psychotherapy | Contemporary version of psychoanalysis that still emphasizes unconscious processes and conflicts but is briefer and more focused on specific problems. |
| cognitive-behavioral model | Model that combines insights from the behavioral, cognitive, and social learning models, which brought the systematic development of a more scientific approach to the psychological aspects of psychopathology. |
| reinforcement | Positive reinforcement involves the delivery of a desired consequence. Negative reinforcement is the contingent escape from an aversive consequence. Unwanted behaviors may result from their reinforcement or the failure to reinforce desired behaviors |
| epigenetics | The study of factors other than inherited DNA sequence, such as new learning or stress, that alter the phenotypic expression of genes. |
| learned helplessness | Martin Seligman’s theory that people become anxious and depressed when they make an attribution that they have no control over the stress in their lives (whether or not they do in reality). |
| circumplex model | A model describing different emotions as points in a two-dimensional space of valence and arousal. |
| self monitoring | Action by which clients observe and record their own behaviors as either an assessment of a problem and its change or a treatment procedure that makes them more aware of their responses. Also called self-observation. |
| familial aggregation | Action by which clients observe and record their own behaviors as either an assessment of a problem and its change or a treatment procedure that makes them more aware of their responses. Also called self-observation. |
| additive vs interactive influences | sometimes the whole is greater than the sum of its parts |
Created by:
justinem
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