I HATE PSYCHHHH
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Typical behaviour | An activity that is consistent with how an individual usually behaves.
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| Atypical behaviour | An activity that is unusual or unnatural according to how an individual usually behaves.
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| Factors to determine typical and atypical behaviour | -Cultural perspectives
-Social norms
-Statistical reasoning
-Personal distress
-Maladaptive behaviour
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| Cultural perspectives | The influence of society and community on one’s thoughts and behaviour.
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| Social norms | Society’s unofficial rules and expectations regarding how individuals should act.
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| Statistical rarity | Something that lies outside the range of statistical normality and is also unusual enough to be considered significant.
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| Personal distress | A negative and self oriented emotional reaction.
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| Maladaptive behaviour | An action that impairs an individuals ability to meet the changing demands of their everyday life.
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| Normality/normal | The state of having thoughts, feelings and behaviours considered common and acceptable.
-‘normal’ in context
-should allow a person to function independently on a day-today basis as expected for their age
-should not be distressing or self-defeating
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| Abnormality/abnormal. | The state of deviating from the norm, usually in an undesirable way.
-not being able to function independently on a day-to-day basis, as expected for their age
-behaviour is personally distressing or self-defeating
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| Socio-cultural approach | People perceive things as normal according to a particular set of codes relating to the social and cultural context that they are a part of.
eg. in some cultures it would be normal to bury the deceased, whereas in other cultures this would be abnormal
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| The functional approach | People are considered normal if their thoughts, feelings, and behaviours allow them to cope with the demands of everyday life.
eg. a person being able to feed and clothe themselves so they could work would be considered normal
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| The historical approach | What people perceive as normal, changes throughout different historical periods.
eg. in the current time period it wouldn’t be normal to take a horse and a carriage to get your groceries but it would be normal in the 1800s
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| The situational approach | Normality is based on what is acceptable in different contexts.
eg. tackling someone at a workplace compared to a contact sports game may be considered abnormal
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| The statistical approach | Normality is based on how the majority of people think, feelings and and behave.
eg. it is normal to laugh when tickled because the majority of people do
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| The medical approach | Normality based on the biological factors of mental illness, which may be include genetic inheritance, linked physical ailments, infections and chemical abnormalities.
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| Neurotypicality/neurotypical | A term used to describe individuals who display expected neurological and cognitive functioning .
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| Neurodiversity/neurodiverse | Variations in neurological development and functioning such as those experienced by individuals with Autism or ADHD.
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| Neurotypical | Is a term used to describe expected development. It exists on a continuum with neurodiverse.
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| Adaptive | Being able to adjust to the environment appropriately and function effectively while meeting the changing demands of everyday life.
eg. being quiet in a library but cheering at a sports game
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| Maladaptive | Being unable to adjust to the environment appropriately and function effectively while meeting the changing demands of everyday life.
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| Adaptive development | Another way of considering what is ‘normal’ by considering what may be adaptive or maladaptive for an individual.
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| Neurodivergent | individuals who have a variation in neurological development and functioning
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| Autism | A neurodevelopment condition characterised by impaired social interactions, verbal and non-verbal communication difficulties, narrow interests, and repetitive behaviour.
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| Attention deficit/hyperactivity disorder (ADHD) | A neurological condition characterised by persistent innatention or hyper activity that disrupts social, academic, or occupational functioning.
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| Dyslexia | A neurologically based learning difficulty manifested as severe challenges in reading, spelling and sometimes in arithmetic.
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| psychiatrist | a doctor who specialises in the diagnosis and treatment of mental, behavioural and personality disorders.
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| psychologist | an individual who is professionally trained in one or more branches of psychology.
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| mental health workers | members of a mental health treatment team who assist in providing a wide range of services and care for patients with psychological or social problems.
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| mental health organisation | a company or group that works to address or advocate for mental health, such as through providing support or specialised services.
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| culturally responsive practices | Acting in a way that responds to the needs of diverse communities and demonstrating an openess to new ideas that may align with different cultural beliefs.
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| advantages of using cultural perspectives and social norms to categorise typical and atypical behaviour | -enables different cultural contexts to be taken into account
-acts as a baseline for what is typical in a given social context
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| limitations of using cultural perspectives and social norms to categorise typical and atypical behaviour | -cultural perspectives can allow for a collective evaluation of a behaviour rather than an individual evaluation
-in a multicultural society, different cultural norms can influence behaviours
-social norms are more situational
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| advantages of using statistical rarity to categorise typical and atypical behaviour | -provides an objective perspective, allowing for a more accurate way to categorise behaviours as typical or atypical
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| limitations of using statistical rarity to categorise typical and atypical behaviour | -not all statistical rarities are damaging or negative, making it a less helpful measure
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| advantages of using personal distress and maladaptive behaviour to categorise atypical and typical behaviour | -can be used when cultural, social, or statistical measures are not applicable or appropriate
-can be quite visible
-considers the consequences of behaviour
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| limitations of using personal distress and maladaptive behaviour to categorise atypical and typical behaviour | -some individuals may conceal personal distress, making it difficult to identify atypical behaviours
-what is considered maladaptive can be subjective
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| characteristics of a neurotypical individual | -good communication skills
-can focus for prolonged periods
-able to function independently on distracting environments without sensory overload
-able to adapt to changes in routine
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| characteristics of a neurodivergent individual | -easier to express themselves through creativity
-cant really focus for extended periods, but is very detail focused
-tends to observe what happens around them and, as a result, may get distracted
-difficulty in adapting to change especially if sudden
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| autism spectrum disorder (ASD) brain structure/function | -bigger brain volume as child; but, brain volumes becomes equal after adolescence
-thin temporal cortex- processing sounds and speech
-thick frontal cortext- complex social + cognitive processes
-small internal structures- amygdala- processing emotions
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| autism spectrum disorder (ASD) strengths | -great attention to detail
-great retention of facts
-high motivation & enthusiasm in activities of interest
-high accuracy in various tasks
-innovative approaches to problem-solving
-accurately follow instructions
-can offer unique insights
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| autism spectrum disorder (ASD) challenges | -unable to make or keep eye contact
-unable to read facial expressions&recognise ppls emotions
-stressed by minor changes to routine
-obsessive singular interests
-delayed language skills
-delayed movement skills
-delayed cognitive/learning skills
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| autism spectrum disorder (ASD) management | -educational&developmental therapy
-behavioural therapy
-speech, language, and occupational therapy
-medication (help mental health issues- anxiety medication
to calm worries/fears)
-psychotherapy (increase or build upon their strengths)
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| attention-deficit/hyperactivity disorder (ADHD) brain structure/function | -hyperactivity&hypoactivity in brain parts: mess brains ability to meet cognitive needs of a task.
-small amygdala&hippocampus- emotional&motivation
-slow maturation-cerebral cortex- cognitive&attention
-fast maturation-motor cortex- restless,fidgeting
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| attention deficit/hyperactivity disorder (ADHD) strengths | -hyper-focusing on a particular task
of interest
-creative approaches to various tasks
-enthusiasm in what they do
-finding innovative ways to complete a task
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| attention deficit/hyperactivity disorder (ADHD) challenges | -time management
-Staying concentrated
-Staying on topic
-acting with rationality
-articulating feelings
-impulsivity
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| attention deficit/hyperactivity disorder (ADHD) management | - medication for focus
- therapy for daily challenges, time management, and planning
- behavioural strategies: declutter, set zones, use a planner, and work in small steps to stay organised and avoid overwhelmed
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| dyslexia brain structure/function | -less grey matter affects reading, speech, and spelling.
-weaker white matter slows reading.
-hypoactive brain regions hinder symbol-sound recognition.
-reduced neuroplasticity in the left hemisphere affects language and reading
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| dyslexia strengths | -strong memory
-puzzle-solving skills
-spatial awareness
-initiating conversation
-problem-solving
-big-picture thinking
-narrative reasoning (visualizing key ideas)
-3D thinking
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| dyslexia challenges | -difficulty with reading and writing
-slower learning
-trouble forming words (reversing sounds, confusing similar words)
-struggles with jokes and expressions
-low confidence in reading/writing tasks
-fear of falling behind
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| dyslexia management | -learning through audio/video recordings
-assistive tech for text-to-speech
-tech tools for writing (word processors, organizers)
-occupational therapy for workplace strategies
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| cross cultural perspectives | -mental disorders and distress vary across cultures
-help-seeking is influenced by social and cultural contexts
-culturally responsive practices:
—listening to communities
—acknowledging differences
—finding priorities
—targeting universal goals
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| cultural humility | -cultural humility means listening and learning from lived experiences
-moves beyond cultural sensitivity, addressing power imbalances
involves:
-lifelong self-reflection
-challenging power imbalances
-building community partnerships
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| cultural safety | it recognises power imbalances in mental health services, esp for diverse groups
practices include:
-avoiding cultural imposition
-encouraging communication and respect
-involving trusted family/friends
-acknowledging powerlessness and harm
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| differences and similarities between psychologist and psychiatrist | similarities:
-both can diagnose
-both work in similar areas
differences:
-only psychiatrist can prescribe medicine
-psychiatrist did medical degree while psychologist didn’t
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