Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
68 Cards in this Set
- Front
- Back
Psychodynamic Theories on Therapy
|
- based on Freud
- Goal : help patients achieve insight, dig up buried conflicts - Insight = conscious awareness of psychodynamics underlying problems |
|
Methods of treatment in Psychodynamic Therapy
|
- Free Association (sit behind the client, verbal reports on feelings, etc)
- Dream interpretation |
|
Psychodynamic responses to therapy
|
- Resistance ( a) defensive maneuvers that hinder process of therapy)
- Transferrence ( a) Client responds irrational to therapist like he/she was important figure from client's past - positive or negative) - Counter-transference |
|
Humanistic Psychotherapy - "Client Centred Therapy"
|
- focused on relationship between client and therapist
- designed by Carl Rogers |
|
three important therapist attributes (as per "client centred therapy" by Rogers)
|
a) unconditional positive regard
a) empathy a) genuineness |
|
Gestalt Therapy
(Humanistic Psychotherapy) |
-Goal: bring feelings, wishes and thoughts into immediate awareness
Methods: a) Often carried out in groups b) more active and dramatic approaches than client-centred approaches c) role-play |
|
Cognitive theories
|
- Aaron Beck and Albert Ellis
- role of irrational and self-defeating thought patterns - help clients discover and change cognitions that underlie problems |
|
Ellis' Rational Emotive Therapy (ABCD Model)
(cognitive theory) |
Activating Event
Belief system Consequences Disputing maladaptive behaviours |
|
Beck's Theory
(cognitive theory) |
help clients identify and reprogram their “automated” thought patterns
- "Beck Depression inventory" major contribution to depression and self instructional training |
|
Behaviour Therapies
|
Maladaptive behaviours are the problem, not the symptom
- maladaptive behaviours can be unlearned through classical and operant conditioning, modeling - problem behaviours are learned |
|
Exposure
(Classical conditioning therapies) |
- Exposure : Treat phobias through exposure to feared CS in the absence of UCS
- flooding : expsed to real life stimuli - Implosion: imagine scenes involving stimuli - highly effective and extinguishing anxiety, but can also create anxiety |
|
Systematic Desensitization
(Classical conditioning therapies) |
Learning treatment for anxiety using counterconditioning
- train muscles to relax - stimulus hieararchy |
|
In-vivo Desensitization
(Classical conditioning therapies) |
Controlled exposure to "real life" situations
- creates more anxiety than systematic, but has faster results |
|
Aversion Therapy
(Classical conditioning therapies) |
condition an aversion to CS (like alcohol)
|
|
Operant conditioning or "behaviour modification treatments"
(Classical conditioning therapies) |
Attempt to increase or reduce behaviour
- positive and negative reinforcement - extinction - used on profoundly disturbed children Punishment only used with parental consent on destructive children. |
|
Token Economies
(Classical conditioning therapies) |
enourage behaviour with positive reinforcement
- give tokens for desirable behaviour - backed up by social reinforcers like pride |
|
Modelling and social skills training
(Classical conditioning therapies) |
learn new skills by observing and imitating a model
uses roleplay Key: increased self efficacy. I can do that too! |
|
Cultural Barriers to psychological treatment
|
- cultural norms
- language - access to treatment (affordability and proximity) - lack of culturally responsive treatments |
|
Difficulties in evaluating therapy
|
- many variables aren`t controlled (self selection and selection bias)
- therapist-client interaction varies - hard to measure effects - who measures the outcomes |
|
Somatoform disorders
|
physical complains / disabilities with no known biological cause
- hypochondria - pain disorder (out of proportion to problem) - conversion disorder (sudden and random neurological issues, i.e. glove anesthesia) |
|
Psychogenic Amnesia
(Disscociative Disorder) |
- extensive but selective memory loss following trauma
|
|
Psychogenic fugue
(Disscociative Disorder) |
loss of personal identity
|
|
Dissociative Identity Disorder (DID)
(Disscociative Disorder) |
two or more separate personalities
Trauma-dissociation Theory = DID generally results from severe traumatic experience during early childhood |
|
Scizophrenia
|
`split mind``
delusions, disorganized speech, hallucinations, blunted emotion |
|
Subtypes of Schizophrenia
|
- Paranoid (delusions of persecution or grandeur)
- Disorganized (confusion, incoherence) - Catatonic - Undifferentiated |
|
Two main categories of Schizophrenia
|
Type I = positive symptoms, pathological extremes (delusions, hallucinations, etc)
Type II = negative symptoms, absence of normal reactions (lack of expression or motivation) |
|
Biological Causal factors of Schizophrenia
|
- genetic, skips a generation
- Unusual MRI activity, hallucinations related to Thalamus (mainly type II) - Neurodegenerative hypothesis - Dopamine hypothesis |
|
Neurodegenerative hypothesis
|
- Biological theory for Schizophrenia
- destruction of neural tissues in regions that affect congitive processing and emotion - Thorazine calms people down |
|
Dopamine hypothesis
|
Schizophrenia results from overactivity of dopamine
Defective Neuroreceptors |
|
Psychological causal factors of Schizophrenia
|
Freud = extreme use of defence mechanism regression (ability to cope with stress)
-Cognitive - inability to filter out irrelevant information |
|
APA Guidelines for randomized Clinical Trials
(research method) |
- Procedures must be followed exactly
- sessions taped or observed - some measures of improvement must be behavioural - need for follow-up data |
|
Meta-Analysis
(research method) |
Allows researchers to combine the statistical results of many studies to reach an overall conclusion
- Effect size |
|
Types of control groups in Randomized clinical trials
|
- no treatment
-placebo control - other effective treatment random assignment of clients to experimental or control groups i.random assignment of clients to experimental or control groups |
|
Factors affecting outcome of treatment
|
-Client variables
-Openness -Self-relatedness -nature of the problem -Therapist variables (quality of relationship, empathy, unconditional acceptance, genuineness, trust, caring) - techniques - Dose-response effect - faith in therapist - plausible explanation for problems protective setting and supportive relationship -opportunity to practice new behaviours - increased optimism and self-efficacy |
|
Psychopharmacology
|
Study of how drugs affect cognitions, emotions, behaviour
|
|
Tricyclics
|
anti-depressant drug class
a)increase activity of norepenephrine and seratonin b)prevent reuptake of excitatory neurotransmitters |
|
i.Monoamine oxidase (MAO) inhibitors
|
anti-depressant drug class
a)increase activity of norepenephrine and seratonin b)Monamine oxidase breaks down neurotransmitters |
|
Newer drugs
|
i.Buspirone (buspar)
ii.fewer side effects iii.enhances inhibitory neurotransmitter GABA iv.Sometimes using older antidepressants now |
|
Anti-anxiety drugs
|
.designed to reduce anxiety without affecting alertness or concentration
ii.slow down excitatory synaptic activity side effects: a)drowsiness b)lethargy c)dependence d)alcohol iv.“Gaba” is the princible inhibitory neurotransmitter v.Very effective |
|
Selective seratonin reuptake inhibitors (SSRIs)
|
class of antidepressant drug
a)block reuptake of seratonin b)milder side effects than other antidepressants c)reduce depressive symptoms more rapidly |
|
Antipsychotic drugs = major tranquilizers
|
- decrease action of dopamine
- Reduce positive symptoms of schizophrenia - can produce tardive dyskinesia a)severe movement disorder |
|
Electroconvulsive therapy (ECT)
|
Began with observation that schizophrenia and epilepsy rarely occur together = therefore, seizure induction can help schizophrenia
hasn't been effective in treating schizophrenia Useful in treating severe depression i.particularily those in risk of suicide ii.effects can be immediate iii.60-70% improve |
|
ECT procedure
|
A.Procedure
patient given sedative and muscle relaxant placed on well-padded mattress shock less than 1 second, causing seizure of CNS |
|
Psychosurgery
|
.method of last resort
procedures that remove or destroy parts of brain least used of biomedical procedures |
|
Lobotomy
|
destroy nerve tracts to frontal lobes
|
|
Cingulotomy
|
Cut fibres that connect frontal lobes and limbic system
used in cases of severe depression and OCD |
|
Deinstitutionalization
|
Transfer of treatment from mental institutions to community
requires availability of mental health care in community |
|
Situation-focused prevention
(mental health prevention) |
reduce or eliminate environmental causes of disorders
enhance situational factors that prevent disorders |
|
Competency-focused prevention
|
designed to increase personal resources and coping skills
|
|
When to seek professional assistance
|
i.severe emotional discomfort
ii.unable to handle problem or life transition iii.past problem is worsening or has resurfaced iv.thinking about, dreaming about or responding to a traumatic event with negative emotions v.Preoccupation with weight or body image vi.severe and recurring conflicts with others vii.hearing voices or feeling like everyone is out to get you |
|
What is stress?
|
stimuli/events in environment that place demands on us = stressors
our RESPONSE interaction between organism and environment |
|
"Life events scale" for measuring stress
|
Quantify stress over a given period of time
|
|
Social Readjustment scale
|
Point values to measure stress
Points = "Life change units" |
|
Four aspects of appraisal process (stress)
|
Primary appraisal (demands of situation)
Secondary (resources available to cope) Judgements of consequences of situation personal meaning |
|
Chronic Stress and GAS
(General Adaption Syndrome) two stages: |
1. Alarm
2. Resistance |
|
why do some people suffer psychological and/or psychological distress and others to not?
|
Commitment to work, family and other involvements
Control Challenge |
|
Cognitive protective factors
|
Coping self-efficacy
HARDINESS - control, challenge, commitment Finding meaning optimism |
|
Physiological Reactivity to stress
|
i.relationship between two classes of hormones
catecholamines and corticosteroids both involved in “fight or flight” Cortisol effects last longer; more damaging |
|
Social Causation Hypothesis
|
higher levels of stress among low-income
people who are wealthy less likely to get depression, schizophrenia; even cardiovascular disease |
|
Social Drift Hypothesis
|
as functioning deteriorates – drift down socio-economic ladder
|
|
Three clusters of personality disorders
|
A - anxiety and fearfullness
B - dramatic and impulsive disorders C - Odd and eccentric |
|
Brain damage from Alzheimer's
|
a)Caused by deterioration in frontal and temporal lobes of brain
b)plagues in brain (holes) c)destruction of cells that product acetylene |
|
Which neurotransmitter is the main cause of anxiety disorders?
|
GABA
Low levels may cause highly reactive nervous systems inhibitory neurotransmitter Drugs that affect GABA transmission treat anxiety; Valium, etc |
|
Three Major Patterns after Depressive Episode
|
no recurrence
recovery with recurrence no recovery |
|
Neurotransmitters responsible for mood disorders
|
under activity of nor-epinephrine, dopamine and seratonin in depression
PRIMARY target is norepinehrine |
|
Personality-based vulnerability
|
Trauma early in life creates vulnerability later
Psychodynamic causal factor of mood disorders |
|
Depressive attributional pattern
mood disorder causal factor |
success = factors outside self
negative outcomes = personal factor |
|
Learned helplessness Theory
|
depression occurs when people expect that bad events will occur and they think that they can't cope with them
|