| A | B |
|---|
| culture bound syndrome | abnormal bheavioral patterns specific to a particular region or group; some behaviors may extend beyond the areas/groups |
| DSM V focuses on | clinical presentation, etiology, developmental stage and functional impairment |
| DSM V relies on | symptoms and scientific basis of the disorders |
| 47 | percent of Am. adults who have had some sort of psychological disorder |
| most common psych disorders | anxiety and depression |
| women | more likely to have anxiety & mood disorders |
| men | more likely to have alcoholism & substance abuse |
| 10 | number of toes on Jewel's feet |
| Deities | Greeks believed that these could affect mental illness |
| Spirits | Egyptioans believed that these controlled mental illness |
| Trephination | Egyptians used this procedure to treat mental problems |
| Hypocrates | produced a diagnostic classification systesm |
| Hysteria | Hypocrates identified this term |
| Another name for hysteria | Conversion Disorder |
| Demons | considered to be the source of all evil things in Medieval Europe |
| Mass hysteria | In the Middle Ages episodes of this occurred; people thought they were possessed |
| Emotional contagion | automatic mimicry of things from one person to another; occurs with mass hysteria |
| Benjamin Rush | phsyician at PA hosp.; "father of American psychiatry" |
| Dorothea Dix | Boston teacher who devoted life to treatment of mentally ill |
| asylums | Dorothea Dix thought that this place would cure mentally ill if run well |
| Franz Mesmer | German physician believed in animal magnetism |
| Animal magnetism | substance that when flowing freely the body will be healthy, per Franz Mesmer |
| dementia precox | schizophrenia used to be called this |
| Sigmun Freud | introduced psychoanalysis |
| 5 | roots of abnormal behavior established within these first years of life |
| Id, Ego, Superego | three regions of the mind, according to Freud |
| Id | focuses on pleasure |
| Ego | obeys the reality principle |
| Superego | similar to conscience; moral restraint |
| oral, anal, phallic | stages of psychosexual developemnt , per Freud |
| oral stage | sucking, chewing are pleasurable; aggressive impulses emerge with teeth |
| 1 1/2 | oral stages occurs in these first years |
| anal phase | coincides with toilet training; power struggles develop |
| 1 1/2 - 3 | anal phase occurs in these first years |
| negativism, sadistic behaviors | may develop during anal phase |
| phallic phase | psychosexual energy centers on genital area |
| 3 -5 | phallic phase occurs in these years |
| romantic fantasies towards the parents | may develop during the phallic phase |
| latency phase | psychosexual phase in which children are NOT interested in opposite sex |
| genital phase | mature stage of psychosexual development |
| two phases in the phallic phase | latency and genital |
| royal road to the unconscious | another name for dreams (from Freud) |
| scientist practitioner model | psychologists who are doing treatment rely on findings of research |
| 100 | # of billion neurons in the brain |
| synapses | spaces between the neurons |
| neurotransmitters are released into the synapses | how neurons communicate |
| CT & MRI scans | show structure/morphology brain |
| plaques and tangles | brains of people with Alzheimers have more |
| PET scans and F MRI | can identify areas of the brain associated with certain disorders |
| neurotransmittors | carry messages between neurons |
| reinforcement | contingent event that strengthens the behavior that precedes |
| Operant Conditioning relies on | reinforcement |
| individual | reinforcers are |
| primary reinforcers | objects (food, water, attention) that have own intrinsic value; make a person feel good |
| secondary reinforcers | objects that have acquired value because they are associated with primary reinforcers |
| money | example of secondary reinforcer |
| food | example of primary reinforcer |
| sex | is this a reinforcer? |
| vicarious conditioning | no trial learning; the person doesn't need to DO the behavior |
| aggression | a kind of vicarious conditioning that can be learned |
| Cognitive Model | abnl. behvior is result of distorted mental processes, not internal or external forces |
| Cognitive Theory | way we perceive or think about events affects our emotions |
| Example of Cognitive Theory | Stuff Happens. It's your response that counts |
| Sociocultural models | Propose that abnl behavior must be understood within context of social and cultural forces |
| Gender roles, social class & interpersonal resources | examples of social and cultural forces in the sociocultural models |
| Biopsychosocial perspective | Many differernt factors contribute to the development of abnormal behaviors |
| Biopsychosocial perspective supports the idea of | diathesis stress model of abnl. behavior |
| diasthesis stress model assumes that | assumes that abn. disorders may have a biol. basis |
| diasthesis | presence of biol. or psychological predisposition to a dz or d/o is called this |
| behavior that is inconsistent with indiv. with norms and causes stress or interferes with daily functioning | two factors to consider in determining whether something is abnormal |
| presence of environmental stress | psych. disorders may be a combination of biol. predisposition combined with |
| Emil Kraepelin | German psychiatrist observed hundreds of patients and came up two diagnostic categories and laying groundwork for classificaiton system |
| Josephe Wolpe | discovered that a stimulus will not cause fear/anxiety if incompatible behavior occurs at the same time |
