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Psychiatrists

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- Prescribe Medication - Medical Management - have gone through med school with a focus on Psych - M.D. / D.O

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Psychologist

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- Licensed professional - clinical (PhD or Psy.D) - Counseling - School - Social workers

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Clinical Psychologist

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- PhD or PsyD - focuses on diagnosing and treating mental, emotional, and behavioral disorders.

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Counseling

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- maintains a focus on facilitating personal and interpersonal functioning across the life span. - The specialty pays particular attention to emotional, social, vocational, educational, health-related, developmental, and organizational concerns.

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Psychotherapist

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- the use of psychological methods, particularly when based on regular personal interaction, to help a person change and overcome problems in desired ways.

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School Psychologist

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- Testing in schools

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Social Workers

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- M.S.W. or D.S.W - - community services, more popular

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PhD

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- Doctor of Philosophy

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Psy.D

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- Doctor of Psychology

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Langer & Abelson Studies

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- (1974) 2 Groups: Psychoanalytic & Behavioral - Showed them the same video - Half of psychoanalytic & Behavioral were told it was a job applicant - Other half were told he was a mental hospital patient - LABELING PROMOTES PREJUDICE and DISCRIMINATION - The paradigm provided for the psychoanalytic effected what they saw and thought - Patient Paradigm

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Freud

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- Psychoanalysis - Developed systematic theory to understand all human behavior

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Psychoanalysis

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- (dreams, defense, motivation) - Is both a theory and a therapy - a system of psychological theory and therapy that aims to treat mental disorders by investigating the interaction of conscious and unconscious elements in the mind and bringing repressed fears and conflicts into the conscious mind by techniques such as dream interpretation and free association.

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Oral stage of development

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- Early period of total dependence on parents - Early development is important later on in life - hemitaxia denotes the first psychosexual development stage wherein the mouth of the infant is his or her primary erogenous zone.

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Anal stage of development

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- The anal stage is the second stage in Sigmund Freud's theory of psychosexual development, lasting from age 18 months to three years

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Fixated

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- Never move beyond a particular stage - Dependent, no trust, stuck in a stage

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Regress

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- Under pressure or stress, person is thrown back to issues associated with that stage - Break up can bring out disturbance if your early stage was neglected

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Iceberg Model

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- Freud treated the unconscious issues that came up as they went through different aspects of life - Conscious is the tip of the iceberg (EGO) - Preconscious is the water surface (Superego) - Subconscious is everything below the surface (Superego, ID)

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Preconscious

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- The thoughts which are unconscious at the particular moment in question, but which are not repressed and are therefore available for recall and easily 'capable of becoming conscious'

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The Goal of Therapy

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- in Psychoanalysis, is to make the unconscious conscious - Psychoanalysis is an insight oriented therapy - If you have insight, then you can control if and move your life better

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ID

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- Present at birth - Gratification = Pleasure principle

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EGO

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- Develops during first year of life - Consciousness = Reality principle

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SUPEREGO

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- Develops through childhood - Oughts and Should's = Morality Principle

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Defense Mechanism

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- Function: to protect the ego from anxiety - Can be too weak/strong - Operate on an unconscious level

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Repression

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- Pushing anxiety provoking thought out of conscious awareness - Can't remember a traumatic experience because of anxiety

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Projection

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- Attributing your own unacceptable impulse to someone else - Paranoid person, believe others will hurt damage them - But they have urges they can't accept and are more likely to

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Displacement

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- Transfer or redirect an emotional impulse from a more to a less threatening object - Want to punch your friend but can't - "Kick the Cat"

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Regression

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- Under threat returning to the way at an earlier stage - Throw a tantrum or become dependent as they would as a child

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Rationalization

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- Giving a socially acceptable reason for an unacceptable action

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Free Association

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- The person talks without usual filter in normal conversation - Begins to reveal patterns and themes in conversation

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Resistance

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- The patient lives to avoid an important but unpleasant topic

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Dream Analysis

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- 'Royal road to unconscious' - Dream interpretation

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Interpretation

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- Therapist shares with patient their interpretation - Timing is important. if not ready they may reject

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Transference

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- Patient acts toward the therapist as if the therapist was some important person in the patients past

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Education of Psychoanalysis

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- There are more efficient and effective ways to do it - There is no great data base to show effectiveness, no investigation

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Humanistic/Client-Centered

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- Carl Rogers - Defense mechanisims - IF people are given unconditional love and acceptance, they will be able to develop into healthy people - Conditional Love

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Conditional Love

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- Can lead to 2 problems - Distort or deny truth about themselves to make them seem more lovable - Wall off some area of themselves - (Workaholics, dress a certain way)

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Therapist Characteristics

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- Try to create an atmosphere of love and acceptance for the person to blossom

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Genuiness

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- Openness, Spontaneous, Authentic

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Unconditional Positive Regard

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- unconditional positive regard toward the client - Accept them for who they are, not what they do

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Empathetic Understanding Engagement

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- Good listening skills - incorporated into other practices, but not largely used on its own.

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Iatrogenic Treatment

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- Where the treatment makes the situation worse

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Shame

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- The fear of disconnection

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Vulnerability

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- In order for connection to happen, we have to be seen completely - People who had love and belonging believed they were worthy of love and belonging

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Courage

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- People with worthiness had the courage to be imperfect

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Behavioral Psychology

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- Freud and Rodgers both started their therapy with clients - Behavioral Psych was birthed in the laboratory (Control and Predict) - Behavioral Psych is easier to be measured

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Classical Conditioning

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- Pavlov - a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.

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Unconditioned Stimulus

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- No learning required - A stimulus which, with no prior learning required, is capable of eliciting an unconditional response

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Unconditioned Response

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- A response elicited by the unconditioned stimulus

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Controlled Stimulus

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- An originally neutral stimulus, which, through association with the Unconditioned stimulus comes to elicit a close approximation of the unconditioned Response

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Controlled Response

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- A response elicited by the controlled stimulus - a close approximation to the unconditioned response

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Generalization

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- A phenomena that occurs in classical conditioning - to the extent that other stimuli resemble the Controlled stimulus they will elicit some degree of the C. Response - No additional learning is required for generalization

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Discrimination

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- Actively present the similar stimulants, with no response given, so they learn eventually the correct C.S. - The patient learns that the other stimuli that are not the C.S do not reveal the response

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Extinction

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- Break the association between the U.S. and the C.S breaking the response - The patient learns that the other stimuli that are not the C. stimulus do not reveal the response

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Spontaneous Recovery

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- An increase in the C.Response to the C. Following a period of extinction, that's due to only the passage of time - some recovery

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Operant Conditioning

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- a type of learning where behavior is controlled by consequences.

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Positive

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- Behavior results in something being added

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Negative

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- Behavior results in something being taken away

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Reinforcement

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- There is an increase of behavior because of the consequences that behavior produces (Intensity, frequency, probability)

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Punishment

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- The behavior decreases as a result of the consequences that behavior produces

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Positive Reinforcement

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- Something added resulting in a increase of behavior - compliment, high five, paycheck

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Positive Punishment

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- Behavior results in something being added resulting in a decrease in behavior - Speeding ticket, spanking

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Negative Reinforcement

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- Behavior results in something being taken away resulting is an increase in behavior - (alarm clock, seatbelt, drugs to remove stress) - Escape of avoidance Immediate consequences of Behavior are the most influential, control behavior better than long term - Maladaptive behavior has 'short term gain but long term pain'

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Negative Punishment

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- Behavior results in something being taken away resulting in a decrease in behavior - Time out, Phone away

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Sit Down Study

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- Negative reinforcement by teacher - Positive reinforcement for the kid with attention

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Stimulus Control

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- Behavior is prompted/controlled/qued/ by the things that recieve the behavior - Smoking because you see someone else do it - Having a specific study place

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Functional Analysis of Behavior

answer

- the application of the laws of operant conditioning to establish the relationships between stimuli and responses.

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Antecedent

answer

- Comes before behavior - sets the stage for behavior

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Consequence

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- Comes after the behavior, influences the likelihood of the behavior

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Shaping

answer

- Two main components: 1. Performing a task analysis 2. Teaching successive (in order) approximations of desired behavior

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Modeling

answer

Two people (the model, the immitator) - Training complex behavior where shaping is not applicable - Adopt good and bad behaviors

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Extinction (decreasing Behavior)

answer

- Withholding reinforcers for a previously reinforced behavior

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Extinction Burst

answer

- Increase of behavior at beginning of extinction

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D.R.O. (Differential Reinforcement of other behavior)

answer

- Reinforcing something other than the undesirable behavior - influencing baby to do something other than pulling her hair with hands in order to diminish hair pulling behavior

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Time Out

answer

- Sending form good place, to a less desirable place

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Cognitive Behavior Therapy

answer

- What does the world look like to them? - Appreciate clients phenommological world by listening to what they say/talk to themselves

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Albert Ellis

answer

- Rational Emotional Therapy (R.E.T) - Irrational Beliefs - People feel bad because they think bad

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Aaron Beck

answer

- Cognitive Behavior therapy - Automatic Thoughts - Collaborative Empiricism

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Cognitive Triad

answer

- Bad me - bad world - bad future

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Collaborative Empiricism

answer

- Client and therapist work together to consider data of clients life

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Automatic Thoughts

answer

- Think without thinking about

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Dr. Beck: Automatic Thoughts

answer

1. Examine automatic thoughts / teach them about Automatic thoughts 2. Examine their auto thoughts 3. Challenge the validity of those automatic thoughts 4. Modify those: specific automatic thoughts (stimulus control) 5. Try to change their cognitive Schema

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Maintenance

answer

- The changed behavior continues over time - You want that behavior to continue

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Generalization

answer

- The behavior is performed in non-training environments - (settings, caregivers, home, time)

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Techniques for Promoting

answer

1. Intro to natural communities of reinforcement 2. Use indiscriminable contingencies 3. Program common stimuli 4. Eliminate Secondary gain

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Intro to Natural Communities of reinforcement

answer

- Behavior is introduced to reinforcers that are naturally prevent in the individuals environment which come to maintain behavior

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Reinforcement Trap

answer

- Keep bad behaviors going without being able to breakout of habit/situation

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Efficacy

answer

- Does the treatment reduce significant benefit in highly controlled research situations? - the ability to produce a desired or intended result. - Efficacy is necessary but alone, is not efficient enough for effectiveness

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Effectiveness

answer

- How useful is the treatment? - The results are not as impressive for efficient studies

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Nomothetic Research

answer

- Seeks to determine general laws and Principles - Typically with large groups of people - Learning characteristics of the GROUP, not the individuals within the group

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Idiographic Research

answer

- Focuses on the INDIVIDUAL - May or may not not generalize to the group - Clinical work - Clinical -> research (Clinical scientist, scientific practitioner)

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Epidemiology

answer

- Study of frequency and distribution of an illness or condition in a population - Prevalence, Incidence - Risk Factor, Protective Factor (Fixed, Variable)

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Prevalence

answer

- The proportion of the population that has the disorder at any given point in time

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Incidence

answer

- Rate of new cases in a disorder in a given time

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Risk Factor

answer

- Condition variable which, if present, INCREASES the likelihood of developing a disorder (fats, bad diet)

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Protective Factor

answer

- Condition variable which, if present, DECREASES the likelihood of developing a disorder - Exercise, healthy habits

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Naturalistic Observation

answer

- Watching the subjects in his/her natural environment and observing - Ethology - Correlational Data

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Ethology

answer

- the study of human behavior and social organization from a biological perspective.

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Correlational Data

answer

- measure of the extent to which two variables are related. - Is not as valid as experimental data - experimental data can cause cause and effect

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Survey Methods

answer

- Asking people about their opinions, attitudes, and behaviors - Random Sample - Stratified Sample

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Random Sample

answer

- Everybody has an equal chance of being selected

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Stratified Sample

answer

- Sample is collected in such a way that it represents a population of Interest - matching population

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Correlational Methods

answer

- Examine the extent to which changes in variable X change with or covary with changes in variable y - Correlation cannot cause causation but you cant have causation without correlation - Height changes with weight (positive) - Height goes up, weight goes down (negative)

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Magnitude of Correlation

answer

- Size of the correlation - larger number (Positive or negative) is the largest correlation - Correlation cannot cause causation

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Bidirectionally

answer

- Limitation of correlation - X is causing Y or Y is causing X?

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Third Variable Problem

answer

- X and Y - Z variable could be prompting most things - Bars and churches (Z= population density/college town)

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Case Studies

answer

- Detailed account of a person's life or behavior useful when: 1. Rare phenomenon/conditions 2. Generating Hypothesis to develop treatment approaches that can be tested later 3. Practicing Clintons who don't have time for large scale research

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Experimental Designs

answer

- Allow you to move toward causation

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Independent variable

answer

- treatment, what you can manipulate

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Dependent Variable

answer

- outcome based on Independent variable

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Group Design

answer

People are randomly assigned to one group or another

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Single Subject Research Designs

answer

- the subject serves as his/her own control, rather than using another individual/group. - Reversal (ABA) - ABAB

question

Reversal Design

answer

- ABA - to Experimentally test something or a treatment, you must reverse or withdraw treatment

question

Limitations with Single Subject research designs

answer

1. Some behaviors will not reverse. Behaviors have to change in order for it to be an experiment 2. It would be unethical in some situations to withdraw treatment (cancer or disease)

question

Multiple Base-Line Design

answer

- Show if a third variable is present - You intervene on each individual after differing lengths of baseline, if behavior changes only at the point of intervention, then you have an experiment - Baseline and reversal are equivalent to control groups

question

Sroufe's Pathway

answer

a. Continuity of Maladaption b. Continuity of positive adaption c. Initial maladaption followed by positive change d. Initial positive adaption, followed by negative change

question

Pathways Model

answer

- Pathology may be though of as a secession of branchings which take the child away from pathways leading to confident development 1. Disorder is Deviant over time 2. Multiple pathways to similar outcomes 3. Different outcomes from the same pathway (A&C) 4. Change is possible at many points 5. Change is constrained by prior adaptation

question

1. Disorder is Deviant over time

answer

- Failure at any point in time is best viewed as placing an individual on a pathway potentially leading to disorder

question

2. Multiple pathways to similar outcomes

answer

- Individuals beginning on different pathways may nevertheless converge towards similar patterns of adaptation (B & C)

question

Equifinality

answer

- Equal Finally - Multiple pathways to similar outcomes

question

3. Different outcomes from the same pathway

answer

- The concept of secessive branches suggest that individuals beginning on a similar pathway may diverge ultimately showing different patterns of pathology or no pathology. - Multi-finality

question

4. Change is possible at many points

answer

- Despite every deviation, changes may lead individual back toward a more adaptive pathway (hopeful)

question

5. Change is constrained by prior adaptation

answer

- The longer a maladaptive pathway is followed/enjoined, the less likely the person will reclaim positive adaptation

question

Classification Benefits

answer

1. provides some description of the problem 2. Facilitates Communication among professionals 3. May lead to discoveries about the cause of the disorder 4. Can improve clinician's ability to predict the outcome/prognosis 5. Can lead to guidelines of selecting the best treatment for a disorder

question

Labeling

answer

- Problem with classification - Patient might be discriminated by the label they are given 1. Others may treat the patient according to the diagnosis 2. You may act according to the diagnosis (ADHD - why should i try to hard)

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Reliability

answer

- The extent to which two clinician agree on diagnosis - Sets the ceiling on validity - Validity can't be better than reliability - Pre-req for validity - Reliability is not sufficient for validity

question

Validity

answer

- Usefulness of diagnosis/data - 3 types: 1. Ethological 2. Concurrent 3. Predictive

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Ethological Validity

answer

- Where did it come from? - Based on past events

question

Concurrent Validity

answer

- Can the Diagnoses TEACH us something additional about the disorder? - Present time period

question

Predictive Validity

answer

- Prognosis - How is it going to turn out with this diagnosis? - Future time period

question

Catregorial Classification

answer

- Either you have it or you don't - Dead/alive, male/female, Tall/short

question

Continuous/Dimensional Classification

answer

- More or less of something - 4'10/5'6, - Measurement, quantitative

question

The Diagnostic & Statistical Manual (DSM)

answer

- a common language and standard criteria for the classification of mental disorders- Published by the American Psychiatric Association - Currently working with DSM 5 and previous - Refinement of criteria as time goes on

question

Axis I

answer

- Clinical Disorders - Almost everything

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Axis II

answer

- Personality Disorders - Mental Insufficiencies/retardations

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Axis III

answer

- General medical condition - Anything else (Diabetes, Heart disease)

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Axis IV

answer

- Psychosocial and environmental problems - Divorce, poverty, abuse, homelessness

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Axis V

answer

- Global assessment of functioning - Non-Axial System

question

Comorbidity

answer

- Has two or more diagnoses - Having one mental health problem predisposes one to have more than one problem - Anxiety and Depression

question

Diathesis

answer

- Predisposition toward a disorder - includes both genetics and history - If you lower risk factors, you can change your Diathesis

question

Stress

answer

- Current factors which combines with your diatheses - Influences the likelihood of developing a disorder

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