Models of Abnormality

• Models or paradigms are used by scientists and clinicians to treat abnormality.
• Models explain events, provide basic assumptions, guide treatment techniques, and involve several factors to explain abnormality.

Biological Model (Parts 1-4)

• Biological theorists explain abnormal behavior through a biological basis and a medical perspective.
• Illnesses are brought about by malfunctioning parts of the organism.
• Problems in brain anatomy or brain chemistry can cause abnormal behavior.
• Brain chemistry and abnormal behavior involve neurons and glial cells, as well as various brain structures, including the cerebrum, cortex, corpus callosum, basal ganglia, hippocampus, and amygdala.
• Connections exist between some psychological disorders and specific brain structures.
• Neuron-to-neuron transmission involves dendrites, axons, synapses, neurotransmitters, and receptors.
• Dozens of neurotransmitters (NTs) in the brain, such as serotonin, norepinephrine, and glutamate, have been identified Abnormal activity in certain NTs can lead to specific mental disorders.
• Abnormal chemical activity in the endocrine system and abnormal secretion of cortisol is correlated with anxiety and mood disorders.

Biological Model (Parts 5-7)

• Research increasingly focuses on brain circuits rather than single brain or chemical dysfunction as key to psychological disorders.
• A brain circuit involves neurotransmitters, structures, and functions, along with proper interconnectivity among circuit structures.
• Sources of biological abnormalities include genetics and evolution.
• Inheritance plays a role in certain mental disorders, with several genes combining to produce dysfunction actions and reactions.
• Genes contributing to mental disorders may be mutation mistakes through inheritance, or a result of normal evolutionary principles.

Biological Model (Parts 8-10)

• Biological treatments aim to identify the physical source of dysfunction to determine the course of treatment.
• Three primary biological treatments include drug therapy, brain stimulation, and psychosurgery.
• 1950s: Advent of psychotropic medications.
• Four major drug groups in therapy: anti-anxiety drugs, antidepressant drugs, antibipolar drugs, and antipsychotic drugs.
• Direct-to-consumer drug advertisements appeal directly to consumers and are allowed only in the US and New Zealand.
• DTC ads contribute to patient education about available drugs and increased involvement of patients in their own care.
• Drawbacks of DTC drug ads include higher drug costs, patient misinformation, and pressure on doctors to prescribe inappropriate DTC-advertised drugs.

Biological Model (Parts 11-12)

• Brain stimulation can be direct or indirect, involving approaches like electroconvulsive therapy (ECT), transcranial magnetic stimulation (TMS), vagus nerve stimulation (VNS), and deep brain stimulation.
• Psychosurgery (or neurosurgery) involves brain surgery for mental disorders.
• Strengths of the biological model include respect in the field, constant generation of new information, and treatments offering relief when other approaches fail.
• Weaknesses of biological model include limited understanding of abnormal function excluding nonbiological factors and potential production of significant undesirable effects.

Psychodynamic Model (Parts 1-3)

• Freud's psychoanalysis theory suggestes a person's behavior is determined by underlying unconscious, dynamic, psychological forces.
• Abnormal symptoms can be a result of conflict among these forces.
• The three unconscious forces that shape personality are instinctual needs, rational thinking, and moral standards.
• Three unconscious forces: Id (pleasure principle), Ego (reality principle), and Superego (morality principle.)
• Healthy personality requires balance and dysfunction can be cause by excessive conflict.

Psychodynamic Model (Parts 4-5)

• Freud's proposed developmental stages involve new events and pressures that require adjustment in the id, ego, and superego at each stage.
• Success can lead to personal growth and issues can lead to abnormality
• Self theorists emphasize unified personality, while object relations theorists emphasize need for relationships, especially between children and caregivers.

Psychodynamic Model (Parts 6-8)

• Psychodynamic therapies seek to uncover past trauma and inner conflicts.
• Transference, resistance, dream interpretation, and catharsis are key elements of psychodynamic therapies.
• Current trends include focused, time-limited psychotherapies, short-term psychodynamic therapies, and relational psychoanalytic therapy.
• Strengths of the psychodynamic model include recognizing the importance of psychological theories and systematic treatment for abnormality, recognizing abnormal functioning in the same processes as normal functioning and is helpful for complex disorders.
• Weaknesses of the psychodynamic model include unsupported ideas that are difficult to research, concepts that are non-observable, inaccessible to human subjects like the unconscious.

Cognitive-Behavioral Model (Parts 1-3)

• Focuses on maladaptive behaviors and/or cognitions in understanding and treating psychological abnormality.
• The behavioral dimension uses conditioning techniques.
• Therapists help clients replace problematic behaviors with more appropriate behaviors.

Cognitive-Behavioral Model (Parts 4-5)

• Cognitive dimension focuses on maladaptive thinking processes.
• Inaccurate/disturbing assumptions, attitudes and illogical thinking.
• Therapists helps clients recognize, challenge, and change problematic thinking to new ways of thinking in daily life.
• Behavioral and cognitive components are interwoven in most theories and therapies.

Cognitive-Behavioral Model (Parts 6-8)

• New wave cognitive-behavioral therapies such as acceptance and commitment therapy (ACT) help clients accept problematic thoughts and feelings.
• Enjoys widespread clinical application and has broad appeal.
• Uniquely focus on human thought process. Theories to lend themselves to research.
• Downside is the unclear role of cognition in abnormality and therapies do not work for everyone.

The Humanistic-Existential Model (Parts 1-3)

• The Humanistic view, emphasizes people as friendly, cooperative, and constructive, focusing on the drive to self- actualize through honest recognition of strengths and weaknesses.
• Existentialist view emphasizes accurate self-awareness and meaningful life, where dysfunction is caused by self-deception.
• Rogers' humanistic theory and therapy focuses creating Unconditional positive regard ,accurate empathy, and genuineness.
• Gestalt theory and guide clients towards sel acceptance or and self-recognition .

The Humanistic-Existential Model (Parts 4-6)

• Spiritual interventions see the historical alienation between clinical field and religion as lessening with links correlating spiritual to psychological health.
• Existential theories see psychological abnormality arise whwn clients uses self deception to hide from responsibilities, overwhelming societal forces , and quitting becomes habitual..
• Humanistic-existential model strengths include tapping into missing domains, emphasizes the individual and health, and is optimistic.
• Limitations include focuses on abstract issues and are weakened in regards to scientific approach .

The Sociocultural Model: Family-Social and Multicultural Perspectives (Part 1-3)

• Abnormal behavior includes social and cultural forces that influence an individual.
• Includes Family-social and Multicultural Perspective.
• Family-social theorists explain abnormal functioning by focusing on family relationships, social interactions, and community events.
• Factors in account for normal, abnormal and social behavior includes Social labels and Power /networks and family communication .

The Sociocultural Model: Family-Social and Multicultural Perspectives (Part 4-6)

• Family Treatments help problems emerge. Perspective helped treatment, • Group Therapy (e.g support group) • Cou[le( Marstal Therpay)
• Mobile computing and online programs helped open new treatments ,such as Message/mental health Apps. .
• Multicultural theorists explain abnormal functioning through understanding all behavior with culture in values and presses. Including the lens of intersectionality .

The Sociocultural Model: Family-Social and Multicultural Perspectives (Part 7-9)

• The Multicultural (Culturally diverse perspective focuses on members of cultural the minority which may be a contribute to tension, happiness and self esteem .
• Multicultural treatments include Member and ethical and racial group . • Tend to show less improvement and stop treatment sonner • Thearpeitcs sensitivity to Cultual issues .Cultural model .

The Sociocultural Model: Family-Social and Multicultural Perspectives (Part 10-12)

• Culture Sensitive approaches and instruction of therapist /training awareness and stress of prejudices
• Sociocultrual Model streghst in addition of understanding or treatments and are weak due to research in difficulty .
• Integrated The developmental perspective ,to adaptive of Adaptive human function though variables from various other models. Its Emphasizing time ,developmen with multifinaliity and equifinality.

Clinical Assessment, Diagnosis, and Treatment

• Assessment is the collection of relevant information to reach a conclusion.
• Clinical assessment involves information used to determine behavior abnormality and how the person may be helped.

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 2-5)

• Assessment tools must be standardized, reliable, and valid to be useful.
• Standardization involves setting up common steps to be followed whenever a technique is administered, scored, and interpreted.
• Reliability ensures that the consistency of an assessment measure.
• Validity guarantees the accuracy of a test tool's measurements.

Clinical Assessment (parts 6-8)

• Clinical interviews gather background data with a specific theoretical focus through face-to-face encounters.
• Unstructured interviews are primarily open-ended
• Structured interviews are primarily specific.
• Mental status exam can be administeterd -Limitations exist in clinica interviews include interviewer bias, jundment error and reliability,
• Some believe that clinicians should be be descarted from clinical use.

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 9-11)

• Clinical tests gather information about psychological functioning from which broader information is inferred.
• Strengths are tests are great or commonly used test are supplementary for info
• Limitations for test are biased to others test ethnic groups

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 12-14)

• Personality inventories such as MMPI are designed to measure broad personality characteristics based on self-reported responses.
• MMPI and profiles created as deviant through scores 0-120
• Objectively scored are easier , quicker , more standardized appears to have validity than projective types
• Cannot be considered highly tested validity can only be direclty examined/tested
• Test do not allow or factor cultural differences responses

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 15-17)

• Response inventories are usually self-reported and is focused one on specific functions to show their validity -Psychopysilogicd tets are measurmemets relating to indication if pyscholigaal with heart rat, blood pressure,polygraph can be used (lie dectector)

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 18-20)

• Limitations or strength of the assessment or plays key role in certain assesmemtes /require
• Some of the test are neural such as EEG and PETscans where they assess function by directly and indirectly checking structure activity

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 21-23)

• General score relating the mental/ chronology and measures verbal/non Intellgience has strength. Standarized,reliable , valid / but can have liitations
• Does test are bias.

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 24-26)

General :

-Clinical observation used when other factors are impractical .

• It is of used in everday with "participant observers" when repotter to the clinician with concern There's ility validity accurate or observed drift is low.

Clinical Assessment: How and Why Does the Client Behave Abnormally? (parts 27- 28)

• Clinicial have to care for feelings /thought .
• The Clinical.
• pictrure involves constructing interviews ,test or factors causing clients disturbed. Determent the problem by disorder.

Clinical Assessment: Does the Client's Syndrome Match a Known Disorder? (parts 3-5)

• Diagnosis can be with Interation Classification disorder, research or determine based aclassification system.
• Use category information . And also dimensions of personality.

Clinical Assessment: Does the Client's Syndrome Match a Known Disorder? (parts 6-9)

-Test all information catageriozed ,can diagnositc be harm or labeled for help or self full filling phophhecy: -some concerns include major depressibe bereavement disorder.

• Validity is a concern. The new neuroscience focused classification tool, called research Domain cirtera.

Clinical Assessment: Does the Client's Syndrome Match a Known Disorder? (parts 10-13)

• Treatment Decisions needs Assessment which is based of infor idiopathtic ad nomotheyic information . -The General State is clininmal support such empirically and evidence based treamtmnse -Treatment Outcome studies ask questions about the type of problems they are having.

What Lies Ahead for Clinical Assessment?

• Assessment in resting shoulders . Brain scans , cosrs may limit

Anxiety, Obsessive-Compulsive, and Related Disorders

• In any given year, 19 percent of the U.S. adult population experiences one of the six DSM-5 anxiety disorders, where 42 percent seek treatment.
• Central nervous system physical and emotional, with feelings like guilts and anxiety

Generalized Anxiety Disorder (parts 2-4)

• Excessive ,worrying ,free-floating anxiety/ Reduced quaily of life Generalized Anxiety Disorder

1. 6 months or more
2. 3ymptoms =poor concentration, irritability, muscle tension, sleep problems 3.Impaitment or distress
3. Anexity when separated from key people,common disorder among young children or adults.

Generalized Anxiety Disorder (parts 5-8)

• Freuds ,GAD occurs with high anxiety or defence mechanisms.
• Object relations therapists attempt to help patents with relationships
• Humantistic perspective, GAD causes them so stop seeking or thinking properly
• Condittions of worth , with client centered theraph

Generalized Anxiety Disorder (parts 9-11)

• Coginitve behavioral perspective cause psychological disorder .
• Baisc irruption of assumption /thought
• Eliss- Ret - Mindfullness and commitment Theraph
• Silent Assumpitons "Becks"

Generalized Anxiety Disorder (parts 12-14)

• Gda cased biologically/tied with family and gene .Fear tied the circuits for fear
• Benzodiazepinws provide relief for ansiety through receptors,
• Law gaba cause commination and contribution of gda dsvslopmem

Generalized Anxiety Disorder (parts 14)

• Drug Therapies (anxiety relief medication)

Phobias (parts 1-5)

• More Intense - persistent and Greater for desire/discomfort when interferes to functioning/ Cognitive theories suggest learning conditions occurs.

Phobias (parts 6-10)

• Fears are learned by classical condition/ modeling

Social Anxiety Disorder (part 1)

• Social AnxietyDisorder ■ Yearly symptoms exist in 7 .

Social Anxiety Disorder (part 2)

• Overview of percentage chart

Social Anxiety Disorder (part 3-5)

• Interplay of what causes, cognitive / behavior factors to occur by a set of expectation. • Overwhelming fear / CBT / or exposure to those set triggers • Devices now can produce a computer.

Panic Disorder (part 1-3)

• Panic of shorr amount time (minutes , with high level of fear,tremulous.unreailiy in mind.
• Percentage chart
• Biological perspective is a possible inheriated gene

Panic Disorder (part 4/9)

• Caused by hyper panic circuit
• Drugs , or medications
• Educate natures/skills for treatment + bodily challengy

Obsessive-Compulsive Disorder (parts 1-3)

• Peesistnet thought .impuless, seem invaved/ /repitive /rigid / prevert anxiety
• Features basic contamination ,balamxe/reliogyn or sexuality,

Obsessive-Compulsive Disorder (parts 4/6)

• Vounlray/stoppsble and recogniton /short but reduce /ritual
• Dsy order/ human tendenice or thoughts

Obsessive-Compulsive Disorder (parts 7-9)

• Cognitive process in help producing (exposure/ response). 50- 70 pecemrn improve . early research /genetic

Obsessive-Compulsive Disorder (parts 10)

Acute post.

• Truma begins after, is less after month(ac) + and more if years = ( PTSD) • Resposnemd Influences way to help an effects way Componenets .

Acuet /Post (cont)

•Aruosal and anxiety •Re Experience ,Dissociation •Avoidancd •Stressors and chscleists of •experiennce ,stimuli and •React and and Disturbance for > montdh

Acuet /Post (char) Com

•Affect anyone ,more common to certain , attempt siudde of about 20 perecnt .

• Trigeeedr from combat , accidents illess , or Vicitimes torturte ,thefts . • Brain stress rouote ,biological /inherited . • Children , • Cope or style

Coping with Stress

• Severe long, severe/ proolbged
• Intersection and inherited Prediposion dysn fucntuions and stress routes in order.

Dissasocivee Derder

• Truna evenrs with memory loss( amnesia / or fugu/ or dereration of preosnltiy)

Dissa - (char0

:Mem is local, selctice or contnouse but amneasi is not.

Dist -

Two dinstic personlatiies .may swtich by one if so .

Dissocatie ( Cont)

Can be comjbinatiosn os hypnois and amnesia. It is rare to see or have.

Unilpoar ,Bi -

• 8 % of all adults/20. / .19 avergae on srt.
• Emotional/ motivation symtoms with several types.

. Bioloial with HPA with Gultamte/ strrs studies .

Treatment for that

: Antidereans: maoi, cycleic ,/bain, stimlatios,ect +ketamine,

Unipolar Continured

• Psy -dyamcis by losing peopel by repsonion
• Cog .beav / problem thoughts
• Social : social issues decline
• multi cultual all for that for unique culrs
• All comibined

bi

• Oppsie, mpsd / hgihs -lows. / and •Effective at stabiligixing 1,2.8. -4 . With drug.s + pyschothrpy=y.