CHYS 2P35 - LEC 4 (Theoretical Perspectives) PDF

HLSC 2P35 -- Theoretical Perspective Lecture 4 notes [Theoretical Perspectives in Abnormal Psychology ] Orientation to understanding: - Cases of human behaviour - Treatment of psychological disorders **Biopsychosocial Influences** - Value of learning about different perspectives - Eac...

HLSC 2P35 -- Theoretical Perspective Lecture 4 notes [Theoretical Perspectives in Abnormal Psychology ] Orientation to understanding: - Cases of human behaviour - Treatment of psychological disorders **Biopsychosocial Influences** - Value of learning about different perspectives - Each perspective has value in explaining of displayed psychopathology - We always want to come back to the interplay between familial inheritance and what an individual experience in the environment - Inner and outer variables \*\* Understand how each piece intertwine and comes into play with each other **Biological Perspective** - Assumed that disturbances in emotions, behavior, and cognitive processes are caused by various issues in the functioning of the body - Focus on the roles of the nervous system and genetics *Q. What are neurotransmitters?* - They are chemical substances let go from a neuron into the synapse, where absorption by the receiving neuron occurs. *Q. What do I want you to know for this course?* Table 1: Selected Neurotransmitters Involved in Psychological Disorders -- Why Talk about Them?  With psychotherapeutic medications (e.g., Selective Serotonin Reuptake Inhibitors; SSRIs), we may be able to alter the level of the neurotransmitters that play a role in the presence of the psychological disorder. This helps in many cases to reduce symptoms that are part of the disorder. We do not need to memorize this but be familiar with it \-\--\> - Should medication be given first or should someone go get mental health treatment - If someone Is highly anxious and cannot even come to session one of psychosocial treatment... it might be advised to start making medication to help the individual calm down and absorb some of the information - Listening to the individual and asking them how they feel about treatment - Once the psychologist does the assessment, he can depict what the best option is **Role of Genetics** Genes: The instructions for forming protein contained within each of the body's cells - Your genes control the manufacturing of neurotransmitters Genotype: The genetic makeup of an organism \*\*we will talk more about this and specifically downsyndrome later\*\* [Brain Structure] **The Forebrain** CEREBRAL CORTEX - Allows ability to plan, create and taps into reasoning abilities LIMIBIC SYSTEM - Regulates emotion and expression; control of impulses - Regulates basic drives of sex, aggression, hunger, and thirst BASAL GANGLIA - Regulates information cognitive, behavioral, mood and motor function - Associated with motor behaviors (e.g., tics) and obsessive-compulsive disorder **Frontal Lobes** - Numerous implications - Are responsible for thinking and reasoning abilities - Looking at self-control, judgment, executive functioning skills - We will discuss more about brain function as we get into various psychological problems...Why? It's important to know the basics on what parts of the brain are involved. [Basic Genetic Concepts] **Role of Genetics** Phenotype: The expression of the genetic program in the individual's physical and psychological attributes - What are some physical features, for example? We will talk about various syndromes in Module 2 of this course. Physical Phenotype: physical expression of a specific genotype in the environment Behavioral Phenotype: pattern of behavior that is consistently associated with a specific genotype - How does this relate to treatment... diagnose - Its important to look at the broader picture [Psychodynamic Perspective ] Of all the psychological approaches, the psychodynamic gives greatest emphasis to the role of unconscious determinants of behavior Sigmund Freud (1856--1939) FREUDS THEORY **Mind has 3 Structures..** Id: contains instincts oriented toward fulfilling basic biological drives, including sexual and aggressive needs - [Pleasure principle:] Motivating force that seeks immediate and total gratification of sensual needs and desires Ego: the structure of personality that gives the individual the mental powers of judgment, memory, perception, and decision making - [Reality principle]: Motivational force that leads the individual to confront the constraints of the external world Superego: your sense of morality; it involves what you see as right and wrong and your aspirations. You are reminded of what would be morally wrong to do (e.g., stealing) **Defense Mechanisms** Defense mechanisms: Tactics that keep unacceptable thoughts, instincts, and feelings out of conscious awareness and thus protect the ego against anxiety Table 3: Categories and Examples of Defense Mechanisms  - Being able to know what each of these mean = in definitions - Use examples to help you define CASE A parent is upset that their child must undergo a series of medical tests. They are worried about them and their overall health and functioning. The child has high blood pressure, anxiety, and blood levels are abnormal. What type of defense mechanism may a parent be displaying? To cope, they may blame the sports instructor for pushing the child too hard in football. a. Repression b. Denial c. Displacement d. Intellectualization - This is because they are placing the issue onto someone else or and objects TREATMENT Main goal of traditional psychoanalytic treatment is to bring repressed, unconscious material into conscious awareness **Post-Freudians and Criticism** Object relation - A psychodynamically oriented theory that focuses on the relationships people have with the others ("objects") in their lives - Objects = other people within their lives - Focusing more on that other then the repressed piece - Early childhood relationships are at the root of abnormality - Really going back an looking at early child relationships can play a big role [Perspectives/Disciplines to Consider ] **Empirically Based Research...** 1. Applied Behavior Analysis 2. Cognitive and Behavioral Influences (CBT) - The most evidence base treatment 3. Social learning and Cognition 4. ACT and Mindfulness **1.Applied Behaviour Analysis** The scientific application of learning principles to solve a wide range of human problems and enhance well-being. (Martin & Pear, 2024; Miltenberger, 2008) - Emphasizes taking a functional approach to behavior - Looking at ABCs - It important that we work toward decreasing symptoms - But its also important to think about general quality of life Functional Behavioral Assessment: Classroom Setting - We need too figure out why something is happening and they figure out why - This can be done through identifying what is satisfying needs - ABC = Antecedent, behaviour, consequence - Can we give attention to the child/individual in a different form that wont interrupt her learning **2.Cognition and Behaviour Influences** - Emphasis on learning principles and cognition - These above things shape behavior and how children see and interpret the world around them - CBT (Albert Ellis; Aaron Beck) - Psychoeducation - We want young kids to know and not be unaware about things - We want to provide kids with tools in their tool box but its important we make sure they understand why they have these tools - Cognitive and behavioral skills training - You might be teaching different topics therefore you need to find what is important for that individual and what is important in that situation - Exposure and response prevention - Teaching coping mechanisms and different preventative methods Treatment based on interviews and observation... **3.Social Learning and Cognition** - Bandura (1977; 1986) - Social learning explanations consider the following: - Overt behaviors (visible behaviors that can be observed and recorded; Martin & Pear, 2019) - Cognitive mediators (influence may be direct or indirect) - \*Behavior may be learned through observational (vicarious) learning - Ties to assessment...e.g., self-efficacy COGNITIVE PERSPECTIVE Definition: A perspective in which it is assumed that abnormality is caused by maladaptive thought processes that result in dysfunctional behavior - Dysfunctional attitudes: Negative beliefs about the self that are deeply ingrained - Looking at the negative beliefs about themselves that are difficult to prevent it is hard to shake the interconnection that then produces these negative thoughts/attitudes - Automatic thoughts: Ideas that are the product of dysfunctional attitudes so deeply entrenched the individual is not even aware they exist - This can become more complex as they get older because they have more experiences that have a chance of becoming intertwined Example.  **4.Acceptance Based Perspective** A group of psychotherapy approaches that use behavioral strategies as well as cognitive framework to improve overall effectiveness Mindfulness: A mental state achieved by intentionally bringing one's awareness to the present moment without judgment of internal or external observations Biopsychosocial Perspectives: An Integrative Approach - Most clinicians take an integrative approach, which means they select aspects of various models rather than adhering to a single one... - Taps into the importance of individualization - Something that works for one person may not work for another - Need to take into account - Cognitive variables - Are they fatigued - You may want to manipulate what you do to accommodate TEST 1 REVIEW - Format of Test 1 -- 1 hour to complete, 50 multiple-choice questions (definitions and applied questions -- similar to Connect and what we've done in class!) - Wait outside door for TAs or myself to let you in... - Multiple-choice questions - Where will the emphasis be? - Connect assignments 1-4 [AND] lecture - No surprises! **Slide From First Lecture When Going Over**\ Course Outline... - **How does it work?** - You read a little bit and then answer multiple-choice questions...and then read a little more and then answer more questions... - Connect assignments 1-4 will be due on February 4 (930 am) BUT try to complete them weekly! - \*\*RECHARGE (YOU CAN GO BACK AND DO THEM AS MUCH AS YOU WANT!)...**BUT ALSO REVIEW LECTURE MATERIALS IN DETAIL** - \***LOOK FOR OVERLAP!!!** - KEY IS COMPREHENSION - KEY IS CONNECTING INFORMATION IN CONNECT AND ALSO CONNECTING IT TO LECTURE MATERIAL - \*\*UNDERSTANDING AND GENERALIZING IS KEY. **Table 1: Causes of Abnormal Behaviour**  **Historical Views...Chapter 1** - A little on history and different approaches from Connect (e.g., spiritual approach, humanitarian approach) - Review historical pieces brought into lecture (Week 2) **Review ALL cases and examples from the four lectures** Positive Reinforcement (Review Cases) - Case: Jason rarely did his homework. In an effort to encourage Jason\'s interest in his studies, his mother decided to give him a checkmark when he completed his homework and when he earned 5 checkmarks, he would receive a predetermined rewards. Preferred items/rewards were determined before this mini program was put into place. After a few days, she noticed that Jason started doing his homework regularly and did not even have to be reminded. \*Focus on the ABCs in Applied Behavior Analysis (ABA)! \*Contingency Management... **Reminder: LOTS of overlap between the textbook\ (Connect) and lecture...review concepts...** **A past example...\ **Reliability: The degree to which clinicians provide diagnoses consistently across individuals who have a particular set of symptoms\ - E.g., generalized anxiety disorder vs. not\ - E.g., generalized anxiety disorder vs. social anxiety\ \ Validity: The extent to which a test, diagnosis, or rating accurately and distinctly characterizes a person's psychological status.\ In lay terms, you are using the appropriate tool for the measure that you are trying to take. See Connect also!\ \ Key Terms in Chapter 2 (p. 45)\ \*\*\*\*See all 'Key Terms' page for all 4 chapters (what was covered in lecture and connect)? A SUMMARY - Do Recharge - Review [ALL] Lecture Material - Review Biopsychosocial Model - Review History - Review Research Methods - Review Clinical Cases in Lectures\ \ **Review Key Terms and Examples from lecture and Connect. Remember to look for overlap...** SAMPLE QUESTIONS **1. Father Moore had conducted a number of exorcisms during his tenure as pastor in a suburban church in New England. The members of his congregation suggest that Father Moore was successful in driving away evil spirits that caused individuals to behave abnormally, a feat that earned him substantial fame in the town. This is an example of the\_\_\_\_\_\_\_\_ approach in addressing abnormality in individuals.\ **a) scientific\ b) psychological\ c) medical\ d) spiritual **2. Angelina\'s family was killed in a tornado that ripped through her hometown. Although Angelina was not in town when this happened, she has been experiencing episodes of intense depression and anxiety because of the mental trauma she suffered. Angelina\'s condition is most likely to be the result of a\_\_\_\_\_\_\_\_ cause.\ **a) genetic\ b) neurological\ c) sociocultural\ d) psychological **3. Some researchers believe that food addiction should be considered a mental disorder in future versions of diagnostic systems. Other researchers believe that food addiction is not a real addiction that appears in people, and thus should not be included. This disagreement is over which of the following issues?**\ a) Reliability\ b) Culture-bound syndromes\ c) Treatment planning\ d) Validity **4. Ray has come to see Dr. Walowitz because he has been suffering from significant anxiety for several months. Dr. Walowitz spends some time researching anxiety disorders, as this will be the main focus of the treatment. In this case, an anxiety disorder is the\_\_\_\_\_\_\_\_ diagnosis**.\ a) presenting\ b) principal\ c) developmental\ d) tertiary **5. Measurement techniques based on objective recordings of an individual\'s actions are referred to as \_\_\_\_\_\_\_\_\_\_\_\_\_\_.\ **a) psychological tests.\ b) behavioral assessments.\ c) projective tests.\ d) standard interviews.