Abnormal Behaviour in Context PDF

 Abnormal behaviour in historical context Abnormal behaviour in context define mental disorder identify historical developments & themes an integrative approach to psychopathology describe the multidimensional integrative approach identif...

 Abnormal behaviour in historical context Abnormal behaviour in context define mental disorder identify historical developments & themes an integrative approach to psychopathology describe the multidimensional integrative approach identify contemporary perspectives what is psychological abnormality? general public “madness, nervous breakdown, lunacy, crazy” psychopathology: scientific study of mental disorders; pathos ‘suffering’ & logia ‘an account of’ what is a mental disorder? diagnostic & statistical manual of mental disorders (DSM-5) a syndrome characterized by clinically significant disturbance in an individual’s cognition, emotion regulation, or behaviour that reflects a dysfunction in the psychological, biological, or developmental processes underlying mental functioning. Mental disorders are usually associated with significant distress or disability in social, occupational, or other important activities”. symptoms: the “complaints” made by a Epson seeking treatment (e.g. pain and sadness) signs: the health professional’s findings (e.g. irregular heartbeat, disoriented in time & place) syndrome: a cluster of symptoms and sings what is not a mental disorder? An expectable or culturally approved response to a common stressor or loss, such as the death of a loved one, is not a mental disorder. Socially deviant behaviour (e.g., political, religious, or sexual) & conflicts that are primarily between the individual and society are not mental disorders unless the deviance or conflict results from a dysfunction in the individual”. nature of abnormal behaviour three D's dysfunction: difficult performing everyday responsibilities distress deviation: statistical infrequency + violations of cultural & social norms variability the experience of mental disorders vary between individuals a variable course (i.e., individual pattern) episodic course: recurrent episodes chronic course: ongoing symptoms time-limited course: disorder will improve in a relatively short period differences in onset acute: begin suddenly insidious: develop gradually over an extended period variable severity influenced by numerous factors (e.g., stress, physical ill-health, substance use, bereavement, medication compliance etc.) what % of Australians aged 16-85 have a mental disorder? 0.1% 1% 5% 20% 50% Mental Disorders are common 1 in 5 (21.4%) 4.2 million Australians (ABS, 2022) Anxiety Disorders are the most common almost 2 in 5 (39.6%) aged 16-24 yrs Of those persons with a Mental Disorder 39% had 2 or more Mental Disorders (comorbidity) Mental disorders are a major contributor to the health burden prevalence : the percentage of a population that has the disorder at a given time incidence: the rate at which new cases occur in a given place at a given time history of abnormal behaviour Mental disorders are not a modern phenomena historical patterns (e.g., hysteria → conversion disorder; eating disorders) Mental disorders occur in all countries, classes & cultures culture bound syndromes (e.g., hikikomori) differences in the manifestation of disorders (e.g., depression) There have been alternative (competing) explanatory frameworks for mental disorders  supernatural tradition: the doctrine that an evil being controls the behaviour of a person (e.g., trephination) biological tradition: the belief that the disturbance of thought or action is caused by something being wrong with the body (e.g., Hippocrates – bodily humours) psychological tradition: the view that psychological &,or social factors are responsible for the disturbance (e.g., moral therapy; psychoanalysis) treatment of mental disorders has involved desperate methods there has been a lack of resources in the field of mental health mental disorders have tended to carry a stigma: destructive beliefs & attitudes held by a society that are ascribed to groups who are considered different there have been significant advances in the understanding of& treatment of mental disorders since the 1940’s RCT’s have demonstrated effective treatments – especially medication ‘talking’ therapies have also enjoyed evaluative rigour (e.g., CBT, psychoanalysis, behaviour therapies) the Consumer/Survivor Movement of the 80s & 90s brought the recovery model to the forefront & inspired change throughout the mental health system An integrative approach to psychopathology Current Perspectives emphasis on scientist-practitioner model: evidence-based practice 1990s greater understanding of psychopathology enhanced research sophistication advances in the neurosciences inclusion of multiple perspectives biological, behavioural, cognitive, emotional & social a complex interaction amongst these components understanding & treating mental disorders is complicated & challenging Multidimensional integrative approach several factors interact to result in the development & presentation of psychopathology Biological: genetics, neuroscience Psychological: behavioural, cognitive, emotional Social: interpersonal Cultural: context in which problem/s exist Developmental: affects vulnerability & manifestation of psychopathology Biological Perspective Genes influence much of our development, behaviour, personality Summary of Family & Twin Studies of the Genetics of Schizophrenia polygenic: influenced by many genes create a predisposition or vulnerability usually need environmental trigger for development of disorder the genetic structure of cells is influenced by our environment Diathesis-Stress Model: a view that a disorder is produced by an interaction between some type of predisposition (vulnerability) & a stressful event Diathesis: biological e.g., genetic tendency, birth trauma, viral infection psychological e.g., learnt helplessness, cognitive set, cultural standards Stress: traumatic event, noxious experiences Gene-environment correlation model genetic predisposition for development of cebehin disorders may be paired with genetic predisposition to experience environmental risk factors e.g., genetic predisposition for depression → difficult relationships → depression research has demonstrated that environmental manipulation, particularly early in life, can go a long way towards overcoming genetic tendencies e.g., Perinatal Depression Neuroscience neurons transmit messages by means of chemical substances; neurotransmitters irregularities in the workings of neurotransmitter systems in the brain play important roles in the development of abnormal behaviour patterns psychiatric drugs work by affecting the activity level of neurotransmitters agonists – substances that increase the activity of a neurotransmitter antagonists – substances that decrease (block) a neurotransmitter inverse agonists – substances that produce effects opposite to those produced by a neurotransmitter the precise causal mechanisms remain to be determined research is identifying new types & subtypes of neurotransmitters, which interact in complex ways abnormalities in specific brain structures of the central nervous system are implicated in different forms of abnormal behaviour e.g., abnormalities in parts of the cerebral cortex & limbic system in people with schizophrenia mind-body interaction e.g., physiological impact of psychological treatment e.g., placebo effects Psychological Perspective Learning theory learned helplessness preparedness social learning Cognitive science the unconscious ~ automatic processing Emotions indirectly & directly related to psbehopathologypanic – anxiety disorders – fear (flight-or-fight) euphoria – mania – bipolar disorder extreme sadness/distress – dysthymia - depression relationship between cognitions, emotions & beh Sociocultural Perspective abnormal behaviours need to be understood within the relevant social & cultural framework social support is a protective factor gender can influence the development, expression or consequence of psychopathology social roles & expectations can be seen as risk factors Developmental Perspective experiences during different periods of development may influence vulnerability to certain disorders some disorders are specific to certain developmental periods e.g., conduct disorder & antisocial personality disorder gender distribution in depression is equal until puberty important to consider when evaluating whether behaviours are problematic may be age or stage appropriate in one instance & indications of pathology in another require developmentally appropriate treatments Reading: APS (2012) Dundgeon et al, (Ch 4) The relationship between SEWB and mental health SEWB problems include a wide range of issues, such as: ‘grief, loss, trauma, abuse, violence, substance misuse, physical health problems, child development problems, gender identity issues, child removals, incarceration, cultural dislocation, racism and social disadvantage... while mental health problems may include crisis reactions, anxiety, states, depression, post-traumatic stress, self-harm, and psychosis’.1(p3) Many of the issues identified as SEWB problems, such as abuse, violence, racism and social disadvantage are also well-established risk factors for various mental health disorders. Reading: Barlow Ch 1 Understanding Psychopathology A psychological disorder is (1) a psychological dysfunction with- in an individual that is (2) associated with distress or impairment in functioning and (3) a response that is not typical or culturally expected. All three basic criteria must be met; no one criterion alone has yet been identified that defines the essence of abnormality. The field of psychopathology is concerned with the scientific study of psychological disorders. Trained mental health professionals range from clinical and counseling psychologists to psychiatrists and psychiatric social workers and nurses. Each profession requires a specific type of training. Using scientific methods, mental health professionals can function as scientist-practitioners. They not only keep up with the latest findings but also use scientific data to evaluate their own work, and they often conduct research within their clinics or hospitals Research about psychological disorders falls into three basic catego- ries: description, causation, and treatment and outcomes. The Supernatural, Biological, and Psychological Traditions Historically, there have been three prominent approaches to abnor-mal behavior. In the supernatural tradition, abnormal behavior is attributed to agents outside our bodies or social environment, such as demons, spirits, or the influence ofthe moon and stars. Although still alive, this tradition has been largely replaced by biological and psychological perspectives. In the biological tradition, disorders are attributed to disease or biochemical imbalances; in the psychologi- cal tradition, abnormal behavior is attributed to faulty psychologi- cal development and to social context. Each tradition has its own way of treating individuals who expe- rience psychological disorders. Supernatural treatments include exorcism to rid the body of the supernatural spirits. Biological treatments typically emphasize physical care and the search for medical cures, especially drugs. Psychological approaches use psy- chosocial treatments, beginning with moral therapy and including modern psychotherapy. Sigmund Freud, the founder of psychoanalytic therapy, offered an elaborate conception of the unconscious mind, much of which is still conjecture. In therapy, Freud focused on tapping into the mysteries of the unconscious through such techniques as catharsis, free association, and dream analysis. Although Freud's followers veered from his path in many way sand although many of his views turned out to be incorrect or remain untested, Freud's influence can still be felt today. One outgrowth of Freudian therapy is humanistic psychology, which focuses more on human potential and self-actualizing than on psychological disorders. Therapy that has evolved from this ap- proach is known as person-centered therapy; the therapist shows almost unconditional positive regard for the client's feelings and thoughts.  The behavioral model moved psychology into the realm ofscience. Our behaviorh and therapy focus on things that are measurable, including such techniques as systematic desensitization, reinforce- ment, and shapbehavior Present: The Scientific Method and an Integrative Approach With the increasing sophistication of our scientific tools, and new knowledge from cognitive science, behavioral science, and neu-roscience, we now realize that no contribution to psychological disorders ever occurs in isolation. Our behavior, both normal and abnormal, is a product of a continual interaction of psychological, biological, and social influences. Ch 2 One-Dimensional versus Multidimensional Models The causes of abnormal behavior are complex and fascinating. Psychological disorders are caused by a complex interplay of nature (biology) and nurture (psychosocial factors). To identify the causes of a psychological disorder in a given person, we must consider the interaction of all relevant dimensions: ge- netic contributions, the role of the nervous system, behavioral and cognitive prncesses, emotional influences, social and interpersonal influences, and developmental factors. Thus, we have arrived at a multidimensional integrative approach to the causes of psycholog- ical disorders. genetic contributions to psychopathology the genetic influence on much of our development and most of our behavior, personality, and even TQ score is polygenic- that is, influenced by many genes. This is assumed to be the case in ab- normal behavior as well, although research is beginning to identify specific small groups ofgenes that relate to some major psycholog- ical disorders. In studying causal relationships in psychopathology, researchers look at the interactions of genetic and environmental effects. In the diathesis- stress model, individuals are assumed to inherit certain vulnerabilities that make them susceptible to a disorder when the right kind of stressor comes along. In the gene- environment cor- relation or reciprocal gene- environment model, the individual's genetic vulnerability toward a certain disorder may make it more likely that the person will experience the stressor that, in turn, trig- gers the genetic vulnerability and thus the disorder. In epigenetics, the immediate effects of the environment (such as early stressful experiences) influence cells that turn certain genes on or off. This effect may be passed down through several generations. Neuroscience and Its Contributions to Psychopathology Brain science and the field of neuroscience promise much as we try to unravel the mysteries of psychopathology. Within the nervous system, levels of neurotransmitter and neuroendocrine activity interact in complex ways to modulate and regulate emotions and behavior and contribute to psychological disorders. Behavioral and Cognitive Science ln considering a multidimensional integrative approach to psycho-pathology, it is important to remember the principle ofequifinality, which reminds us that we must consider the various paths tu a par- ticularh influences not only contribute to psychological dis- orders but also may directly modify brain functioning, brain struc- ture, and even genetic expression. We examined some research in this field by looking at learned helplessness, modeling, prepared learning, and implicit memory. Emotions Emotions have a direct and dramatic impact on our functioning and play a central role in many mental disorders. Mood, a per- sistent period of emotionality, is often evident in psychological disorders. Cultural, Social, and Interpersonal Factors Social and interpersonal influences profoundly affect both psycho- logical disorders and biology. Life-Span Development ln considering a multidimensional integrative approach to psycho-pathology, it is important to remember the principle ofequifinality, which reminds us that we must consider the various paths tu a par- ticular outcome, not just the result. Tutorial 1. What misconception or myths about psychological disorders are being portrayed in this film? look at key terms what are the connotations that the character hold towards that specific diagnosis? provide evidence my avoidance is a result of that misconception Consider: Key words? How will you recognise misconceptions or myths? What additional reading do you need to do? Make sure you: Clearly identify the misconception/myth Provide evidence in support of why/how it is a myth 2. How does the socio-cultural context in which the characters are living contribute to the quality of their mental health? what are the socio-cultural factors within the indivusals and why? how do they contribute to the risk? factor that might trigger the misconceptions? triggers? Consider: What are the socio- cultural factors? How do they contribute: Risk? Protection? Make sure you: Clearly identify the relevant factors and their influence 3. What are the greatest (a) challenges, and (b) supports for the characters experiencing mental health difficulties in this film? supporter: individuals? factors that allow the main character to maintain their function identify the challenges and the supports clearly why makes the supporter a protective factor Consider: Multidimensional perspective May be some overlap with previous question, but what else is contributing? Make sure you: Identify challenges Identify supports  Explain why they are challenges or supports 4. What treatment approaches (if any) would you consider for these characters and why? provide evidence for efficacy of treatment explain why this … this intervention has proven to …. what are prevalent interventions that are relavant one limit to one intervention Consider: Relevant diagnosis Appropriate treatment Make sure you: Provide evidence for efficacy of treatment (this may require additional reading). assessment 2 address 5 P’s approach predisposing factors: trigger factors (cause the initial trigger that leads to the develop of.) perpetuating : maintain factor protect factor: certain degree of maintain of the environment prescriptive factor 1 why are you able to identify 2 why models you applied and why? in specific situations! 3 how many prespitve factors you have 4 use research