1. Anxiety disorders involve excessive and persistent worries or fears that interfere with daily functioning, unlike ordinary worries or fears.
2. Common anxiety disorders include generalized anxiety disorder, panic disorder, phobias, obsessive-compulsive disorder, and post-traumatic stress disorder.
3. Proposed causes of anxiety disorders include biological factors like abnormal neurotransmitter levels or brain structures, as well as psychological factors like repressed urges, conditioning, or traumatic experiences.
The document discusses various psychotherapeutic approaches and treatment methods for psychological disorders. It covers psychoanalysis and its methods developed by Sigmund Freud to access the unconscious mind. It also discusses humanistic therapies focused on empowering clients, like Carl Rogers' client-centered therapy. Behavioral therapies aim to change behaviors through conditioning principles. Cognitive therapies seek to change thinking patterns, exemplified by Aaron Beck and Albert Ellis. Alternative therapies mentioned include light therapy and EMDR. Drug therapies involve various psychopharmacological medications to treat conditions like schizophrenia, anxiety, and depression.
The correct answer is B. Foot-in-the-door. The foot-in-the-door phenomenon refers to the tendency for people who have first agreed to a small request to comply later with a larger request.
This is a guide to the basic model that underpins Cognitive Behavioural Therapy. It is not intended to replace any professional advice and the author does not work in any medical field; he does, however, have experience of using the tools in a different industry (not related to the medical profession) and he also has experience of having used the tools in a personal capaciity.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
DBT was developed by Marsha Linehan for those with borderline personality disorder and self-harming behaviors. It combines standard cognitive-behavioral techniques with acceptance-based strategies and mindfulness. DBT therapy includes individual sessions, skills training groups, telephone coaching, and therapist consultation meetings. The goal is to decrease harmful behaviors while increasing functional coping skills through commitment to the treatment and its four stages: pre-therapy commitment, therapy, ending therapy, and post-therapy.
This document discusses mood disorders and depression. It covers the classification of mood disorders according to ICD-10 codes, as well as the etiology of mood disorders from biological, psychological, and social perspectives. The etiology is complex and multifactorial, involving genetics, neurotransmitters like serotonin and norepinephrine, stress, and social support systems. Recurrent depression is associated with neuronal damage over time from repeated episodes.
Disorders of thought can affect processes like thinking, associations between ideas, and thought content. Thinking can be divided into undirected fantasy, imaginative, and rational/conceptual types. Formal thought disorders involve disturbances in how thoughts are arranged and connected logically. Specific disorders include flight of ideas, circumstantiality, and formal thought disorder. Delusions involve false fixed beliefs and can be primary, arising from internal experiences, or secondary, derived from other abnormal experiences. Dimensions of delusions include conviction, bizarreness, and effect on behavior. Primary delusions include delusional moods while secondary delusions are influenced by hallucinations or other delusions.
Bipolar disorder is a common mental illness that affects approximately 2% of the world population. It is characterized by episodes of mania or hypomania and depression. It is classified into Bipolar I, Bipolar II, and Cyclothymia based on the types of episodes experienced. Genetics plays a strong role in bipolar disorder, with heritability estimates around 80-85%. Environmental stressors can also contribute to its development. Neuroimaging and neuropsychological studies have found abnormalities in brain regions involved in mood regulation such as the prefrontal cortex and limbic structures. Cognitive deficits are also seen both during mood episodes and during periods of remission, suggesting they may be traits or endophenotypes
The document discusses various psychotherapeutic approaches and treatment methods for psychological disorders. It covers psychoanalysis and its methods developed by Sigmund Freud to access the unconscious mind. It also discusses humanistic therapies focused on empowering clients, like Carl Rogers' client-centered therapy. Behavioral therapies aim to change behaviors through conditioning principles. Cognitive therapies seek to change thinking patterns, exemplified by Aaron Beck and Albert Ellis. Alternative therapies mentioned include light therapy and EMDR. Drug therapies involve various psychopharmacological medications to treat conditions like schizophrenia, anxiety, and depression.
The correct answer is B. Foot-in-the-door. The foot-in-the-door phenomenon refers to the tendency for people who have first agreed to a small request to comply later with a larger request.
This is a guide to the basic model that underpins Cognitive Behavioural Therapy. It is not intended to replace any professional advice and the author does not work in any medical field; he does, however, have experience of using the tools in a different industry (not related to the medical profession) and he also has experience of having used the tools in a personal capaciity.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
DBT was developed by Marsha Linehan for those with borderline personality disorder and self-harming behaviors. It combines standard cognitive-behavioral techniques with acceptance-based strategies and mindfulness. DBT therapy includes individual sessions, skills training groups, telephone coaching, and therapist consultation meetings. The goal is to decrease harmful behaviors while increasing functional coping skills through commitment to the treatment and its four stages: pre-therapy commitment, therapy, ending therapy, and post-therapy.
This document discusses mood disorders and depression. It covers the classification of mood disorders according to ICD-10 codes, as well as the etiology of mood disorders from biological, psychological, and social perspectives. The etiology is complex and multifactorial, involving genetics, neurotransmitters like serotonin and norepinephrine, stress, and social support systems. Recurrent depression is associated with neuronal damage over time from repeated episodes.
Disorders of thought can affect processes like thinking, associations between ideas, and thought content. Thinking can be divided into undirected fantasy, imaginative, and rational/conceptual types. Formal thought disorders involve disturbances in how thoughts are arranged and connected logically. Specific disorders include flight of ideas, circumstantiality, and formal thought disorder. Delusions involve false fixed beliefs and can be primary, arising from internal experiences, or secondary, derived from other abnormal experiences. Dimensions of delusions include conviction, bizarreness, and effect on behavior. Primary delusions include delusional moods while secondary delusions are influenced by hallucinations or other delusions.
Bipolar disorder is a common mental illness that affects approximately 2% of the world population. It is characterized by episodes of mania or hypomania and depression. It is classified into Bipolar I, Bipolar II, and Cyclothymia based on the types of episodes experienced. Genetics plays a strong role in bipolar disorder, with heritability estimates around 80-85%. Environmental stressors can also contribute to its development. Neuroimaging and neuropsychological studies have found abnormalities in brain regions involved in mood regulation such as the prefrontal cortex and limbic structures. Cognitive deficits are also seen both during mood episodes and during periods of remission, suggesting they may be traits or endophenotypes
"Psychosis in Youth"
Portland, Maine; March 30, 2004
Psychiatry Grand Rounds at Maine Medical Center
*Learn clinical assessment of psychosis in youth
*Learn neurobiology of psychosis
*Learn course and prognosis of psychosis
*Learn treatment of psychosis in youth
Schizophrenia Spectrum and Other Psychotic DisordersMingMing Davis
Emilio is a 40-year-old man who has been hospitalized 12 times for schizophrenia. He has stopped taking his medication and exhibits disorganized speech, incoherent thoughts, and bizarre behavior such as saying he has been "eating wires and lighting fires." He has a long history of being unable to work or live independently due to his schizophrenia symptoms. Schizophrenia is characterized by disorganized thinking and behavior, and can include positive symptoms like delusions and hallucinations as well as negative symptoms such as lack of motivation. It has unclear causes but likely involves genetic and environmental factors.
The document outlines various mental disorders, neurological disorders, and other conditions that may require clinical attention as defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). It includes over 20 broad categories of disorders with numerous specific disorders listed under each category such as neurodevelopmental disorders, schizophrenia spectrum disorders, depressive disorders, neurocognitive disorders, and substance abuse disorders. It also covers other conditions related to medical, environmental, and psychosocial issues.
Depression is a common and serious mental illness in the elderly that causes feelings of sadness and loss of interest in activities. Symptoms can range from mild to severe and include changes in sleep, appetite, energy levels, and thoughts of death or suicide. While estimates vary, as many as 5% of elderly suffer from depression. Depression is different from normal sadness or grief and requires treatment. Treatment options include antidepressant medication, psychotherapy such as cognitive behavioral therapy, or a combination of both.
Mood disorders include major depressive disorder, bipolar disorder, dysthymia, and cyclothymia. They are characterized by changes in mood that last for an extended period of time and impair functioning. The document discusses the history, definitions, types, epidemiology, and etiology of mood disorders. It covers biological factors like neurotransmitter disturbances, hormonal regulation, sleep, immunology, and brain imaging findings. Psychosocial factors like life events, personality, and psychodynamic theories are also reviewed.
ARE YOU NEURO-PROTECTED?
CLINICAL DEPRESSION is the MOST under treated and under diagnosed medical disorder of modern times.
Its responsible for upto 40-60% decrease in sense of fullfillment, productivity and happiness.
It affects 1 in ever 5 persons in the world.
It contains cognitive conceptualization, cognitive models, and types of negative appraisals in OCD. Also mentions the updated exposure and other techniques of OCD management based on the recent proposed inhibitory model of learning.
ACT and Dissociation Acceptance and Commitment work with the consequences of ...GreenWood Mentors Ltd
Learn how to make ACT formulations and treatment plans for the many and puzzling consequences of real and perceived threat including child abuse......amnesia, detachment, PTSD, borderline personality disorder, conversion symptoms, dissociative identity disorder, psychosis
1. The document discusses post-traumatic growth, which is the idea that people can experience positive psychological changes and improvements in their lives after experiencing trauma or difficult circumstances.
2. It describes five areas of growth that people often experience, including greater personal strength, improved relationships, a new appreciation for life, seeing new opportunities, and experiencing deeper spiritual or existential changes.
3. The document advocates that through positive psychology practices and an upward spiral approach, people can construct a new reality and heal from past trauma by addressing it and experiencing post-traumatic growth.
Chapter 20: Mental Health and Mental IllnessMarleneDJ
This document discusses characteristics of mental health and causes of mental illness. People who are mentally healthy can get along with others, adapt to situations, care for themselves and others, give and accept love, use healthy coping mechanisms, take responsibility for their actions and decisions, and behave appropriately with impulse control. The four main causes of mental illness are physical problems, emotional trauma or a poor family environment, heredity, and stress. The document also discusses communicating respectfully with mentally ill patients, common defense mechanisms, specific mental illnesses like anxiety and depression, and treatments for mental illness.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by a medical condition. Key somatoform disorders include:
- Somatization disorder/somatic symptom disorder, characterized by multiple physical symptoms and excessive thoughts about health.
- Conversion disorder, where psychological factors cause neurological or sensory symptoms like paralysis.
- Hypochondriasis, characterized by excessive fears about having a serious illness despite medical reassurance.
- Body dysmorphic disorder, characterized by a preoccupation with an imagined physical defect.
- Pain disorder, characterized by severe pain that is the main focus. Treatment involves psychotherapy and medication management.
This document defines hypnosis and provides an overview of its history, techniques, and applications. Hypnosis is described as an altered state of consciousness where people become deeply relaxed and highly suggestible. The history outlines early pioneers like Braid who coined the term and Mesmer who used magnetic forces. Characteristics include suggestibility, dissociation, enhanced memory, and posthypnotic suggestion. Applications include using hypnosis for pain control, treatment of issues like smoking, and controlling undesired behaviors or symptoms. The document aims to educate about hypnosis while dispelling common misconceptions.
This document summarizes key concepts in psychiatry related to mood disorders such as depression and bipolar disorder. It discusses mood and affect, defines major depression and manic/hypomanic episodes, and explores the epidemiology and potential biological and psychosocial factors involved in these conditions. Specific brain regions implicated include the prefrontal cortex, anterior cingulate cortex, hippocampus, and amygdala. Genetic and environmental influences are also reviewed.
Social skills training is a psychotherapeutic technique used to teach social skills to individuals with severe mental disorders. It involves demonstrating skills through role plays, engaging clients in role plays with feedback, and encouraging practice. Some key social skills taught are initiating conversations, making requests, expressing feelings, resolving conflicts, and making friends. Social skills training aims to improve communication, independence, and goal achievement. It addresses deficits in expressive behaviors, receptive behaviors, interactive behaviors, and situational factors that affect social performance. Studies found social skills training to be encouraging for clinically depressed populations by directly addressing interpersonal difficulties.
This document provides information about Rational Emotive Behavior Therapy (REBT), a type of cognitive-behavioral therapy. REBT aims to help clients identify and dispute irrational beliefs that lead to unhealthy emotions like depression and anxiety. The ABC model used in REBT shows how activating events lead to beliefs that then influence consequences. REBT works to help clients recognize how their irrational thoughts contribute to problems and replace them with more rational beliefs that result in healthier emotions.
Major Depressive Disorder (MDD), also known as clinical depression, is a mood disorder characterized by persistent feelings of sadness that impact a person's mood, cognition, and behavior. There are several types of MDD with varying symptoms. Globally over 264 million people suffer from depression. Treatment involves medications like SSRIs and SNRIs as well as psychotherapy through approaches like cognitive behavioral therapy. The goal is to effectively manage symptoms and improve mood.
Relapse is a complex process that can occur at different levels of severity for those recovering from substance use disorders. The document discusses barriers to healthcare professionals seeking treatment, stages of relapse, determinants of relapse, and consequences for professionals who relapse, emphasizing that their recovery requires lifelong management due to the risk they pose if relapsing in practice. Protecting the public is the primary goal of professional health programs.
The document discusses the clock face drawing test, which was originally developed in the early 1900s to evaluate soldiers with head injuries. It requires skills such as following directions, language comprehension, visualizing orientation, motor coordination, conceptualization, and number sequencing. Abnormal results on the clock drawing test can indicate issues with fronto-temporo-parietal functioning and constructional apraxia. It is also useful as an early screening test for cognitive impairment and dementia, as sensitivity and specificity rates for detecting dementia range from 36-75% and 72-98%, respectively. There are various scoring systems that can be used to evaluate clock drawings.
Intermittent explosive disorder involves discrete episodes of failure to resist aggressive impulses that result in serious assault or property damage. Between episodes, individuals feel remorse and regret. Etiology may involve psychodynamic factors like attempts to manage difficult emotions, psychosocial factors like exposure to violence, or biological factors like abnormalities in brain regions involved in impulse control. Treatment involves psychotherapy and medication to manage impulsivity and aggression.
1. The document discusses anxiety disorders and how they differ from ordinary worries and fears. It defines anxiety and lists some common physical symptoms.
2. Specific anxiety disorders discussed include generalized anxiety disorder, panic disorder, phobias, social anxiety disorder, obsessive-compulsive disorder, agoraphobia, and post-traumatic stress disorder. The causes and symptoms of each disorder are described.
3. Psychologists believe anxiety disorders may be caused by biological, cognitive, and behavioral/learning factors like classical and operant conditioning which can lead to the conditioning of anxiety responses.
This document provides an introduction to abnormal psychology, psychological disorders, and depression. It begins with defining key terms like abnormal and disorder, and discusses why these definitions are important but also tricky. It then explores different ways of defining abnormal behavior, including deviations from social norms, mental health, and ability to function. The document also discusses what makes a behavior considered abnormal and provides examples of mental disorders. It covers how psychologists diagnose disorders using the DSM manual and different approaches to understanding medical disorders. Specific topics related to depression are then outlined, including symptoms, causes, diagnosis process, and treatment options.
"Psychosis in Youth"
Portland, Maine; March 30, 2004
Psychiatry Grand Rounds at Maine Medical Center
*Learn clinical assessment of psychosis in youth
*Learn neurobiology of psychosis
*Learn course and prognosis of psychosis
*Learn treatment of psychosis in youth
Schizophrenia Spectrum and Other Psychotic DisordersMingMing Davis
Emilio is a 40-year-old man who has been hospitalized 12 times for schizophrenia. He has stopped taking his medication and exhibits disorganized speech, incoherent thoughts, and bizarre behavior such as saying he has been "eating wires and lighting fires." He has a long history of being unable to work or live independently due to his schizophrenia symptoms. Schizophrenia is characterized by disorganized thinking and behavior, and can include positive symptoms like delusions and hallucinations as well as negative symptoms such as lack of motivation. It has unclear causes but likely involves genetic and environmental factors.
The document outlines various mental disorders, neurological disorders, and other conditions that may require clinical attention as defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). It includes over 20 broad categories of disorders with numerous specific disorders listed under each category such as neurodevelopmental disorders, schizophrenia spectrum disorders, depressive disorders, neurocognitive disorders, and substance abuse disorders. It also covers other conditions related to medical, environmental, and psychosocial issues.
Depression is a common and serious mental illness in the elderly that causes feelings of sadness and loss of interest in activities. Symptoms can range from mild to severe and include changes in sleep, appetite, energy levels, and thoughts of death or suicide. While estimates vary, as many as 5% of elderly suffer from depression. Depression is different from normal sadness or grief and requires treatment. Treatment options include antidepressant medication, psychotherapy such as cognitive behavioral therapy, or a combination of both.
Mood disorders include major depressive disorder, bipolar disorder, dysthymia, and cyclothymia. They are characterized by changes in mood that last for an extended period of time and impair functioning. The document discusses the history, definitions, types, epidemiology, and etiology of mood disorders. It covers biological factors like neurotransmitter disturbances, hormonal regulation, sleep, immunology, and brain imaging findings. Psychosocial factors like life events, personality, and psychodynamic theories are also reviewed.
ARE YOU NEURO-PROTECTED?
CLINICAL DEPRESSION is the MOST under treated and under diagnosed medical disorder of modern times.
Its responsible for upto 40-60% decrease in sense of fullfillment, productivity and happiness.
It affects 1 in ever 5 persons in the world.
It contains cognitive conceptualization, cognitive models, and types of negative appraisals in OCD. Also mentions the updated exposure and other techniques of OCD management based on the recent proposed inhibitory model of learning.
ACT and Dissociation Acceptance and Commitment work with the consequences of ...GreenWood Mentors Ltd
Learn how to make ACT formulations and treatment plans for the many and puzzling consequences of real and perceived threat including child abuse......amnesia, detachment, PTSD, borderline personality disorder, conversion symptoms, dissociative identity disorder, psychosis
1. The document discusses post-traumatic growth, which is the idea that people can experience positive psychological changes and improvements in their lives after experiencing trauma or difficult circumstances.
2. It describes five areas of growth that people often experience, including greater personal strength, improved relationships, a new appreciation for life, seeing new opportunities, and experiencing deeper spiritual or existential changes.
3. The document advocates that through positive psychology practices and an upward spiral approach, people can construct a new reality and heal from past trauma by addressing it and experiencing post-traumatic growth.
Chapter 20: Mental Health and Mental IllnessMarleneDJ
This document discusses characteristics of mental health and causes of mental illness. People who are mentally healthy can get along with others, adapt to situations, care for themselves and others, give and accept love, use healthy coping mechanisms, take responsibility for their actions and decisions, and behave appropriately with impulse control. The four main causes of mental illness are physical problems, emotional trauma or a poor family environment, heredity, and stress. The document also discusses communicating respectfully with mentally ill patients, common defense mechanisms, specific mental illnesses like anxiety and depression, and treatments for mental illness.
Somatoform disorders are a group of mental illnesses characterized by physical symptoms that cannot be fully explained by a medical condition. Key somatoform disorders include:
- Somatization disorder/somatic symptom disorder, characterized by multiple physical symptoms and excessive thoughts about health.
- Conversion disorder, where psychological factors cause neurological or sensory symptoms like paralysis.
- Hypochondriasis, characterized by excessive fears about having a serious illness despite medical reassurance.
- Body dysmorphic disorder, characterized by a preoccupation with an imagined physical defect.
- Pain disorder, characterized by severe pain that is the main focus. Treatment involves psychotherapy and medication management.
This document defines hypnosis and provides an overview of its history, techniques, and applications. Hypnosis is described as an altered state of consciousness where people become deeply relaxed and highly suggestible. The history outlines early pioneers like Braid who coined the term and Mesmer who used magnetic forces. Characteristics include suggestibility, dissociation, enhanced memory, and posthypnotic suggestion. Applications include using hypnosis for pain control, treatment of issues like smoking, and controlling undesired behaviors or symptoms. The document aims to educate about hypnosis while dispelling common misconceptions.
This document summarizes key concepts in psychiatry related to mood disorders such as depression and bipolar disorder. It discusses mood and affect, defines major depression and manic/hypomanic episodes, and explores the epidemiology and potential biological and psychosocial factors involved in these conditions. Specific brain regions implicated include the prefrontal cortex, anterior cingulate cortex, hippocampus, and amygdala. Genetic and environmental influences are also reviewed.
Social skills training is a psychotherapeutic technique used to teach social skills to individuals with severe mental disorders. It involves demonstrating skills through role plays, engaging clients in role plays with feedback, and encouraging practice. Some key social skills taught are initiating conversations, making requests, expressing feelings, resolving conflicts, and making friends. Social skills training aims to improve communication, independence, and goal achievement. It addresses deficits in expressive behaviors, receptive behaviors, interactive behaviors, and situational factors that affect social performance. Studies found social skills training to be encouraging for clinically depressed populations by directly addressing interpersonal difficulties.
This document provides information about Rational Emotive Behavior Therapy (REBT), a type of cognitive-behavioral therapy. REBT aims to help clients identify and dispute irrational beliefs that lead to unhealthy emotions like depression and anxiety. The ABC model used in REBT shows how activating events lead to beliefs that then influence consequences. REBT works to help clients recognize how their irrational thoughts contribute to problems and replace them with more rational beliefs that result in healthier emotions.
Major Depressive Disorder (MDD), also known as clinical depression, is a mood disorder characterized by persistent feelings of sadness that impact a person's mood, cognition, and behavior. There are several types of MDD with varying symptoms. Globally over 264 million people suffer from depression. Treatment involves medications like SSRIs and SNRIs as well as psychotherapy through approaches like cognitive behavioral therapy. The goal is to effectively manage symptoms and improve mood.
Relapse is a complex process that can occur at different levels of severity for those recovering from substance use disorders. The document discusses barriers to healthcare professionals seeking treatment, stages of relapse, determinants of relapse, and consequences for professionals who relapse, emphasizing that their recovery requires lifelong management due to the risk they pose if relapsing in practice. Protecting the public is the primary goal of professional health programs.
The document discusses the clock face drawing test, which was originally developed in the early 1900s to evaluate soldiers with head injuries. It requires skills such as following directions, language comprehension, visualizing orientation, motor coordination, conceptualization, and number sequencing. Abnormal results on the clock drawing test can indicate issues with fronto-temporo-parietal functioning and constructional apraxia. It is also useful as an early screening test for cognitive impairment and dementia, as sensitivity and specificity rates for detecting dementia range from 36-75% and 72-98%, respectively. There are various scoring systems that can be used to evaluate clock drawings.
Intermittent explosive disorder involves discrete episodes of failure to resist aggressive impulses that result in serious assault or property damage. Between episodes, individuals feel remorse and regret. Etiology may involve psychodynamic factors like attempts to manage difficult emotions, psychosocial factors like exposure to violence, or biological factors like abnormalities in brain regions involved in impulse control. Treatment involves psychotherapy and medication to manage impulsivity and aggression.
1. The document discusses anxiety disorders and how they differ from ordinary worries and fears. It defines anxiety and lists some common physical symptoms.
2. Specific anxiety disorders discussed include generalized anxiety disorder, panic disorder, phobias, social anxiety disorder, obsessive-compulsive disorder, agoraphobia, and post-traumatic stress disorder. The causes and symptoms of each disorder are described.
3. Psychologists believe anxiety disorders may be caused by biological, cognitive, and behavioral/learning factors like classical and operant conditioning which can lead to the conditioning of anxiety responses.
This document provides an introduction to abnormal psychology, psychological disorders, and depression. It begins with defining key terms like abnormal and disorder, and discusses why these definitions are important but also tricky. It then explores different ways of defining abnormal behavior, including deviations from social norms, mental health, and ability to function. The document also discusses what makes a behavior considered abnormal and provides examples of mental disorders. It covers how psychologists diagnose disorders using the DSM manual and different approaches to understanding medical disorders. Specific topics related to depression are then outlined, including symptoms, causes, diagnosis process, and treatment options.
This document provides an overview of Chapter 14 on Psychological Disorders from a PowerPoint presentation. It discusses defining and classifying psychological disorders, as well as specific disorders like anxiety disorders, mood disorders, schizophrenia, and others. For each disorder type, it examines diagnostic criteria, prevalence, causes and explanations from different perspectives like biology, learning, and culture. The goal is to understand the nature of psychological disorders and how they are diagnosed and treated.
WEEK 5-Module 7.pptx persona developmentssuser3412ca
This document discusses mental health and well-being in adolescence. It outlines common mental disorders like eating disorders, anxiety disorders, depression, bipolar disorder, conduct disorders, personality disorders, schizophrenia, and substance abuse disorders. It also discusses threats to psychological well-being such as family, socioeconomic factors, and school bullying. The document provides strategies for preventing mental health problems including enhancing self-esteem, resilience, self-regulation, and social skills.
The document discusses psychological disorders from multiple perspectives. It begins by outlining what topics will be covered, including defining and classifying disorders, specific disorders like anxiety disorders, mood disorders, and schizophrenia. It then discusses reasons for learning about psychological disorders and different perspectives on defining and understanding disorders. Key concepts covered include the medical model of disorders, biopsychosocial approaches, diagnosing and classifying disorders using the DSM, and critiques of diagnosis and labeling. Specific anxiety disorders like generalized anxiety disorder, panic disorder, phobias, and obsessive-compulsive disorder are explained. The nature of mood disorders like major depressive disorder and bipolar disorder are also outlined.
Lecture 18:Abnormality Dr. Reem AlSabahAHS_student
This document provides an overview of abnormal psychology. It defines abnormality and discusses how abnormal behavior has been viewed throughout history from ancient to modern times. Key topics covered include the classification of mental disorders in the DSM and ICD manuals, specific disorders like mood disorders, anxiety disorders, and schizophrenia, and perspectives on the causes of mental illness like biological, psychological, and social factors. Defenses mechanisms, treatment approaches in ancient times, and what defines normal behavior are also addressed.
psychopathology of learners in classroom education
Today, 12:32 PM
describing challenges of inclusive classrooms and understanding psychopath learners in order to accomodate them in classroom education
Paranoid personality disorder is a chronic condition characterized by pervasive distrust and suspiciousness of others. It affects 1-4% of adults and can cause significant distress through disruptive patterns of thinking and relating. Symptoms include chronic suspicions of exploitation by others and feelings of being deceived. Both genetic and childhood trauma factors may contribute to its development, and it is typically treated with cognitive behavioral therapy to modify distorted thoughts and improve relationships and functioning.
American Family - Chapter 9, Understanding Mental Illnessbartlettfcs
This document provides an overview of mental and emotional problems, including definitions of mental disorders, types of mental disorders (organic vs. functional), and specific disorders such as anxiety disorders, mood disorders, eating disorders, conduct disorder, schizophrenia, and personality disorders. It discusses suicide risk factors and warning signs, the grieving process and its stages, and ways to support those who are grieving.
The document summarizes psychological disorders and their treatment according to the biopsychosocial model. It discusses the criteria for abnormality (deviance, distress, dysfunction) and approaches that view disorders as arising from interactions among biological, psychological, and sociocultural factors. It also outlines classification systems (DSM, ICD); behavioral therapies like systematic desensitization and exposure therapy; cognitive behavioral therapy for OCD; and factors considered in evaluating diagnostic systems.
This document provides information on individual differences, intelligence, personality, and psychological disorders. It discusses the different types of intelligence including concrete, social, and abstract intelligence. It also describes personality characteristics and disorders such as anorexia nervosa, bulimia nervosa, bipolar disorder, acute stress disorder, and schizophrenia. The types of achievements including academic, occupational, and personal achievement are also summarized along with achievement motivation theories.
This document discusses defining and diagnosing abnormal behavior. It begins with discussion questions about culture and measuring abnormality. It then outlines lesson objectives to describe methods of defining abnormal behavior, the DSM for diagnosis, and evaluate their strengths and weaknesses. The document provides information on various mental disorders categorized by symptoms and examples. These include psychotic, anxiety, mood, somatoform, impulse control, personality, dissociative, factitious, and eating disorders. It also describes the five axes of the DSM used for diagnosis. Students are tasked with summarizing the two definitions of abnormality, strengths and weaknesses of each, and the use and strengths and weaknesses of the DSM.
Understand Clients Mental Health Diagnosis & Appropriately Interact with themuyvillage
Definition of mental illness. The causes of mental illness. Tips on how to empower youth with mental health disorders. Ways to teach skills to youth who have the following diagnosis: Reactive Attachment, Post Traumatic Stress Disorder, Oppositional Defiant Disorder, ADHD, Spectrum Disorders,
The document discusses various perspectives on psychological disorders including the medical, psychoanalytic, behavioral, cognitive, humanistic, and sociocultural perspectives. It also summarizes approaches to classifying psychological disorders including using diagnoses for shorthand, statistically studying cases, and guiding treatment. The Diagnostic and Statistical Manual (DSM) is discussed as the standard classification system that describes disorders along five axes and provides clear definitions. Several types of psychological disorders are then summarized, including anxiety disorders, mood disorders, schizophrenia, dissociative disorders, somatoform disorders, personality disorders, and childhood disorders.
The document outlines objectives for a learning session on counseling. It aims to help learners identify the goals and scope of counseling, demonstrate comprehension of counseling principles, and comprehend core counseling values. Specific learning objectives include being able to cognitively identify counseling goals and scope, psychomotorly demonstrate comprehension of principles, and affectively comprehend core values. The target value is mental health awareness. Learning resources listed include textbooks and a review discussion on essential social science skills and how they relate to future careers.
This document summarizes a presentation on mental health conditions among college students. It discusses the prevalence of anxiety disorders in college populations and some of the specific disorders like generalized anxiety disorder, social anxiety disorder, and obsessive compulsive disorder. It provides information on cognitive behavioral therapy and exposure therapy techniques used to treat anxiety disorders. It also discusses generalized anxiety disorder and its overlap with symptoms of depression.
The document provides an overview of mental health and mental illness. It defines mental health as having positive self-esteem, growth, autonomy, realistic perceptions, and environmental mastery. Mental illness is characterized by disturbances in thinking, mood, and behavior that impair functioning. The document discusses components and indicators of mental health, characteristics of mentally healthy and ill individuals, the magnitude of mental health problems in India, misconceptions about mental illness, and the roles of mental health professionals and nurses.
Mental Health and Coping With Stress in Middle and Late Adolescence.pdfJoyDelaPea5
This document provides information on mental health and coping with stress during adolescence. It defines mental health and discusses various mental health challenges such as depression, anxiety, eating disorders, and others. It also discusses self-esteem, body esteem, and what influences these. The document outlines causes of stress and strategies for coping, including recognizing stress, identifying support systems, and maintaining well-being. Statistics on mental health issues among youth are also presented.
MODULE 7 - MENTAL HEALTH and WELL BEING v2.pptxjennlyndizon2
This document provides information about common mental health disorders in adolescents. It discusses eating disorders like anorexia and bulimia, anxiety disorders like PTSD, attention disorders like ADHD, and psychotic disorders like schizophrenia. For each disorder, it explains common symptoms and stresses that with treatment, including therapy and medication, people can learn to manage their symptoms and live healthy, productive lives. The document emphasizes reducing stigma and understanding that those with mental illnesses are just like everyone else.
The document describes 16 personality types based on the Myers-Briggs Type Indicator (MBTI) assessment. It provides brief summaries of each personality type, focusing on their key characteristics, preferences, and behaviors. The 16 types are ESTJ, ISTJ, ENTJ, INTJ, ESTP, ISTP, ENTP, INTP, ESFJ, ISFJ, ENFJ, INFJ, ENFP, INFP, ESFP, ISFP. Each summary is 1-3 sentences highlighting what defines that personality.
A meme is like a knock knock joke that uses famous images as the basis to create new jokes. Students are instructed to go to memegenerator.net or imgflip.com to select an existing meme image or add their own, and generate an AP Psychology related caption that is funny but also relevant to the course material. Examples and rules are provided to help students create their own memes for extra credit.
Aguiar ap intelligence and testing 2015 ssMrAguiar
Intelligence tests were first created in the early 20th century to identify students' reasoning abilities and place them in appropriate classes. Alfred Binet and Theodore Simon designed the first modern intelligence test in France. Their test measured "mental age" through reasoning tasks. Lewis Terman later modified the Binet test for American students and created the Stanford-Binet Intelligence Test. He used the test to study gifted individuals. William Stern coined the term "intelligence quotient" or IQ to quantify intelligence scores.
Psychologists describe the human memory system using information processing models, such as the three-stage model of memory and the working memory model. Information can be encoded automatically or effortfully, and distributing practice over time aids retention better than cramming. Effortful encoding methods like mnemonic devices, chunking, and relating information to ourselves can help form stronger memories.
Classical conditioning involves involuntary behaviors learned through association. Pavlov's work with dogs demonstrated that a neutral stimulus could become a conditioned stimulus through repeated pairing with an unconditioned stimulus that elicits an innate response. Key terms in classical conditioning include unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Cognitive processes and biological constraints can influence classical conditioning. Processes like acquisition, extinction, spontaneous recovery, generalization, and discrimination further describe classical conditioning.
Aguiar ap consciousness sleep and dreams 2014 2015MrAguiar
Biological rhythms influence our daily functioning through circadian rhythms and the sleep-wake cycle. The circadian rhythm is regulated by the suprachiasmatic nucleus which influences hormones like melatonin to make us feel sleepy. The sleep cycle consists of REM (rapid eye movement) and non-REM sleep stages that repeat about every 90 minutes. Sleep is important for restoration, recovery of the body, and processing memories from the previous day.
The document discusses key concepts related to sensation and perception. It begins by outlining three learning goals: 1) defining sensation and perception, 2) explaining bottom-up and top-down processing, and 3) examining selective attention. It then provides information on various topics within these goals, including absolute and difference thresholds, signal detection theory, sensory adaptation, and examples of selective attention like change blindness. Diagrams and examples are used throughout to illustrate concepts like the sensation-to-perception process and dual processing models.
Researchers explore infants' mental abilities through tests of habituation, where they measure infants' decreased interest in repeated stimuli over time. This allows researchers to determine what infants prefer to look at, like human faces over other images. Infant brain and motor development occurs rapidly during the first years of life. The brain grows dramatically as new neural connections are formed. Infants develop motor skills like grasping, stepping, and balance. Early experiences and maturation enable new cognitive and physical abilities during this critical period of development.
The human brain is an amazing organ capable of incredible feats of memory and learning. While we still have much to learn about how memory works in the brain, researchers have discovered some interesting things. New devices are being developed to help enhance memory and recall by interacting directly with the brain in novel ways.
The brainstem located at the base of the brain controls vital functions like breathing and heart rate. It includes the medulla, pons, and reticular formation. The limbic system including the amygdala, hippocampus, hypothalamus controls emotion, learning, memory and motivation. The cortex has four lobes - frontal, parietal, occipital, and temporal - and is highly folded to fit its large surface area inside the skull.
Social structure and interaction chpt 4 ssMrAguiar
This document discusses macro and micro sociology approaches. Macrosociology examines broader social structures like culture, social class, institutions and how they influence large groups. Microsociology focuses on smaller scale face-to-face interactions and how symbols and definitions shape behavior. Both are needed to understand how social forces at a broad, societal level and interpersonal level jointly influence human behavior.
Psychological therapies aim to treat psychological disorders through various methods. Major therapeutic approaches include psychoanalysis, which explores the unconscious mind; humanistic therapies like client-centered therapy which empower the client; behavioral therapies that aim to change behaviors; and cognitive therapies that aim to change irrational thoughts. Therapies have adapted over time and now often combine multiple approaches. Effectiveness varies depending on the disorder and therapy used. All therapies provide hope, a new perspective, and a caring relationship to support healing.
This document contains answers to an IQ test. While it does not provide any context around the test itself such as the types of questions asked, it seems to list out responses to the questions from IQ Test 1. The brevity of the title suggests it is intended to be a concise reference for someone who has already taken the test and is now checking their answers.
The document discusses various theories of intelligence. It begins by outlining three learning goals regarding arguments for general vs. multiple intelligences, differences between Gardner's and Sternberg's theories, and what comprises emotional intelligence. It then covers several influential intelligence theorists including Spearman and his general factor theory, Thurstone and his theory of seven primary abilities, Gardner's theory of multiple intelligences, Sternberg's triarchic theory, and Mayer and Salovey's theory of emotional intelligence. It also discusses research on the relationship between intelligence and brain anatomy/functioning as well as the distinction between intelligence and creativity.
Freud's psychoanalytic theory viewed personality as being formed by unconscious drives and instincts, divided into the id, ego, and superego. Freud believed personality develops through psychosexual stages from infancy to adulthood. His followers like Jung, Adler, and Horney accepted or modified some of Freud's ideas. Contemporary psychologists are more skeptical of Freud's theories and the existence of the unconscious. Projective tests like the Rorschach inkblot test and Thematic Apperception Test aim to assess personality through people's interpretations of ambiguous stimuli, attempting to reveal aspects of the unconscious.
The document discusses emotions and related topics. It defines emotions and explores theories of emotion, including the James-Lange theory, Cannon-Bard theory, and Two-Factor theory. It examines the biological, behavioral, and cognitive components of emotions. Additionally, it covers nonverbal communication of emotions, facial expressions and their influence on feelings, and stress and its relationship to health outcomes. Learning goals focus on the components of emotions, theories of emotion, the links between arousal and physiology, nonverbal communication of emotions, and causes and consequences of specific emotions.
The document discusses motivation and different theories of what motivates human behavior from an psychological perspective. It covers instinct theory, drive-reduction theory, incentive theory, arousal theory, and Maslow's hierarchy of needs theory. It examines how each theory views motivated behavior and provides examples.
The document discusses various aspects of memory including the three types of memory (sensory, short-term, and long-term), models of memory (information processing and working memory), processes of encoding, storage and retrieval, factors that influence memory such as context and mood, types of forgetting, and conditions like amnesia. It provides an overview of key memory concepts and compares different theories related to how memory works.
This document discusses language development and structure. It begins by outlining the learning objectives, which are to describe language structure and its flaws, identify stages of language development, and distinguish between Chomsky and Skinner's views of language development. It then defines key parts of language structure, such as phonemes, morphemes, grammar, and discusses Chomsky's views on surface structure and deep structure. The document also outlines flaws in language semantics, syntax, and developmental stages of language learning in children. It concludes by contrasting Chomsky and Skinner's theories of language development.
1. The document discusses different categories of psychoactive drugs including depressants, stimulants, and hallucinogens.
2. It provides examples of specific drugs that fall into each category such as alcohol and barbiturates as depressants, cocaine and amphetamines as stimulants, and LSD and marijuana as hallucinogens.
3. The learning goals are to understand the differences between these categories of drugs as well as concepts like tolerance, dependence and addiction.
2. Abnormal Psych: Intro ($h!t’s about to get weird)
• Learning Goals:
– Students should be able to answer the following:
1: How should we draw the line between normality and disorder?
2: What perspectives can help us understand psychological disorders?
2
Rating Student Evidence
4.0
Expert
I can successfully answer level 3 AND critically debate
if labeling disorders has a potential dangerous effect
on self-fulfilling prophecy.
★ 3.0 ★
Proficient
I can identify the layout of the DSM, and different axes
of the DSM AND discuss the pros and cons of labeling
disorders.
2.0
Developing
I can identify the layout of the DSM, different axes of
the DSM, but need more time to review how this
impacts the classification of disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in level 2.
3. Fact of Falsehood
• 1. In some cultures, depression and schizophrenia are nonexistent.
• 2. The more contact people have with individuals with disorders, the less
accepting their attitudes are.
• 3.About 30 percent of psychologically disordered people are dangerous;
that is, they are more likely than other people to commit a crime.
• 4.Research indicates that in the United States there are more prison
inmates with severe mental disorders than there are psychiatric inpatients
in all the country’s hospitals.
• 5.Identical twins who have been raised separately sometimes develop
similar phobias.
• 6. Dissociative identity disorder is a type of schizophrenia.
• 7. In North America, today’s young adults are three times more likely than
their grandparents to report having suffered depression.
• 8. White Americans commit suicide nearly twice as often as Black
Americans do.
• 9. There is strong evidence for a genetic predisposition to schizophrenia.
• 10 Twenty-six percent of adult Americans suffer from a diagnosable
mental disorder in a given year. 3
5. Early Theories
• Abnormal behavior was evil
spirits trying to get out.
• Trephining was often used.
• Another theory was to make
the body extremely
uncomfortable
6. Early Explanations of Mental Illness
• Hippocrates – mental
illness from imbalance
of body’s four
humors
• Middle Ages –
mentally ill labeled
witches
LO 12.1 How has mental illness been explained? How is abnormality defined?
8. What Is Abnormal?
Inability to
Function
Statistically
Rare
Social Norm
Deviance
Danger to
Self/Others
Subjective
Discomfort
9. Perspectives and Disorders
Psychological School/Perspective Cause of the Disorder
Psychoanalytic/Psychodynamic Internal, unconscious drives
Humanistic Failure to strive to one’s potential or
being out of touch with one’s feelings.
Behavioral Reinforcement history, the
environment.
Cognitive Irrational, dysfunctional thoughts or
ways of thinking.
Sociocultural Dysfunctional Society
Biomedical/Neuroscience Organic problems, biochemical
imbalances, genetic predispositions.
10. What is a psychological disorder?
• Behavior patterns or mental processes that cause
serious personal suffering or interfere with a
person‟s ability to cope with everyday life.
• Three main components:
– Deviant (being different)
– Distressful (causes worry, pain or stress)
– Dysfunctional (impairing life functioning)
• About 1 in 7 adults in the United States have
experienced a psychological disorder. 26% in the
last year.
*Note: Not all deviant behavior is considered a
disorder, as sometimes it is just a cultural,
situational or generational norm. (e.g. killing in war,
dressing differently, praying loudly etc…)
10
11. Case Study: The Three D‟s: ADHD
• ADHD
• A psychological disorder marked by the appearance by
age 7 of one or more of three key symptoms: extreme
inattention, hyperactivity, and impulsivity
• 4% of children, though 10% are being medicated for it
• Diagnosed 2-3 times more in boys than girls
• Correlated to watching more TV before age 7
• Brain appears to be about three years behind on thinning
of cortex and pruning
• Medications help, but benefits may disappear after three
years
• FDA just approved an EEG brain wave method for
diagnosing ADHD
11
14. Section 1: Test Your Knowledge
Is this a psychological disorder? Why or Why Not?
During most of her life, Mary has been inclined to keep to
herself. She has few friends but no close friends. Her
feelings are easily hurt, and she seldom participates in any
social activities. As a child, she did nearly average work in
school but never took part in school activities. She
eventually dropped out of school and got a job. She rarely
talks with the other employees and prefers to eat her lunch
alone. She prefers to keep to herself and quietly talks to
herself, even when customers are around. At times she
refuses to eat certain foods for fear of being poisoned. Most
of the time Mary refuses to attend to her personal hygiene
and prefers to be left alone quietly muttering to herself. She
leaves the house only for food and work.
14
15. 1: How should we draw the line between normality and disorder?
2: What perspectives can help us understand psychological disorders?
15
Rating Student Evidence
4.0
Expert
I can teach someone else about, the definitions of
normality and disorders as well as psychological
perspectives on disorders. In addition to 3.0 , I can
demonstrate applications and inferences beyond what
was taught
3.0
Proficient
I can explain, the definitions of normality and disorders
as well as psychological perspectives on disorders with
no major errors or omissions.
2.0
Developing
I can identify terms associated, the definitions of
normality and disorders as well as psychological
perspectives on disorders, but need to review this
concept more.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
16. Abnormal Psych: Classification and
Labeling• Learning Goals:
– Students should be able to answer the following:
3: How and why do clinicians classify psychological disorders?
4: Why do some psychologists criticize the use of diagnostic labels?
16
Rating Student Evidence
4.0
Expert
I can successfully answer level 3 AND critically debate
if labeling disorders has a potential dangerous effect
on self-fulfilling prophecy.
★ 3.0 ★
Proficient
I can identify the layout of the DSM, and different axes
of the DSM AND discuss the pros and cons of labeling
disorders.
2.0
Developing
I can identify the layout of the DSM, different axes of
the DSM, but need more time to review how this
impacts the classification of disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
17. How do psychologists explain disorders?
• The Medical Model (Pinel):
– Mental illness is a sickness
(psychopathology)
• Noticed people would become crazy
due to syphilis
• Dorothea Dix advocates for humane
treatment in mental hospitals in
America
– Under the medical model, we seek
to:
• Diagnosis
• Understand the Symptoms
• Provide Treatment
• And use psychiatric hospitals only
when necessary
Trephination -boring
holes in the skull to
remove evil forces
17
18. How do Psychologists classify disorders?
• Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR)-1994,
Revised 2000
• Published by the American Psychiatric Association (APA)
• Closely follows World Heath Organization's International Classification of
Diseases (ICD)
• The DSM is revised every few years (DSM-V was published in 2013)
– Contains over 400 disorder categories
– DSM III included homosexuality as a disorder (1973), the DSM-IV does
not.
• Critics say the DSM is too broad and anyone can be classified with a
disorder. People can be diagnosed falsely with diagnostic labels.
• Goals of the DSM:
1. Identify and classify disorders
2. Determine prevalence (not treatment)
18
19. Two Major Disorder
Classifications in the DSM
Neurotic Disorders
• Distressing but one can
still function in society
and act rationally.
Psychotic Disorders
• Person loses contact
with reality,
experiences distorted
perceptions.
John Wayne Gacy
21. Layout of DSM Disorder Profiles
I. Disorder Name
II. Diagnostic features (this is complete description
of the disorder)
III. Associated features ( these are the features that
accompany the disorder)
IV. Development and Course (this is how the
disorder can develop and how it could possibly
affect the life course)
V. Differential Diagnosis (other possible names or
similar disorders)
22. DSM-IV-TR Psychological Profile Overview
Are Psychosocial or Environmental Problems (school or housing
issues) also present?Axis IV
What is the Global Assessment of the person’s functioning?
(0-100 Point Scale)Axis V
Is a General Medical Condition (diabetes, hypertension or
arthritis etc) also present?Axis III
Is a Personality Disorder or Mental Retardation present?
Axis II
Is a Clinical Syndrome (cognitive, anxiety, mood disorders [16
syndromes]) present?Axis I
22
23. DSM & Reliability
• If two different
psychologists interview the
same patient, will they come
up with the same diagnosis
according to the DSM?
• 83% of opinions agreed in
one study based on criteria
in the DSM (It supposedly
has high validity and
reliability)
23
24. Is There Danger in Labeling People?
What would you diagnose
these people with?
24
25. Is There Danger in Labeling People?
• The Rosenhan Study (1973)
– Faked a disorder to get into a mental institution
– After arriving into the institution, the
„pseudopatient‟ stopped being symptomatic
– On average it took 19 days before
„pseudopatients‟ were released, even though they
were not experiencing symptoms
– Conclusion: Labeling causes Doctors to see
people as „insane‟ even when they are „sane‟
25
27. Is There Danger in Labeling People?
• Pros of Labeling
– Communicate disorders
– Discern Treatment
– Comprehend underlying
causes
• Cons of Labeling
– Leads to self-fulfilling
prophecy for both patient
and others
– Creates a stigma that follows
a person
Operational Defiant Disorder
27
28. Section 2: Test Your Knowledge
• A man is feeling depressed about his inability to support his family after
losing his job. The fact that the patient is currently unemployed is coded
on which axis in the Diagnostic and Statistical Manual of Mental Disorders
(DSM-IV-TR)?
(A) Axis I
(B) Axis II
(C) Axis III
(D) Axis IV
(E) Axis V
• The medical model views mental illness as:
(A) A character defect
(B) A disease or illness
(C) An interaction of biological, cognitive, behavioral, social and cultural factors
(D) Normal behavior in an abnormal context
(E) Maladaptive contingencies of reinforcement
28
29. 3: How and why do clinicians classify psychological disorders?
4: Why do some psychologists criticize the use of diagnostic labels?
29
Rating Student Evidence
4.0
Expert
I can successfully answer level 3 AND critically debate if
labeling disorders has a potential dangerous effect on
self-fulfilling prophecy.
★ 3.0 ★
Proficient
I can identify the layout of the DSM, and different axes
of the DSM AND discuss the pros and cons of labeling
disorders.
2.0
Developing
I can identify the layout of the DSM, different axes of the
DSM, but need more time to review how this impacts
the classification of disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
30. Section 2: Product Assessment
• In groups of 3 to 4 people, you are to create a
poster for a new disorder using the “Layout of
DSM Disorder Profiles” (I-Name, II-Diagnostic, III-
Associated Features, IV-Development, V-
Differential Diagnosis)
• A rationale as to why a disorder profile is needed
for this disorder (included the three D’s from the
prior lesson)
• An illustration to go along with this disorder
• Example: Senioritis
30
31. Abnormal Psych: Anxiety Disorders
• Learning Goals:
– Students should be able to answer the following:
5: What are anxiety disorders, and how do they differ from ordinary worries and
fears?
6: What produces the thoughts and feelings that mark anxiety disorders?
31
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0
and debate the legitimacy of the proposed
causes of anxiety disorders.
★ 3.0 ★
Proficient
I can identify, describe and explain causes of
specific anxiety disorders.
2.0
Developing
I can identify and describe some of the
specific anxiety disorders.
1.0
Beginning
I need more prompting and/or support to
identify the concepts stated in 2.0
32. Anxiety Disorders
• Anxiety: General State of dread or
uneasiness that occurs in response
to a vague or imagined danger.
• Also, nervousness, inability to relax,
concern about losing control
• Physical Symptoms caused by over
active sympathetic nervous system:
– Trembling, Sweating, Rapid Heart
Rate, Shortness of Breath, Increased
Blood Pressure, Flushed Face,
Feelings of Light-headedness
32
33. Generalized Anxiety Disorder (GAD)
• Excessive or unrealistic
worry about life
circumstances lasting for
at least six months
– Financial Issues, Work,
Relationships
• Hard to Treat and
Diagnosis
• Effects more Women and
Blacks
33
35. Panic Disorder with Agoraphobia
• Panic Attack: a short period of intense fear or discomfort with
most of the physical symptoms of anxiety present
• Agoraphobia: Fear of being in places or situations in which
escape may be difficult or impossible
– Accounts for 50-80% of phobia clients seeking treatment
• Both panic attacks and agoraphobia lead to avoidance
behaviors
• Treatment:
– Cognitive Behavioral Therapy (CBT)
– Behavioral Therapy with conditioning and relaxation
35
36. Phobias- “Fear Disorder”
• Social Phobia
– Fear of social situations in which one might be exposed to the
close scrutiny of others and might be humiliated or embarrassed
– Examples: Public speaking, eating in public or dating
• Simple Phobia (most common)
– Happens in women 2-1
– Animal, Situational, Injection
– Irrational fear of a particular object or situation
36
38. Obsessive-Compulsive Disorder
• Obsessions: Unwanted thoughts, ideas
or mental images that occur over and
over again
• Compulsions: Repetitive ritual
behaviors involving checking or
cleaning (helps to reduce anxiety from
obsessions)
• 55% of OCD clients obsess over dirt or
contamination
• May be caused by frontal lobe glucose
metabolism or wired into brain
38
A PET scan of the brain of a
person with Obsessive-
Compulsive Disorder
(OCD). High metabolic
activity (red) in the frontal
lobe areas are involved with
directing attention.
41. Post Traumatic Stress Disorder
• Intense, persistent feelings of anxiety that are caused by a
traumatic experience
• Added to the DSM after the Vietnam War
• Previously called “shell shock” and “battle fatigue”
• Events that lead to PTSD:
– Rape, Child Abuse, Assault, Severe Accidents, Natural Disasters,
War
– Lower than average cortisol levels may predispose people to PTSD
• Symptoms:
– Flashbacks & Nightmares
– Tension & Aggression
– Avoidance Behavior & Substance Abuse
• Treatments:
– Prolonged CBT
– Virtual Therapy- reliving the event
– EMDR
41
43. What Causes Anxiety Disorders?
• Psychoanalytic Perspective: Repressed
unconscious urges from childhood
• Biological Perspective: Too much or too little
of certain neurotransmitters or brain
abnormality; sensitive amygdala
• Behavioral (Learning) Perspective:
Conditioned through classical conditioning
or operant conditioning to experience
anxiety
43
44. 5: What are anxiety disorders, and how do they differ from ordinary worries and
fears?
6: What produces the thoughts and feelings that mark anxiety disorders?
Mr. Burnes 44
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and debate
the legitimacy of the proposed causes of anxiety
disorders.
★ 3.0 ★
Proficient
I can identify, describe and explain causes of specific
anxiety disorders.
2.0
Developing
I can identify and describe some of the specific anxiety
disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
45. Check Your Understanding: Anxiety Disorders
• Which of the following is NOT considered an
anxiety disorder?
A) Ben, who goes home several times a day to check to
see if the stove is off.
B) Denise, who is terrorified of eating in public.
C) Mary, who worries excessively about an upcoming
job interview weeks before it happens.
D) Kent, a solider who has experienced sudden
blindness after seeing his buddies killed in war.
E) Sara, who without reason, starts to hyperventalate
and cry, while complaining that she thinks she will
die.
45
46. Anxiety Disorder Review
• Create a visual graphic organizer to help remember the different types of anxiety
disorders
46
Anxiety Disorders
47. Abnormal Psych: Somatoform and
Dissociative Disorders• Learning Goals:
– Students should be able to answer the following:
7: What are somatoform disorders?
8: What are dissociative disorders, and why are they controversial?
47
Rating Student Evidence
4.0
Expert
I can satisfy level 3.0 and evaluate claims made
by some researchers that dissociative or
somatoform disorders are not true disorders.
★ 3.0 ★
Proficient
I can identify somatoform and dissociative
disorders, there symptoms and explain the
possible causes of both types of disorders.
2.0
Developing
I can identify somatoform and dissociative
disorders.
1.0
Beginning
I need more prompting and/or support to
identify the concepts stated in 2.0
48. Somatoform Disorders
• Occur when a
person manifests a
psychological
problem
(depression) through
a physiological
symptom
(paralysis).
• Two types……
49. Somatoform Disorders
• Type I: Conversion Disorder
– People experience a loss or change of physical
functioning
– No medical explanation
– Examples: Sudden blindness, paralysis, glove
anesthesia
– Not faking it!
– Women twice as likely to be diagnosed
• Type II: Hypochondriasis
– Unrealistic Preoccupation with serious disease
– Will visit multiple doctors to be treated
– Affects men and women equally
– Caused by suppressed emotions that emerge as
physical symptoms
49
52. Dissociative Disorders
• Disruptions in conscious awareness
and sense of identity (memory issues)
• Explained by having unacceptable
urges or protection from anxiety
(psychoanalytic)
• Three Types
52
53. Psychogenic Amnesia
• Also called
“Dissociative Amnesia”
• A person cannot
remember things with
no physiological basis
for the disruption in
memory.
• Retrograde Amnesia
• NOT organic amnesia.
• Organic amnesia can be
retrograde or
anterograde.
56. Dissociative Identity Disorder
• Used to be known as
Multiple Personality
Disorder.
• A person has several
rather than one
integrated
personality.
• People with DID
commonly have a
history of childhood
abuse or trauma.
57. DID
– Considered extremely rare
– The personalities alternate, with the
original personality typically denying
awareness of the other(s)
– Skeptics question whether DID is a
genuine disorder or an extension of our
normal capacity for personality shifts.
57
61. 7: What are somatoform disorders?
8: What are dissociative disorders, and why are they controversial?
61
Rating Student Evidence
4.0
Expert
I can satisfy level 3.0 and evaluate claims made by some
researchers that dissociative or somatoform disorders
are not true disorders.
★ 3.0 ★
Proficient
I can identify somatoform and dissociative disorders,
their symptoms and explain the possible causes of both
types of disorders.
2.0
Developing
I can identify somatoform and dissociative disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
62. Abnormal Psych: Mood Disorders
• Learning Goals:
– Students should be able to answer the following:
9: What are mood disorders, and what forms do they take?
10: What causes mood disorders, and what might explain the Western world’s rising
incidence of depression among youth and young adults?
62
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0
and analyze why mood disorders seem to
affect some people and not others.
★ 3.0 ★
Proficient
I can identify the symptoms associated with
specific mood disorders and explain how
mood disorders develop from biological and
psychological perspectives.
2.0
Developing
I can identify certain mood disorders.
1.0
Beginning
I need more prompting and/or support to
identify the concepts stated in 2.0
64. Major Depression
• A.K.A. unipolar
depression
• Unhappy for at
least two weeks
with no apparent
cause.
• Depression is the
common cold of
psychological
disorders.
66. Major Depressive Episode
• Neurotransmitters involved: Serotonin and Norepinephrine
• Five of the following symptoms must be present for diagnosis:
1. depressed mood most of the day
2. loss of interest or pleasure
3. significant weight loss or gain due to appetite
4. sleeping more than normal
5. speeding up/slowing down of physical and emotional reactions
6. Fatigue
7. feelings of worthlessness
8. inability to concentrate
9. recurrent thoughts of death or suicide
10. May last for periods of months or more
66
68. Dysthymic Disorder
• Dysthymic disorder lies between a blue
mood and major depressive disorder. It
is a disorder characterized by daily
depression lasting two years or more.
68
Major Depressive
Disorder
Blue
Mood
Dysthymic
Disorder
70. Bipolar Disorder
• Involves periods of
depression and manic
episodes.
• Manic episodes involve
feelings of high energy
(but they tend to differ
a lot…some get
confident and some get
irritable).
• Engage in risky behavior
during the manic
episode.
71. Bipolar Disorder
• May hear voices and experience
hallucinations, Delusions of superior abilities
– Example Behaviors: Spending sprees, quitting
jobs to pursue wild dreams, making bad decisions
• Mania:
– Inflated Self-Esteem
– Inability to Sit or Sleep
– Pressure to keep talking (push of speech)
– Racing Thoughts
– Difficulty Concentrating
– Overly Optimistic
71
74. Bipolar Disorder: Subtypes
• Bipolar I (most extreme) disorder is
characterized by the presence of one or more
manic or mixed episodes. Depressive episodes
usually occur too.
• Bipolar II (less extreme)disorder is
characterized by highs that are never more
severe than hypomania (less severe mania)
together with major depressive episodes.
• Cyclothymic disorder (least extreme) refers to
frequent episodes of hypomania and mild
depression occurring over at least a 2-year
period.
74
77. 77
Explaining Mood Disorders
Since depression is so prevalent worldwide,
investigators want to develop a theory of
depression that will suggest ways to treat it.
Lewinsohn et al., (1985, 1995) note that a theory
of depression should explain the following:
• Behavioral and cognitive changes
• Common causes of depression
79. 79
Theory of Depression
• Depressive episodes self-terminate.
• Depression is increasing, especially in
teens.
Post-partum depression
80. Suicide Statistics
• 1 million people worldwide/year
• White Americans are twice as likely than
Black Americans to kill themselves
• Women are more likely to attempt, Men
are more likely to succeed
• Suicide rates have doubled in the last 40
years among teens
• Who is likely to commit suicide?
– The Rich
– Single/divorced/widowed
– White
– Nonreligious
– Teens & Elderly
80
81. 81
Biological Perspective
Genetic Influences: Mood disorders run in
families. The rate of depression is higher in
identical (50%) than fraternal twins (20%).
Linkage analysis and association
studies link possible genes and
dispositions for depression.
JerryIrwinPhotography
82. 82
The Depressed Brain
PET scans show that brain energy consumption
rises and falls with manic and depressive
episodes.
CourtesyofLewisBaxteranMichaelE.
Phelps,UCLASchoolofMedicine
84. 84
Depression Cycle
Negative stressful events.
Pessimistic explanatory style.
Hopeless depressed state.
These hamper the way the individual
thinks and acts, fueling personal
rejection.
86. 9: What are mood disorders, and what forms do they take?
10: What causes mood disorders, and what might explain the Western world’s
rising incidence of depression among youth and young adults?
86
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and analyze
why mood disorders seem to affect some people and not
others.
★ 3.0 ★
Proficient
I can identify the symptoms associated with specific
mood disorders and explain how mood disorders
develop from biological and psychological perspectives.
2.0
Developing
I can identify certain mood disorders.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0
87. Section 5: Test Your Knowledge
Which of the following is NOT true regarding depression?
A. Depression is more common in females than males.
B. Most depressive episodes appear not to be preceded by any
particular factor or event
C. Most depressive episodes last less than 3 months
D. Most people recover from depression without professional therapy.
The risk of major depression and bipolar disorder dramatically
increases if you:
A. have suffered a debilitating injury
B. have an adoptive parent with the disorder
C. have a parent or sibling with the disorder
D. have a life-threatening illness
E. have above-average intelligence
87
88. Schizophrenia• Learning Goals:
– Students should be able to answer the following:
11: What patterns of thinking, perceiving, feeling, and behaving characterize
schizophrenia?
12: What causes schizophrenia?
88
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and
analyze why persons with schizophrenia display
different symptoms based on their subtypes.
★ 3.0 ★
Proficient
I can identify the specific feature of schizophrenia
and its subtypes and discuss the theories that seek
to explain how schizophrenia is contracted.
2.0
Developing
I can identify the specific feature of schizophrenia
and its subtypes.
1.0
Beginning
I need more prompting and/or support to identify
the concepts stated in 2.0
89. Schizophrenia Overview
• 1 in 100 people develop schizophrenia "split
mind”
• One of the most serious disorders of
psychology
• 2 million in the United States, 24 million
worldwide
• Characterized by loss of contact with reality
• May appear suddenly or gradually
• Usually appears in males during adolescents
and females during 20‟s.
• Breakdown in selective attention
89
94. Positive and Negative Symptoms
• Schizophrenics have present
inappropriate symptoms
(hallucinations, disorganized
thinking, deluded ways) that are
not present in normal individuals
(positive symptoms).
• Schizophrenics also have an
absence of appropriate symptoms
(apathy, expressionless faces,
rigid bodies) that are present in
normal individuals (negative
symptoms).
94
Positive or
Negative
Symptom?
97. Possible Causes of Schizophrenia
• DOPAMINE
– Too much of it!
– Leads to hallucinations
• UNUSUAL BRAIN ACTIVITY
– Low frontal lobe activity
– Misfiring neurons
– Increased activity in the core (thalamus and amygdala)
• MATERNAL VIRUS
– Flu virus during first term of pregnancy
– Babies born in the winter months increased risk
• GENETICS
– 1 in 10 if family member has it
– 1 in 2 if identical twin has it
– Not the sole cause of the disorder
• PSYCHOANALYTIC VIEW
– Id is overwhelmed and out of control
– Family members are pushy and overly critical
97
100. Early Warning Signs of Schizophrenia
100 100
Birth complications, oxygen deprivation and low-birth
weight.
2.
Short attention span and poor muscle coordination.3.
Poor peer relations and solo play.6.
Emotional unpredictability.5.
Disruptive and withdrawn behavior.4.
A mother’s long lasting schizophrenia.1.
101. 11: What patterns of thinking, perceiving, feeling, and behaving characterize
schizophrenia?
12: What causes schizophrenia?
101
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and
analyze why persons with schizophrenia display
different symptoms based on their subtypes.
★ 3.0 ★
Proficient
I can identify the specific feature of schizophrenia
and its subtypes and discuss the theories that seek
to explain how schizophrenia is contracted.
2.0
Developing
I can identify the specific feature of schizophrenia
and its subtypes.
1.0
Beginning
I need more prompting and/or support to identify
the concepts stated in 2.0
102. Check Your Understanding: Schizophrenia
• The _____ type of schizophreneia is characted
by delusions.
A) Rediudal
B) Catatonic
C) Paranoid
D) Undifferentiated
E) Disorganized
102
103. Check Your Understanding: Schizophrenia
• Most of the drugs that are useful in the
treatment of schizophrenia are know to
correct ____ activity in the brain.
A) Norepinephrine
B) Epinephrine
C) Serotonin
D) GABA
E) Dopamine
103
104. Abnormal Psych: Personality Disorders and Stats on
Disorders
• Learning Goals:
– Students should be able to answer the following:
13: What characteristics typical of personality disorders?
14: How many people suffer or have suffered from a psychological disorder?
104
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and
debate whether personality disorders might add
negative labels to individuals.
★ 3.0 ★
Proficient
I can identify specific personality disorders and
explain how they differ from Axis I disorders.
2.0
Developing
I can identify personality disorder clusters and some
of their subtypes.
1.0
Beginning
I need more prompting and/or support to identify
the concepts stated in 2.0
105. Labeling a Person Criminally Insane
• “Insanity” labels
raise moral and ethical
questions about how
society should treat
people who have
disorders and have
committed crimes.
• See article: Insanity
Defense
Una-bomber
105
106. Personality Disorders- Axis II
• Patterns of inflexible traits that disrupt social life or work and/or
distress the affected individual impairing their social functioning.
• Hard to estimate because people rarely seek treatment (don‟t think
they have a problem)
• Cluster A: Odd/Eccentric Behaviors
– Schizoid (78/22)- Loner
– Paranoid (67/33)- Untrusting
– Schizotypal (55/45)- Very Odd
• Cluster B: Dramatic/Impulsive Behavior
– Narcissistic (70/30) – Better than Everyone
– Borderline (38/62) – Unstable
– Histrionic (15/85)- Center of Attention
– Antisocial (82/18)- No Remorse
• Cluster C: Fearful/Anxiety Behaviors
– Avoidant (50/50) - Timid, Shy
– Dependent (31/69) – Stage Five Clinger “needy”
– Obsessive-Compulsive (50/50) – My way or the highway- Perfectionistic
106
107. Antisocial Personality Disorder
• AKA: Sociopath or Psychopath
– Typically a male, Begins before age 15
– Lies, steals, fights, sexually uninhibited
– Don't care about others rights or
feelings (even family)
• Biological Origins of ASPD
– No one gene (although twins studies
support genetics)
– Reduced arousal in autonomic nervous
system
– Reduced activity in frontal lobe gives
way to impulsivity
• Environmental Origins of ASPD
– Family instability
– Poverty
– Conditioning and Abuse
107
Ted Bundy
Serial Killer convicted
of killing several
people including
Florida State Chi
Omega Sorority girls
in 1978
109. 13: What characteristics typical of personality disorders?
14: How many people suffer or have suffered from a psychological disorder?
109
Rating Student Evidence
4.0
Expert
I can satisfy all the requirements of level 3.0 and debate
whether personality disorders might add negative labels
to individuals.
★ 3.0 ★
Proficient
I can identify specific personality disorders and explain
how they differ from Axis I disorders.
2.0
Developing
I can identify personality disorder clusters and some of
their subtypes.
1.0
Beginning
I need more prompting and/or support to identify the
concepts stated in 2.0