Week 5 nursing 350 board discussion
Week 5 Discussion Prompt
COLLAPSE
Top of Form
Visit the Center for Disease Control website, and go to the Diseases and Conditions pages .
Choose a topic of interest and review any data or statistics provided under that topic. Discuss how evidence-based practice and epidemiology is used to improve prevention and health promotion in your chosen topic.
Bottom of Form
III. Theories of ForgettingEncoding Failure
Fail to encode the information; information is never transferred to LTM (p. 317)Storage Decay:
Forgetting curve: initially rapid, then levels off with time (pp 317-318)Retrieval Failure:
We cannot retrieve the information. (pp 318 - 319)
Absence of cues.
Importance of cues (context effects, mood-congruent memory, & déjà vu) pp 312 - 314
*
III. Theories of ForgettingMotivated Forgetting theory: pp 320 - 326
Remembering our past is often revising it.
We forget things that run counter to our self-view.
We remember things that correspond to how we view ourselves or that enhance us.
Blocking (repressing) painful, unpleasant memories is extremely rare.
Can we recover these memories?
Beware! It is very easy to create false memories.
*
III. Theories of ForgettingCreation of false memories:
“mousetrap on finger study (Ceci & Bruck, 1993, 1995) pp 325 - 326
58% of preschoolers produced false memories
Professional psychologists could not distinguish the real from the false memories
*
III. Theories of ForgettingRepressed or Constructed Memories of Abuse?Conclusions: p 325
Incest and sexual abuse happens. (all too often!)
There are false convictions.
Some people do forget traumatic events although it is much more likely that a person can’t forget them.
The recovery of some memories is possible, but recovery of repressed memories is questionable.
Use of hypnosis or drugs to recover memories is questionable.
Memories of events before age 3 and a half are highly questionable. (Remember infantile amnesia.)
Even false memories are emotionally traumatic.
*
Outline for Psychological Disorders
Disorders
Anxiety Disorders
Mood Disorders
Dissociative Disorders
Schizophrenia
Personality Disorders
IV. Psychological DisordersA. Anxiety Disorders: characterized by . . .
distressing persistent anxiety (a feeling and a cognition)
maladaptive behaviors that reduce anxiety
5 types:
Generalized anxiety disorder
Panic Disorder
Phobias
Obsessive Compulsive Disorder
Post-Traumatic Stress Disorder (PTSD)
IV. Psychological DisordersA. Anxiety Disorders (cont.)
Generalized anxiety disorder: characterized by .
Continuous feelings of tension or unease
worried thoughts about bad things happening
autonomic nervous system arousal
the inability to identify or explain its cause (free-floating)
Persists for 6 months or more
Women are more likely to suffer from this disorder. Two-thirds of the sufferers are women.
(Why the gender difference? Be a good critical thinker! It doesn’t have to be biology! (Wo ...
Illness does not ask, it demands. Younger population perceives the un-earning family members as burden on their shoulders with more responsibility, which is taken as an economic loss, even if they are their parents. Anxiety is a broad aspect, which should not be termed as illness- as it is common emotion to experience in every individual’s life. But in 21st century due to defective coping mechanism, poor socialization, sedentary lifestyle- anxiety has become the slow poison to majority of the population, globally. Especially to the elder age group, which highlights the need of quick concern to look after it genuinely. Anxiety is an broad spectrum of disorder, constituting many of the forms which ae common for the human behavior to perform in the society. Management plays the essential role in conflicting the anxiety. Problem solving skills, coping mechanism and self esteem are the basics to tackle the anxiety as a whole.
Week 5 nursing 350 board discussion
Week 5 Discussion Prompt
COLLAPSE
Top of Form
Visit the Center for Disease Control website, and go to the Diseases and Conditions pages .
Choose a topic of interest and review any data or statistics provided under that topic. Discuss how evidence-based practice and epidemiology is used to improve prevention and health promotion in your chosen topic.
Bottom of Form
III. Theories of ForgettingEncoding Failure
Fail to encode the information; information is never transferred to LTM (p. 317)Storage Decay:
Forgetting curve: initially rapid, then levels off with time (pp 317-318)Retrieval Failure:
We cannot retrieve the information. (pp 318 - 319)
Absence of cues.
Importance of cues (context effects, mood-congruent memory, & déjà vu) pp 312 - 314
*
III. Theories of ForgettingMotivated Forgetting theory: pp 320 - 326
Remembering our past is often revising it.
We forget things that run counter to our self-view.
We remember things that correspond to how we view ourselves or that enhance us.
Blocking (repressing) painful, unpleasant memories is extremely rare.
Can we recover these memories?
Beware! It is very easy to create false memories.
*
III. Theories of ForgettingCreation of false memories:
“mousetrap on finger study (Ceci & Bruck, 1993, 1995) pp 325 - 326
58% of preschoolers produced false memories
Professional psychologists could not distinguish the real from the false memories
*
III. Theories of ForgettingRepressed or Constructed Memories of Abuse?Conclusions: p 325
Incest and sexual abuse happens. (all too often!)
There are false convictions.
Some people do forget traumatic events although it is much more likely that a person can’t forget them.
The recovery of some memories is possible, but recovery of repressed memories is questionable.
Use of hypnosis or drugs to recover memories is questionable.
Memories of events before age 3 and a half are highly questionable. (Remember infantile amnesia.)
Even false memories are emotionally traumatic.
*
Outline for Psychological Disorders
Disorders
Anxiety Disorders
Mood Disorders
Dissociative Disorders
Schizophrenia
Personality Disorders
IV. Psychological DisordersA. Anxiety Disorders: characterized by . . .
distressing persistent anxiety (a feeling and a cognition)
maladaptive behaviors that reduce anxiety
5 types:
Generalized anxiety disorder
Panic Disorder
Phobias
Obsessive Compulsive Disorder
Post-Traumatic Stress Disorder (PTSD)
IV. Psychological DisordersA. Anxiety Disorders (cont.)
Generalized anxiety disorder: characterized by .
Continuous feelings of tension or unease
worried thoughts about bad things happening
autonomic nervous system arousal
the inability to identify or explain its cause (free-floating)
Persists for 6 months or more
Women are more likely to suffer from this disorder. Two-thirds of the sufferers are women.
(Why the gender difference? Be a good critical thinker! It doesn’t have to be biology! (Wo ...
Illness does not ask, it demands. Younger population perceives the un-earning family members as burden on their shoulders with more responsibility, which is taken as an economic loss, even if they are their parents. Anxiety is a broad aspect, which should not be termed as illness- as it is common emotion to experience in every individual’s life. But in 21st century due to defective coping mechanism, poor socialization, sedentary lifestyle- anxiety has become the slow poison to majority of the population, globally. Especially to the elder age group, which highlights the need of quick concern to look after it genuinely. Anxiety is an broad spectrum of disorder, constituting many of the forms which ae common for the human behavior to perform in the society. Management plays the essential role in conflicting the anxiety. Problem solving skills, coping mechanism and self esteem are the basics to tackle the anxiety as a whole.
lecture 12 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, includes DSM-IV TR psychiatric disorders including Post-traumatic stress disorder, phobias, Generalized Anxiety Disorders, Obsessive Compulsive Disorder, anterior cingulate
6 panic, anxiety, obsessions, and their disorderslearning ob.docxsleeperharwell
6 panic, anxiety, obsessions, and their disorders
learning objectives 6
· 6.1 What are the essential features of anxiety disorders?
· 6.2 Describe the clinical features of specific and social phobias.
· 6.3 Why do anxiety disorders develop?
· 6.4 What are the clinical features of panic disorder?
· 6.5 What factors are implicated in the development of panic disorder?
· 6.6 Describe the clinical aspects of generalized anxiety disorder.
· 6.7 How are anxiety disorders treated?
· 6.8 What are the clinical features of obsessive-compulsive disorder and how is this disorder treated?
· 6.9 Describe three obsessive-compulsive related disorders.
Leni: Worried About Worrying So Much Leni is a 24-year-old graduate student. Although she is doing exceptionally well in her program, for the past year she has worried constantly that she will fail and be thrown out. When her fellow students and professors try to reassure her, Leni worries that they are just pretending to be nice to her because she is such a weak student. Leni also worries about her mother becoming ill and about whether she is really liked by her friends. Although Leni is able to acknowledge that her fears are excessive (she has supportive friends, her mother is in good health, and, based on her grades, Leni is one of the top students in her program), she still struggles to control her worrying. Leni has difficulty sleeping, often feels nervous and on edge, and experiences a great deal of muscle tension. When her friends suggested she take a yoga class to try and relax, Leni even began to worry about that, fearing that she would be the worse student in the class. “I know it makes no sense,” she says, “But that’s how I am. I’ve always been a worrier. I even worry about worrying so much!”
Anxiety involves a general feeling of apprehension about possible future danger, and fear is an alarm reaction that occurs in response to immediate danger. Today the DSM has identified a group of disorders—known as the anxiety disorders—that share obvious symptoms of clinically significant fear or anxiety. Anxiety disorders affect approximately 25 to 29 percent of the U.S. population at some point in their lives and are the most common category of disorders for women and the second most common for men (Kessler et al., 1994; Kessler, Berglund, Delmar, et al., 2005). In any 12-month period, about 18 percent of the adult population suffers from at least one anxiety disorder (Kessler, Chiu, et al., 2005c). Anxiety disorders create enormous personal, economic, and health care problems for those affected. Some years ago several studies estimated that the anxiety disorders cost the United States somewhere between $42.3 billion and $47 billion in direct and indirect costs (about 30 percent of the nation’s total mental health bill of $148 billion in 1990; Greenberg et al., 1999; Kessler & Greenberg, 2002). The figure is no doubt even higher now. Anxiety disorders are also associated with an increased prevale.
Similar to C:\fakepath\psychological disorders (20)
17. Multiaxial Classification Are Psychosocial or Environmental Problems (school or housing issues) also present? Axis IV What is the Global Assessment of the person’s functioning? 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
31. Kinds of Phobias Phobia of blood. Hemophobia Phobia of closed spaces. Claustrophobia Phobia of heights. Acrophobia Phobia of open places. Agoraphobia
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43. Explaining Anxiety Disorders Freud suggested that we repress our painful and intolerable ideas, feelings, and thoughts, resulting in anxiety.
44. The Learning Perspective Learning theorists suggest that fear conditioning leads to anxiety. This anxiety then becomes associated with other objects or events (stimulus generalization) and is reinforced. John Coletti/ Stock, Boston
45. The Learning Perspective Investigators believe that fear responses are inculcated through observational learning . Young monkeys develop fear when they watch other monkeys who are afraid of snakes.
46. The Biological Perspective Natural Selection has led our ancestors to learn to fear snakes, spiders, and other animals. Therefore, fear preserves the species. Twin studies suggest that our genes may be partly responsible for developing fears and anxiety. Twins are more likely to share phobias.
47. The Biological Perspective Generalized anxiety, panic attacks, and even OCD are linked with brain circuits like the anterior cingulate cortex. Anterior Cingulate Cortex of an OCD patient. S. Ursu, V.A. Stenger, M.K. Shear, M.R. Jones, & C.S. Carter (2003). Overactive action monitoring in obsessive-compulsive disorder. Psychological Science, 14, 347-353.
48.
49.
50.
51.
52. Major Depressive Disorder Depression is the “common cold” of psychological disorders. In a year, 5.8% of men and 9.5% of women report depression worldwide (WHO, 2002). Chronic shortness of breath Gasping for air after a hard run Major Depressive Disorder Blue mood
53.
54. 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. Major Depressive Disorder Blue Mood Dysthymic Disorder
55.
56. Bipolar Disorder Many great writers, poets, and composers suffered from bipolar disorder. During their manic phase creativity surged, but not during their depressed phase. Bettmann/ Corbis George C. Beresford/ Hulton Getty Pictures Library The Granger Collection Earl Theissen/ Hulton Getty Pictures Library Whitman Wolfe Clemens Hemingway
57.
58.
59.
60.
61.
62. 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. Jerry Irwin Photography
63. Neurotransmitters & Depression Post-synaptic Neuron Pre-synaptic Neuron Norepinephrine Serotonin A reduction of norepinephrine and serotonin has been found in depression. Drugs that alleviate mania reduce norepinephrine.
64.
65. Social-Cognitive Perspective The social-cognitive perspective suggests that depression arises partly from self-defeating beliefs and negative explanatory styles .
70. Disorganized & Delusional Thinking Other forms of delusions include, delusions of persecution (“someone is following me”) or grandeur (“I am a king”). This morning when I was at Hillside [Hospital], I was making a movie. I was surrounded by movie stars … I’m Marry Poppins. Is this room painted blue to get me upset? My grandmother died four weeks after my eighteenth birthday.” (Sheehan, 1982) This monologue illustrates fragmented, bizarre thinking with distorted beliefs called delusions (“I’m Mary Poppins”).
OBJECTIVE 1 | Identify criteria for judging whether behavior is psychologically disordered.
OBJECTIVE 2 | Contrast the medical model of psychological disorders with the biopsychosocial perspective on disordered behavior.
OBJECTIVE 3 | Describe the goals and content of the DSM-IV.
OBJECTIVE 4 | Discuss the potential dangers and benefits of using diagnostic labels.
OBJECTIVE 5 | Define anxiety disorder , and explain how this condition differs from normal feelings of stress, tension, or uneasiness.
OBJECTIVE 6 | Contrast the symptoms of generalized anxiety disorder and panic disorder.
OBJECTIVE 7 | Explain how a phobia differs from fears we all experience.
OBJECTIVE 8 | Describe the symptoms of obsessive-compulsive disorder.
OBJECTIVE 9 | Describe the symptoms of post-traumatic stress disorder, and discuss survivor resiliency.
OBJECTIVE 10 | Discuss the contributions of the learning and biological perspectives to our understanding of the development of anxiety disorders.
OBJECTIVE 11 | Describe the symptoms of dissociative disorders, and explain why some critics are skeptical about dissociative identity disorder.
OBJECTIVE 12 | Define mood disorders , and contrast major depressive disorder and bipolar disorder.
OBJECTIVE 13 | Discuss the facts that an acceptable theory of depression must explain.
OBJECTIVE 14 | Summarize the contribution of the biological perspective to the study of depression, and discuss the link between suicide and depression.
OBJECTIVE 15 | Summarize the contribution of the social-cognitive perspective to the study of depression, and describe the events in the cycle of depression.
OBJECTIVE 16 | Describe the symptoms of schizophrenia, and differentiate delusion and hallucinations.
OBJECTIVE 17 | Distinguish the five subtypes of schizophrenia, and contrast chronic and reactive schizophrenia.
OBJECTIVE 18 | Outline some abnormal brain functions and structures associated with schizophrenia, and discuss the possible link between prenatal viral infections and schizophrenia.
OBJECTIVE 19 | Discuss the evidence for a genetic contribution to the development of schizophrenia.
OBJECTIVE 20 | Describe some psychological factors that may be early signs of schizophrenia in children.
OBJECTIVE 21 | Contrast the three clusters of personality disorders, and describe the behaviors and brain activity associated with antisocial personality disorders.
OBJECTIVE 22 | Discuss the prevalence of psychological disorders, and summarize the findings on the link between poverty and serious psychological disorders.