Notes for PSY 230

8/3/2019 Notes for PSY 230

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Schedule For PSY 230

Course Topics and Schedule

January 23 Introduction (Chapter 1)

January 25 Current Paradigms (Chapter 2)

January 30 Diagnosis and Assessment (Chapter 3)February 1 Diagnosis and Assessment (Chapter 3)

February 6 Personality Disorders (Chapter 12)

February 8 Research Methods (Chapter 4)

February 13 Review for Exam # 1

February 15 Exam #1

February 20 Anxiety Disorders (Chapter 5)



February 29 Mood Disorders (Chapter 8)

March 5 Mood Disorders (Chapter 8)

March 7 Eating Disorders (Chapter 9)

March 12 Review for Exam #2

March 14 Exam #2

March 19 Stress and Health (Chapter 7)

March 21 Stress and Health (Chapter 7)

March 26 Schizophrenia (Chapter 11)

March 28 Disorders of Childhood (Chapter 14)April 2 NO CLASS (Spring Break)

April 4 NO CLASS (Spring Break)

April 9 Sexual and Gender Identity Disorders (Chapter 13)

April 11 Legal and Ethical Issues (Chapter 17)

April 16 Review for Exam # 3

April 18 Exam # 3

April 23 Substance-Related Disorders (Chapter 10)

April 25 Psychological Treatment (Chapter 16)

April 30 Psychological Treatment (Chapter 16)

May 2 Review for Final Exam

TBA Final Exam





Introduction/Chapter 1 1 /20 /2012 4:04:00 PM

Prof. Goldfried.

Exams may have short answer /long answer questions.

What is abnormal behavior?

y Behavior that gets in the way? Interferes with what we want to do.y Functional impairment.

y Deviates form a social norm. (negative vs positive behaviors?)(what

is the ³norm´ of certain culters?)

y Value judgment.

o Enmeshment=grown up and attached to family and can not

be alone

y Harmful to themselves and to others. (criteria used to make an

involuntary admission to a clinic)

y Distress

Abnormal behavior is def ined by the DSM-IV-TR

y Distress = the experience of emotional or physical pain.

y Impairment involves reduction in ability to function at an optimal or

even average level.

y Risk = danger or threat to well-being of a person.

y Our f inal criterion for abnormality is behavior outside the norms of

the social and cultural context in which it takes place.

What causes stress?

y Work

y Changing of life, unable to adjust to change

y Financially

History of Abnormality

y Abnormal behavior was thought to be caused by demons

Abnormal behavior involves the interaction between the individual and the

stressors.

Prevalence vs incidence

y Prevalence: how many cases there are of a given problem



o One year of prevalence; survey to get data; determine the

percentage of individual who has that problem in the year

y Incidence: the number of times the diagnosis was made in a given

period of time.

Mental Health Professions

y Clinical Psychologist -- Ph.D. or Psy.D.

y Counseling Psychologist -- Ph.D.

y School Psychologist ± M.A. +

y Psychiatrist -- M.D.

y Social Workers ± M.S.W.

What is normal behavior?

y Hm? Something that adheres to the norms of the culture.

Freud was a psychoanalysis,neurologist,MD

Social workers do therapy because most of the psychiatrists study biological

psychiatry.

Who does therapy now?

y Psychiatrist/psychologists or social workers?

Effective of social workers and clinical psychologists?



Current Paradigms /Chapter 2 1 /20 /2012 4:04:00 PM

Paradigm is a way of looking at behavior, a way of investigating a

phenomenon.

Different approaches to the study of abnormal psch.

depiction of different ways we can try and understand abnormal psych.

Diathesis-stress model

y The proposal that people are born with a predisposition (or

³diathesis´) that places them at risk for developing a psychological

disorder if exposed to certain extremely stressful life experiences.

y Meaning that stress and also the fact that you may get a disorder

due to genetics or environment conditions may make you

vulnerable to have a certain disorder, a combination of certain

contributors.

y People thought that people who got schizo were people who

happened to have a very repressive mother- but it turns out that it

was genetic



y Causes of Abnormal behavior

y Biological

y Psychologicaly Socioculture

Psychoanalytic theory

y Human behavior determined by unconscious forces

y Psychopathology results from conflicts among these unconscious

forces.

Structures of the Mind

y ID (unaware of)

o Unconscious

o Pleasure principle

Demands immediate gratif ication

o Libido

Energy of ID

y Ego (aware of)

o Primarily conscious

o Reality principle Attempt to satisfy ID¶ s demands within reality¶ s

constraints

y Super Ego (aware of)

o Our conscience

o Develops as we incorporate parental and society values

Freud¶ s Stage theory of Psychosexual development.

y Oral stage (birth-18 months)

o Primary satisfaction from sucking and chewing

y Anal Stage (18 months to 3yr)

o Pleasure derived from elimination

y Phallic stage (3yr to 5 /6yr)

o Pleasure derived from sexual organs

o Sexual desire for opposite sex parent.



Oedipus or electra complex

y Latency Period (6-12yr)

o ID impulses not a factor

y Genital Stage (adulthood)

o Heterosexual interests predominate

Defense Mechanisms

y Repression -Unconscious, purposeful exclusion of thoughts or

feelings from consciousness

y Projection-Attributing one¶ s own unacceptable impulses or thoughts

to others

y Denial - Not admitting that a threatening idea or feeling might

apply to oneself

y Reaction Formation - Endorsement of conscious attitude that is

opposite of unconscious attitude

y Regression -Reversion to an earlier, immature form of behavior

y Displacement-Directing aggressive impulses toward a substitute

target

y Rationalization-A constructed, socially acceptable explanation for

behavior that is socially unacceptable

Zeitgeist- the spirit of the times (where you don¶ t talk about sex)

Behavior paradigm

y Pavlov showed that learning took places in association.

Human behavior is very complex and those who have theories about certain

behaviors- be skeptical because it is not easy to explain it.



Diagnosis and Assessment/Chapter 3 1 /20 /2012 4:04:00 PM

What aspects of human functioning do we want to measure?

y STAIRCASE model of Human Functioning

y Situtation

y Thought

y Affect y Intention

y Response

y Consequence

y And

y Self-

y Evaluation

Reliability of measurement

y Consistency of measurement

y Test-retest

o Similarity of scores across repeated test administrations or

observations

y Al ternate Forms

o Similarity of scores on tests that are similar, but not identical

y I nternal Consistency

o Extent to which test items are related to one another

y I nter-rater o Observer agreement

y CONSISTENCY!

Validity of measurement

y How well does a test measures what it is supposed to measure?

y Content val idity

o Extent to which a measure adequately samples the domain of

interest.

o Something you do by consensus-

y Criterion val idity

o Extent to which a measure is associated with another

measure (the criterion)

Concurrent



Two measures administered at the same point in

time

y Hopelessness scale and diagnosis of

depression

P redictive Ability of the measure to predict another variable

measured at some future point in time

y College GPA and annual salary af ter

graduation

o correlations

y Construct val idity

o A construct is an abstract concept or inferred attribute

o Involves correlating multiple indirect measures of the

attribute

o Important method for evaluating diagnostic categories

Interview

Types of Psychological tests

y Projective Tests

o Rorshach I nkbl ot Test and Thematic Apperce ption Test (T AT)

What do you see in this f igure? (How people interpret

the inkblot) The notion is that how people interpret the ink blot has

to deal with their cognitive processes- describing the

inkblot has to deal with their thoughts.

o Projective hypothesis

Responses to ambiguous stimuli reflect unconscious

processes

y Paper and Pencil Inventories

o M innesota M ul ti phasic P ersonal ity I nventory ( MMPI )

Self report measure yields prof ile of psychological

functioning

Subscales to detect lying and faking ³good´ or ³bad´

People can fake a psychological test.

y Intelligence Tests



o W echsl er Adul t I ntell igence Scal e, 3rd Ed (W AI S-III );

W echsl er I ntell igence Scal e for Chi l dren, 3rd Ed (WI SC-III )

Assesses current mental ability

o Alfred Binet- created an assessment for the mental age.

Mental /chronological age x 100 = IQ Stanford Binet.

Behavioral observation

y Observe behavior as it occurs naturally

o --e.g., Unruly children not paying attention in class

Observers code children's on-task and disruptive

behavior

o Be careful about interpreting the behavior in a wrong way.

y Observation of ten conducted in lab setting

o --e.g., romantic partners discuss relationship problem

Interaction observed through one-way mirror or

videotaped for later coding

Biological measurement

y Neurobiological Assessment: Brain Imaging

o Com puterized Ax ial Tomogra phy (CT or C AT scan)

Reveals structural abnormalities by detecting differences in tissue density.

o M agnetic Resonance I maging ( MRI )

Similar to CT but higher quality

fMRI (functional MRI)

o P ositron Emission Tomogra phy ( P ET scan)

Brain function

Psychophysiological assessment

y Psychophysiology: Study of bodily changes that accompany

psychological characteristics or events

y Electrodermal responding (skin conductance)

o Sweat-gland activity measured by electrodes placed on hand.

y Electroencephalogram (EEG)



o Brain¶ s electrical activity measured by electrodes placed on

scalp.

Behaviorally oriented measurement

Behavioral-analytic model for assessing competence

Classif ication and diagnosisCase formulation for therapy

Neurosis:

Term referring to behavior that involves distressing, unacceptable symptoms

that are enduring and lack any physical basis.

Not a modern diagnostic term.

Psychosis:

Term referring to various forms of behavior involving a loss of contact with

reality, such as delusions (false beliefs) and hallucinations (false

perceptions).

Categorical vs. Dimensional Systems

y Categorical

o Presence /absence of a disorder

Either you are an x ious or you are not an x ious.

y Dimensional

o Rank on a continuous quantitative dimension Degree to which a symptom is present

H ow an x ious are you on a scal e of 1 to 10?

y Dimensional systems may better capture an individual¶ s functioning

y Categorical approach has advantages for research and

understanding



y Interrater Reliability

Extent to which clinician agree on the diagnosis.





1 /20 /2012 4:04:00 PM

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Notes for PSY 230