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PSY 215 – NOVA Online Study Guide Exam 2- Latest update | rated A+, Exams of Nursing

PSY 215 – NOVA Online Study Guide Exam 2- Latest update | rated A+

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PSY 215 – NOVA Online Study Guide Exam 2-
Latest update | rated A+
Chapter 4
What is the difference between fear and anxiety?
Fear- response to a serious threat to one’s well-being
Anxiety- response to a vague sense of threat or danger
Generalized Anxiety Disorder
Know key features/diagnostic checklist
-for 6 months or more the person experiences disproportionate, uncontrollable, and ongoing anxiety and worry about multiple
matters
-symptoms include edginess, fatigue, poor concentration, irritability, muscle tension, sleep problems
-causes significant distress or impairment
Societal and Multicultural Factors
-GAD usually develops in those with ongoing social conditions or in those with forms of societal stress (poverty, race, ethnicity)
The Humanistic Perspective- GAD arises when people stop looking at themselves honestly /acceptingly
-Carl Rogers' explanation- Lack of unconditional positive regard in childhood leads to conditions of worth (i.e., harsh self-
standards), Threatening self-judgments break through and cause anxiety, setting the stage for GAD to develop
-Client-centered approach used to show unconditional positive regard for clients and to empathize with them
-Despite optimistic case reports, controlled studies have failed to offer strong support
-Only limited support for Rogers' explanation of GAD and other forms of abnormal behavior
The Cognitive Perspective
-Problematic behaviors and dysfunctional thinking often cause psychological disorders
-Treatment focus involves the nature of behavior and thoughts
- Early approaches (Maladaptive or basic irrational assumptions (Ellis), Silent assumptions (Beck))
-Newer= Metacognitive theory (Wells) and meta-worries, Intolerance of uncertainty theory (Koerner and colleagues), Avoidance
theory (Borkovec))
-Therapy can include changing maladaptive assumptions and breaking down worrying (mindfulness, acceptance and commitment
therapy)
The Biological Perspective
-GAD is caused chiefly by biological factors- Fear reactions are tied to brain circuits
Supported by family pedigree studies and brain researchers
Challenged by competing explanation of shared environment
o GAD results from a hyperactive fear circuit
GABA: Important neurotransmitter in this circuit
o Involves several brain structures
Prefrontal cortex
Anterior cingulate cortex
Insula
Amygdala
o Bed nucleus of stria terminals (BNST) may play large or larger role than other structures
Phobias
Specific Phobias – know key features
o Marked, persistent, and disproportionate fear of a particular object or situation; usually lasting at least 6 months
o Exposure to the object produces immediate fear
o Avoidance of the feared situation
o Significant distress or impairment
Agoraphobia
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PSY 215 – NOVA Online Study Guide Exam 2 -

Latest update | rated A+

Chapter 4

What is the difference between fear and anxiety?

Fear - response to a serious threat to one’s well-being

Anxiety - response to a vague sense of threat or danger

Generalized Anxiety Disorder

  • Know key features/diagnostic checklist
    • for 6 months or more the person experiences disproportionate, uncontrollable, and ongoing anxiety and worry about multiple matters
    • symptoms include edginess, fatigue, poor concentration, irritability, muscle tension, sleep problems
    • causes significant distress or impairment
  • Societal and Multicultural Factors
    • GAD usually develops in those with ongoing social conditions or in those with forms of societal stress (poverty, race, ethnicity)
  • The Humanistic Perspective- GAD arises when people stop looking at themselves honestly /acceptingly
    • Carl Rogers' explanation- Lack of unconditional positive regard in childhood leads to conditions of worth (i.e., harsh self- standards), Threatening self-judgments break through and cause anxiety, setting the stage for GAD to develop
    • Client-centered approach used to show unconditional positive regard for clients and to empathize with them
    • Despite optimistic case reports, controlled studies have failed to offer strong support
    • Only limited support for Rogers' explanation of GAD and other forms of abnormal behavior
  • The Cognitive Perspective
    • Problematic behaviors and dysfunctional thinking often cause psychological disorders
    • Treatment focus involves the nature of behavior and thoughts
    • Early approaches (Maladaptive or basic irrational assumptions (Ellis), Silent assumptions (Beck))
    • Newer= Metacognitive theory (Wells) and meta-worries, Intolerance of uncertainty theory (Koerner and colleagues), Avoidance theory (Borkovec))
    • Therapy can include changing maladaptive assumptions and breaking down worrying (mindfulness, acceptance and commitment therapy)
  • The Biological Perspective
    • GAD is caused chiefly by biological factors- Fear reactions are tied to brain circuits ▪ Supported by family pedigree studies and brain researchers ▪ Challenged by competing explanation of shared environment o GAD results from a hyperactive fear circuit ▪ GABA: Important neurotransmitter in this circuit o Involves several brain structures ▪ Prefrontal cortex ▪ Anterior cingulate cortex ▪ Insula ▪ Amygdala o Bed nucleus of stria terminals (BNST) may play large or larger role than other structures

Phobias

  • Specific Phobias – know key features o Marked, persistent, and disproportionate fear of a particular object or situation; usually lasting at least 6 months o Exposure to the object produces immediate fear o Avoidance of the feared situation o Significant distress or impairment
  • Agoraphobia

o Pronounced, disproportionate, or repeated fear about being in at least two delineated situations o Avoidance of the agoraphobic situations o Symptoms usually continue for at least 6 months

  • The Biological Perspective - initial theory: Panic attacks caused by abnormal norepinephrine activity in locus coeruleus. Current theory: Brain circuits and amygdala are the more complex root of the problem. o Caused by a hyperactive panic circuit: Amygdala, Hippocampus, Ventromedial nucleus of hypothalamus, Central gray matter, Locus coeruleus o Drug therapy- Function in norepinephrine receptors in the panic brain circuit, benzodiazepines (especially Xanax [alprazolam]) have proved helpful
  • The Cognitive Perspective- Seeks to correct people's misinterpretations of their bodily sensations o Biological factors are only part of the cause of panic attacks o Bodily sensations are misinterpreted as signs of medical catastrophe and controlled by avoidance and safety behaviors o Anxiety sensitivity may exist

Obsessive-Compulsive Disorder

- What are the features of Obsessions and Compulsions? Obsessions - Persistent thoughts, ideas, impulses, or images that seem to invade a person's consciousness Compulsions - Repetitive and rigid behaviors or mental acts that people feel they must perform to prevent or reduce anxiety OCD Checklist - Occurrence of repeated obsessions, compulsions, or both. The obsessions or compulsions take up considerable time. Significant distress or impairment. - Behavioral Therapy o Focus on the cognitive processes that help to produce and maintain obsessive thoughts and compulsive acts o Use exposure and response prevention exercises (ERP) (Meyer) ▪ Set example ▪ Use videoconferencing in recent years ▪ Between 50 and 70 percent improvement with therapy

  • The Cognitive-Behavioral Perspective o Disorder grows from human tendencies to have unwanted and unpleasant thoughts o To avoid negative outcomes, individuals attempt to neutralize their thoughts with actions (or other thoughts) ▪ Seeking reassurance ▪ Thinking “good” thoughts ▪ Washing ▪ Checking
  • The Biological Perspective o Early research ▪ Family pedigree and twin studies o Recent research ▪ Abnormal serotonin activity ▪ Abnormal brain structure and functioning ▪ Some research evidence suggests these two lines may be connected Treatment:
  • Serotonin-based antidepressants
  • Clomipramine (Anafranil) and similar drugs
  • Improvement in 50 to 80 percent of those with OCD
  • Relapse occurs if medication is stopped
  • Research suggests that combination therapy (medication + cognitive-behavioral therapy approaches) may be most effective
  • Obsessive-compulsive related disorders
    • Hoarding
    • Trichotillomania (hair pulling)
    • Excoriation (skin-picking)
    • Body dysmorphic disorder

Review Anxiety Disorders Assignment

Chapter 5

What is the fight of flight response?

  • hypothalamus activates ANS and endocrine system
  • ANS connects central nervous system to all other organs in the body, fibers control involuntary activities
  • Endocrine system=network of glands releasing hormones into the bloodstream WHEN WE FEEL IN DANGER:
  • Hypothalamus excites SNS, ANS fibers quicken our heartbeat, adrenal medulla is stimulated, epinephrine and norepinephrine released
  • when danger has passed, PNS helps return heartbeat and other body processes back to normal
  • HPA pathway

PTSD – symptoms, what triggers PTSD, what predispositions make individuals more vulnerable, how is

it treated?

Checklist:

  • A person is exposed to a traumatic event—death or threatened death, severe injury, or sexual violation
  • A person experiences at least one of the following intrusive symptoms:
    • Repeated, uncontrolled, and distressing memories
    • Repeated and upsetting trauma-linked dreams
    • Dissociative experiences such as flashbacks
    • Significant upset when exposed to trauma-linked cues
    • Pronounced physical reactions when reminded of the event(s)
  • The person continually avoids trauma-linked stimuli
  • biochemical factors (low activity or the neurotransmitters serotonin and norepinephrine, hormones and HPA pathway)
  • brain circuits (subgenual cingulate, abnormal flow rate in brain, interconnectivity, abnormal neurotransmitter activity)
  • immune system (dysregulation occurs when under intense stress, inflammation) - Treatment: antidepressant drugs (SSRI’s increase serotonin activity w/o affecting neurotransmitters), brain stimulation (electroconvulsive therapy, vagus nerve stimulation, transcranial magnetic stimulation) - Psychological Models of Unipolar Depression - Cognitive-behavioral Therapy
  • Beck: guide clients into 4 phases to recognize & change negative cognitive processes (elevate mood, challenge autonomic thoughts, identify negative thinking, change primary attitudes)
  • therapist helps to increase # of constructive/ pleasurable activities and events in client’s life
  • mindfulness training - The Sociocultural Model of Unipolar Depression
  • Family-social perspective: decline in social rewards impacts depression (weak social support)
  • Family-social treatments: interpersonal psychotherapy (Klerman and Weissman) and couple therapy
  • Multicultural perspective: strong link between gender and depression (women 2x as likely)
    • explanations: artifact theory, hormone explanation, life stress theory, body dissatisfaction, lack of control, rumination
  • Multicultural treatments: culture-sensitive therapies - ECT

Bipolar Disorders

- What Are the Symptoms of Mania?

  • dramatic rises in mood
  • symptoms: emotional, motivational, behavioral, cognitive, physical
  • manic episode:
  • For 1 week or more, person displays a continually abnormal, inflated, unrestrained, or irritable mood as well as continually heightened energy or activity, for most of every day
  • Person also experiences at least three of the following symptoms
  • Grandiosity or overblown self-esteem
  • Reduced sleep need
  • Rapidly shifting ideas or the sense that one’s thoughts are moving very fast
  • Attention pulled in many directions
  • Heightened activity or agitated movements
  • Excessive pursuit of risky and potentially problematic activities
  • Significant distress or impairment
  • Diagnosing Bipolar Disorders - higher rates in low income areas, no gender differences
  • Bipolar I disorder occurrence of a manic episode, hypomanic or major depressive episode may follow the manic episode
  • Bipolar II disorder: presence or history of major depressive episodes or hypomanic episodes, no history of manic episode
  • Cyclothymic disorder- numerous episodes of hypomanic symptoms and mild depression symptoms, symptoms continue 2 or more years
  • 4 or more episodes within 1 year= rapid cycling
  • What Causes Bipolar Disorders? Biological research and perspectives o Neurotransmitter activity: Mania may be related to high norepinephrine activity along with a low level of serotonin activity o Ion activity: Improper transport of ions back and forth between the outside and the inside of a neuron’s membrane o Brain structure ▪ Brain imaging and postmortem studies have identified a number of abnormal brain structures in people with bipolar disorder —in particular, the basal ganglia and cerebellum ▪ Not clear what role such structural abnormalities play o Genetic factors ▪ Many theorists believe that people inherit a biological predisposition to develop bipolar disorders ▪ Family pedigree studies ▪ Molecular biology techniques
  • What Are the Treatments for Bipolar Disorders?
  • Lithium
  • Mood stabilizers
  • What are Adjunctive Therapies?
  • individual, group or family therapy used in conjunction w/ lithium

Review Mood Disorders Assignment

Chapter 7

What is Suicide?

  • Know the difference between suicide and parasuicide

Suicide : self-inflicted death, intentional, direct, conscious effort to end one’s life

Parasuicide : unsuccessful attempts at suicide

  • How Is Suicide Studied?

Retrospective analysis : psychological autopsy to piece together data from suicide victims past , study those who survive their

suicide attempts

  • What demographic groups are most at risk (incl. age, gender, race differences)
  • Adolescents: U.S. teen suicide rates vary by ethnicity

▪ Young white Americans are more suicide-prone than African Americans or Hispanic Americans at

this age

▪ Highest suicide rates are displayed by American Indians

▪ Incidence rates are closing among all groups

  • The Elderly : U.S. elderly are most likely to commit suicide and most successful

o Contributory factors

▪ Illness

▪ Loss of close friends and relatives

▪ Loss of control over one's life

▪ Loss of social status

▪ Ethnicity

Chapter 14

Separation anxiety disorder

  • Displayed by 4 – 10 percent of all children
  • Extreme anxiety, often panic, whenever they are separated from home or a parent
  • Two-thirds of anxious children go untreated
  • Psychodynamic, behavioral, cognitive, cognitive-behavioral, family, and group therapies, separately or in

combination, have been applied most often, each with some degree of success

  • Play therapy: Children play with toys, draw, and make up stories; in doing so, they are thought to reveal the conflicts

in their lives and their related feelings

Childhood Mood problems

  • Major Depressive Disorder
    • 2 percent of children and 9 percent of adolescents currently experience major depressive disorder
    • As many as 20 percent of adolescents experience at least one depressive episode
    • Depression in the young may be triggered by negative life events (particularly losses), major changes, rejection, or

ongoing abuse

  • Childhood depression is characterized by such symptoms as headaches, stomach pain, irritability, and disinterest in

toys and games

  • Clinical depression is much more common among teenagers than among young children
  • Suicidal thoughts and attempts are common in teenagers
  • Bipolar Disorder and Disruptive Mood Dysregulation Disorder - Bipolar disorder is often considered an adult mood disorder, whose earliest age of onset is the late teens

o Theorists suggest the bipolar disorder diagnosis has become a clinical “catch-all” that is being applied

to almost every explosive, aggressive child

o The current shift in diagnoses has been accompanied by an increase in the number of children who

receive adult medications

**- A DSM- 5 task force concluded that the childhood bipolar label has been overapplied over the past two decades

  • To help rectify this problem, DSM- 5 includes a new category: disruptive mood dysregulation disorder**

(DMDD)

Checklist: Disruptive Mood Dysregulation Disorder

  • For at least a year, individual repeatedly displays severe outbursts of temper that are extremely out of

proportion to triggering situations and different from ones displayed by most other individuals of his

or her age

  • Outbursts occur at least three times per week and are present in at least two settings (home, school,

with peers)

  • Individual repeatedly displays irritable or angry mood between the outbursts
  • Individual receives initial diagnosis between 6 and 18 years of age

Oppositional Defiant Disorder and Conduct Disorder

Oppositional defiant disorder: Children with this disorder are repeatedly argumentative and defiant, angry and irritable, and,

in some cases, vindictive

  • Characterized by repeated arguments with adults, loss of temper, anger, and resentment
  • Children ignore adult requests and rules, try to annoy people, and blame others for their mistakes and

problems

Conduct disorder: A more severe problem, in which children repeatedly violate others’ basic rights

o Often aggressive and may be physically cruel to people and animals

o Many steels from, threaten, or harm their victims

o Begins between 7 and 15 years of age

o Overt-destructive pattern: Individuals display openly aggressive and confrontational behaviors

o Overt-nondestructive pattern: Dominated by openly offensive but nonconfrontational behaviors such as lying

o Covert-destructive pattern: Characterized by secretive destructive behaviors

o Covert-nondestructive pattern: Individuals secretly commit nondestructive behaviors

Relational aggression: Individuals are socially isolated and primarily display social misdeeds

o Slander

o Rumor-starting

o Friendship manipulation

More common among girls than boys

  • How do these disorders differ from each other? – know the key features of each one
  • What are the causes of Conduct Disorder?
    • Many cases of conduct disorder have been linked to genetic and biological factors, drug abuse, poverty, traumatic

events, and exposure to violent peers or community violence

  • Cases have most often been tied to troubled parent–child relationships, inadequate parenting, family conflict, marital

conflict, and family hostility

  • How do clinicians treat Conduct Disorder?
    • Treatments are generally most effective with children younger than age 13
    • Today's clinicians are increasingly combining several approaches into a wide-ranging treatment program

o Sociocultural treatments (family interventions like parent-child interaction therapy, residential

treatment/community based, school programs)

o Child-focused treatments (cognitive-behavioral interventions like problem solving skills, coping power

program)

o Prevention (try to change unfavorable social conditions before conduct disorder is able to develop, educate

and involve the family)

Neurodevelopmental Disorders

  • Neurodevelopmental disorders are a group of disabilities in the functioning of the brain that emerge at birth or

during very early childhood and affect the individual’s behavior, memory, concentration, and/or ability to learn

Attention-Deficit/Hyperactivity Disorder

  • Know the checklist of symptoms (p. 480)
  • What are the causes of ADHD?
    • Clinicians generally consider ADHD to have several interacting causes:

o Biological causes, particularly abnormal dopamine activity, and abnormalities in the frontal–striatal regions

of the brain

o High levels of stress

o Family dysfunction

  • How is ADHD treated? – know the 2 main types of treatments

o The most commonly applied approaches are drug therapy, behavioral therapy, or a combination

o DRUG THERAPY- methylphenidate (Ritalin), a stimulant drug that has been available for decades

o BEHAVIORAL THERAPY- Parents and teachers learn how to apply operant conditioning techniques to

change behavior

Autism-Spectrum Disorder

  • Know key features (p. 483)
  • Causes
  • Sociocultural causes

o Some clinical theorists have proposed that a high degree of family dysfunction, social stress, and

environmental stress are key factors

▪ Research does not support this theory

  • Psychological causes

o Some theorists say people with autism spectrum disorder have a central perceptual or cognitive disturbance

▪ Individuals fail to develop a theory of mind —an awareness that other people base their behaviors

on their own beliefs, intentions, and other mental states, not on information they have no way of

knowing

▪ It has been theorized that early biological problems prevent proper cognitive development

  • Biological causes

o A detailed biological explanation for autism spectrum disorder has not yet been developed, but promising

leads have been uncovered

▪ Examination of relatives keeps suggesting a genetic factor in the disorder

  • Prevalence rates are higher among siblings and highest among identical twins