Term
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Definition
| that is, whether a disorder runs in families. |
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Term
| Subjective distress: (Abnormal Behaviour) |
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Definition
| If people suffer or experience psy- chological pain we are inclined to consider this as indicative of abnormality. People with depression clearly report being distressed, as do people with anxi- ety disorders. |
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Term
| Maladaptiveness:(Abnormal Behaviour) |
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Definition
| Maladaptive behavior is often an indicator of abnormality. The person with anorexia may restrict her intake of food to the point where |
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Term
| Statistical deviancy (Abnormal Behaviour) |
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Definition
| If something is statistically rare and undesirable (as is severely diminished intellectual functioning), we are more likely to consider it abnormal than something that is statistically rare and highly desirable (such as genius) or something that is undesirable but statisti- cally common (such as rudeness). |
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Term
| Violation of the standards of society:(Abnormal Behaviour) |
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Definition
| Of course, much depends on the magnitude of the violation and on how commonly the rule is violated by others. As illustrated in the preceding example, a be- havior is most likely to be viewed as abnormal when it violates the standards of society and is statistically deviant or rare. In contrast, most of us have parked il- legally at some point. This failure to follow the rules is so statistically common that we tend not to think of it as abnormal. Yet when a mother drowns her children there is instant recognition that this is abnormal behavior. |
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Term
| Social Discomfort (Abnormal Behaviour) |
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Definition
| Imagine that you are sitting in an almost empty bus. There are rows of unoccupied seats. Then someone comes in and sits down right next to you. How do you feel? Is the per- son’s behavior abnormal? Why? The person is not breaking any formal rule. He or she has paid for a ticket and is permitted to sit anywhere he or she likes. But your sense of social discomfort (“Why did this person sit right next to me when there are so many empty seats available?”) will probably incline you to think that this is an example of abnormal behavior. |
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Term
| Irrationality and unpredictability:(Abnormal Behaviour) |
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Definition
| If a person sitting next to you suddenly began to scream and yell obscenities at nothing, you would probably regard that behavior as abnormal. It would be unpre- dictable, and it would make no sense to you. ...//Evaluation of whether the person can control his or her behavior. |
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Term
| Dangerousness (Abnormal Behaviour) |
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Definition
| It seems quite reasonable to think that someone who is a danger to him- or herself or to another person must be psychologically abnormal. Indeed, therapists are required to hospitalize suicidal clients or contact the police (as well as the person who is the target of the threat) if they have a client who makes an explicit threat to harm another person. |
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Term
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Definition
| At the most fundamental level, classification systems provide us with a nomenclature (a naming system). This gives clinicians and researchers both a common language and shorthand terms for complex clinical conditions. |
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Term
| Describe the advantages of classification. |
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Definition
1. nomenclature (a naming system).
2. This gives clinicians and researchers both a common language and shorthand terms for complex clinical conditions
3. structure information in a more helpful manner.. In DSM-5, the section on anxiety disorders includes disorders (such as panic disorder, specific phobia, and agora- phobia) that share the common features of fear and anxiety.
4. clas- sification facilitates research,
5. defining the domain of what is considered to be patho- logical establishes the range of problems that the mental health profession can address. As a consequence, on a purely pragmatic level, it furthermore delineates which types of psychological difficulties warrant insurance reim- bursement and the extent of such reimbursement. |
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Term
| Describe the disadvantages of classification. |
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Definition
1. using any form of shorthand inevitably leads to a loss of information.
2. stigma (disgrace) associated with having a psychi- atric diagnosis.
3. Related to stigma is the problem of stereotyping. Ste- reotypes are automatic beliefs concerning other people tha
4. Finally, stigma can be perpetuated by the problem of labeling.
It is important to keep in mind, however, that diagnos- tic classification systems do not classify people. Rather, they classify the disorders that people have. |
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Term
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Definition
| (Ep) is the study of the distribution of diseases, disorders, or health- related behaviors in a given population. Mental health epi- demiology is the study of the distribution of mental disorders. A key component of an epidemiological survey is determining the frequencies of mental disorders. T |
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Term
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Definition
| (PP) refers to the estimated proportion of actual, active cases of a disorder in a given population at a given point in time. For example, if we were to conduct a study and count the number of people who have major depressive disorder (i.e., clinical depression) on January 1 of next year, this would provide us with a point prevalence estimate of active cases of depression. (PP) |
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Term
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Definition
a 1-year prevalence figure, we would count everyone who experi- enced depression at any point in time throughout the entire.
This prevalence figure would be higher than the point prevalence figure because it would cover a much longer time.
- (1YP) |
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Term
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Definition
| LP esti- mate. Because they extend over an entire lifetime and include both currently ill and recovered individuals, life- time prevalence estimates tend to be higher than other kinds of prevalence estimates. (LP) |
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Term
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Definition
| (In) This refers to the number of new cases that occur over a given period of time (typically 1 year). Inci- dence figures tend to be lower than prevalence figures because they exclude preexisting cases. (In) |
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Term
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Definition
| (Co) is the term used to describe the presence of two or more disor- ders in the same person. Comorbidity is especially high in people who have severe forms of mental disorders. (Co) |
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Term
| Acute and Chronic definitions |
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Definition
Acute = Short in Duration
Chronic - Long in Duration |
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Term
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Definition
| (or causes) of disorders. |
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Term
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Definition
| (i.e., people with the disorder being studied). By “comparable” we might mean that the two groups are similar in age, number of males and females, educational level, and similar demographic variables. |
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Term
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Definition
| ES The effect size reflects the size of the association between two variables independent of the sam- ple size. An effect size of zero means there is no association between the variables. Because it is independent of sample size, the effect size can be used as a common metric and is very valuable when we want to compare the strength of findings across different studies.(ES) |
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Term
| retrospective research strategy.(RRS) |
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Definition
| RRS This involves looking back in time. In other words, we would try to collect information about how the patients behaved early in their lives with the goal of identifying fac- tors that might have been associated with what went wrong later. (RRS) |
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Term
| prospective research strategy (PRS) |
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Definition
| PRS which involves looking ahead in time. Here the idea is to identify individuals who have a higher-than- average likelihood of becoming psychologically disor- dered and to focus research attention on them before any disorder manifests (PRS) |
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Term
| ABAB experimental designs |
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Definition
| experimental designs in single- case research is called the ABAB design. The different let- ters refer to different phases of the intervention. The first A phase serves as a baseline condition. Here we simply collect data on or from the participant. Then, in the first B phase, we introduce our treatment. Perhaps the person’s behavior changes in some way. (ABAB) |
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Term
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Definition
| Of course, one major assumption is that the findings from animal studies can be generalized to humans. Experi- ments of this kind are generally known as (AS) in which we study not the true item of interest but an approximation to it. Analogue studies may also involve humans (e.g., when we try to study depression by study- ing healthy research participants whom we have made mildly and transiently sad). (AS) |
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Term
| (Abnormality definition helpers) |
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Definition
abnormality remains elusive. Elements that can be helpful in considering whether something is abnormal include
subjective distress, maladaptiveness, statistical deviancy, violation of soci- etal norms, social discomfort, irrationality and unpre- dictability, and dangerousness. (Abnormality definition helpers) |
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Term
| four major themes in abnormal psychology that spanned the nine- teenth and twentieth centuries |
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Definition
| (1) biological discoveries, (2) the development of a classification system for mental disorders, (3) the emergence of psychological causation views, and (4) experimental psychological research developments. |
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Term
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Definition
| mesmerism, as his technique came to be known, was as much a source of heated discussion in the early nineteenth century as psychoanalysis became in the early twentieth century. This discussion led to renewed interest in hypnosis itself as an explanation of the “cures” that took place. |
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Term
| Methods of Psychoanalysis by Freud |
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Definition
| free association, involved having patients talk freely about themselves, thereby providing informa- tion about their feelings, motives, and so forth. A second method, dream analysis, involved having patients record and describe their dreams. These techniques helped analysts and patients gain insights and achieve a better understanding of the patients’ emotional prob- lems. |
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Term
| Behavioural Perspective (BP) |
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Definition
| BP is organized around a cen- tral theme: the role of learning in human behavior. Although this perspective was initially developed through research in the laboratory rather than through clinical prac- tice, its implications for explaining and treating maladap- tive behavior soon became evident (BP) |
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Term
| Classical conditioning (CC) |
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Definition
(CC) —a form of learning in which a neutral stimulus is paired repeatedly with an uncondi- tioned stimulus that naturally elicits an unconditioned behavior. A
(CC) |
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Term
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Definition
| John B. Watson from looking at Classical Conditioning |
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Term
| Operant Coniditioning (OC) |
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Definition
| For example, Thorndike studied how cats could learn a particular response, such as pulling a chain, if that response was fol- lowed by food reinforcement. This type of learning came to be called instrumental conditioning and was later renamed operant conditioning by Skinner. (OC) |
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