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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 22 Anxiety Disorders (Chapter 5)
February 27 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
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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
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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?
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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
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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.
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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.
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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
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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
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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)
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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
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y Interrater Reliability
Extent to which clinician agree on the diagnosis.