Schedule For PSY 230

Course Topics and Schedule January 23 January 25 January 30 February 1 February 6 February 8 February 13 February 15 February 20 February 22 February 27 February 29 March 5 March 7 March 12 March 14 March 19 March 21 March 26 March 28 April 2 April 4 Introduction (Chapter 1) Current Paradigms (Chapter 2) Diagnosis and Assessment (Chapter 3) Diagnosis and Assessment (Chapter 3) Personality Disorders (Chapter 12) Research Methods (Chapter 4) Review for Exam # 1 Exam #1 Anxiety Disorders (Chapter 5) Anxiety Disorders (Chapter 5) Anxiety Disorders (Chapter 5) Mood Disorders (Chapter 8) Mood Disorders (Chapter 8) Eating Disorders (Chapter 9) Review for Exam #2 Exam #2 Stress and Health (Chapter 7) Stress and Health (Chapter 7) Schizophrenia (Chapter 11) Disorders of Childhood (Chapter 14) NO CLASS (Spring Break) NO CLASS (Spring Break)

April 9 April 11 April 16 April 18 April 23 April 25 April 30 May 2 TBA

Sexual and Gender Identity Disorders (Chapter 13) Legal and Ethical Issues (Chapter 17) Review for Exam # 3 Exam # 3 Substance-Related Disorders (Chapter 10) Psychological Treatment (Chapter 16) Psychological Treatment (Chapter 16) Review for Final Exam Final Exam

Introduction/Chapter 1
Prof. Goldfried. Exams may have short answer/long answer questions. What is y y y

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abnormal behavior? Behavior that gets in the way? Interferes with what we want to do. Functional impairment. Deviates form a social norm. (negative vs positive behaviors?)(what is the norm 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 defined 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 final 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 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

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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 diathesis) 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 y y y of Abnormal behavior Biological Psychological 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 gratification o Libido  Energy of ID y Ego (aware of) o Primarily conscious o Reality principle  Attempt to satisfy IDs demands within realitys constraints y Super Ego (aware of) o Our conscience o Develops as we incorporate parental and society values Freuds 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.

y y

 Oedipus or electra complex Latency Period (6-12yr) o ID impulses not a factor Genital Stage (adulthood) o Heterosexual interests predominate

Defense Mechanisms y Repression -Unconscious, purposeful exclusion of thoughts or feelings from consciousness y Projection-Attributing ones 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 dont 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

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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 Selfy Evaluation Reliability of measurement y Consistency of measurement y Test-retest o Similarity of scores across repeated test administrations or observations y Alternate Forms o Similarity of scores on tests that are similar, but not identical y Internal Consistency o Extent to which test items are related to one another y Inter-rater o Observer agreement y CONSISTENCY! Validity of measurement y How well does a test measures what it is supposed to measure? y Content validity o Extent to which a measure adequately samples the domain of interest. o Something you do by consensusy Criterion validity 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  Predictive Ability of the measure to predict another variable measured at some future point in time y College GPA and annual salary after graduation o correlations Construct validity 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 Inkblot Test and Thematic Apperception Test (TAT)  What do you see in this figure? (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 Minnesota Multiphasic Personality Inventory (MMPI)  Self report measure yields profile of psychological functioning  Subscales to detect lying and faking good or bad  People can fake a psychological test. y Intelligence Tests

o Wechsler Adult Intelligence Scale, 3rd Ed (WAIS-III); Wechsler Intelligence Scale for Children, 3rd Ed (WISC-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 often 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 Computerized Axial Tomography (CT or CAT scan)  Reveals structural abnormalities by detecting differences in tissue density. o Magnetic Resonance Imaging (MRI)  Similar to CT but higher quality  fMRI (functional MRI) o Positron Emission Tomography (PET 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 Brains electrical activity measured by electrodes placed on scalp. Behaviorally oriented measurement Behavioral-analytic model for assessing competence Classification and diagnosis Case 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 anxious or you are not anxious. y Dimensional o Rank on a continuous quantitative dimension  Degree to which a symptom is present  How anxious are you on a scale of 1 to 10? y Dimensional systems may better capture an individuals functioning y Categorical approach has advantages for research and understanding

y Interrater Reliability

Extent to which clinician agree on the diagnosis.

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