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An Integrative Approach to Psychopathology Unidemensional

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Title: An Integrative Approach to Psychopathology Unidemensional


1
An Integrative Approach to Psychopathology
2
Unidemensional Etiological Models of
Psychopathology
  • Advocate single causes of psychopathology
  • Biological
  • Psychological
  • Systems

3
Diathesis-Stress Etiological Model of
Psychopathology
  • Biological vulnerability
  • Environmental stress

4
Multidimensional Model of the Etiology of
Psychopathology
  • Biological (genetic, brain structures,
    neurotransmitters)
  • Behavior and cognition
  • Emotion
  • Social and cultural factors
  • Developmental factors

5
Genetics Limitations of Unidimensional and
Diathesis-Stress Models
  • Genetics alone does not predict the development
    of psychopathology
  • Genetic factors make some contribution to all
    disorders but account for less than half of the
    explanation.
  • No individual genes for disorders have been
    identified

6
Genetics Multidimensional Model
  • Cognitions, emotions, social, cultural and
    developmental factors also determine whether
    genetic vulnerability to abnormal behavior is
    expressed.
  • For example children of schizophrenic parents
    who were adopted away as babies to families with
    high quality parenting, did not develop the

7
Environment Mitigates Genetics
  • Francis et. al. (1999)
  • Newly born rat pups of fearful and easily
    stressed mothers
  • Randomly placed with biological or calm mothers
  • Rat pups placed with calm mothers, were more calm
    and supportive as adults

8
Genetics and the Multidimensional Model
Implications
  • Early environmental manipulation may override
    genetically influenced tendencies to develop
    abnormal behavior

9
Neurotransmitters and Psychopathology
  • Process of Neuron Transmission
  • Neurotransmitters
  • Unidimensional and multidimensional models of the
    etiologic role of neurotransmitters in
    psychopathology

10
(No Transcript)
11
Neurotransmission A Class Activity
  • Acting out a neuronal impulse

12
Neurotransmitters
  • Serotonin
  • GABA (Gamma aminobutyric acid)
  • Norepiniphrine
  • Dopamine

13
Neurotransmitters and Psychopathology
  • Unidimensional Model
  • Excess or deficits in neurotransmitters ?
    abnormal behavior (unidimensional)
  • Multidimensional Model
  • Learning experiences ?alter the structure of the
    neurons (e.g. study by William Greenough see
    video clip)
  • Early stress exposure ? Changes in the HPA
    axis-?increased susceptibility later in life

14
Behavioral and Cognitive Influences to
Psychopathology
15
Early Behavioral Paradigms
  • Classical and operant conditioning
  • Emphasized a science of observable behavior
    (removed cognition completely)
  • Treatments, not causes, were emphasized in terms
    of psychopathology

16
Classical Conditioning
  • Pairing of a UCS with a CS produces a CR (without
    any thought on the part of the person a passive
    procedure)

17
Conditioning Later Paradigms
  • Revised conditioning paradigms recognized the
    role of cognition
  • Robert Rescorla
  • Learned Helplessness
  • Observational learning
  • Prepared learning

18
Rescorla
  • Robert Rescorla challenged the simple mechanistic
    views of learning
  • Conceptualized classical conditioning as
    involving the acquisition of information about
    the relationship among events in the environment.
  • Two different association patterns produce two
    different outcomes

19
Consider what it is like on a farm when bells are
rung to signal to workers that the meal is on the
table. It takes relatively few trials until the
farm workers automatically associate the bell
with food.
Consider what farm workers would do if they heard
a bell and sometimes they were fed and other
times they weren't. The bell would not be
associated with food.  
20
Learned Helplessness
  • High frequency noncontingent punishment
  • Seligman classic study
  • Experimental dogs given inescapable shock
  • Experimental dogs never learned to jump to other
    compartment
  • Control dogs learned to jump to other compartment

21
Learned Helplessness and Depression
  • Uncontrollable events
  • Cognitive responding is futile-motivation is
    reduced
  • Self-conceptualization person feels like a
    passive recipient rather than active agent
  • Attribution (internal, stable, global)

22
Observational Learning
  • Consequences influence probability of a behavior
  • Humans can learn by observing
  • Individuals will model behavior if they identify
    with another person

23
Banduras Early Studies
  • Child coloring in room
  • Adult brutalizes a bobo doll and makes aggressive
    comments for about 10 minutes
  • Child led to second room with enticing toys
  • Frustration induced
  • Child led to third room with several toys and a
    bobo doll
  • Childs behavior is observed

24
Banduras Results
  • Experimental-group children mimicked aggressive
    action
  • Control-group children were less likely to treat
    doll aggressively

25
Observational Learning in Infants
  • Observation learning begins in infancy
  • Study by Hanna Meltzoff (1993)
  • Trained one-year olds to be experts at a novel
    toy with tricks
  • Expert babies demonstrate how to solve the
    tricks to fellow toddlers
  • Trained toddlers were able to solve the puzzle
    within 20 seconds
  • Untrained toddlers could not solve the toys
    tricks

26
Prepared Learning
  • Biology and genetics influence readiness to learn
  • Note More in the discussion sections

27
Conditioning, Cognitive Processes and
Psychopathology
  • Question
  • What do these conditioning paradigms that include
    cognition have to do with the etiology of
    psychopathology?
  • Orwhy are we reviewing this information?
  • Answers
  • These early models recognized the importance of
    thought (cognition) in understanding learned
    behavior.
  • Basic research about the critical role of
    cognition in determining behavior informed the
    development of cognitive behavioral therapies

28
Cognitive Behavioral Therapy
  • Maladaptive behavior results from maladaptive
    thinking process.
  • Changing maladaptive thinking will result in
    improved behavior
  • Note more later in the semester

29
Emotion and Psychopathology
  • Emotion can contribute in significant ways to the
    development of psychopathology

30
Emotion Definition
  • A subjective feeling that is accompanied by
    changes in physiological reactions, cognitions,
    and behavior.

31
Emotion
  • Three components
  • Behavior
  • Physiology
  • Cognition

32
Theories of Emotion
James -Lange
Emotional event ? Physiological changes ? Emotion
Schacter -Singer
Physiological arousal
?
Emotion
Emotional event
?
Cognitive label from external cues
Izard
Emotion
Subcortical brain structures
?
?
Emotional event
Cortex
Emotion
?
33
Schacter and Singer Classic Experiment
Cognitive Attribution
External Environment
Resulting Emotion
Happy Confederate
?
SR.98AI12.72
Epinephrine Informed
?
Hostile Confederate
SR1.91 AU-.18
?
Happy Confederate
SR1.90 AI22.56
?
Epinephrine Uninformed
?
Hostile Confederate
SR1.39(ns) AU2.28
?
34
Facial Expression Expressions of Emotion
  • Nonverbal facial cues are associated with
    specific emotions
  • Extensively studied by Izard
  • Ability increases with age
  • However even very young children can decipher
    facial meaning (social referencing video example)
  • Show a videotape facial expression?

35
Mood
  • While emotions are short lived temporary states,
    moods are a persistent period of affect

36
Emotions and Cognition
  • Emotions affective cognitive processes
  • For example, good mood increases memory
    performance and creative problem solving (Isen)

37
Isen, Daubmen Nowicki (1987)
Manipulation Check Creative Problem Solving Task
Percentage w/ Correct Solution
Affect Manipulation Condition
Comedy Film
58
11
Math Film
16
No Film
38
Emotion and Psychopathology
  • Emotions are principal factor in many
    psychological disorders
  • Fear
  • Anger
  • Sadness
  • Excitement
  • Why?
  • Emotions and interpretations are related.

39
Imagine the different emotional reactions of
mothers to their infants crying
40
Culture, Social, Development
  • Cultural
  • Gender
  • Interpersonal
  • Developmental
  • Fright disorders (Voodoo, evil eye)
  • Females-phobias and eating disorders
  • Few social relationships is associated with
    psychopathology
  • Developmental periods may differentially
    influence vulnerability to psychopathology

41
Multidimensional Model of the Etiology of
Psychopathology
  • Biological (genetic, brain structures,
    neurotransmitters)
  • Behavior and cognition
  • Emotion
  • Social and cultural factors
  • Developmental factors
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