New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

Psych 270 ALTOONA study guide exam 3

by: Liz Leonard

Psych 270 ALTOONA study guide exam 3 PSYCH 270

Marketplace > Pennsylvania State University > Psychology > PSYCH 270 > Psych 270 ALTOONA study guide exam 3
Liz Leonard
Penn State
GPA 3.1

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

This is a detailed and highlighted review of the exam 3 in psych 270 with Mr. Roche
Abnormal Psychology
Study Guide
abnormal, Psychology
50 ?




Popular in Abnormal Psychology

Popular in Psychology

This 8 page Study Guide was uploaded by Liz Leonard on Thursday July 28, 2016. The Study Guide belongs to PSYCH 270 at Pennsylvania State University taught by Roche in Fall 2015. Since its upload, it has received 12 views. For similar materials see Abnormal Psychology in Psychology at Pennsylvania State University.

Similar to PSYCH 270 at Penn State


Reviews for Psych 270 ALTOONA study guide exam 3


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 07/28/16
Study Guide 3 **Schizophrenia**  Distinguish positive and negative symptoms. o Positive: Delusions, Hallucinations, Disorganized speech, Grossly organized behavior, catatonia (repetitive or overactivity) (come when excess amount of dopamine) o Negative symptoms: Alogia, Avolition, Anhedonia, Flat affect (little emotion), Lack of insight  Definitions for o Alogia:  Poverty of speech o Avolition:  Inability to engage in goal-directed activities (Motivation) o Anhedonia:  Lack of pleasure  Identify examples of delusions, hallucinations, disorganized speech, and disorganized behavior. o Delusion: fixed believe o Hallucination: sensory experience o Disorganized speech: Rambling, not connecting thoughts o Disorganized behavior: Unable to perform daily behaviors  Typical age of onset. o Late teens to early 30s  Men first episode common mid 20s  Women first episode common late 20s  Role of dopamine in schizophrenia o Excess dopamine (for positive symptoms)  Drugs that lower dopamine level  Antipsychotic drugs cause Parkinson’s like symptoms (deficient levels of dopamine)  Risk factors for schizophrenia o Prenatal  Hypoxic Ischemia: Low blood flow and oxygen to brain (caused enlarged ventricles  Lower birth rate, smaller head circumference  Viruses (Disproportionate births in winter/spring = viruses and flu role)  Toxoplasma Gondii: Bacteria in the feces of cats o Life risk factors  Substance use: anything stimulating dopamine (hallucinogens)  Low Socio- economic status  Sociogenic hypo: Poverty, low education, stigma CAUSES schizo  Social selection hypo: consequence is lower SES due to limitations and inability to cope  Family  Expressed emotion: Family attitude which is critical, hostile and emotionally over involved  Treatment factors o Delusions  Positively reinforce their sharing (their suspicions about you)  Therapist models their own fallibility (how they fail in life)  Validate the distress/affect, not distortion  ( don’t disagree or agree with them)  Avoid colluding with the delusion o Hallucinations  Normalize hallucinations  Stats on % of ppl who hear and see things (many ppl do)  The mind can be wrong all the time  Work on reaction to hallucinations  Often overreacting (catastophizing)  Detaching them from literal meaning of hallucination  Many people have negative thoughts, schizo react on them. (up high, what would happen if I jumped) many ppl think this but schizo start to panic because of the thought o Skills to enhance neurocognition and social cognition  Schizo: thinking about neurocogniton and social cognition because they suffer from both.  Book (Chapter 12) o Table 12.8. For individuals with a schizophrenia spectrum disorder, what is the most comorbid substance use disorder?  Alcohol o Neurodevelopmental hypothesis  A subtle disease process affects the brain areas early in life, as early as second trimester of the prenatal period, and progresses gradually to the point where full-blown symptoms are produced. Psychotic disorders  Differential diagnosis: How is schizophrenia different from: o Delusional disorder  One or more delusions for 1 month or longer (my boss is out to get me)  Not specific to another disorder (OCD)  Hallucinations can be present but related to delusional theme (covered in bugs)  Not present: Disorganized speech, behavior, negative symptoms  Behavior is not odd (except for delusions) and function is not impaired  Mood (Manic or depression) occur; brief relative of delusional period; they can co-occur o Brief psychotic disorder  1 or more symptoms of o Delusions o Hallucinations o Disorganized speech o Grossly disorganized behavior o Negative symptoms (not a criteria)  Duration: no more than 1 month o Schizophreniform  2 or more symptoms (at least one has to be in the first 3)  Delusions  Hallucinations  Disorganized speech  Grossly disorganized behavior  Negative symptoms  Duration: at least 1 month, less than 6 months  Mood: Mania or depression NOT PRESENT or present for limited amount of time o Schizoaffective  Criteria for Schizophrenia + concurrent mood episode (major depression or manic) almost the whole time  Delusions or hallucinations for 2 or more weeks in absence of mood episode (to distinguish from mood disorder) * mood symptoms go away for two weeks delusions stay Dissociative disorders  Be able to tell depersonalization, dissociative amnesia, and DID apart. o Depersonalization: Experiences of unreality, detachment, or being an outside observer with respect to ones thoughts, feelings, sensations, body or detachment (video we watched)  Derealization: experiences of unreality or detachment with surroundings (world isn’t real) o Dissociative amnesia: inability to recal important autobiographical information (things about yourself, who am i) usually traumatic or stressful in nature, and Inconsistent with ordinary forgetting  Not Dementia (forgetting because of age)  Travel associated with amnesia  Forget about a certain event o Dissociative Identity Disorder (DID)  Two or more distinct personality states (some cultures see as depression)  Marked as “Alters” **  Discontinuity in sense of self, affect, behavior, memory…  Gaps in recalling everyday events; personal info; traumatic events  In children: not imaginary friends  Not due to substances  How is depersonalization disorder different from psychosis? o The awareness, depersonalization disorder (know that what is happening to them doesn’t happen to other people) psychosis isnt aware of that(memory problems)  How is dissociative amnesia different from ordinary forgetfulness and dementia? o Dissociative amnesia is usually Traumatic or stressful nature, inconsistent with ordinary forgetting  Specific event  How is Dissociative Identity Disorder different from using multiple identities to exploit people? o Causing stress impairing ones life, not intact with mind, memory, function when in “alter”  Models of DID development o Posttraumatic model: Some are more likely to use dissociation to cope with trauma o Latrogenic model: ppl who are abused seek explanations of their symptoms and distress, society or therapists influence them in developing disorder, many treatment techniques reinforce existence of alters. o Psychodynamic model: extreme repression and “splitting” off from awareness, adaptive strategy in the face of extreme traumatic circumstances o Factitous Model: Use personality disorder as an excuse  Book (Chapter 6, only the dissociative parts) o One-way and two-way amnesiac (p.164)  One-way amnesiac: relationship means some personalities are aware of other personalities, but this awareness is not always reciprocated.  Two-way amnesiac: relationship means that personalities are not aware of the existence of one another. o The role of trauma in dissociative disorders  Often follows a sever traumatic event  Dissociates during a traumatic event Hoarding Disorder  Key treatment components o Sorting  Keep, Discard, Unsure (usually wants to keep it unsure)  OHIO (only handle it once) OCD  Distinguish an obsession from a compulsion. o Obsession: thoughts o Compulsion: repetitive behaviors  OCD mental rituals study reviewed o Does everybody have them if they have OCD: No o PPl who have the mental rituals it’s worse in mental function with OCD, and tends to develop earlier  Ways family members enable individuals with OCD. o What not to do: Participate in behavior, assisting in avoiding, helping with the behavior, making changes to family routines, taking on extra responsibilities, changing leisure activity, changes at job o What to do: supportive, learn more about disorder, attend support groups, encourage family member to get correct treatment PTSD  Defining a trauma experience o Exposure to actual or threatened death, serious injury or sexual violence  Direct exposure  Witnessing in person  Indirect exposure (close friend)  Repeated indirect exposure to details of event  Length of symptoms (vs. acute stress disorder). o More than a month (acute is 3 days-1month)  Changes in symptoms in DSM-IV to DSM-5. o Separated from anxiety disorders o Avoidance criteria split into 2  Avoidance  Persistent alterations in cognition and mood o Physical arousal also includes aggressive and self-destructive behavior o Specific criteria for <6, sensitive descriptions for children  Why is exposure used in PTSD? o Prolonged exposure: Behavioral o Cognitive processing therapy: cognitive  In vivo vs. imaginal exposure. o In vivo: In person/real life o Imaginable exposure: Imaginary Early childhood disorder  Core features of each disorder o Intellectual disability: is a disorder with onset during the developmental period  that includes both intellectual and adaptive functioning deficits in conceptual,  social, and practical domains. o Autism spectrum Disorder: Persistent deficit in social communication and social interaction across multiple contexts; repetitive patterns or interest; present in early development; difficulty making friends/sharing o Learning disorder: Difficulties learning and academic skills, at least 1 symptoms for 6 months; began during school age years  Why play therapy? o Wait for the child to communicate o Express emotions o Cognitive development  Chapter 13 o Fragile X syndrome is implicated in which disorder  Is a condition that results when the FMR1 gene of the X syndrome narrows, breaks, or otherwise becomes mutated.  Most have intellectual disability  Phenylketonuria(PKU) o Token economy.  Reinforcement system for certain behaviors in which tokens or points are given for positive behaviors and exchanged later for tangible rewards ADHD  Distinguish inattention from hyperactivity o Inattention: 6 or more symptoms present for at least 6 months inconsistent with developmental level, negatively impacts social and academic activities. o Hyperactivity/impulsivity: 6 or more symptoms o Gender differences in inattentive types  Females more likely to present with inattentive features o Which tends to go away when older  Hyperactivity  Medication class for ADHD?  Stimulant  Adult ADHD techniques o Organization  Calender  Task list  Considerations (move EVERYTHING into calendar and task list use it long enough to become a habit)  Overwhelming tasks  Prioritizing  A: most important  B: Less important, long term  C: Lowest importance o Problem solving  Articulate the problem  List all possible solutions  List pros/cons of each solution  Rate each solution  Implement best available solution Neurocognitive problems later in life  Distinguishing delirium from dementias o Cognitive test  Delirium is bad in everything o Delirium in both young and old, dementias usually in old  Distinguishing dementias based on table of features (not cognitive tests) o Alzheimer’s Disease: Beta-amyloid plaques build up in brain o Lewy body disease: Accumulation of proteins in neurons that lead to cell damage o Fronto-temporal Dementia: Loss of neurons in frontal and temporal regions of brain o Vascular: Denying oxygen to parts of the brain  Contrast delirium, dementias (lumped together), and pseudo-dementia based on cognitive test scores. o Pseudo-dementia: gets worse over time/ can also have cognitive decline (memory) with depression o Dementia: No longer an official diagnosis, but can be used because term is so common o Delirium: Disturbance of attention and orientation. Rapid onset; your not alert to basic things (day of the week/president); changed basic levels of attention and getting in the way of their life; cant be in coma; cant be explained by another disorder (trauma)  Contrast dementias to pseudo-dementias/depression o Attention  Immediate recall: 10 sec (DEP -) (DEM +)  Delay recall: half hour (DEP +) (DEM -)  What distinguished minor vs. major neurocognitive disorder o Major:  Significant cognitive decline  Interfere with independence everyday activities o Minor:  Minor cognitive decline  DOES NOT interfere with independence in everyday activities Eating Disorders  Regular eating patterns o Eat every 4 hours o Don’t skip meals or snacks  Breakfast  Morning snack  Lunch  Afternoon snack  Evening meal  Evening snack  Chapter 8 o Family factors in eating disorders (expressed emotion)  Concept involving hostility, conflict, and over involvement o Expected weight ideal 1960s vs. 1990s.  1960: 87-91  1990: 82-84


Buy Material

Are you sure you want to buy this material for

50 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Kyle Maynard Purdue

"When you're taking detailed notes and trying to help everyone else out in the class, it really helps you learn and understand the I made $280 on my first study guide!"

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.