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Cyterski PSYC 3230

by: Samantha Snyder

Cyterski PSYC 3230 3230.0

Marketplace > University of Georgia > Psychlogy > 3230.0 > Cyterski PSYC 3230
Samantha Snyder
GPA 3.47

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lecture notes from week 15 of class
Abnormal Psychology
Class Notes
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This 6 page Class Notes was uploaded by Samantha Snyder on Friday December 4, 2015. The Class Notes belongs to 3230.0 at University of Georgia taught by Cyterski in Fall 2015. Since its upload, it has received 27 views. For similar materials see Abnormal Psychology in Psychlogy at University of Georgia.


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Date Created: 12/04/15
Week 15 Lecture Notes November 30, 2015  Biological causes o Genetic factor o Prenatal difficulties or birth complications o Cerebellum o MMRI vaccine  No real correlation, only one study found a correlation and that study was falsified  Brain scans of autism vs. no autism o Autistic brains show many areas extremely overactive areas of the brain  Treatments o Cognitive-behavioral therapy  Speech, social skills, classroom skills, and self-help skills, while reducing negative behaviors  Rewards (candy is very effective), praise  Early identification and intervention are key to goof prognosis  Overall, treatments are relatively poorly effective, but more effective the earlier implemented and higher intensity (best are ~40hrs a week of intensive therapy at home and in school)  Sign language (speech is often deficient/absent) use to enhance communication  About ½ of those with autism are either speechless or significantly limited in speech  Communication boards  Parent training—important so children are constantly working on these skills around the clock  Applied Behavioral Analysis (ABA) Therapy  VIDEO: autism therapy – ABA : Myrtle beach National o “what are we working for?” o Very fast paced  Good information—  Childhood Anxiety Disorders o Prone to anxious temperament  Biological predisposition o Difference between adults and children: kids are just not as articulate as adults, cannot explain or may not even know what it is that’s bothering them o Symptoms often manifest physically (stomach ache) or emotionally (tantrums, crying etc.) o 8% and 29% of all children and adolescents display an anxiety disorder o Also triggered by current events and situations—moving, divorce, remarriage, birth of a new sibling o Routines are very helpful with anxious children o Separation anxiety disorder—can be seen in children as young as 4 years old  Normal for all children/infants to have some level of separation that occurs within conjunction of brain development/object  More extreme behaviors required for a diagnosis of separation anxiety  4-10% of children  May escalate into a school phobia or school refusal o Childhood anxiety can produce selective mutism  VIDEO: instructor video on Launchpad on selective mutism o Emily wont speak at school o Only speaks to family or close friends o “it’s like stage fright, but the whole world is a stage”  Treatment o Two-thirds of anxious children go untreated o One of the worst things you can do is push an anxious child to do something they aren’t ready to do—best thing you can do is let it ride out o Play therapy  Lack of verbal skills makes it hard to articulate emotions, play therapy helps allow those feelings to emerge as they are comfortable  Major Depressive Disorder o May be triggered by negative life events (particularly losses), major changes, rejection, ongoing abuse o Sex differences—no sex differences in depression prevalence up until about 13  16+, females are significantly more likely to experience depression than males  May be attributed to cultural differences and self-image pressures o Symptoms manifest more somatically (stomach aches, headaches)  Bipolar Disorder and Disruptive Mood Dysregulation Disorder o Bipolar disorder o Now called Disruptive Mood Dysregulation Disorder (DMDD) in children in DSM-5  Frequent temper outbursts—verbal or physical  Persistent, chronic, irritable mood—MUST be present for diagnosis  Oppositional Defiant Disorder o Argumentative and defiant, angry and irritable, sometimes vindictive o Different than DMDD—ODD describes lower levels of DMDD  If you have a child that meets requirements for both disorders, the diagnosis should be the more severe disorder o  VIDEO: Jayden’s Meltdown EXTREME BEHAVIOR (not for children) December 2, 2015 o Relatively new diagnosis, not a lot of research  Conduct disorder o Much more severe pattern of symptoms o Repeatedly violate the basic rights of others o Criminal behavior is more common the older the kid gets o Aggressive/gruel to people and animals o Shoplifting, forgery, mugging, armed robbery  Juvenile delinquents o Conduct disorder is MUCH more common in boys than girls  Aggression is still seen in girls, but girls are less likely to get in fights etc  Relational aggression is more common in girls—hurt them with words, hurt their relationship with others, hurt their relationship, goal of socially isolating another person o Usually begins between 7 and 15 years of age o 10% of children, three quarters of those diagnosed are boys o Can be different patterns—some are more overt, some are more secretive o If left untreated, conduct disorder can morph into antisocial personality disorder o Conduct disorder is often comorbid with ADHD—brain based similar causes (impulsivity, not being able to see consequences of actions, etc.) o “doesn’t come out of nowhere….most kids, up to 90% of these kids, are coming from an abusive home”  VIDEO: “Ty” Juvenile Delinquency interviews o Expelled from school for fighting—assault charge o “I got involved with all the wrong people” o Stealing cars o “I liked [behaving that way]….I’m from LA….the court system is way stricter out here” o 2 ½ years of time in jail total….only 16 years old o “I’m trying to stay out of trouble for my family now” o Now has plans to go to college  Treatment for Oppositional defiant disorder and conduct disorder o Begin early—ideal age of identification of symptoms: 4 years old o Treat symptoms of rage and defiance o Family interventions  Teach about properly disciplinary tactics o Community and school programs  After school programs keeping them busy, mentors to encourage student’s going to school and doing homework and behave well o Juvenile training centers  Youth Detention Centers  You should only remove a child from their home if their home is abusive and they are “better off” than at home, or if they are a danger towards themselves or other people  Scared Straight programs—research shows that scared straight programs are actually harmful to children, they increase risk of crime commitment and incarceration rather than decreasing the chance o Problem solving skills, anger management o Address substance abuse  Video: Boy gets beaten up – Beyond Scared Straight o Punishment typically has a more negative effect than positive in any type of behavior modification system Chapter 16: Law, society, and psychology  Psychology in law? How do clinicians influence the criminal justice system?  Forensic psychology December 4, 2015  Forensic psychology: application of psychological knowledge, concepts and principles to civil and criminal justice systems o Hostage negotiations, work in field of corrections, counseling for victims or criminals or cops, not typically “criminal profiling” (most forensic psychologists consider it more an art than a science)  Are defendants responsible for committing crimes? o Job of many forensic psychologists—make an evaluation of the criminal defendant’s mental state now and at the time of the commission of the crime o Are they capable of defending themselves in a court of law? Are they competent enough to withstand trial?  Able to aid in their own defense, able to communicate with a lawyer  Criminal Commitment o If someone is accused of a crime and are then judged by a court to be unable to withstand trial by reason of mental health, they are usually criminally committed to a mental health institution o After some treatment, usually people are able to be brought to a level of mental health that allows a trial to occur o Mentally unstable at the time of the crime = responsibility and insanity o Mentally unstable at the time of trial = competency  Issue of malingering—faking mental health problems to get out of punishment o Requirements for insanity and competency are very strict  Almost impossible for people to legally qualify for insanity defense  Questions to ask:  Was the person too mentally ill to know the difference between right and wrong?  Even if they did know, were they too mentally ill to control their behavior?  Concern that our legal process is just and fair  “insanity” is a legal term—is not used in the psychology field  Not all mental disorders qualify o Personality disorders are automatically excluded from insanity defense  Our country goes through periods in history of being very strict, then very lenient, then back to strict again etc.  In what percentage of all felony cases in the US is the insanity defense attempted? o One in three  The M’Naughten test o 1800s o Man attempted to assassinate the PM, failed, charge for attempted assassination o Pleaded not guilty by reason of mental insanity (delusions of persecution), resulting in public outcry and changes made in the o Idea of was the person able to know the difference between right and wrong at the time of commission of the crime  Were there elements of planning? Intentions? Hiding the crime afterwards? All of these things indicate being able to tell the difference  The irresistible impulse test o Some people know the difference between right and wrong but they have a serious, brain based mental illness that truly inhibits their ability to control themselves  The Durham Rule—“unlawful act was the product of mental disease or defect”  American Law Institute Test o “ [if a mental disease]….prevented them from knowing right or wrong OR from being able to control themselves to follow the law” o People think this is “too liberal” o Formulated to be a little more liberal, combine idea of right vs wrong and impulse control  Case Examples o 2012—James Eagan Holmes(?)  Movie theater shooting in Colorado  Delusional, very invested in batman movies, dyed hair to look like the joker  Very smart, got into a grad program, mental state deteriorated badly during grad school  Concerns were raised by many people on different occasions prior to crime  Found guilty, sentenced to life without parole o John Hinkley JR  Assassination attempt on Reagan  VIDEO: NBC nightly news video about Holmes’ trial – Aug 9, 2012 – Holmes may plead insanity, experts say  VIDEO: columbine survivor survives Virginia tech – U.S. News & World Report


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