The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Psychological models of depression include psychodynamic, interpersonal, behavioral, and cognitive theories. Psychodynamic theories view depression as resulting from unresolved conflicts around loss, impaired self-esteem, and inadequate early caregivers. Interpersonal theories link mood to disruptions in relationships and social support. Behavioral theories explain depression as learned through reinforcement and social interactions. Cognitive theories emphasize negative thought patterns and schemas involving negative views of self, world, and future as central to depression.
This document discusses research design and its principles. It defines research design as the blueprint for collecting and analyzing data to test hypotheses. The key principles discussed are replication, randomization, and local control. Replication involves repeating an experiment with different subjects or settings. Randomization ensures independent observations and controls for extraneous variables. Local control involves balancing, blocking, or grouping subjects homogenously. Common experimental designs include informal designs like before-after and after-only comparisons, and formal designs like completely randomized, randomized block, and factorial designs.
Neuropsychological assessment examines cognitive functioning through performance-based testing to determine the effects of brain injury or illness. It assesses areas like memory, intelligence, language, and executive function. The goals are diagnosis of any cognitive problems, understanding the nature and impact of any issues, and measuring change over time such as after treatment. Tests evaluate multiple areas to identify patterns that can indicate neurological disorders. The process involves taking a medical history, interviews, and standardized testing which are compared to norms.
The document discusses projective tests and provides details about the Rorschach inkblot test. It describes the key characteristics and assumptions of projective tests. It explains the different categories of projective tests and provides examples. It then focuses on describing the administration, scoring, and interpretation of the Rorschach test, outlining the various response determinants, content categories, qualitative signs, and their clinical implications.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
Clinical neuropsychology examines the relationship between brain functioning and behavior in domains like cognition, motor skills, senses, and emotions. Neuropsychological assessment purposes include identifying brain lesions, diagnosing conditions, determining strengths and weaknesses, making rehabilitation recommendations, and predicting prognosis. Assessments evaluate domains such as attention, memory, language, processing speed, and more using standardized tests. Performance in these domains can indicate damage to left or right brain hemispheres. Neuropsychological assessment batteries systematically evaluate cognitive functioning.
Psychological models of depression include psychodynamic, interpersonal, behavioral, and cognitive theories. Psychodynamic theories view depression as resulting from unresolved conflicts around loss, impaired self-esteem, and inadequate early caregivers. Interpersonal theories link mood to disruptions in relationships and social support. Behavioral theories explain depression as learned through reinforcement and social interactions. Cognitive theories emphasize negative thought patterns and schemas involving negative views of self, world, and future as central to depression.
This document discusses research design and its principles. It defines research design as the blueprint for collecting and analyzing data to test hypotheses. The key principles discussed are replication, randomization, and local control. Replication involves repeating an experiment with different subjects or settings. Randomization ensures independent observations and controls for extraneous variables. Local control involves balancing, blocking, or grouping subjects homogenously. Common experimental designs include informal designs like before-after and after-only comparisons, and formal designs like completely randomized, randomized block, and factorial designs.
Neuropsychological assessment examines cognitive functioning through performance-based testing to determine the effects of brain injury or illness. It assesses areas like memory, intelligence, language, and executive function. The goals are diagnosis of any cognitive problems, understanding the nature and impact of any issues, and measuring change over time such as after treatment. Tests evaluate multiple areas to identify patterns that can indicate neurological disorders. The process involves taking a medical history, interviews, and standardized testing which are compared to norms.
The document provides a brief overview of the history and administration of the Rorschach inkblot test. It discusses how the test was developed in 1921 by Hermann Rorschach and outlines the basic process of administering and scoring the test. Key aspects include recording verbatim responses, analyzing clusters of psychological features, and using a search order to interpret the full personality profile provided by the test. The document emphasizes that the full value of the Rorschach relies on considering all available data from the test.
The document discusses the biological causes of schizophrenia. It notes several lines of evidence including abnormal genes, brain structure differences, neurotransmitter abnormalities, and the effectiveness of medication. However, it also acknowledges that environmental factors like stress must play a role, as identical twins only have a 50% chance of both developing schizophrenia. The most widely accepted theory is the diathesis-stress model, where genetic vulnerabilities interact with stressors to trigger the onset of the disorder.
The document provides an overview of the Rotter Incomplete Sentence Blank (RISB), a projective test used to assess personality and adjustment. It describes the administration and scoring of the 40-item test, with responses scored on a scale of 0-6 compared to norms. Conflict responses indicating maladjustment are scored higher, from 4 for minor issues (CI) to 6 for more serious problems (C3). The RISB aims to quickly screen for adjustment issues rather than provide in-depth diagnosis. It has been found useful for research, selection, and evaluating psychotherapy outcomes.
Ravens progressive matrices
Non verbal group tests.
The test is used to judge a person’s capacity to apprehend meaningless figures
presented for his observations, to see the relation between them and to conceal the
nature of figure completing each system of relations presented and by doing so he
develop a systematic method of reasoning.
As the test progresses the level of difficulty also increases. Hence it is called
progressive matrices.
It is a culture
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
Cognitive behavioral approaches combine cognitive and behavioral principles in short-term therapy. Rational emotive behavior therapy (REBT) emphasizes challenging irrational beliefs, though some cultures value interdependence over independence. When using REBT cross-culturally, therapists should modify how they assess and dispute clients' irrational beliefs based on their cultural backgrounds. Cognitive behavioral group therapy is structured and focuses on teaching clients cognitive strategies through homework and in-session exercises led by the directive therapist. The cognitive model posits that automatic thoughts influence reactions, and cognitive techniques aim to replace dysfunctional thoughts with more adaptive alternatives.
The Thematic Apperception Test (TAT) is a projective test that involves presenting subjects with ambiguous pictures and asking them to tell a story about what is happening in the picture. It was developed in the 1930s by Henry Murray and Christina Morgan at Harvard Psychological Clinic as a way to reveal subjects' inner drives, emotions, and conflicts. Administration of the TAT provides insights into subjects' personality characteristics, interpersonal relationships, needs, and view of the world through analysis of the content, structure, and themes of the stories they generate. Interpretation considers both normative and individual factors and occurs at descriptive, interpretive, and diagnostic levels. The TAT continues to be used to better understand an individual's unconscious
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The document provides information on neuropsychological tests, including:
- Psychological tests must be reliable, valid, and have norms to be considered tests.
- Tests are used to assess intelligence, aptitude, achievement, personality traits, and more.
- Objective tests use standardized questions while projective tests allow subjective responses.
- Tests can be individual, group-based, or use batteries of assessments.
- Examples of tests described include the Bender Gestalt Test for perception, Wisconsin Card Sorting Test for executive functions, and others.
This document provides an overview of post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI) in veterans presented by three experts from Rutgers Robert Wood Johnson Medical School. It describes the brain regions involved in PTSD, risk factors, symptoms, diagnosis, and treatment options. A case study is presented of a veteran diagnosed with PTSD and TBI who experienced intrusive thoughts, nightmares, and social detachment two years after a traumatic brain injury from a mortar explosion during deployment in Iraq.
The Thematic Apperception Test (TAT) is a projective personality test developed in 1935 using cards with ambiguous images. Participants are asked to tell stories about each image to reveal their attitudes, wishes, and view of the world. Examiners analyze the content, tone, and structure of the stories to understand the test taker's personality. While criticized for being unscientific, the TAT is still used for research and assessing individuals for employment, forensic, and consumer behavior studies. Accurate interpretation requires considering the subject's background characteristics.
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
The document discusses the history and development of the cognitive perspective in psychology. It notes that early pioneers like John Stuart Mill, Fechner, and Ebbinghaus began experimentally studying topics like memory, learning, and mental processes. Later, William James, Bartlett, and Piaget further demonstrated cognition could be experimentally studied. In the 20th century, Gestalt psychologists, Hebb, and others expanded experimental cognitive psychology. By the 1960s, cognitive science had emerged as an interdisciplinary field combining psychology, linguistics, computer science and more to understand human cognition. Major theories discussed include Beck's cognitive therapy which focuses on automatic thoughts, underlying beliefs and cognitive distortions, and Ellis' rational emotive behavior therapy using the ABC model
Wechsler Intelligence and Memory ScalesNanza Gonda
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Neuropsychological assessment and profilePragyaMitra
The document provides an overview of neuropsychological assessment and profiles for various cognitive and neurological conditions. It discusses the objective of neuropsychological assessment to comprehensively evaluate cognitive and behavioral functioning through a battery of tests. This allows identification of strengths and weaknesses to inform differential diagnosis, management recommendations, and understanding of condition progression over time. Neuropsychological profiles for conditions like dementia, HIV, substance use disorders, learning disorders, autism, and ADHD are presented, highlighting common cognitive deficits seen in each condition. The document emphasizes the integration of test results with clinical history to form diagnostic formulations.
The document discusses various types of mental disorders and their treatment, covering topics such as psychopathology, neurodevelopmental disorders like autism and ADHD, mood disorders, schizophrenia, anxiety disorders, and more. For each topic, diagnostic criteria and treatment options are presented, including pharmacological and psychotherapeutic approaches. The goal of treatment is symptom management and improving functioning for those suffering from mental illnesses.
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
The Thematic Apperception Test (TAT) is a projective test that presents subjects with ambiguous pictures and asks them to tell stories about what is happening in the pictures. It was developed in 1935 by Henry Murray and Christina Morgan as a way to reveal subjects' dominant drives, emotions, and conflicts. The TAT consists of 20 picture cards administered over 50 minutes, with subjects providing details about the current situation, characters' thoughts and feelings, preceding events, and outcome. Examiners interpret responses at the descriptive, interpretive, and diagnostic levels to assess subjects' needs, traits, and psychological states.
History of biopsychology/Physiological PsychologyShailesh Jaiswal
The history of biological psychology began with Avicenna in the 11th century, who recognized connections between physiology and psychology. In the 18th and 19th centuries, biological psychology emerged from philosophical traditions exploring the relationship between the mind and body. William James' 1890 textbook argued that psychology should be grounded in an understanding of biology, helping to establish biological psychology as a legitimate science. Contemporary biological psychology links psychology and biology through comparing behaviors across species and relating biological and psychological variables.
The document provides a brief overview of the history and administration of the Rorschach inkblot test. It discusses how the test was developed in 1921 by Hermann Rorschach and outlines the basic process of administering and scoring the test. Key aspects include recording verbatim responses, analyzing clusters of psychological features, and using a search order to interpret the full personality profile provided by the test. The document emphasizes that the full value of the Rorschach relies on considering all available data from the test.
The document discusses the biological causes of schizophrenia. It notes several lines of evidence including abnormal genes, brain structure differences, neurotransmitter abnormalities, and the effectiveness of medication. However, it also acknowledges that environmental factors like stress must play a role, as identical twins only have a 50% chance of both developing schizophrenia. The most widely accepted theory is the diathesis-stress model, where genetic vulnerabilities interact with stressors to trigger the onset of the disorder.
The document provides an overview of the Rotter Incomplete Sentence Blank (RISB), a projective test used to assess personality and adjustment. It describes the administration and scoring of the 40-item test, with responses scored on a scale of 0-6 compared to norms. Conflict responses indicating maladjustment are scored higher, from 4 for minor issues (CI) to 6 for more serious problems (C3). The RISB aims to quickly screen for adjustment issues rather than provide in-depth diagnosis. It has been found useful for research, selection, and evaluating psychotherapy outcomes.
Ravens progressive matrices
Non verbal group tests.
The test is used to judge a person’s capacity to apprehend meaningless figures
presented for his observations, to see the relation between them and to conceal the
nature of figure completing each system of relations presented and by doing so he
develop a systematic method of reasoning.
As the test progresses the level of difficulty also increases. Hence it is called
progressive matrices.
It is a culture
The Luria-Nebraska Neuropsychological Battery is designed to evaluate learning, experiences, and cognitive skills in individuals with brain impairments. It is based on the theories and diagnostic procedures of Russian neuropsychologist A.R. Luria. The battery consists of 269 items organized into 11 scales that assess areas like speech, reading, arithmetic, memory, intelligence, motor skills, rhythm, vision, and touch. Scores are given on a 0 to 2 point scale, with higher scores indicating worse performance. The battery helps identify the likelihood and extent of brain damage by comparing an individual's scores in each scale to critical levels for their age and education.
Understanding the encoding of memory and its retrieval is a complex task. The neurobiological correlates of memory have been summarised in this presentation for easy understanding of students.
Cognitive behavioral approaches combine cognitive and behavioral principles in short-term therapy. Rational emotive behavior therapy (REBT) emphasizes challenging irrational beliefs, though some cultures value interdependence over independence. When using REBT cross-culturally, therapists should modify how they assess and dispute clients' irrational beliefs based on their cultural backgrounds. Cognitive behavioral group therapy is structured and focuses on teaching clients cognitive strategies through homework and in-session exercises led by the directive therapist. The cognitive model posits that automatic thoughts influence reactions, and cognitive techniques aim to replace dysfunctional thoughts with more adaptive alternatives.
The Thematic Apperception Test (TAT) is a projective test that involves presenting subjects with ambiguous pictures and asking them to tell a story about what is happening in the picture. It was developed in the 1930s by Henry Murray and Christina Morgan at Harvard Psychological Clinic as a way to reveal subjects' inner drives, emotions, and conflicts. Administration of the TAT provides insights into subjects' personality characteristics, interpersonal relationships, needs, and view of the world through analysis of the content, structure, and themes of the stories they generate. Interpretation considers both normative and individual factors and occurs at descriptive, interpretive, and diagnostic levels. The TAT continues to be used to better understand an individual's unconscious
The WISC-IV is an individually administered intelligence test for children published in 2003 as an update to previous versions. It yields an overall intelligence score and index scores in verbal comprehension, perceptual reasoning, working memory, and processing speed based on 10 core subtests. The test was standardized on a stratified sample of 2,200 children aged 6 to 16. It addresses some limitations of previous versions through improved sample representation, updated materials, and a focus on the CHC model of intelligence while still incorporating a general intelligence factor. Comparisons to other tests like the SB5 show many similarities in approach but some differences in subtests and composite scores.
The document provides information on neuropsychological tests, including:
- Psychological tests must be reliable, valid, and have norms to be considered tests.
- Tests are used to assess intelligence, aptitude, achievement, personality traits, and more.
- Objective tests use standardized questions while projective tests allow subjective responses.
- Tests can be individual, group-based, or use batteries of assessments.
- Examples of tests described include the Bender Gestalt Test for perception, Wisconsin Card Sorting Test for executive functions, and others.
This document provides an overview of post-traumatic stress disorder (PTSD) and traumatic brain injury (TBI) in veterans presented by three experts from Rutgers Robert Wood Johnson Medical School. It describes the brain regions involved in PTSD, risk factors, symptoms, diagnosis, and treatment options. A case study is presented of a veteran diagnosed with PTSD and TBI who experienced intrusive thoughts, nightmares, and social detachment two years after a traumatic brain injury from a mortar explosion during deployment in Iraq.
The Thematic Apperception Test (TAT) is a projective personality test developed in 1935 using cards with ambiguous images. Participants are asked to tell stories about each image to reveal their attitudes, wishes, and view of the world. Examiners analyze the content, tone, and structure of the stories to understand the test taker's personality. While criticized for being unscientific, the TAT is still used for research and assessing individuals for employment, forensic, and consumer behavior studies. Accurate interpretation requires considering the subject's background characteristics.
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
The document discusses the history and development of the cognitive perspective in psychology. It notes that early pioneers like John Stuart Mill, Fechner, and Ebbinghaus began experimentally studying topics like memory, learning, and mental processes. Later, William James, Bartlett, and Piaget further demonstrated cognition could be experimentally studied. In the 20th century, Gestalt psychologists, Hebb, and others expanded experimental cognitive psychology. By the 1960s, cognitive science had emerged as an interdisciplinary field combining psychology, linguistics, computer science and more to understand human cognition. Major theories discussed include Beck's cognitive therapy which focuses on automatic thoughts, underlying beliefs and cognitive distortions, and Ellis' rational emotive behavior therapy using the ABC model
Wechsler Intelligence and Memory ScalesNanza Gonda
The Wechsler Intelligence and Memory Scales are a series of psychological tests developed by David Wechsler to assess intelligence and memory. There are three main versions - the Wechsler Adult Intelligence Scale (WAIS) for adults, the Wechsler Intelligence Scale for Children (WISC) for ages 6-16, and the Wechsler Memory Scale (WMS) to evaluate different memory functions. Each test provides index scores on areas like verbal comprehension, working memory, and processing speed. The tests are widely used by clinicians to diagnose conditions like learning disabilities and dementia.
Neuropsychological assessment and profilePragyaMitra
The document provides an overview of neuropsychological assessment and profiles for various cognitive and neurological conditions. It discusses the objective of neuropsychological assessment to comprehensively evaluate cognitive and behavioral functioning through a battery of tests. This allows identification of strengths and weaknesses to inform differential diagnosis, management recommendations, and understanding of condition progression over time. Neuropsychological profiles for conditions like dementia, HIV, substance use disorders, learning disorders, autism, and ADHD are presented, highlighting common cognitive deficits seen in each condition. The document emphasizes the integration of test results with clinical history to form diagnostic formulations.
The document discusses various types of mental disorders and their treatment, covering topics such as psychopathology, neurodevelopmental disorders like autism and ADHD, mood disorders, schizophrenia, anxiety disorders, and more. For each topic, diagnostic criteria and treatment options are presented, including pharmacological and psychotherapeutic approaches. The goal of treatment is symptom management and improving functioning for those suffering from mental illnesses.
The Minnesota Multiphasic Personality Inventory (MMPI) is a widely used psychological test that was originally developed in 1943 to aid in diagnosing psychological disorders. It uses a self-report format with true/false questions. The revised MMPI-2 version from 1989 includes validity and personality scales in addition to the original clinical scales. The MMPI provides a comprehensive personality profile used to assess psychopathology and adjust clinical diagnoses. It requires literacy at an 8th grade level and takes an untimed administration, with no right or wrong answers.
The Thematic Apperception Test (TAT) is a projective test that presents subjects with ambiguous pictures and asks them to tell stories about what is happening in the pictures. It was developed in 1935 by Henry Murray and Christina Morgan as a way to reveal subjects' dominant drives, emotions, and conflicts. The TAT consists of 20 picture cards administered over 50 minutes, with subjects providing details about the current situation, characters' thoughts and feelings, preceding events, and outcome. Examiners interpret responses at the descriptive, interpretive, and diagnostic levels to assess subjects' needs, traits, and psychological states.
History of biopsychology/Physiological PsychologyShailesh Jaiswal
The history of biological psychology began with Avicenna in the 11th century, who recognized connections between physiology and psychology. In the 18th and 19th centuries, biological psychology emerged from philosophical traditions exploring the relationship between the mind and body. William James' 1890 textbook argued that psychology should be grounded in an understanding of biology, helping to establish biological psychology as a legitimate science. Contemporary biological psychology links psychology and biology through comparing behaviors across species and relating biological and psychological variables.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Emotion-Focused Couples Therapy - Marital and Family Therapy and Counselling ...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Emotional and Behavioural Problems in Children - Counselling and Family Thera...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A psychiatrist is a medical doctor who specializes in diagnosing and treating mental illnesses and substance abuse disorders. It takes many years of education and training to become a psychiatrist, including graduating from college, medical school, and completing 4 years of residency training in psychiatry. Psychiatrists are the only mental health practitioners who are fully licensed medical doctors, allowing them to prescribe medications and understand the relationship between physical and mental health. Common mood disorders like depression and bipolar disorder affect millions of Americans and can be successfully treated by psychiatrists through medication, psychotherapy, or other methods.
Harassment and Abuse - Counselling and Family Therapy Applications and Interv...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Essential Skills for Family Assessment - Marital and Family Therapy and Couns...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Burnout in Mental Health Professionals A Serious Problem and How to Address I...Solh Wellness
Learn about burnout in mental health professionals, a pressing issue that demands effective solutions for their well-being and quality care by Solh Wellness
Similar to Mood Disorders >> Depressive Disorder (20)
Research Tools in Family Therapy - Marital and Family Therapy and Counselling...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Self-Report Scales - Marital and Family Therapy and Counselling - Psychology ...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Marital Enrichment Techniques - Marital and Family Therapy and Counselling - ...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...PsychoTech Services
Study smart! The most important topics for your IGNOU exam are in this document.
We analyzed the examination pattern for IGNOU’s PGDCFT and MSCCFT courses – taking into account every single question of every exam of every single subject to generate these very useful, high-quality insights. Forget about 10 years papers – study smart using FIHC’s IGNOU Exam Question Pattern!
Tips to score more in exams - if you are giving essay type (subjective) exams then this will be useful for you, whether you are in school or university, or a student or arts or science.
The Children are very vulnerable to get affected with respiratory disease.
In our country, the respiratory Disease conditions are consider as major cause for mortality and Morbidity in Child.
Congestive Heart failure is caused by low cardiac output and high sympathetic discharge. Diuretics reduce preload, ACE inhibitors lower afterload, beta blockers reduce sympathetic activity, and digitalis has inotropic effects. Newer medications target vasodilation and myosin activation to improve heart efficiency while lowering energy requirements. Combination therapy, following an assessment of cardiac function and volume status, is the most effective strategy to heart failure care.
Phosphorus, is intensely sensitive to ‘other worlds’ and lacks the personal boundaries at every level. A Phosphorus personality is susceptible to all external impressions; light, sound, odour, touch, electrical changes, etc. Just like a match, he is easily excitable, anxious, fears being alone at twilight, ghosts, about future. Desires sympathy and has the tendency to kiss everyone who comes near him. An insane person with the exaggerated idea of one’s own importance.
Applications of NMR in Protein Structure Prediction.pptxAnagha R Anil
This presentation explores the pivotal role of Nuclear Magnetic Resonance (NMR) spectroscopy in predicting protein structures. It delves into the methodologies, advancements, and applications of NMR in determining the three-dimensional configurations of proteins, which is crucial for understanding their function and interactions.
Fexofenadine is sold under the brand name Allegra.
It is a selective peripheral H1 blocker. It is classified as a second-generation antihistamine because it is less able to pass the blood–brain barrier and causes lesser sedation, as compared to first-generation antihistamines.
It is on the World Health Organization's List of Essential Medicines. Fexofenadine has been manufactured in generic form since 2011.
Part III - Cumulative Grief: Learning how to honor the many losses that occur...bkling
Cumulative grief, also known as compounded grief, is grief that occurs more than once in a brief period of time. As a person with cancer, a caregiver or professional in this world, we are often met with confronting grief on a frequent basis. Learn about cumulative grief and ways to cope with it. We will also explore methods to heal from this challenging experience.
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14...Donc Test
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
TEST BANK For Brunner and Suddarth's Textbook of Medical-Surgical Nursing, 14th Edition (Hinkle, 2017) Verified Chapter's 1 - 73 Complete.pdf
Nutritional deficiency Disorder are problems in india.
It is very important to learn about Indian child's nutritional parameters as well the Disease related to alteration in their Nutrition.
Understanding Atherosclerosis Causes, Symptoms, Complications, and Preventionrealmbeats0
Definition: Atherosclerosis is a condition characterized by the buildup of plaques, which are made up of fat, cholesterol, calcium, and other substances, in the walls of arteries. Over time, these plaques harden and narrow the arteries, restricting blood flow.
Importance: This condition is a major contributor to cardiovascular diseases, including coronary artery disease, carotid artery disease, and peripheral artery disease. Understanding atherosclerosis is crucial for preventing these serious health issues.
Overview: We will cover the aims and objectives of this presentation, delve into the signs and symptoms of atherosclerosis, discuss its complications, and explore preventive measures and lifestyle changes that can mitigate risk.
Aim: To provide a detailed understanding of atherosclerosis, encompassing its pathophysiology, risk factors, clinical manifestations, and strategies for prevention and management.
Purpose: The primary purpose of this presentation is to raise awareness about atherosclerosis, highlight its impact on public health, and educate individuals on how they can reduce their risk through lifestyle changes and medical interventions.
Educational Goals:
Explain the pathophysiology of atherosclerosis, including the processes of plaque formation and arterial hardening.
Identify the risk factors associated with atherosclerosis, such as high cholesterol, hypertension, smoking, diabetes, and sedentary lifestyle.
Discuss the clinical signs and symptoms that may indicate the presence of atherosclerosis.
Highlight the potential complications arising from untreated atherosclerosis, including heart attack, stroke, and peripheral artery disease.
Provide practical advice on preventive measures, including dietary recommendations, exercise guidelines, and the importance of regular medical check-ups.
Allopurinol, a uric acid synthesis inhibitor acts by inhibiting Xanthine oxidase competitively as well as non- competitively, Whereas Oxypurinol is a non-competitive inhibitor of xanthine oxidase.
Selective alpha1 blockers are Prazosin, Terazosin, Doxazosin, Tamsulosin and Silodosin majorly used to treat BPH, also hypertension, PTSD, Raynaud's phenomenon, CHF
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Psychopathology >> Depressive Disorder >> Introduction to Mood Disorders
1. Introduction to Mood Disorders
12
Mood
Disorder
One of a group of disorders primarily affecting emotional tones. It can be depression,
manic excitement, or both. It may be episodic or chronic.
• Mood disorder is the term designating a group of diagnoses in the DSM (IV TR) classification
system where a disturbance in the person’s mood is hypothesized to be the main underlying
feature.
• Mood disorders are emotional disturbances consisting of prolonged periods of excessive
sadness, excessive joyousness, or both.
• Mood disorders are categorized as depressive or bipolar.
• A mood disorder is diagnosed when sadness or elation is overly intense and persistent and is
accompanied by a requisite number of other mood disorder symptoms.
• In such cases, intense sadness is termed depression, and intense elation is termed mania.
• Depressive disorders are characterised by depression, whereas, bipolar disorders are
characterised by varying combinations of depression and mania.
Unipolar
disorder
Mood disorder in which a person experiences only depressive episodes, as opposed to
bipolar disorder, in which both manic and depressive episodes occur.
Bipolar
Disorder A mood disorder in which a person experiences both manic and depressive episodes.
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1. Mood Disorders Differentiation
13
Mood disorders are differentiated on the basis of:
Severity
• The number of dysfunctions
experienced in various areas of
living, and
• The relative degree of
impairment experienced in those
areas
Duration
• Whether the disorder is
• acute
• chronic, or
• intermittent (with periods of
relatively normal functioning
between the episodes of
disorder).
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2. Depressive Disorder
15
Depressive
Disorder
Depressive symptoms that meet diagnostic criteria for either single episode of major
depression, or recurrent episodes.
• Depression is a form of mood or affective, disorder, because it is primarily concerned with a change
in mood.
• There are several different diagnoses for depression, mostly determined by the intensity and
duration of the symptoms.
• The term depression is often used to refer to any of several depressive disorders.
Categorisation of Depression based on Knowledge of Cause
Depression
Pervasive feeling of sadness that may begin after some loss or stressful event, but that
continues long after the event.
Depression originating
from a bad or disturbing event in one’s life
• Easier to tackle because the cause is known.
• First step is to deal with the event that
triggered depression - death, accident,
divorce or any other type of setback.
Depression originating
without apparent cause
• It is the most common form of depression
• It is difficult to deal with as the source is
unknown.
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2.1. Depressive Disorder Symptoms
16
Depressive disorders are distinguished from other mental disorders based on the following symptoms:
A bleak outlook — nothing will ever get better and nothing can be done to
improve one’s situation.
No interest in former hobbies, pastimes, social activities, or sex. Loss of the
ability to feel joy and pleasure.
Significant weight loss or weight gain — more than 5% of body weight in a
month.
Either insomnia, especially waking early in the morning, or oversleeping/
hypersomnia.
Feeling agitated, restless, or on edge. The tolerance level is low -
everything and everyone gets on the nerves.
Feeling fatigued, sluggish, and physically drained. The whole body feels
heavy, and even small tasks are exhausting or take longer to complete.
Strong feelings of worthlessness or guilt. Harshly self-criticism for
perceived faults and mistakes.
Trouble focusing, making decisions, or remembering things.
An increase in physical complaints such as headaches, back pain, aching
muscles, and stomach pain.
1. Feelings of helplessness
and hopelessness
2. Loss of interest in daily
activities
3. Appetite or weight
changes
4. Sleep change
5. Irritability or
restlessness
6. Loss of energy
7. Self-loathing
8. Concentration
problems
9. Unexplained aches and
pains
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Psychopathology >> Depressive Disorder >> Introduction to Depressive Disorder
2.2. Depressive Disorder - DSM Classification
17
DSM-IV-TR has the following classification based on specific symptoms:
• Major depressive disorder (often called major depression)
• Dysthymia
• Depressive disorder not otherwise specified
Additionally, DSM-IV-TR has the following types of depressive disorders based on etiology:
• Depressive disorder due to a general physical condition
• Substance-induced depressive disorder
Dysthymic
Disorder
A less severe type of depression, dysthymic disorder involves long-term, chronic
symptoms that do not disable, but keep one from functioning well or from feeling
good.
Major
Depression
It is a problem with mood in which there are severe and long lasting feeling of sadness,
or related symptoms, that get in the way of a person’s functioning.
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Psychopathology >> Depressive Disorder >> Mild Depressive Disorder
3. Mild Depressive Disorder
19
• Mild depression is a common phenomenon that many people
experience. However, as people do not know about it, they are
unable to recognize the signs.
• Though mild depression is not as serious as the other two versions
of depression, if this condition is untreated, the individual may
go into severe depression. Therefore, it becomes important for
people to know about what exactly happens when a person has
mild depression and also about the ways one can adopt to treat
this condition.
• DSM includes two main categories for depressions of mild to
moderate severity: dysthymia, and adjustment disorder with
depressed mood.
• Dysthymic is a mild depressive disorder.
• Adjustment Disorder with Depressed mood is a moderate
depressive disorder
Aetiology (Causes)
• The causes of mild depression
are same as the causes of other
types of depression.
• The only difference is the
impact that the situation has on
that person.
• Hence, the focus is on the
symptoms that can be observed
when an individual is suffering
from mild depression.
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3.1. Mild Depressive Disorder Symptoms
20
• The person may feel very low, but will continue with daily activities related to work
and household.
• However, there may be some difficulty in getting things done as the person may
have problems like lack of concentration, or reduced ability to think, hampering
the activities she used to execute easily earlier.
1. Reduced
Concentration
• Tiredness and fatigue is another symptom that affects a person with mild depression.
• She may feel less energized, even after sleeping for a long time.
• This may happen because sometimes mild depression brings with it sleepless nights
or insomnia.
2. Fatigue and
Sleeplessness
• Pains and aches like headache, backache, etc. are common. A visit to the physician
to find a solution for the pain may not lead to the discovery of a concrete cause.
• There may be loss of interest in sexual intercourse.
• Change in eating habits is also one of the common symptoms of mild depression i.e.
people may lose their appetite totally or may eat too much
3. Physical
Problems
• Loss of interest in any kind of activities. The person is no longer enthusiastic about
activities they used to love earlier. This includes taking part in sports activities or
indulging in one of their hobbies.
• The person may feel uncomfortable meeting people which may affect his social life.
4. Loss of
Interest
• Feelings of guilt and worthlessness may stem from the inability to perform daily
tasks and activities. The person may feel frustrated the whole time and due to this
she may cry or experience bouts of anger without any specific reason.
• This feeling of ineptitude may also trigger the thoughts of ending her life by
committing suicide.
5. Feeling of
Guilt and
Worthlessness
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Psychopathology >> Depressive Disorder >> Mild Depressive Disorder
3.2. Dysthymic Disorder
22
• Mild or low level depressive symptoms that persist for two or more
than two years are classified as dysthymia.
• Many people are affected by it.
• As it is a chronic disorder, with mild symptoms which are easy to
overlook, often people don’t realize they have a medical condition
until it starts affecting their daily functioning. A person may often
experience symptoms for many years before it is diagnosed.
• Often, the sufferers believe that depression is a part of their
character. Therefore, they may not even discuss their symptoms with
doctors, family members or friends.
• Dysthymia, like major depression, tends to run in families.
• During treatment, it is often difficult to tell whether an individual is
under unusually high environmental stress or if the dysthymia causes
them to be more psychologically stressed in a standard environment.
• People with dysthymia have a higher than average chance of
developing major depression.
Dysthymia
A longstanding depressed mood accompanied by loss of interest and lack of pleasure
in situations which most people would find enjoyable.
Prognosis
• Symptoms typically begin
insidiously during adolescence
• They follow a low-grade course
over many years or decades -
diagnosis requires a course of 2
yrs.
• Dysthymia may intermittently be
complicated by episodes of
major depression.
Aetiology (Causes)
• It can be triggered by a specific
incident or medical problem, or
• it can also appear with no
apparent cause.
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3.3. Dysthymic Disorder Symptoms
23
• Affected patients are habitually gloomy, pessimistic, humorless,
passive, lethargic, introverted, and hypercritical of self and others,
and complaining.
• Some sufferers describe being under chronic stress.
• According to DSM-IV (TR) dysthymia is characterised by an
overwhelming yet chronic state of depression, exhibited by a
depressed mood for more days than not, for at least 2 years. (In
children and adolescents, mood can be irritable and duration must be
at least 1 year.)
• In addition, no Major Depressive Episode has been present during the
first two years (or one year in children and adolescents) and there has
never been a Manic Episode, a Mixed Episode, or a Hypomanic
Episode, and criteria have never been met for Cyclothymic Disorder.
• Further, the symptoms cannot be due to the direct physiological
effects of the use or abuse of a substance such as alcohol, drugs or
medication or a general medical condition.
• The symptoms must also cause significant distress or impairment in
social, occupational, educational or other important areas of
functioning.
• Dysthymia is a chronic long-lasting form of depression sharing many
characteristic symptoms of major depressive disorder.
To be diagnosed, an adult must
experience 2 or more of the
following symptoms for at
least two years:
• Poor appetite or overeating
• Insomnia or hypersomnia
• Low energy or fatigue
• Low self-esteem
• Poor concentration or difficulty
making decisions
• Feelings of hopelessness
• Low sex drive
• Irritability
These symptoms tend to be less
severe but do fluctuate in
intensity.
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Psychopathology >> Depressive Disorder >> Mild Depressive Disorder
3.4. Dysthymic Disorder Treatment
24
Dysthymic
Disorder
Treatment
1
Pharmocology
2
Psychological
Approaches
Antidepressant medication
is recommended because of
the chronic nature of the
depression.
Psychotherapy is the preferred treatment method:
1. Supportive Counseling can help to ease the
pain, and can address the feelings of
hopelessness.
2. Cognitive therapy is used to change the
pessimistic ideas, unrealistic expectations,
and overly critical self-evaluations that
cause and sustain the depression.
• It helps the person to recognize which life
problems are critical, and which are minor.
• It also helps them to learn how to accept the
life problems that cannot be changed.
3. Problem Solving Therapy is used to change
the areas of the person’s life that are
creating significant stress, and contributing to
depression.
4. Behavioural Therapy can help to develop
better coping skills
5. Interpersonal therapy can assist in resolving
relationship conflicts.
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Psychopathology >> Depressive Disorder >> Moderate Depressive Disorder
4. Adjustment Disorder with Depressive Mood
26
• Also called “reactive depression” it is a moderate depressive disorder
• Adjustment disorder with depressed mood is behaviorally indistinguishable from dysthymia, the only
two differences are
• it does not exceed six months in duration, and
• it requires the existence of an identifiable (presumably precipitating) psychological stressors
in the client’s life.
• This category describes depression that occurs in response to a major life stressor or crisis. The
diagnosis of adjustment disorder implies that specific psychological symptoms have developed in
response to a specific and identifiable psychosocial stressor.
• It is kept as a distinct clinical diagnosis because the client is experiencing impaired social or
occupational functioning.
• This diagnostic group (adjustment disorders) is a “last resort” category.
• If the symptom picture suggests that the person meets the diagnostic criteria for another
psychological disorder, than this diagnosis is not used.
• Example, if a person experiences a trauma, and develops the symptoms of a major depression,
then the diagnosis of adjustment disorder is not used, even though the depression developed in
response to a psychosocial stressor.
Adjustment
Disorder with
Depressive
Mood
A moderately severe depressive disorder that occurs as a result of an identifiable life
event and that is expected to disappear when the event’s impact ceases, and not
exceeding six months in duration.
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4. Adjustment Disorder with Depressive Mood
27
• The depressive symptoms related to an
adjustment disorder should be treated and
dissipate within six months following the end of
the stress that produced the reaction.
• If the symptoms last longer, then the diagnosis of
Depression not otherwise specified, is probably
more appropriate.
• There is an exception to this rule: some
stressors continue over a long period of time,
rather than occurring as a single event.
• Example: if a person is harassed on the job,
that can continue for months. In such a case,
the depression may not be severe enough
for a diagnosis of major depression, but it
would continue for more than six months.
• As the stress is continuing, the adjustment
disorder diagnosis could still be used.
• Despite these problems with the formal diagnostic
criteria, there are doubtless many cases of
relatively brief but moderately serious depression.
• The symptom picture is similar to other
depressive disorders
Treatment
• The recommended treatment is cognitive-
behavioural therapy and/or interpersonal
therapy.
• However, because of the relationship between
the symptoms and a specific stressor, there is
greater emphasis on resolving the problem
that created the stress.
• This may involve making concrete changes
in the way the person manages his/her
life, and may require specific action and
decision making.
• Ex: If job stress is resulting in depression, the
person may consider changing jobs as the
most appropriate solution.
• Often people become depressed in reaction to
psychosocial stressors when they don’t believe a
solution exists to their problem.
• In such cases, helping the person develop a
reasonable solution is a key part of the
treatment process.
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Psychopathology >> Depressive Disorder >> Major Depressive Disorder
5. Major Depressive Disorder
29
• Also called major depression, unipolar depression, or clinical depression
• After a single episode, Major Depressive Disorder (single episode) would
be diagnosed.
• After more than one episode, the diagnosis becomes Major Depressive
Disorder (Recurrent).
• Depression without periods of mania is sometimes referred to as unipolar
depression because the mood remains at one emotional state or “pole”.
• The diagnosis of major depressive disorder is based on the patient’s self-
reported experiences, behavior reported by relatives or friends, and a
mental status exam.
• If depressive disorder is not detected in the early stages it may result in a
slow recovery and affect or worsen the person’s physical health.
Major
Depressive
Disorder
A severe depression characterised by dysphoric mood as well as poor appetite, sleep
problems, feelings of restlessness, loss of pleasure, loss of energy, feeling of inability
to concentrate, recurring thoughts of death or suicide attempts. Depressive episodes
occur most of everyday for at least two weeks.
Prognosis
• The most common time of
onset is between the ages
of 20 and 30 years.
• Peak between 30 and 40
years.
• In the United States, around
3.4% of people with major
depression commit suicide,
and up to 60% of people
who commit suicide had
depression or another
mood disorder.
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5.1. Major Depressive Disorder Symptoms
30
• Major depression is a disabling condition which adversely affects a
person’s family, personal relationships, work or school life, sleeping and
eating habits, and general health.
• Its impact on functioning and well-being has been equated to that of
chronic medical conditions such as diabetes.
• A person having a major depressive episode usually:
• exhibits:
• a very low mood, which pervades all aspects of life,
• an inability to experience pleasure in activities that were formerly
enjoyed.
• develops feelings of worthlessness, inappropriate guilt or regret,
helplessness, hopelessness, and self-hatred.
• In severe cases, he/she may have symptoms of psychosis.
• Insomnia is common. Hypersomnia or oversleeping can also happen.
• may also report multiple physical symptoms such as fatigue,
headaches, or digestive problems.
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5.2. Major Depressive Disorder Subtypes
31
DSM recognizes five further subtypes of MDD, called specifiers, in addition to noting the length, severity
and presence of psychotic features:
1. Atypical Depression
It is characterized by:
• mood reactivity (paradoxical anhedonia) and
positivity,
• significant weight gain or increased appetite
(“comfort eating”),
• excessive sleep or hypersomnia,
• a sensation of heaviness in limbs known as leaden
paralysis, and,
• significant social impairment as a consequence of
hypersensitivity to perceived interpersonal rejection.
2. Melancholic Depression
It is characterized by:
• a loss of pleasure in most or all activities,
• a failure of reactivity to pleasurable stimuli,
• a quality of depressed mood more pronounced
than that of grief or loss,
• a worsening of symptoms in the morning hours,
• early morning waking,
• psychomotor retardation,
• excessive weight loss, or
• excessive Guilt.
Subtypes of
MDD
1
Atypical
Depression
2
Melancholic
Depression
3
Catatonic
Depression
4
Psychotic Motor
Depression
5
Postpartum
Depression
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5.2. Major Depressive Disorder Subtypes
32
3. Catatonic Depression
It is a rare and severe form of major
depression involving disturbances of motor
behaviour and other symptoms. The person
is
• Mute and almost stuporous, and
• either remains immobile or exhibits
purposeless or even bizarre movements.
• Catatonic symptoms also occur in
schizophrenia, manic episodes, or may be
caused by neuroleptic malignant syndrome
4. Psychotic Depression
Psychotic Major Depression (PMD) is the
term for a major depressive episode,
particularly of melancholic nature, where
the patient experiences psychotic
symptoms such as delusions or, less
commonly, hallucinations.
These are most commonly mood-congruent
- content matches the depressive themes.
5. Postpartum Depression
• Postpartum Depression (PPD) is listed as a course specifier in
DSM
• It refers to the intense, sustained and sometimes disabling
depression experienced by women after giving birth.
• It has an incidence rate of 10–15%
• It typically sets in within three months of labor and lasts as
long as three months.
• It is quite common for women to experience a short term
feeling of tiredness and sadness in the first few weeks after
giving birth; however, postpartum depression is different
because it can cause significant hardship and impaired
functioning at home, work, or school as well as possibly
difficulty in relationships with family members, spouses,
friends, or even problems bonding with the newborn.
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5.3. Seasonal Affective Disorder (SAD)
33
• It is also known as “winter depression” or “winter blues”
• It is a specifier.
• Some people have a seasonal pattern, with depressive episodes coming on
in the autumn or winter, and resolving in spring.
• The diagnosis is made if at least two episodes have occurred in colder
months with none at other times over a two-year period or longer.
• It is commonly hypothesized that people who live at higher latitudes tend to
have less sunlight exposure in the winter and therefore experience higher
rates of SAD, but the epidemiological support for this proposition is not
strong (and latitude is not the only determinant of the amount of sunlight
reaching the eyes in winter).
• SAD is also more prevalent in people who are younger and typically
affects more females than males.
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5.4. Major Depressive Disorder Aetiology
34
Causes of MDD
1
Biological
Factors
2
Psychological
Factors
3
Social
Factors
Diathesis Model
• It stresses that depression results
when a preexisting vulnerability, or
diathesis, is activated by stressful life
events.
• The preexisting vulnerability can be
either:
• genetic, an interaction between
nature and nurture, or
• schematic, resulting from views
of the world learned in childhood.
1 Biological Factors
• Family studies suggest that prevalence of mood disorder is higher
among blood relatives of persons with clinically diagnosed mood
disorder than in the population at large (e.g., Plomin, De Fries, Mc
Clearn, & Rutter, 1997).
• Twin studies also suggested that there is a moderate genetic
contribution to major depression.
• Plomin et.al. (1997) reviewed evidence from five different studies
showing that monozygotic co-twins of a twin with major
depression are about four to five times as likely to develop major
depression as are dizygotic co-twins of a depressed twin.
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5.4.2. Psychological Factors (1/3)
35
Personality
• Various aspects of personality and
its development appear to be
integral to the occurrence and
persistence of depression with
negative emotionality as a common
precursor.
• Although depressive episodes are
strongly correlated with adverse
events, a person’s characteristic
style of coping may be correlated
with their resilience (Kessler, 1997).
Learned Helplessness
According to American psychologist
Seligman (1974, 1975) depression in
humans is similar to learned
helplessness in laboratory animals,
who remain in unpleasant situations
when they are able to escape, but do
not because they initially learned they
had no control.
Vulnerability Factors
• The studies conducted on depression in women indicates that
vulnerability factors such as early maternal loss, lack of a
confiding relationship, responsibility for the care of several
young children at home, and unemployment can interact with life
stressors to increase the risk of depression (Bandura, 1998).
• For older adults, the factors are often health problems, changes in
relationships with a spouse or adult children due to the
transition to a care-giving or care-needing role, the death of a
significant other, or a change in the availability or quality of
social relationships with older friends because of their own
health-related life changes (Brown and Harris, 2001).
Psychoanalytic Approach
From the classical
psychoanalytic perspective of
Freud depression or
melancholia may be related
to interpersonal loss and
early life experiences
(Hinrichsen and Emery, 2006).
Humanistic Approach
The founder of humanistic
psychology, Abraham Maslow
suggested that depression
could arise when people are
unable to attain their needs
or to self-actualize (to realize
their full potential).
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5.4.2. Psychological Factors (2/3)
36
Cognitive Approach
• Low self-esteem and self-
defeating or distorted thinking are
related to depression.
• Depressed people were found to
have a distinctly negative view of
themselves and the world around
them (Beck, 1967), and their
perception of stress may result, at
least to some extent, from the
cognitive symptoms of their
disorder rather than causing their
disorder (Kessler, 1997).
Depression
Negative
Thoughts
Schemas
Distorted
Information
Processing
Beck’s Cognitive Model of Depression
Beck, following on from the earlier work of
Kelly and Ellis, developed what is now known
as a Cognitive Model of Depression in the early
1960s.
He proposed that three concepts underlie
depression: a triad of
1. Negative thoughts composed of cognitive
errors about oneself, one’s world, and
one’s future
2. Recurrent patterns of depressive
thinking, or schemas
3. Distorted Information Processing
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5.4.2. Psychological Factors (3/3)
37
Learning Approach
• According to Bandura (1978) depressed
individuals have negative beliefs about
themselves, based on experiences of failure,
observing the failure of social models, a lack
of social persuasion that they can succeed,
and their own somatic and emotional states
including tension and stress.
• These influences may result in a negative self-
concept and a lack of self-efficacy; that is,
they do not believe they can influence events
or achieve personal goals.
• Depressed individuals often blame
themselves for negative events, as shown in
the study of Pinto and Francis (1993) on
hospitalized adolescents with self-reported
depression, those who blame themselves for
negative occurrences may not take credit for
positive outcomes.
• This tendency is characteristic of a depressive
attributional or pessimistic explanatory style.
Attachment Theory
• Attachment theory, developed by Bowlby in the 1960s,
predicts a relationship between depressive disorder in
adulthood and the quality of the earlier bond between
the infant and their adult caregiver.
• In particular, “the experiences of early loss, separation
and rejection by the parent or caregiver (conveying the
message that the child is unlovable) may all lead to
insecure internal working models. Internal cognitive
representations of the self as unlovable and of
attachment figures as unloving [or] untrustworthy
would be consistent with parts of Beck’s cognitive triad”
(Seligman, 1975).
• While a wide variety of studies has upheld the basic
tenets of attachment theory, research has been
inconclusive as to whether self-reported early
attachment and later depression are demonstrably
related.
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Psychopathology >> Depressive Disorder >> Major Depressive Disorder
5.4.3. Social Factors
38
1
Poverty and social
isolation
• Are associated with
increased risk of
mental health
problems in general.
2
Child abuse
• Physical,
emotional, sexual
abuse or neglect
are also associated
with increased risk
of developing
depressive disorders
later in life (Kessler,
1997).
• Abuse of the child
by the caregiver is
bound to distort the
developing
personality and
create a much
greater risk for
depression and
many other
debilitating mental
and emotional
states.
3
Disturbances in
Family Functioning
• Due to factors like:
• Parental
Depression
particularly
maternal)
depression
• Severe marital
conflict or
divorce
• Death of a
parent, or
• other
disturbances in
parenting are
additional risk
factors.
4
Life events
connected to Social
Rejection
• In adulthood,
stressful life events
are strongly
associated with the
onset of major
depressive episodes.
• In this context, life
events connected
to social rejection
appear to be
particularly related
to depression
(Kessler, 1997).
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5.5. Major Depressive Disorder Treatment
39
Severe
Depression
Treatment
1
Pharmocology
2
Psychological
Approaches
Antidepressant medication
use in combination with
psychological approaches is
considered to be the best
approach.
Most psychological treatments for depression last in the range
of 12-20 weekly sessions of 1-2 hours per session.
1. Cognitive Behavioural Therapy (CBT)
• The therapist helps the client to understand his thought
patterns. In particular, to identify any harmful or unhelpful
ideas or thoughts, that can make him depressed.
• The aim is then to change his ways of thinking to avoid
these ideas.
• The premise is that certain ways of thinking can trigger, or
fuel, certain mental health problems such as depression.
• Behavioural therapy aims to change such behaviours
which are harmful or not helpful.
2. Interpersonal Psychotherapy (IPT)
• It focuses on resolving interpersonal problems and
stresses in existing relationships and/ or building the skills
to form important new interpersonal relationships.
• The premise being that our personal relationships play a
large role in affecting our mood and mental state.
• The therapist helps us to change our thinking and
behaviour and improve our interaction with others.
• Example: IPT may focus on issues such as bereavement or
disputes with others that contribute to the depression.
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