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WEEK 1 – MAORI MODELSWhat is the Putangitangi (Davies) Health model?The Duck. Based on the strengths of a person’s cultural identity and the effect of the dominant culture. Metaphor has 4 habitats – rivers, sky, land and sea. Land – shows stronger personal culture over the dominant culture Rivers – ...

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WEEK 1 – MAORI MODELS What is the Putangitangi (Davies) Health model?

The Duck. Based on the strengths of a person’s cultural identity and the effect of the dominant culture. Metaphor has 4 habitats – rivers, sky, land and sea. • • • •

What is Tapa Wha Model (Durie)

Land – shows stronger personal culture over the dominant culture Rivers – shows stronger personal culture over dominant culture Sky – show stronger effects of dominant culture over personal culture Sea – shows low effect of dominant or personal culture

metaphor of house with four walls. • Holistic model • “House” – overall health; walks – different parts of health that uphold wellbeing Taha hinengaro – mental and emotional wellbeing. Taha tinana – physical wellbeing. Taha wairua – spiritual wellbeing. Taha whānau – social wellbeing.

What is the Te wheke Model

Metaphor octopus – the head is family, the eyes are symbolic for reflection of total wellbeing for the individual and family and each of the eight tentacles representing a specific dimension of health. 1. 2. 3. • • • • • • • •

The head - Te whānau (family) The eyes - Waiora (total wellbeing) The tentacles: Wairuatanga (spirituality) Mana ake (uniqueness of person) Mauri (life principle or force) Ha a kore ma a kui ma (heritage) Taha tinana (bodily wellbeing) Whanaungatanga (Extended family) Whatu manawa (Emotions) Hinengaro (Hidden mind)

Head = te whānau (family), =waiora (total wellbeing for individual/family); each of 8 tentacles represent a different aspect of health. These aspects are interwoven What is the Powhiri Poutama model

It is the formal welcome to an area. The performance of a Powhiri acknowledges the

importance of a person being welcomed to an area. The Poutama framework is the stairs metaphor, from lowest step to highest: He Taumata – the guiding body Te karanga – the cell Karakia – prayer Himene – hymn Nga Mihimihi – speeches Nga Waita – songs Hariru – physical greeting Hakari - feast What is the He Awa Whirira model (macfarlane)

What is the Meihana Model (pitama)

What is Rongoa

Define abnormal

Metaphor of braided rivers. It is facilitating conversations between maori and non maori. Understanding the integration of knowledge that may occur when knowledge systems mix and mingle. Metaphor for creating new knowledge to advance understanding two worlds Metaphor double-hulled canoe. The journey across the ocean from one destination to another. With the different support systems similar to the others. “Rongoā Māori is informed by a body of knowledge that has as its core the enhancement of Māori wellbeing. It is the statistical deviation from the norm. it includes DID = (distress, impairment and danger to self or others). Abnormal behaviour is: Deviance form the norm Personal distress Maladaptive behaviour DSM5 defines it as behavioural, emotional or cognitive dysfunctions that are unexpected in their cultural context and associated with personal distress or substantial impairment in functioning.

Define distress

Define Impairment Danger to others or self

A state of suffering in some manner. Symptoms of someone in distress may be observable (bursting into tear) or many not be (hearing voices). In health it is any loss or abnormality. Eg. Suicide and self harm

WEEK 2 – DEVELOPMENTAL PYSC Define Development pysc

The study of how individuals develop and change over time and what factors produce these changes Domains include: Physical, cognitive, social, moral, emotional

Why do we study developmental psyc

To know what’s normal so you can: • Evaluate when “problems” arise and know what to expect • Have knowledge of causes to determine a possible resolution • Help “Normalise” life’s challenges • Facilitate optimal development • Be a more empathic health care practitioner and thus more effective

What is the difference between nature vs nurture?

Nature = inherited, genetic makeup Nurture = influence, environment, experience Watson, 1924 – said give me the child and I will give you the man. Genes are always part of the tale, influential on every page, but they never determine the plot or the final paragraph” (Berger, 2001: 86)

What is Continuous versus discontinuous (discrete) development?

Continuous development is that which occurs gradually over time. An example from the domain of physical development is height. Discontinuous development, however, is categorical and refers to changes in stages. An example here would be Piaget’s stages of cognitive development, i.e. sensory-motor, pre-operational, etc.

What are the ways of studying developmental psychology?

Development as a whole is a combination and interaction of these two types. • Thematic/topical/domains e.g. physical, emotional, cognitive, social, but all related/interlinked •

Life stages

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Contextual – e.g family, schooling, culture

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Theories of development

What is the role of prenatal development and early development?

The prenatal period extends from conception to birth, usually spanning the nine months of pregnancy. Geminal period – conception to 2 week (formation of placenta) Embryonic period – 2 weeks to 2 months. Vital organs and bodily systems emerge. Time of great vulnerability; if anything interferes with development during this period the effects can be devastating. Fetal period – 2 months to birth. During the early parts of this stage, the muscles and bones begin to form. The body continues to grow and function, with sex organs developing in the 3rd month and brain cells multiplying during the final 3 months. The mother is linked to the baby through the placenta, and a mother’s actions affect the baby in utero. Research has shown that prenatal exposure to air pollution linked to impairments in cognitive development at age 5. Malnutrition is linked to increased risk of birth complications, neurological problems as well as to vulnerability to schizophrenia and other psychiatric disorders in adolescence and early adulthood Recent studies suggest that maternal emotions can have an impact on prenatal development. Maternal drug use can significantly impact a developing baby, even if the drugs are legal. Events that occurred in uterus e.g. Babies with fast heart rate in the womb more likely to become fearful/ inhibited (Kagan et al., 1984).

What are the theories and domains of development?

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Biopsychosocial models – Bronfenbrenner; Māori models of hauora Emotional development – attachment theory Cognitive development – Piaget Behaviour – Bandura and observational learning Moral development – Kohlberg

• What is are the Biopsychosocial models?

Social development – Erikson

Bio-ecological model - The chronosystem. A theory by Urie Bronfenbrenner that states development occurs within a complex system of relationships affected by multiple levels of the surrounding environment. It focuses on the impact of social and cultural factors Four parts: • •

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Microsysem – inner most level (immediate surroundings, family, school, work) Mesosystem – connections between microsystems (communication between work and home, teacher and parent) Exosystem – social settings that do not contain the person but affect their microsystem (school board decisions, parent losing their job) Macrosystem – not a specific context, but refers to the laws, policies, values, customs (apartheied) that affect a person.

Māori models of hauora mentioned above. What is Emotional development – attachment theory?

Separation anxiety – “a wary or fretful reaction that infants or toddlers display when separated from the person to whom they are attached, beginning at mid first year and becoming less frequent as approach school age” (Ainsworth) Ainsworth concluded that attachment falls into four patterns: secure, avoidant, resistant, disorganized/disorientated. Securely attached: • • • • • • • • •

better problem solvers more creative more attractively perceived social leaders sensitive to the needs of others more popular more initiative less anxious and less hostile less lonely

Insecurely attached: • • • •

socially and emotionally withdrawn hesitant to engage others in play less curious less interested in learning

What is Cognitive development theory?

Piaget asserted that interaction with the environment and maturation gradually alter the way children think. The 4 stages of cognitive development: In the sensorimotor stage, (birth – 2 years) - During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment. Between ages 7 and 9 months, infants begin to realize that an object exists even if it can no longer be seen. This important milestone -- known as object permanence -- is a sign that memory is developing. In the preoperational stage, (2 – 7) - During this stage, young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe. But their thinking is based on intuition and still not completely logical. The concrete operational stage (7 – 11), At this time, elementary-age and preadolescent children -ages 7 to 11 -- demonstrate logical, concrete reasoning. Children's thinking becomes less egocentric and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality. The formal operational period (11 -) - is marked by the ability to apply operations to abstract concepts such as justice, love, and free will. Although Piaget believed in lifelong intellectual development, he insisted that the formal operational stage is the final stage of cognitive development, and that continued intellectual development in adults depends on the accumulation of knowledge

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What is Behaviour – Bandura and observational learning theory?

When an organism’s responding is influenced by observation of others (models). Bandura cites four key processes: 1. Attention – you must be paying attention to the other person’s behaviour and its consequences.

2. Retention – either you have occasion to emit the behaviour, or you remember it 3. Reproduction – you have the physical ability to reproduce the behaviour 4. Motivation – need a situation in which you believe the behaviour will be favourable

What is Moral development theory?

Lawrence Kohlberg devised a stage theory of moral development based on subjects’ responses to presented moral dilemmas (moral pros and cons for each set of actions). He theorized that people progress through a series of three levels of moral development, each of which can be broken into 2 sublevels. Each stage represents a different way of thinking about right and wrong. 1. Preconventional level i. Punishment orientation - Right and wrong is determined by what is punished ii. Naïve reward orientation - Right and wrong is determined by what is rewarded 2. Conventional level i. Good boy/girl orientation - Right and wrong is determined by others approval/disapproval ii. Authority orientation - Right and wrong is determined by society’s rules which should be obeyed rigidly

What is Social development theory?

3. Postconventional level i. social contract orientation - Right and wrong is determined by society’s rules which are viewed as fallible rather than absolute ii. individual principles and conscience orientation - Right and wrong is determined by ethical principles that emphasis justice Erik Erikson, 1960s, proposed stage theory of personality development. Stage theories assume individuals must progress through specified stages in a particular order because each stage builds on the previous one. They also assume that progress through the stages is strongly related to age.

What are the stages of development?

What development occurs during adolescence?

What development occurs during adulthood?

Adolescence Adulthood Old age • Pubescence: the 2-year span preceding puberty during which the changes leading to physical and sexual maturity take place. Taller, heavier, develop secondary sex characteristics • Puberty = Primary sex characteristics develop fully. • Adolescence – from puberty to end of teen years • Some suggest a period of ‘storm and stress’, rebellion, peer pressure, emotional lability – self-destruction • Emotions do not guide thinking effectively (linked to frontal lobes – not fully mature) • More abstract and hypothetical thinking, ‘trying on’ on new ideas, but also egocentric: imaginary audience (they are actors and others are audience) and personal fable (story in which they are the star, with special abilities) • “Identity” formation a central issue Many landmarks in adult development involve transitions in family relationships:

marriage/cohabitation, parenthood, parentadolescent relations, and the ‘empty nest’ syndrome. What development occurs during old age?

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WEEK 3 – PYSCHOLOGICAL DISORDERS Define disorder

What are the current diagnostic systems?

Age related physical changes include changes in appearance, neuron loss, sensory loss, and hormonal changes. Cognitive functioning research indicates that general mental ability remains fairly stable, with small declines in IQ after age 60. Fluid intelligence (ability to reason without relying heavily on previous learned knowledge or procedures; figuring out novel solutions) is more likely to decline with age, while crystallized intelligence (relying on knowing facts and having the ability to combine them) remains stable or increases. Mental speed declines in late adulthood, and memory losses have been reported in many studies. These are moderate and variable.

The presence of a constellation of cognitive, emotional and behavioural symptoms that create significant distress; impair work, school, family, relationship or daily living; or lead to significant risk of harm”. (Kosslyn et al., 2014, p. 529). International Classification of Diseases and Health Related Problems In 1952 the American Psychiatric Association developed and published its own Diagnostic and Statistical Manual DSM-I (1952) – 108 disorders DSM-II (1962) – 182 disorders DSM-III (1980) – 265 disorders DSM-IV-TR (2000) – almost 300 disorders DSM-5 published in 2013 – over 300 disorders and 947 pages (but a bit misleading)

What are the major categories of DSM-5?

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Neurodevelopmental Disorders - e.g. Intellectual disability, autism spectrum disorder, ADHD

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Schizophrenia Spectrum and other psychotic disorders - e.g. Schizophrenia

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Bipolar and related disorders - e.g. Bipolar disorder

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Depressive disorders - e.g. Major depressive disorder

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Anxiety disorders - e.g. Social anxiety disorder, generalised anxiety disorder

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Obsessive compulsive and related disorders e.g. Obsessive-compulsive disorder, hoarding disorder

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Trauma-and stressor-related disorders - e.g. Post-traumatic stress disorder (PTSD)

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Dissociative disorders - e.g. Dissociative identity disorder (formerly multiple personality disorder).

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Somatic symptom disorders - e.g. Somatic symptom disorder

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Feeding and eating disorders - e.g. Anorexia nervosa, binge eating disorders Elimination disorders - e.g. Nocturnal enuresis

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What are the positive aspects of a diagnosis?

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Sleep-wake disorders - e.g. Insomnia disorder, obstructive sleep apnea

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Sexual dysfunctions - e.g. Erectile disorder

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Gender dysphoria - e.g. Gender dysphoria

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Disruptive, impulse control and conduct disorders - e.g. Conduct disorder, ADHD

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Substance-related and addictive disorders e.g. Alcohol use disorder, gambling disorder, Cannabis use disorder, caffeine withdrawal!!!!!

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Neurocognitive disorders - e.g. Alzheimer's, Parkinson's, Huntington’s

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Personality disorders - e.g. Paranoid personality disorder, anti-social personality disorder

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Other mental disorder – Symptoms are characteristic of mental disorders but do not fully correspond to the criteria for any other mental disorder.

Facilitates communication (verbal shorthand)

Ensures comparability among identified patients Promotes research on diagnostic features, aetiology and treatment. Can bring relief to clients (awareness that others have the same problem)

What are the negative aspects of a diagnosis?

Targeted treatment Inter-rater reliability – do >1 clinicians agree on diagnosis? Gender and cultural bias in application of diagnostic labels Stigma and labelling; oversimplification Not always targeted treatment

How do you diagnose and classify a disorder?

Results suggest that diagnostic labels create a negative lens for viewing the person Classify disorder by presenting signs and symptoms, aetiology or history, prognosis, response to treatment. Identify different symptom clusters that accurately signal different disorders with no overlap between symptoms or signs between disorders.

What are the main causes of this person’s problems?

Identify precise effective treatment. Different paradigms: At the level of the brain: biological processes, genetics

Aetiology/Cause At the level of the person: negative thinking, memory of traumatic experiences, learning At the level of the group: the effects of the immediate environment and/or broader society. What are the models of abnormality?

1. Biological/Biomedical – It’s in your genes Emphasises biological processes 2. Behavioural – it’s learned (experience) Emphasises learning processes and behaviour 3. Cognitive – it’s how you think Emphasises conscious thinking processes and behaviour

4. Psychodynamic – it’s early childhood experiences Emphasises unconscious emotional processes 5. Socio-cultural – it’s affected by the society and culture we live in Emphasises cultural and social factors 6. Integrative – multidimensional; diathesis-stress models (reciprocal gene interaction) – the puzzle approach What is the biomedical model?

What is the behavioural model?

What is the cognitive model?

Factors that may affect NS functioning: Genetics – inherited abnormality Toxicity, infection/disease, injury – structural damage etc Abnormality of brain structures e.g. Frontal lobe differences in schizophrenia • Stress, especially chronic – causing abnormal hormonal effects in the long term • Neurotransmitter dysfunction e.g. Depression as too little serotonin? Imbalance? • Nutrition – micronutrients etc (See Julia Rucklidge) There is no qualitative difference between normal and abnormal behaviour – learned in same ways: Classical conditioning Operant conditioning Social learning • • •

What is the psychodynamic model?

We interact with the world through our mental representation of it Abnormal behaviour is caused by abnormal, distorted or maladaptive thinking processes If our mental representations are inaccurate or our ways of reasoning are inadequate then our emotions and b...