eoy prep notes 2015

7/23/2019 Eoy Prep Notes 2015

1/20

1

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES

2015PSCYHOLOGY

VCE: UNIT 3 & 4 NOTES

States of Conscios:Conscios refers to the awareness of internal and external Environment


2/20

TOTA! A"ARENESS

Focused & Selective Attention (Controlled processes)

Di#i$e$ Attention %Atomatic Processes&

Day Dreaming

Me$itation

Hypnosis

!ight Slee'

Deep Sleep

Anaesthesia

%nconsciosness&Coma

(Unconsciousness)

Com'letelac( ofa)arenes

s

*

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES Changing arra+ of thoghts, feelings, sensations, 'erce'tions, memories. A h+'othetical Constrct Personal%s-ecti#e to +or thoghts&, Selective%select or ignore&, Continuous%al)a+s thin(ing a-ot

something, is /em't+0&, Changing%ne#er stationar+&

Continm of Consciosness

Ps+chological Characteristics

NC (N!"#A$ !"%N' C!NSC!US)

Clear organised alert aa*e and aare o+ our

thoughts +eelings and our internal and e,ternalenvironment

ASC (A$-.".D S-A-. !F C!NSC!USN.SS) /

distinctly di0erent +rom NC

Sleeping daydreaming NDUC.D1 meditationalcohol hypnosis2sedative2anaesthetic2coma

A)areness Controlled 2 a)areness, concentrationAutomatic mo$erate a)areness 3 conscios e4ort,rotine memories

!o) le#el a)areness, limite$ 'rocess s(ills

Attention Selective focse$ attention, serial, )hat is im'ortant%CPE&Divided simltaneos tas(s, -oth ato5'rocessing, $i4.tas(s

!o) le#el of a-ilit+ to atten$ to stimli

Content!imitations

Thoghts controlle$, logical 3 organise$ thin(ing, 'rocessinfo simlt. , -loc( ot things %neg. e6'erience&

!ess control, logic, organisation 7 limit 'rocessinga-ilit+into6icate$, slee'ing %nightmare&

Cogniti#eDistortions

8enerall+ goo$ at ma(ing, creating an$ accessingmemories.9rain acti#el+ stores 3 retrie#es information

Disr'te$ memories less accrate, less info is store$,cannot access. At times $i$ not e#en occr

Emotions 8enerall+ a''ro'riatematch sitation ;ntensi


3/20

@

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES9rain )a#ePatterns

..' / 5Detects ampli3es and records the elctrical activity o+ the 6rain7 79eta a)a(e %H5!A&, Al'ha rela6e$ %M5HMA&, Theta light slee' %MHA5M!&, Deta $ee' slee' %HA5!& freFenc+ $ecreases an$ am'lit$e increases. 7alchol in$ce$ state mi6 of -eta an$ al'ha )a#es

S!EEP

Slee' is a 'erio$ of reglar rest for the -o$+ an$ min$, occrring natrall+ $ring e#er

*G hor 'erio$

ays in hich sleep is ASC / it is an ASC as consciosness is tem'oraril+ 3 'artiall+ ss'en$e$ 3 the characteristics of slee'are $i4erent from N"C

Characteristic During Sleep (ASC) .,ample$evel o+ Aareness !o) le#el of a)areness of e6ternal an$ internal

stimli, limite$ 'rocessing s(illsNot aare o+ surroundings

Content $imitations !ess control o#er thoghts E6'erience strange 3 nsal thoghts in or$reams

Controlled &

Automatic Processes

Control sall+ not 'ossi-le -t some atomatic'rocess ma+ -e 'ossi-le

Yo ma+ )al(, tal( or eat )hile aslee'

Perceptual &

Cognitive

Distur6ance

;naccrate, lo)er than N"C, im'are$ memor+ ;llogical thoghts, cant remem-er +or$reams

.motional #emories Heightene$-lnte$ %e.g. nightmare& O#er5react

Sel+8control !o)ere$ control %e.g. snore, teeth grin$ing&-ime !rientation Highl+ inaccrate Slee' for @ hors -t feels li(e > minte

snooIe99 clearly indicate ho this is dierent to NC

As light $ecreases %$s(& it triggers the pineal gland to release melatonin :slee'iness %'ea(s at mi$night& an$

$ecreases )ith morningo Melatonin rich foo$-ananas, oranges, tomatoes, tr(e+, oats, rice etco Other )a+s to increase melatonin@J min 're5slee' no electrical light acti#it+, $ar( room, light crtains

;ody rhythms1 !oo( at 'article 'oint in time an$ see if its at the same 'oint in less than *G hors, e6. Slee' )a(e c+cle

or -o$+ tem'eratre %C"CADAN) if reaches 'oint in less than *G hors, e6. Slee' stages c+cle its U$-"ADAN4

St$+ing Slee' .!' / $etects, am'liJK of timeDration >5LJK total nights slee' ;ncreases $ring nightT+'e orRe'lenishment

9o$+ gro)th hormone secrete$, increasesafter 'h+sical e6ersion

Min$ sort 3 consoli$ate memories, increases after's+chological stress

NREM BLJK slee' time, H+'nogogic stage7 5 al'ha -rain )a#es A-sence of ra'i$ e+e mo#ements, le#el of arosal is lo)ere$, $reaming occrs less freFentl+ -t more illogical 3

fragmente$ than REM


4/20

STA8E 1:

*51Jmins, $ecrease$heart rates,

res'iration, -o$+ tem'., 7h+'nic er(,

$ecrease$ al'ha )a#es3 >JK theta )a#es

STA8E *:

*J5@J mins, $ecrease$heart rate, res'iration,

-o$+ tem'. !ightSlee'. EE8 5 7slee'

s'in$les7, 7(5com'le67

STA8E @:

@51Jmins, $ecrease$heart rate, res'iration,

-o$+ tem', -rainacti#it+. 9reathing

slo) 3 stea$+,mo$eratel+ $ee'

slee'. 9eginning ofslo) )a#e slee'. *J5

>JK $elta )a#es

STA8E G:

*J5@J mins, msclescom'letel+ rela6e$,

'erson har$ to )a(e,$ee' slee' 5 slee'

inertia or slee'$rn(ness. Slee'

)al(ing, tal(ing, nightterors, -e$ )etting

occrs here an$ stage@. >JK $elta )a#es

G


REM ?' to 1 hor at a time, $ream state, increase$ heart rate, -loo$ 'ressre, -reathing +et mscles sta+ rel6e$ 'ara$o6ical

slee'7, sa)tooth -rain)a#es -eta 3 al'ha )a#es, most freFent 3 #i#i$ $reaming occrs here ;nternal -o$il+ fnction -ecomes more acti#e -t mscles e4ecti#el+ 'aral+se$, a-ot J mins 'er night for a$lt

9rain "a#e Patterns1. 6eta aves the main t+'e of -rain )a#es recor$e$ )hen an in$i#i$al is a)a(e an$ alert These )a#es are

characterise$ -+ high freFenc+ an$ lo) am'lit$e.

*. alpha aves the main t+'e of -rain )a#es recor$e$ )hen an in$i#i$al is rela6e$ -t a)a(e These )a#es arecharacterise$ -+ me$im freFenc+ an$ me$im to lo) am'lit$e.

@. theta aves recor$e$ in the lighter stages of slee' These )a#es are characterise$ -+ me$im freFenc+ an$ a

mi6tre of high an$ lo) am'lit$e.

G. delta aves associate$ )ith $ee' slee' an$ characterise$ -+ high am'lit$e an$ lo) freFenc+.

The $i4erence -et)een stages at t+'es of slee's is there is< stages o+ sleep in N".# and the to types o+ sleep is

N".# & ".#4

9rain "a#e Patterns Statestage of Slee'

9 %-eta& A)a(e %sa)tooth&

A %al'ha& Dros+

T %theta& Q >JK Stage 1 %NREM&

>JK Stage * %NREM&

D %$elta& Q >JK Stage @ %NREM&

>JK Stage G %NREM&


5/20

>


.=A# -PS

Ma(e sre +o are clear as to )hich mscles are -eing monitore$ -+ an EO8 the+ are the ones surroundinthe e+e

or t!at control e"e movement. The mscles in or of the e+e are $i4erent the+ are in#ol#e$ in focsing the lens an$ inthe conte6t of $iscssing an EO8, an ans)er that referre$ to these mscles )ol$ -e mar(e$ incorrect in an e6am.

Again, remem-er DA".: !i(e an EE8 an$ EM8, an .!'also detects, am'li


6/20

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTESFactor .,planation Supporting .vidence

Hnting for foo$ An animals reFire$ amont ofslee' is associate$ )ith its fee$ingha-its

8raIing animals slee' less as the+ nee$ to 5 REM slee' @micro8slee's a''ear a)a(e -t slee' -rain )a#es %e.g. $ri#ing&

Slee'5 )a(e c+cle across the lifes'an

NFAN-S / slee' aron$ 1 hors a $a+ %>JK REM&o "estorative theory /to organise long5

term memor+, integrate ne) informationo !r -ecase their -rain is not matre

enogh to maintain $ee' NREM slee' AD!$.SC.NC. /melatonin %in$cing slee'liness&

an$ cortisol (alertness) le#els are often release$at ' to * hors later than $ring other times in

lifes'ano Phase delay /slee')a(e 'attern shifts for)ar$ so the+ slee' later shifts -ac( to a$lt 'atternso Sociocultural +actors / e6'ectations, socialising, home)or(, soirts, online gaming, school an$ )or(

Age A#erage Hors Slee'Ne) 9orn 151L %aron$ L5 hors REM&151* months 1G5 1L1 @ +ears 1*51>@5> +ears 1151@ %aron$ *5@ hors REM

slee'&> 1* +ears 11A$olescence 1JA$lts LEl$erl+ % aron$ 1.* hors REM&


7/20

".CA$$

"eproduce in+o ith +eest possi6le cues4$east sensitive measure o+ rentention

Serial (recall in the order presented) 8 leastsensitve reccall Free (recall in any order)

Cued ("ecall using cues provided) 8mostsensitive recall

".C!'N&-&!N

&denti+y the correct in+o+rom alternatives (moresensitive i+ no distractors)

".$.A"N&N'

$earning somethingpreviously memorised4 &+learned +aster the secondtime is it assumed

something is remem6ered4 saving score1 999

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTESDela+e$ Slee' Phase Disor$er An in$i#i$als circa$ian rh+thm $oes not match the ecternal en#ironment %melatonin not -eing realise$ )hen sn goes

$o)n&. Often fall aslee' a co'le of hors after mi$night.o Cause1 insenti#e to en#rionemtn ces %not 'ic(ing $a)n&, long -iologiocal cloc(, im-alance of hormones

%melatonin&o -o treat1E6'osre to -right light in earl+ morning, )al( in the earl+ morning, 's+chologists hel' to $eal )ith

stress, ta(ing melatonin

S$..P -PSB

Room lighting, #igoros e6ercise -eforehan$, reglarise slee', rela6ing acti#it+ -efore -e$ %no electricit+&, melatonin richfoo$, limit na's, create rela6e$ atmos'here %cool dar* uiet), 'rioritise slee', $ont $rin( ca4eine hors -efore slee',me$itation

OR8ETT;N8 Ce is an+ 'iece of information that hel's retrie#e information from !TM. ;t acti#ates relate$ NODES an$

interconnect i$eas info. "ithot ce cant -egin to


8/20

AN-.C.D.N-

the e#ents that 'rece$e%come -e fore& a res'onse

;.HA>!U"

res'onse, )hat is $one inthis con$ition

C!NS.U.NC.

E#ents that occr after theres'onse %the e4ect of the

-eha#ior& 5 $et. if 9ha''ens again gi#en the

same A

L

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES.NHANCN' #.#!"?1 C!N-.=- AND S-A-. D.P.ND.N- CU.S

Recreate con$itions %'h+sical an$ 's+chological& n$er )hich info )as learne$ Encodin seci.c rincial) more closel+ ces match the original learning con$ition, greater chance of

recall

C!N-.=-

Environmental Cues /si!ts0 sounds0 smells1

Ma+ -e $one -+ re#isiting the 'lace, or imagining-eing there

Time -et)een mst -e same amont of time

'asse$ Research: 8o$$en 39a$$ele+ %1>& )or$s

learne$ an$ recalle$ either on -each or n$er)ater recall ' to *JK more )hen consistent

*J5>JK recall

S-A-.2!"sical and 2s"c!oloical cues /drus0 mood1

Ma+ -e $one #ia h+'nosis Research: 9o)er %1L1& learn )or$s in a ha''+

or sa$ state, recall is -etter if in the same state

#N.#!NC D.>C.SAn+ s+stem of techniFe that ai$s memor+. ?sefl for: enco$ing, lin(ing ne) info )ith ol$ an$ organisation.

Narrative Chaining !in( nrelate$ items to create

a stor+. More nsal theeasier to remem-er. 8oo$ forserial recall

Acronyms ?sing the 1stletter of each

)or$ to create apronouncea6le )or$ orname. %VTAAC, ANWAC&

Acrostics Ma(ing 'hrases or sentences

from )or$s that -egin )iththe 1stletter of each )or$.(N.S)

".C!NS-"UC-N' #.#!".SRemem-ering 'ast e#ents an$ featres an$ 'tting them together for recall memor+ not an e6act re'lica

;nXence -+ e6'ectation -eliefs, i$eals, moo$ SCHEMA 'reconcei#e$ i$ea of the )orl$ an$ things in it. ;nfo is store$ in a 'ersonall+ meaningfl )a+

accor$ing to 'ersonal cltre an$ e6'erience False memory1 E6aggerate e#ents, change $etails, ga's


9/20

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES "eEe, actions %sim'le, atomatic, in#olntar+ res'onse %controlle$ -+ NS& sch as

-lin(ing, Xinching, -reathing an$ so on to a s'eci


10/20

1J

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES S%NN." ;!=: Hngr+ rat engages in trial an$ error learning ntil it )ol$ 'ress the

le#er )hich )ol$ $is'erse a foo$ 'ellet-H!"ND%. (Cat in cage )ith le#er learns to 'ress to get S indirect learning ;n$irect DirectNon2o6serva6le evidence

o+ learning

9oth O-ser#ational

"ole o+ cognition in Yes 5 ;n attention an$ retention No it is more -eha#ioral


11/20

11

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTESlearningActive learning1 "ole o+

learner

Yes 'a+ attention an$ re'ro$ce Acti#e

"ein+orcement Yes increases -eha#ior Yes increases -eha#ior

EAT?RE C$ASSCA$C!ND-!NN'

!P."AN-

C!ND-!NN'

!;S.">A-!NA$

$.A"NN'

Acuisition Res'onse learne$ -+association of * stimli

Res'onse learnt -+association )ith itsconseFence

Res'onse $etermine$-+ conseFence

(A%A / main

researcher)

RESPONDANT !EARN;N8 ;VAN PAV!OV: Dogsali#ating at the son$ ofthe -ell

;NSTR?MENTA! !EARN;N8 SZ;NNER: Rats in s(inner-o6, THORND;ZE: Hngr+cat in cage

SOC;A! !EARN;N8 5A!9ERT 9AND?RA: Zi$so-ser#e$ an$ intimate$#iolence -+ mo$el

Spontaneous

"ecovery

"hen CS is intro$ce$ "hen stimlsreintro$ce$

"hen antece$ent isreintro$ce$

Partial

"ein+orcement

"ea(ens the res'onse%'assi#e learner&

Strengthens the res'onse [

"ole o+ learner PASS;VE no

en#ironmentalconseFence

ACT;VE en#ironmental

conseFence

-iming

(stimulus &

response)

Stimls -efore res'onse Stimls after res'onse

Nature o+ the

response

;n#olntar+ %reXe6es& Mostl+ #olntar+%intentional&

.lements ?CS, NS, CS, ?CR, CR A, 9, C Mo$el, o-ser#er,sitation

Principles2Proc

ess

AC\ COND.%$iscrimination&E]T;NC.SPON. RECOVERY

AC\ COND.%$iscrimination&E]T;NC.SPON. RECOVERY

AC\ATTEN. RETEN.PERORM. REPROD?CE

%moti#ationreinforcement&

.NF!"CN' ;.HA>!U"

SCH.DU$. !F ".NF!"C.#.N-1

o Continos Reinforcement: E#er+time the $esire$ res'onse occrs, im'ortant to

se $ring acFisitiono Partial Reinforcement:Some of the times the $esire$ -eha#ior occrs, more

resistant to e6tinction than continos reinforcemento 5ein%orcement is iven a%ter 6

F=.D N-.">A$ a


12/20

1*

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES PUNSH#.N-1 Decreases7#ea9ensthe li(elihoo$ of a -eha#iorres'onse occrring

again %Dring or after is -est an$ consistenc+ an$ intensit+&o P!S->.1 8ivin something NE8AT;VE9ADo N.'A->.1 Ta9in a#a" something POST;VE8OOD

APP!;CAT;ONS %conter5con$itioning& for CC

'"ADUA-.D .=P!SU".2S?S-.#A-C D.S.NSS-A-!N1Re'lacing a negati#e res'onse )ith

a 'ositi#e one -+:4 -each rela,ationtechniFes %slo) -reathing, rela6ing mscles&G4 9rea( fear into a +ear2an,iety hierarchy from least to most feare$4 Mo#e throgh the hierarch+ associating rela6ation )ith each stage

A>."S!N -H."AP?1 Re'lacing a 'ositi#e res'onse )ith a negati#e res'onse %alcohol&. Ho)e#er,

'ro-lems is o#ergeneralising the -eha#ior an$ the $istress it is li(el+ to case.o Pairing the Anta6use (me$icine that ma(es one feel ill& )ith the stimls

F$!!DN'1E6'ose$ to the fear in a sudden complete and immersing manner4 "ill fear the

an6iet+, +et sr#i#e the sitation. 9?T harm to the in$i#i$al in feeling sch e6treme an6iet+

SHAPN'1 Reinforcing successive responses that closely resem6le or progress toardsthe $esire$ res'onse. 9+ 6rea*ing don a comple, target 6ehaviour an$ reinforcing eachste' as it is sccessfll+ mastere$

-!%.N .C!N!#.S1 Desira-le -eha#ior re)ar$s )ith a s+m-olic reinforcement %e.g. star&

)hich can later -e e6change$ for tangi-le reinforcements %e.g. foo$ or 'ri#ileges&. ;t is a tangi-lesecon$ar+ reinforcer )hich are learne$ an$ can -e e6change$ for 'rimar+ reinforcers. Positi#e the+ $o not lose their #ale as Fic(l+

Mental Health

Normalit+: Patterns of -eha#ior or 'ersonalit+ traits that are t+'ical, or that conform to some stan$ar$of 'ro'er an$ acce'ta-le )a+s of -eha#ing

Tale : CONCE2TS O+ NO5(A'IT;

Sociocultural

9eha#ior t+'ical of thecultural values and elie%sof a societ+ %norms&E6. !oo(ing at 'eo'lese+es

Functional

A-ilit+ to interact an$ involve onesel% in societ"E6. A#oi$ing relationshi's, na-le to maintain a o-

Historical

9eha#ior that isacce'ta-le in aarticular era

E6. 8en$er roles,clothes

Situational

9eha#ior that isacce'ta-le in a setting orgeneral circmstanceE6. "earing 's at school

#edical

Ph+sicall+ health+: The a-sence of illness )ith ann$er5l+ing 'h+sical caseE6. Color5-lin$ness, schiIo'hrenia %someone thatthin(s the+ are -eing )atche$ or seeing things&

Statistical

9eha#ior an$e6'eriences of thestatistical ma


13/20

1@

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTESMain t+'es of mental illness: Moo$ $isor$ers $e'ression, an6iet+, 's+chosis, 'aranoia, S?9STANCED;SORDERS, DEVE!OPMENT D;SORDERS ADHD, S!EEP D;SORDERS

Classification

Categorical Approaches1 8ro's 's+chological 'ro-lems into -roa$ categories or gro's that sharecommon s+m'toms

DS#8>8-" (Diagnostic and Statistic #anual o+ mental Disorders .dition >)1Categorises

mental $isor$ers into 1 maor categories an$ 'ro#i$es information on ho) it 'rogresses, age ofonset, $egree of im'airment, freFenc+, relationshi' )ith gen$er, age, cltre.

o A=S 1 C$NCA$ DS!"D."S

E6. De'ression, an6iet+, 'aranoia, alcohol a-se, schiIo'hreniao A=S G1 D.>.$!P#.N-A$ DS!"D."S & P."S!NA$-? DS!"D."S

E6. SchIi'hrenia, $e'en$ent, $o)n s+n$rome, OCD,o A=S 1#.DCA$ !" PH?SCA$ C!ND-!NS

Dia-etes, lng isses, h+'ertentsiono A=S


14/20

1G

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES9io's+chosocial rame)or(

;!$!'CA$1 'enetic

+actors

R;SZ: 8enetic 're$is'osition,chemical im-alance, $rin(ing,

$ri#ing, $rgs, lo) 'h+sicalacti#it+

PS?CH!$!'CA$1

Personality

R;SZ: Negati#e thin(ing, feelinga lac( of control,

catastro'hiIing, 'oor realit+testing

S!CA$1 Culture &

.nvironment

R;SZ: Poor famil+ $+namics,nacce'ting societ+, !o) SES,

lac( of access to recreationalacti#ites

StressA !"sioloical and s"c!oloical tension roduced " internal/catastro!i=in1 and eternal %orces

/loud noises1

.ustress1 Realises a$renalin to o'timise 'erformace, ma+ -e 'ercei#e$ as energising 8 Distress1 Emotional an$ 'h+sical 'ressres that ha#e a negati#e e4ect

Stress "eactions1 Ph+sical an$'s+chological reactions to 'ercei#e$ threatening sitations

Psychological (thin*ing2+eelings)1

o .motional1 rstration, $e'ression, irrita-ilit+, aggression, ho'elessness, angr+o Cognitive1Decrease attention 3 concentration, forgetfl, 'oor 'ro-lem sol#ing, $istorte$

'erce'tions of self, catastro'hiIingo ;ehavioural1 Poor slee'ing, change $iet, lac( of socialising, $rg a-se, no moti#ation to

)or(

Physiological1 Sympathetic Nervous system is activated

o Short -erm1 A$renalin realise$, Xight Xight res'onse Fight2Flight1The atonomic ner#os s+stem is acti#ate$ to hel' the -o$+ $eal )ith a

s$$en threat 2rovidin t!e od" #it! t!e ener" to resond to t!e stressor to #it!er %ace or run a#a"

%rom t!e stressor>

Adrenalin & noradrenaline1maintain alertness an$ hel' the -o$+


15/20

STRESSOR

PrimaryAppraisal

;rrele#ant,harmfl.,

challenging,-ene


S-".N'-HS ;ntegrates 'h+siological, cogniti#e 3

emotional elements %sho)s ho) thin(inga4ects the -o$+&

Hel's 'eo'le recognise their o)n roles in

inter'reting stressors Distingishes -et)een estress$istress Hman s-ects se$ in research REASSESS a stressor to -e more 'ositi#e

$#-A-!NS Seen as too sim'listic Does not allo) for the

ncontrolla-le 'h+sicalres'onses to stress

!ittle on cltral an$ social

factors

Pro6lem8+ocused Coping1 Aims to change the sorce of stress -+ em'lo+ing strategies sch as

gaining information. .motion8+ocused coping1 Aims to me$iate the s+stematic associate$ )ith 'erce'tion of stress.

Em'lo+ing strategies sch as rela6ation, esca'e a#oi$ance, acce'ting res'onsi-ilit+, 'ositi#erea''raisal, 'h+sical e6ercise

Stress & llness1Relationshi' the more intense an$ 'rolonge$ the stress the greater chance ofillness

Psychosomatic llness1 Ph+sical s+m'toms an$ illness as a reslt of 's+chological stress %'erson

legitimac+ ha#e a 'h+sical 'ro-lem&. Most common are gastrointestinal an$ res'irator+.

S!CA$ CU$-U"A$ & .N>"!N#.N-A$ D.-."#NAN-S !F S-".SS

Factors .,acer6ate () Alleviate (8)

Social Social rea$stmentmaor life e#ents

Social isolation

Social s''ort

Cultural Accltration %a$a'ting to ne)cltre&

Racism

Cltral 'artici'ation

Ethnic encla#es

.nvironmental Po#ert+

Cro)$ing

Catastro'he natraltechnological$isaster

Em'lo+ment access to -asicnecessities

A#oi$ance 'olic+ to minimisecro)$ing

Stress inoclation

.,acer6ate (orsen stress) Alleviate (relieve stress)

Social Social rea$stmentmaor life e#ents

Social isolation

Social rea$stmentmaor lifee#ents

Social s''ort

Cultural Accltration, e.g. a$o'ting a ne)cltre

Racism

Cltral 'artici'ation

Ethnic encla#es

.nvironmental

Po#ert+

Cro)$ing

Catastro'he: natraltechnological$isaster

Em'lo+ment: access to -asicnecessities

A#oi$ance: 'olic+ to minimisecro)$ing

Stress inoclation %treatment&


16/20

1

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTESA!!OSTAT;S %ne) a''roach to e6'laining stress %-io's+chosocial&&"hen mlti'le fnctions are in#ol#e$ in a $+namic -alance in res'onse to a stressor that )hen'ercei#e$ stressfl, the -rain trns on the allosatic res'onse %atonomic, en$ocrine an$ immne %-io&&an$ trns o4 once $ealt )ith

;nXence$ -+ 'rior e6'erience %PSYCH&, conte6t or circmstance %SOC;A!& an$ genetics %9;O&

Homeostasis1 A single res'onse reglating the -alance of the internal rh+thms of the -o$+ tomaintain sta-ilit+. %Heart rate, -reathing etc&

A$$!S-A-C $!AD1Amont of stress

;f after the stress has 'asse$ an$ the s+stems are not trne$ o4 or o#er5se$ or too man+ stressors, itma+ case a -il$5' of stress hormones %cortisol) )hich $ecreases the immne s+stem fnctioning%impact +unctioning the ANS (heart rate 6lood pressure immune systemneurotransmitters)

+ prolonged1 $ong term damce and a 6rea*don in physical andpr mental +unctioning can

occur such as C>D dia6etes mental disorders4

-?P.S

o ".P.A-.D H-S1 Re'eate$l+ e6'ose$ to mlti'le stressors in a short 'erio$ of timeo $AC% !F ADAP-!N1 Not ha-itating to re'eate$ stressors of the same t+'eo P"!$!N'.D ".SP!NS.19o$+ $oes not trn o4 allostatic res'onses after stress has

'asse$o NAD.UA-. ".SP!NS.1 One allostatic s+stem $oesnt res'on$ %)ea(& )hen it trns on

so other s+stems increase to com'ensate

COP;N8 ";TH STRESS

;!F..D;AC%1 Can learn to control -o$il+ 'rocesses %e.g. heart rate, mscle tension& throgh

recei#ing real time information a-ot atonomic fnctioning. Measres -rain)a#es, heart fnction,-reathing, mscle acti#it+ an$ s(in tem'eratre.

o PROCESS: 1& taght rela6ation techniFes *&attache$ to -iofee$-ac( machine @& in$ce

rela6ation techniFes #.D-A!N1 Mental e6ercises to focs attention, interr't t+'ical Xo) of thoghts to achie#e a

rela6e$ state. 8enerall+ reFires a Fiet en#ironment, re$ces mscle tension.o Progressive muscle rela,ation1Tighten then rela6 mscle in targete$ areas in the -o$+

PHS?CA$ .=."CS.1 refers to an acti#it+ that reFires e6ertion )ith the 'r'ose of im'ro#ing


17/20

1

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES Central Ner#os S+stem %-rain s'inal cor$& is inter$e'en$ent )ith Peripheral Nervous Sysytem (Somatic Ner#os

S+stem 3 Atonomic S+m'hathetic 3 Paras+m'hatethic& Central Nervous System

Role: To 'rocess information an$ acti#ate a''ro'riate action 9rain o#ersees )hat )e thin(, feel an$ $o S'inal cor$ lin(s -rain an$ other 'arts of the -o$+. Colmn of ner#e tisse )ith ascen$ing an$ $escen$ing tracts. S'inal reXe6: atomatic neral res'onse, in$e'en$ent of the -rain Peripheral Nervous System Role: To transmit information -et)een organs, glan$s, mscles an$ the CNS Somatic Ner#os S+stem %a(a s(eletal ner#os s+stem controls the mscles attache$ to -ones, controls #olntar+

mo#ement Sensor+ %a4erent& CNS Motor %e4erent& CNS

Atonomic atomatic. Controls -o$+s internal mscles, organs an$ glan$s. Self5reglator+, constantl+ fnctioning.

Mostl+ not in conscios control ecet #!en usin io%eedac9

Sympathetic

_ acti#it+ in mscles, organs an$ glan$s in times of acti#it+, stress, threat

Ma+ sen$ message to the a$renal glan$ to release a$renalin an$ nora$renalin to......

_ heart rate, -loo$ 'ressre, 9reathing. Release sgars an$ fats, `$igesti#e 'rocess

Parasympathetic

` acti#it+ in mscles, organs an$ glan$s

Conter-alances s+m'athetic ner#os s+stem acti#it+

Maintains homeostasis, `heart rate, -loo$ 'ressre, 9reathing. _ $igesti#e 'rocess

C.".;A$ C!"-.=

The oter co#ering of the t)o cere-ral hemis'heres.

;nformation 'rocessing, learning, memor+, 'ro-lem sol#ing, sensor+ an$ motor control.

Aron$ @mm thic( an$ contains aron$ JK of the CNS nerons.

A".AS1

Primar+ Sensor+

S'ecialise$ rece'tors $etect an$ res'on$ to sensor+ information

This incl$es: 7Visal corte6 %occi'ital lo-e&, 7A$itor+ Corte6 %tem'oral lo-e&, 7Somatasensor+ corte6 %'arietal lo-e&

Primar+ Motor

Recei#e an$ 'rocess information a-ot #olntar+ mo#ement

7Motor corte6 %frontal&

Association

;ntegrates information from sensor+, motor an$ other -rain areas an$ strctres, Ena-les thin(ing, learning an$remem-ering, >K of cere-ral corte6

$!;.S

Motor

Visal

A$itor

Somatosensor


18/20

1L


Frontal

Planning initiative sel+8aareness personality emotional control

Damage$: 'refrontal corte6 slo)e$ thoghts, Xat a4ect, 'ro-lems 'lanning Motor area 'aral+sis

-emporalAuditory some memory tas*s (+ace and o6Qect recognition procedural) emotional responses

Damage$: Deafness, a$itor+ hallcinations, 'oor facial recognition Right 'ro-lems locating son$s, rh+thm !eft 5 "ernic(es cant com'rehen$ s'eech

ParietalSensory / touch pressure temperature4 Association areas / lin* ith visual and auditory corte, to

locate o6Qects in space (right) and locate 6ody parts (le+t)

Damage$: Right 'oor a)areness of e6ternal o-ects %neglect s+n$rome&, !eft 5 Poor motor mo#ements

!ccipital >isual in+ormation

Damage$: Holes in #isal


19/20

1

Caroline Chisholm Catholic CollegeTEACHER: Ms. Driessen E.O.Y PREP NOTES Found1 'eo'le )ith $amage to 9rocas area col$ n$erstan$ )hat )as sai$ to them, -t col$ not sa+ all or some of

the )or$s.

@;roca7s Aphasia7 8 Short sentences %mostl+ nons an$ #er-s&, 'ro-lems articlating s'eech %non5Xent -ro(en

s'eech&

A*a

Aareness o+ pro6lem 99Speech production

."NC%.7S APHASA 8 Carl ernic*e (LMMs)

Found1 Peo'le )ith $amage to "ernic(es area ha$ 'ro-lems n$erstan$ing an$ 'ro$cing meaningfl s'eech.

@ernic*e7s Aphasia7 8 !ong sentences, Xent, +et ma(es no sense, 'artial or com'lete loss of a-ilit+ to recall names,

se of meaningless )or$s

$ittle aareness o+ pro6lem speech comprehension

A*a

Spatial Neglect

Damage to the left or right 'arietal lo-e from a stro(e or -rain inr+. ?sall+ right 'arietal lo-e is $amage$ in s'atial

neglect 'atients.

Neglect the o''osite si$e of +or )orl$ %-o$+ an$ #isal


20/20


eoy prep notes 2015

Documents