Thinking About Psychology

Thinking About Psychology

The Science of Mind and Behavior 3e

Charles T. Blair-Broeker & Randal M. Ernst

PowerPoint Presentation Slides by Kent Korek

Germantown High School Worth Publishers, © 2012

Anxiety and Mood Disorders

Bell Work

• How would you Identify an anxiety disorder?

• When would we decide that being our

anxiety is severe enough to be classified as a psychological disorder?

Today

Anxiety Disorders

Anxiety and Anxiety Disorders

• Anxiety: a vague feeling of apprehension

or nervousness.

• Anxiety disorder: where anxiety begins to take control and dominate a person’s life

Types of Anxiety Disorders

• Anxiety disorders are divided into: – Generalized Anxiety Disorder

– Panic Disorder – Phobia

– Obsessive-Compulsive Disorder (OCD)

Anxiety Disorder:

Generalized Anxiety

Disorder and Panic

Disorder

Generalized Anxiety Disorder

• An anxiety disorder characterized by

disruptive levels of persistent,

unexplained feelings of apprehension and tenseness.

Symptoms of Generalized Anxiety

• Must have at least three of the following: – Restlessness

– Feeling on edge

– Difficulty concentrating/mind going blank

– Irritability

– Muscle Tension – Sleep Disturbance

Panic Disorder

• An anxiety disorder characterized by

sudden bouts of intense, unexplained anxiety,

• often associated with physical

symptoms like choking sensations or shortness of breath.

• Panic attacks may happen several times a day

Anxiety Disorders:

Phobia

Phobia

• The fear must be both irrational and disruptive.

Social Phobia

• Phobias which produce fear in social situations

Agoraphobia

• Fear of situations the person views as difficult to escape from

• Fear of leaving one’s home or room in the house

Anxiety Disorders:

Obsessive-Compulsive

Disorder

Obsessive-Compulsive Disorder

(OCD)

• An anxiety disorder characterized by

unwanted, repetitive thoughts and actions.

Obsessive-Compulsive Disorder

(OCD)

• Obsessions – repetitive thoughts • Compulsions – repetitive actions

• The obsessions/compulsions begin to take control of the

Anxiety Disorders:

Post-Traumatic Stress

Disorder

Posttraumatic Stress Disorder

(PTSD)

Anxiety Disorders:

Causes of Anxiety

Disorders

Biological Factors

• Hereditary factors may result in a predisposition for developing anxiety disorders

• Brain functions appear to be different in an anxiety disorder patient

• Evolutionary factors may lead to anxiety disorders.

Learning Factors

• Through classical conditioning people may associate fear with an object.

• Observational learning--watching

another experiencing fearfulness--may result in developing fear.

• Fear of an object may be reinforced when by avoiding the feared objects.

Mood Disorders

Mood Disorders

• Classification of disorders where there is a disturbance in the person’s emotions • Major types of mood disorders include:

– Major Depressive Disorder – Bipolar Disorder

Mania

• Period of abnormally high emotion and activity

Depression

• Extended period of feeling sad, listless, and drained of energy

Mood Disorders:

Major Depressive

Disorder

Major Depressive Disorder

• A mood disorder in which a person,

for no apparent reason, experiences at least two weeks of

– depressed moods,

– diminished interest in activities, and – other symptoms, such as feelings of

Major Depressive Disorder

• Depressed mood most of the day, nearly every day • Little interest or pleasure in almost all activities

• Significant changes in weight or appetite • Sleeping more or less than usually

• Agitated or decreased level of activity

• Feelings of worthlessness or inappropriate guilt • Diminished ability to think or concentrate

Mood Disorder:

Bipolar Disorder

Bipolar Disorder

• A mood disorder,

• (formerly called manic-depressive

disorder)

• in which the person alternates between

the hopelessness of depression and the

overexcited and unreasonably optimistic state of mania.

Mood Disorder:

Causes of Mood Disorders

Biological Factors

• Mood disorders have a hereditary nature to them.

• Depressed individuals tend to have depressed brains.

– PET scans indicate less activity during periods of depression.

Social-Cognitive Factors

• Depression may be a variation of learned helplessness.

• Depressed individuals attribute events using the following characteristics:

– Stable: the bad situation will last for a long time

– Internal: they are at fault – Global: all of life is bad

Make a diagnosis

• Carl is a 36 year-old electrician. For about the past year, he has been complaining to his wife about feeling “tense” and “on edge.” He’s been finding it difficult to concentrate while on the job, and his wife reports that he has been very

irritable. When she asks him what is worrying him so much, he just answers, “Nothing in

particular, really. I can’t put my finger on it, I’m just feeling nervous and I’m not sure why.”

Make a diagnosis

• Jan sleeps a lot, has great difficulty getting out of bed in the morning, and generally does not want to do anything. She\has stopped seeing friends whom he used to see often, and declines all

invitations to do things socially. Her most

common response is “I just don’t feel like it.” She looks sad most of the time and does not seem to take pleasure in her favorite activities. This has been going on for the past two months.

Make a diagnosis

• Ever since she was a small girl, 40-year-old Betsy says she has been really nervous about driving on highways. Side streets and small roads are OK, but she reports feeling extremely anxious on major highways, and will not drive on them. Her husband is very angry that his

wife cannot drive on highways, as all of their trips take so long. In fact, sometimes they don’t even go. Recently,

they visited her family in Vermont. Betsy knew that the quickest way to get there was to take the highway. It would have taken around 3 hours. Instead, she insisted on taking smaller “back roads” that made the trip take 6½ hours. She hates wasting time like this, but can’t bring herself to drive on highways.

Make a diagnosis

• While working at her job at the mall, Hilda suddenly begins having trouble breathing. Her heart starts

pounding wildly, and she feels weak and dizzy. She feels as if she is having a heart attack and is honestly afraid that she is going to die in the next minute or two. (Note: She is NOT really having a heart attack.)

Make a diagnosis

• Clarence sometimes seems very “wound up.” At those times he seems full of energy, talks very rapidly, and

makes grandiose plans. (One time, she gave away all of his belongings and was planning to move to Washington, D.C. so he could advise the President.) At these times he also seems to need almost no sleep. During other periods of time, Clarence seems very “down.” During

these times he doesn’t take care of himself. He seems to want to sleep all the time, and he often makes thinly

Teacher Information

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• Animation

– Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation

– Teachers are encouraged to adapt this presentation to their personal teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.

Teacher Information

• Domain Coding

– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA

National Standards.

• Scientific Inquiry Domain • Biopsychology Domain

• Development and Learning Domain • Social Context Domain

• Cognition Domain

• Individual Variation Domain

• Applications of Psychological Science Domain

• Key Terms and Definitions in Red

– To emphasize their importance, all key terms from the text and their

definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

Teacher Information

• Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user

directly to the beginning of that subsection. This allows teachers quick access to each subsection.

• Continuity slides - Throughout this presentations there are slides,

usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.

• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.

• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations.

Kent Korek

Germantown High School Germantown, WI 53022

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