Paradigms
for Abnormal Behavior
Biological
(Medical Model)
Psychoanalytic
Humanistic/Existential
Behavioral;
Cognitive; Cognitive-behavioral
Diathesis-stress
The Biological
Paradigm/Medical Model
á Core assumption: alterations of biological processes
result in abnormal behavior
Biological
processes may include:
o
Heredity
o
Imbalances
of brain chemistry
o
Disordered
development of brain structures
The Biological
Paradigm conŐd
Behavior
Genetics
=
study of how inherited genes contribute to abnormal behavior
á
Genotype
is the total genetic makeup, composed of genes
á
Phenotype
is the observable behavioral profile
o
The
phenotype can change over time as a function of the interaction of genes and
environment
4
Methods of Behavioral Genetics
1.
Family method (index cases/probands)
á
Parent/child
& brothers/sisters & nonidentical dizygotic twins share 50% of genes,
á
Grandparent/grandchild
& uncle/aunt-nephew/niece & half siblings share 25% of genes
á
First
cousins & great grandparent-great grandchild & great uncle/aunt share
12.5% of genes,
á
general
population shares few genes
4 Methods of Behavioral Genetics
contŐd
2.
Twin method (concordance)
á
Monozygotic
(MZ) twins share 100% of genes
á
Dizygotic
(DZ) twins share on average 50% of genes
4 Methods of Behavioral Genetics
contŐd
3.
Adoptees method (controls environment)
4.
Linkage analysis (future directions)
The Biological
Paradigm conŐd
Imbalances of brain chemistry in nerve
signaling
á
Neurons
signal information by releasing chemical transmitters from the axon terminal
á
Chemical
molecules bind to receptors on the membrane of adjacent nerve cells
á
Binding
changes the electrical activity of the adjacent cell and can trigger an action
potential
á
A
reuptake process in the axon membrane takes up excess chemical for reuse
The Biological
Paradigm conŐd
Imbalances of brain chemistry conŐd
á
Abnormal
behavior could result from:
o
Too
much or too little of a specific neurotransmitter owing to changes in synthesis
of the transmitter
o
Too
much of a specific neurotransmitter owing to changes in reuptake of the
transmitter
o
Too
many or too few receptors on the postsynaptic neuron membrane
Disordered
development of brain structures
The Biological
Paradigm conŐd
Biological
Approaches to Treatment
á
Argues
that abnormal behavior reflects disorders biological mechanisms (usually in the
brain)
á
The
approach to treatment is usually to alter the physiology of the brain
á
Drugs
alter synaptic levels of neurotransmitters
á
Surgery
to remove brain tissue (rare)
á
Induction
of seizures to alter brain function (electroconvulsive shock therapy; ECT)
Common
Psychoactive Drug Treatments
1. Anti-anxiety
2. Stimulants
3. Anti-depressants
4. Anti-Manic
5. Anti-psychotic
The Psychoanalytic
Paradigm
á
Core
assumption =
abnormal
behavior reflects unconscious conflicts within the person
á
derived
from the theories of personality developed by Sigmund Freud (1856-1939)
The Psychoanalytic
Paradigm
FreudŐs
3-Part Model of the Mind
á
Id: raw energy that
powers the mind
o
seeks
gratification of basic urges for food, water, warmth, affection, sex &
aggression; Pleasure principle
o
unconscious
o
Biological
energy ð psychic energy = libido
o
Primary
process if gratification is fantasy
á
Ego is conscious part of
mind that deals w/ reality; Reality principle; Secondary process
á Superego is final part of the
mind to emerge & is similar to the conscience (morals)
The Psychoanalytic
Paradigm conŐd
Psychodynamics
= interactions of id, ego, & superego in effort to gratify needs
5
Stages of Psychosexual Development
Personality
develops in stages: in each the id derives pleasure from a distinct part of
body (erogenous zones)
Oral
(Birth
to 18 months): infant derives pleasure from eating and biting; bisexual
Anal (18 months to 3
years): the focus of pleasure is the anus; bisexual
Phallic (3 to 6 years): the
genitals are the focus of pleasure; (Oedipus and Electra complexes); heterosexual
The Psychoanalytic
Paradigm conŐd
5
Stages of Psychosexual Development conŐd
Latent (6 to 12 years): id
impulses are dormant
Genital: heterosexual
interests are dominant
*
Fixation of libido: Conflicts
between id desires and environment insofar as id is either under-gratified or
over-gratified
*
Fixation results in permanent personality characteristics and NEUROTIC ANXIETY
(vs. objective or realistic anxiety)
The Psychoanalytic
Paradigm conŐd
Ego
Defense Mechanisms
Anxiety
results from blockade of id impulses or from fear of expression of an impulse
Defense
mechanisms reduce anxiety
á Repression
á Denial
Ego Defense Mechanisms contŐd
á Projection
á Displacement
á Reaction formation
á Regression
á Rationalization
á
Sublimation
The Psychoanalytic
Paradigm conŐd
Essentials
of Classic Psychoanalytic Therapy
á
The
goal of psychoanalysis is insight (understanding) of the basis for anxiety
á
Techniques
of psychoanalytic therapy:
o Free association
o Dream analysis
o Transference
o Interpretation of
defense mechanisms
Paradigms conŐd
The
Humanistic/Existential Paradigm
á
Core
assumption: Unlike Freud, people are born naturally socialized
á
Like
Freud, focus on insight about needs
á
Unlike
Freud, places greater emphasis on the persons freedom of choice (free will)
rather than on restraining human nature (id)
á
Like
Freud, needs must be self-actualized or feel pain and suffering
á Unlike Freud, does
not focus on how problems develop but on treatment
The
Humanistic/Existential Paradigm conŐd
Carl
RogerŐs (1902 – 1987) Client-Centered Therapy
á People can only be
understood from the vantage point of their own feelings (phenomenology)
á Empathy
á Understanding
á Acceptance
á Unconditional
positive regard from self and others
self-actualization
Paradigms conŐd
Behavioral,
Cognitive, Cognitive-Behavioral Paradigm
á Core
assumption: Abnormal behaviors
are learned just as normal behaviors are learned either consciously or
unconsciously VIA
á Classical
conditioning
á Operant conditioning
á Modeling
á Generalization and
Extinction
Behavioral Aspects
of C-B Paradigm
á Behaviorism focuses
on the study of observable behavior so that, unlike psychoanalytic and
humanistic/existential approaches, the paradigm is testable
Classical
Conditioning (Pavlovian conditioning)
US
------> UR (unconditioned response)
Behavioral Aspect
of C-B Paradigm conŐd
Classical
Conditioning conŐd
Visual (steep cliff --- freeze or fight)
Tactile (pain from fire --- flee)
Olfactory
(rotting animal --- flee)
Gustatory (spoiled food --- fight/eject)
Classical
Conditioning conŐd
Auditory (unexpected noise)
---
freeze)
Interoceptive (pain --- cringe, cry)
Cognitive (image of a US --- various)
Classical
Conditioning conŐd
temporal
association/contiguity with unconditioned stimuli (US) results in learning
new behaviors—esp. emotional and involuntary
á pair US with neutral
stimulus and it becomes a conditioned stimulus (CS)
á CS will elicit a CR
(conditoned response) which is similar to the UR
Operant
Conditioning
á
Voluntary
behaviors have consequences (law of effect or principle of reinforcement)
á
Positive
reinforcement—increase pleasure
á
Negative
reinforcement—decrease pain
á
Discriminative
stimuli about the contingency of reinforcement
á
Behavior
can be shaped using method of successive approximations
Operant
Conditioning conŐd
Reinforcers
can be:
-primary
(unlearned)
-secondary
(learned)
-immediate
-delayed
-environmentally-controlled
-self-controlled
Reinforcer Examples
Primary:
á
Air
á
Food
á
Water
á
Shelter/comfort
for heat & cold
á
Sex
á
Pain/fear/anger
reduction
á
Novelty
á Safety from
danger/obstructions
Secondary:
á Money
á Social acceptance
á Power, status
Modeling
á Learning can occur in
the absence of reinforcers
á Modeling involves
learning by watching and imitating the behaviors of others & objects (e.g.
books, movies) = vicarious conditioning of both involuntary and voluntary
behavior
á Models impart
information to the observer
Modeling conŐd
á More likely to
imitate a model if the observer:
o Is similar to the
model
o Observes the model
being reinforced
o Perceives the model
as coping
Behavior
Therapy =
classical
and operant conditioning techniques as well as modeling are used to change abnormal
behavior, thoughts and feelings
CLASSICAL
CONDITIONING BASED TREATMENTS
á
Exposure
(extinction)
á
Systematic
desensitization
á
Aversive
conditioning
Behavior
Therapy conŐd
OPERANT
CONDITIONING BASED TREATMENTS
á Time-out (remove
reinforcement for undesirable behavior)
á Token economy
(reinforce desirable behavior)
á Behavior rehearsal
(shaping and successive approximation)
á Self-control (self-administer
reinforcement)
á Skills training
(social, problem-solving, etc.)
Behavior
Therapy conŐd
MODELING BASED
TREATMENTS
á View models
demonstrating desirable behavior
á Bibliotherapy
á Role playing with
behavioral rehearsal
Cognitive Aspect
of C-B Paradigm
á
Cognition
involves the mental processes of perceiving, recognizing, judging and reasoning
á
Focuses
on how people structure & understand experiences & how these
experiences are related to past experiences stored in memory
á
Accumulated
knowledge provides an organization for adoption of new information
=
schema or cognitive set acquired by classical, operant, or modeling processes
Cognitive Aspect
of C-B Paradigm conŐd
Cognitive
Therapy
á assumes that
conscious or unconscious thought patterns can cause a disturbance of emotion or
behavior
á Cognitive
restructuring involves changing distorted unrealistic thought patterns that
lead to abnormality via the ŇSocratic methodÓ, hypothesis testing, and
information sharing
Cognitive Aspect
of C-B Paradigm conŐd
Cognitive
Therapy conŐd
Distorted
cognitions include:
1. Misattributions of why something
happened
2. Lack of control beliefs (e.g.,
helplessness, poor self-efficacy)
3. Irrational assumptions & beliefs
(e.g., catastrophizing):
ŇI
should be loved by everyone for everything I doÓ
ŇOnce
something affects my life, it will affect it foreverÓ ŇMost situations are
dangerousÓ
Paradigms conŐd
Diathesis-stress
=
vulnerability to developing abnormal behavior in response to a stressor may be:
1
- inherited or acquired
2
– biological or psychological or environmental
3
– conscious or unconscious
Paradigms conŐd
Diathesis-stress
conŐd
EXAMPLE
Staats
(1996) Psychological Behaviorism Theory
Behavior
= adaptive or maladaptive response
BBRs
= basic behavioral repertoires for survival
(language-cognitive,
verbal-emotional,
emotional-motivational,
sensory-motor)
S1
= early learning environmental situations via classical and operant
conditioning and modeling
S2
= current learning environmental situations
O1
= early organic determinants of
BBRs
O2
= organic determinants of acquired BBRs
O3
= organic determinants of current behavior
Validated Psychotherapies x Paradigm
Chambless
et al. (1998); N = 300+
á
Biological 0 (only medical
treatments)
á
Psychoanalytic 0
á
Neo-Freudian 1 (interpersonal;
social skills)
á
Humanistic 0 (except elements)
á
Behavioral 8
á
Cognitive-behavioral 7
á
Behavioral
á
Diathesis-stress 0