Published on March 4, 2008
Author: Oxfordlibrary
Source: slideshare.net
Review Group Communication & Discuss Abnormal Psychology
Review What is the focus of a process group? What is the focus of a content group? With respect to the roles of members, please provide examples of a) group task roles; b) group building roles; c) individual roles. In your opinion, which type of roles are needed in order to facilitate communication in a content-focused group? Why? Describe two therapeutic factors of group discussion. Describe the symptoms of Groupthink. See handouts “Groupthink”
What is the focus of a process group? What is the focus of a content group?
With respect to the roles of members, please provide examples of a) group task roles; b) group building roles; c) individual roles.
In your opinion, which type of roles are needed in order to facilitate communication in a content-focused group? Why?
Describe two therapeutic factors of group discussion.
Describe the symptoms of Groupthink. See handouts “Groupthink”
Childhood Disorders
Dimensional Models of Childhood Disorders Degree of Control Undercontrolled Overcontrolled Undercontrolled Behavior ________________________________ Overcontrolled Behavior ________________________________
Degree of Control
Undercontrolled Overcontrolled
Undercontrolled Behavior
________________________________
Overcontrolled Behavior
________________________________
Undercontrolled Behavior Attention-deficit / Hyperactivity Disorder Conduct Disorder
Attention-deficit / Hyperactivity Disorder
Conduct Disorder
Attention-deficit / Hyperactivity Disorder or ADHD 3 subcategories of symptoms Poor attention Hyperactive-impulsive behavior Have both problems
or ADHD
3 subcategories of symptoms
Poor attention
Hyperactive-impulsive behavior
Have both problems
Studies on ADHD Symptoms Whalen & Henker (1985) Hyperactive children tend to miss subtle social cues _________________________ Misattribution and misinterpretation _____________________________ Therefore, hyperactive children have trouble getting along with others
Whalen & Henker (1985)
Hyperactive children tend to miss subtle social cues _________________________
Misattribution and misinterpretation _____________________________
Therefore, hyperactive children have trouble getting along with others
Studies on ADHD Symptoms Hoza et al, 2000 Procedures: boys with ADHD and boys with no diagnosis engaged in a get-acquainted task. Results: Objective raters evaluated that boys with ADHD performed poorer than control participants; boys with ADHD evaluated themselves in more positive terms Conclusion: Boys with ADHD tend to have illusory bias concerning their social behaviors.
Hoza et al, 2000
Procedures: boys with ADHD and boys with no diagnosis engaged in a get-acquainted task. Results:
Objective raters evaluated that boys with ADHD performed poorer than control participants;
boys with ADHD evaluated themselves in more positive terms
Conclusion: Boys with ADHD tend to have illusory bias concerning their social behaviors.
Studies on ADHD Symptoms Casey et al, 1996 15% to 30% of children with ADHD have a learning disability in math, reading, or spelling Barkle et al, 1990 About 50% of children with ADHD are placed in special education programs.
Casey et al, 1996
15% to 30% of children with ADHD have a learning disability in math, reading, or spelling
Barkle et al, 1990
About 50% of children with ADHD are placed in special education programs.
Problems associated with ADHD International Consensus Statement on ADHD (2002): fewer than half of those with ADHD receive treatment, while ADHD is associated with: High drop out rates No or few friends Antisocial behavior Substance abuse Contract STDs Drive at excessive speeds Have multiple car accidents
International Consensus Statement on ADHD (2002): fewer than half of those with ADHD receive treatment, while ADHD is associated with:
High drop out rates
No or few friends
Antisocial behavior
Substance abuse
Contract STDs
Drive at excessive speeds
Have multiple car accidents
Biological Theories of ADHD Genetic factors Children of parents who have ADHD are more likely to have the disorder. Adoption and twin studies suggested that genetic influence is stronger than environmental influences. Brain studies Structural: smaller frontal lobes Functional: frontal lobes under-responsive to stimulation
Genetic factors
Children of parents who have ADHD are more likely to have the disorder.
Adoption and twin studies suggested that genetic influence is stronger than environmental influences.
Brain studies
Structural: smaller frontal lobes
Functional: frontal lobes under-responsive to stimulation
Psychological Theories of ADHD Bruno Bettelheim (1973) Diathesis-stress A Child’s Predisposition: Overactivity & Moodiness Environmental Stressor: Parents who are impatient ADHD Symptoms
Bruno Bettelheim (1973)
Diathesis-stress
Conduct Disorder Symptoms violate basic rights of others and major societal norms; lack of remorse Comorbidity ADHD (30-90%) Substance abuse Anxiety and depression (15-30%)
Symptoms
violate basic rights of others and major societal norms; lack of remorse
Comorbidity
ADHD (30-90%)
Substance abuse
Anxiety and depression (15-30%)
Biological Theories of CD Genetic influence Twin studies showed mixed results: A study of 3000 Vietnam war veterans suggested that family influence is stronger than genetic. A study of 2600 twin pairs in Australia found a substantial genetic influence. Further twin studies suggest that some aggressive behaviors are heritable (I.e., cruelty towards animals); others (stealing, truancy) may not be. Neuropsychological deficits poor verbal skills, planning abilities, problem-solving skills
Genetic influence
Twin studies showed mixed results:
A study of 3000 Vietnam war veterans suggested that family influence is stronger than genetic.
A study of 2600 twin pairs in Australia found a substantial genetic influence.
Further twin studies suggest that some aggressive behaviors are heritable (I.e., cruelty towards animals); others (stealing, truancy) may not be.
Neuropsychological deficits
poor verbal skills, planning abilities, problem-solving skills
Psychological theories of CD Lack of moral awareness Verlaan et al 2002 Parental style: Lax parental discipline and parental adjustment difficulties contribute to conduct disordered behavior
Lack of moral awareness
Verlaan et al 2002
Parental style: Lax parental discipline and parental adjustment difficulties contribute to conduct disordered behavior
Psychological theories of CD Learning theories Bandura’s social learning theory People learn through the process of imitation Bobo doll study (Bandura et al, 1961): Children who witnessed an adult being aggressive with a plastic Bobo doll were observed imitating this aggression while playing with other children. Children can learn aggressiveness from parents who behave aggressively. (Bandura & Walters, 1963) Operant Conditioning - reward and punishment Aggression is an effective means to achieve a goal.
Learning theories
Bandura’s social learning theory
People learn through the process of imitation
Bobo doll study (Bandura et al, 1961): Children who witnessed an adult being aggressive with a plastic Bobo doll were observed imitating this aggression while playing with other children.
Children can learn aggressiveness from parents who behave aggressively. (Bandura & Walters, 1963)
Operant Conditioning - reward and punishment
Aggression is an effective means to achieve a goal.
Psychological theories of CD Cognitive explanation of aggressive behavior Dodge et al (1982) Perceptual Bias & Cycle of Aggression: __________________________________ __________________________________ __________________________________
Cognitive explanation of aggressive behavior
Dodge et al (1982)
Perceptual Bias & Cycle of Aggression:
__________________________________
__________________________________
__________________________________
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