I HATE PSYCHHHH
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Typical behaviour | show 🗑
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| Atypical behaviour | show 🗑
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| Factors to determine typical and atypical behaviour | show 🗑
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| Cultural perspectives | show 🗑
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| show | Society’s unofficial rules and expectations regarding how individuals should act.
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| Statistical rarity | show 🗑
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| Personal distress | show 🗑
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| Maladaptive behaviour | show 🗑
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| Normality/normal | show 🗑
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| show | The state of deviating from the norm, usually in an undesirable way.
-not being able to function independently on a day-to-day basis, as expected for their age
-behaviour is personally distressing or self-defeating
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| Socio-cultural approach | show 🗑
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| show | People are considered normal if their thoughts, feelings, and behaviours allow them to cope with the demands of everyday life.
eg. a person being able to feed and clothe themselves so they could work would be considered normal
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| The historical approach | show 🗑
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| show | Normality is based on what is acceptable in different contexts.
eg. tackling someone at a workplace compared to a contact sports game may be considered abnormal
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| The statistical approach | show 🗑
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| The medical approach | show 🗑
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| show | A term used to describe individuals who display expected neurological and cognitive functioning .
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| Neurodiversity/neurodiverse | show 🗑
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| Neurotypical | show 🗑
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| show | Being able to adjust to the environment appropriately and function effectively while meeting the changing demands of everyday life.
eg. being quiet in a library but cheering at a sports game
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| show | Being unable to adjust to the environment appropriately and function effectively while meeting the changing demands of everyday life.
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| Adaptive development | show 🗑
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| show | individuals who have a variation in neurological development and functioning
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| Autism | show 🗑
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| Attention deficit/hyperactivity disorder (ADHD) | show 🗑
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| show | A neurologically based learning difficulty manifested as severe challenges in reading, spelling and sometimes in arithmetic.
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| show | a doctor who specialises in the diagnosis and treatment of mental, behavioural and personality disorders.
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| psychologist | show 🗑
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| show | members of a mental health treatment team who assist in providing a wide range of services and care for patients with psychological or social problems.
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| mental health organisation | show 🗑
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| culturally responsive practices | show 🗑
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| show | -enables different cultural contexts to be taken into account
-acts as a baseline for what is typical in a given social context
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| limitations of using cultural perspectives and social norms to categorise typical and atypical behaviour | show 🗑
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| advantages of using statistical rarity to categorise typical and atypical behaviour | show 🗑
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| limitations of using statistical rarity to categorise typical and atypical behaviour | show 🗑
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| advantages of using personal distress and maladaptive behaviour to categorise atypical and typical behaviour | show 🗑
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| limitations of using personal distress and maladaptive behaviour to categorise atypical and typical behaviour | show 🗑
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| show | -good communication skills
-can focus for prolonged periods
-able to function independently on distracting environments without sensory overload
-able to adapt to changes in routine
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| show | -easier to express themselves through creativity
-cant really focus for extended periods, but is very detail focused
-tends to observe what happens around them and, as a result, may get distracted
-difficulty in adapting to change especially if sudden
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| autism spectrum disorder (ASD) brain structure/function | show 🗑
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| show | -great attention to detail
-great retention of facts
-high motivation & enthusiasm in activities of interest
-high accuracy in various tasks
-innovative approaches to problem-solving
-accurately follow instructions
-can offer unique insights
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| autism spectrum disorder (ASD) challenges | show 🗑
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| autism spectrum disorder (ASD) management | show 🗑
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| show | -hyperactivity&hypoactivity in brain parts: mess brains ability to meet cognitive needs of a task.
-small amygdala&hippocampus- emotional&motivation
-slow maturation-cerebral cortex- cognitive&attention
-fast maturation-motor cortex- restless,fidgeting
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| show | -hyper-focusing on a particular task
of interest
-creative approaches to various tasks
-enthusiasm in what they do
-finding innovative ways to complete a task
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| show | -time management
-Staying concentrated
-Staying on topic
-acting with rationality
-articulating feelings
-impulsivity
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| show | - medication for focus
- therapy for daily challenges, time management, and planning
- behavioural strategies: declutter, set zones, use a planner, and work in small steps to stay organised and avoid overwhelmed
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| dyslexia brain structure/function | show 🗑
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| show | -strong memory
-puzzle-solving skills
-spatial awareness
-initiating conversation
-problem-solving
-big-picture thinking
-narrative reasoning (visualizing key ideas)
-3D thinking
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| show | -difficulty with reading and writing
-slower learning
-trouble forming words (reversing sounds, confusing similar words)
-struggles with jokes and expressions
-low confidence in reading/writing tasks
-fear of falling behind
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| dyslexia management | show 🗑
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| show | -mental disorders and distress vary across cultures
-help-seeking is influenced by social and cultural contexts
-culturally responsive practices:
—listening to communities
—acknowledging differences
—finding priorities
—targeting universal goals
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| cultural humility | show 🗑
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| show | it recognises power imbalances in mental health services, esp for diverse groups
practices include:
-avoiding cultural imposition
-encouraging communication and respect
-involving trusted family/friends
-acknowledging powerlessness and harm
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| differences and similarities between psychologist and psychiatrist | show 🗑
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Created by:
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