Understanding Psychological Disorders: The Neuropsychosocial Approach 69
Summary of Feedback
Loops in Action
Research has demonstrated that rats that
receive uncontrollable shocks undergo differ-
ent brain changes (neurological factor) than
do rats that receive controllable shocks. When
a second rat is present during the shocks
(social factor), subsequent behavior indicates
that learned helplessness is less severe than
occurs when rats are shocked alone. Similar
mechanisms may contribute to depression
in humans, which is associated with behav-
ior that resembles learned helplessness. In
humans, social factors such as abuse, dis-
crimination, and poverty can lead to changes
in beliefs (psychological factor), as well as
changes in the brain (neurological factor) that
are associated with depression.Thinking like a clinician
Always a shy child, Lara vividly remembered
the time in high school when it had been her
turn to read aloud from a short story she’d
written: She began blushing as soon as she
got up in front of the class, she stumbled over
her words, and the class roared with laughter
at a part that wasn’t meant to be funny. She
felt humiliated and had nightmares about it
for weeks. In college she tried to avoid classes
that required class presentations.
Using the neuropsychosocial approach,
point out the various factors likely to have
contributed to Lara’s fear of public speaking,
and how those factors may have interacted
with one another. In order to answer this
question fully, what other information might
you want to know about Lara’s life, and why?Key Terms
Etiology (p. 33)
Cerebral cortex (p. 36)
Neurons (p. 36)
Brain circuits (p. 38)
Brain systems (p. 38)
Action potential (p. 39)
Synapse (p. 40)
Neurotransmitters (p. 40)
Neuromodulators (p. 40)
Receptors (p. 41)
Reuptake (p. 42)
Hormones (p. 42)
Mendelian inheritance (p. 43)
Genes (p. 43)
Genotype (p. 43)
Phenotype (p. 43)
Complex inheritance (p. 43)
Behavioral genetics (p. 43)
Heritability (p. 44)
Monozygotic twins (p. 45)
Dizygotic twins (p. 45)
Classical conditioning (p. 48)
Unconditioned stimulus (UCS) (p. 49)
Unconditioned response (UCR) (p. 49)
Conditioned stimulus (CS) (p. 49)
Conditioned response (CR) (p. 49)
Conditioned emotional responses (p. 49)Stimulus generalization (p. 49)
Operant conditioning (p. 50)
Reinforcement (p. 50)
Positive reinforcement (p. 50)
Negative reinforcement (p. 50)
Punishment (p. 50)
Positive punishment (p. 51)
Negative punishment (p. 51)
Learned helplessness (p. 52)
Observational learning (p. 52)
Cognitive distortions (p. 54)
Emotion (p. 55)
Affect (p. 55)
Inappropriate affect (p. 55)
Flat affect (p. 55)
Mood (p. 56)
Temperament (p. 58)
High expressed emotion (p. 61)
Social support (p. 62)
Social causation (p. 63)
Social selection (p. 63)More Study Aids
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chapter, go to:
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