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Morality and Mental Health Problems - Coggle Diagram
Morality and Mental Health Problems
Developmental theories for morality
Morality = involve
social conventions
, arbitrary rules ie driving on right), and
moral laws
- supercede social/cultural differences
Piaget's stages
0. Premoral/amoral development
to 4 yrs, no awareness of rules, no use of moral principles
1. Heteronomous stage
4-10 yrs
see rules as rigid/unchanging,
moral realism
developed, respect for rules coming from authority/parents
judgements on blame based on the consequences of action > actor's intentions
2. Autonomous stage
10-11 yrs and older
rules as human agreements,
reciprocity
judgements on blame based on intentions of actor too, punishment appropriate to severity of action
Test: scenario A - either child accidently breaking multiple glasses by opening door vs B - child intentionally climbing to get something and breaking a glass
"which is bigger moral transgression" - older children say B while younger say A, reflects whether major consequences vs intentions - disobedience - seen as more important
Limitations
cognitive focus
doesn't account for emotional/social component, morality is not just a though process
staged theory
- evidence some children show autonomous thinking much earlier
culturally biased
- white/middle class children based off, would it differ with different cultures carrying various rules/norms/conventions
Kohlberg
Level 2: Conventional Morality
- 9 yrs and older
stage 3. good boy/girl orientation - need to be accepted as good person, following socially accepted rules
stage 4. law and order orientation - desire to adhere to law of authorities
Level 3: Post conventional Morality
- 12 yrs and older
stage 5. social contract orientation - adherence to law from social contracts of common good
stage 6. principled conscience-driven, adherence to personal principles ie golden rule
internalised ethical code, independant of others' approval
Level 1: Preconventional Morality
- 2-10 yrs
stage 1. Obedience and punishment orientation - need to avoid punishment
stage 2. instrumental-relativist - desire to meet personal needs (selfish)
highlighted variation btwn in ppl in how long spent in each stage and some may never attain final stage
Limitations
cognitive focus
- social and emotional factors not accounted
gender biases
- less clear how applies to girls
rsch by Gilligan on moral reasoning specific to girls, ev. girls use different resources ie social
Psychopathy
don't meet stereotypes, "severe emotional dettachment"
atypical form of prosoc. development
measure = Psychopathy checklist - includes lack of remorse, shallow affect and callousness
Primary - stereotypical, genetically influenced, not anxious, calculating etc
Secondary
high anxiety, capacity for guilt, amenable to treatment
Common Psychological disorders
"Common" - separating typical vs atypical
atypical = deviation from average, (statistical model), deviation from ideal (diff cultures of different expectations of what ideal/normal is
prevalence rates + distinct features from "typical"
multifinality vs equifinality
multiple end points due to diff. experiences vs same end point/outcome
importance of timing, some bhvrs more common in children vs adults
Psychopathology, 3 P's
Pathological (above and beyond norm), pervasive (shown in multiple environmental contexts), persistent (ongoing, not one off)
threat to self/others
Classification approaches
Diagnostic
ie DSM, rooted in medical tradition
diagnosis for aetiology/cause of disorder, to best
treat
relaibility, set of agreed criteria
Empirical
rating scales ie questionaire, self reports
statistical techniques
useful for identiifying
risk factors
Anxiety disorders
an
internalising disorder
- more harmful to self than those around
separation anxiety, specific phobias, generalised anziety (heightened sense across multiple things), social anxiety
50% rule
= child who has 1 anxiety disorder, 50% likely to have another type of anxiety disorder
different presentation depending on developmental stage ie in younger - abt toy/cry vs older - rumination/test resutls
causes
Environment
securely attached infants
less likely
to develop later on
caregiver being anxious/depressed and their mental state improving
Genes
not deterministic, not 1 gene
cognitive
situation >> attention bias >> encoding >> interpretation + memory bias >>interpretation >> anxiety
catastrophising - thinking of worst possible outcome
bias towards -ve encoded in schema, influencing future outcomes, becomes a pattern of thinking
Depression
affective
mood disorder
DSM 5 - 5 or more of symtpoms in same 2 week window
depressed mood (sustained) AND diminished interest/pleasure in most/all activities
include weight loss, reduced physical movement, loss of energy, feeling worthless, dimished ability to concentration, thoughts of death and suicidal ideation reoccuring
early vs later-adolescent onset
early onset - reported greater no. of coocurring mental health problems than late onset
also greater rsk scores assosciated with schiz + ADHD
late onset - greater risk score only for major depression
ADHD
Persistent pattern of behaviour of
inattention and hyperactivity/impulsivity
Inattention - lack of attention to detail, difficulty sustaining attention, easily forgetful/distracted/sidetracked
hyperactivity - fidgets, restlessness, difficulty waiting for turn
externalising
disorder
DSM 5 criteria
atleast 6 inattentive and/or 6 hyperactive symptoms present in last 6 months
must be present bfre 12 yrs
must negatiively impact social/academic/work functioning
cannot be better explained by another mental disorder ie anxiety/learning disability
noticeable across atleast 2 settings
subtypes
predominantly inattentive - 6+ inattentive but <6 hyp.
predominantly hyp/impulsive - 6+ hyp, <6 inattentive
Combined
causes
environmental
parenting behaviours
prenatal exposure
environmental toxins
household stressors ie poverty, conflict btwn parents
genetic
high heritability shown in twin studies
specific candidate genes
polygenic risk scores
importance to remember genetic risks etc might create environment
Conduct Disorder
another externalising disorder
repetitive and persistant pattern of bhvr violating age appropriate societal norms/rules
DSM 5- atleast 3 of 15 criteria in past 12 months and 1 in past 6 AND significant impartment to functioning
aggression to people/animals - ie physically cruel, bullies/threatens
deceitfulness or theft
serious violation of rules ie runs away
destruction of property
types/ "specifiers"
childhood onset - show at least one symptom prior age 10
adolescent onset - show no symptom prior age 10
with limited prosocial emotions ie lack of guilt, callousness, shall affect
link to psychopathy - extreme form of these traits
Research methods to examine genetic influences
candidate genes
single gene thought likely to cause disease
based on role in distinct bio pathway/previous studies
a priori selection
- hypothesis driven
Limitation
- doesn't allow novel disoveries, narrow focus
Other limitations include:
small effect size
+ studies tend to be inconsistent/not replicable
issues with Caspi et al. (2003)'s study of depression
found need around 34,000 to detect significant interaction, well short of significant level needed
genome-wide assosciation studies - GWAS
study of
genome-wide set
of
genetic variants
examines how many genetic varients assosciated
compares DNA with those who do/do not have disorder -
case control design
researchers combine individual studies, resulting in better replication than candidate gene studies - much higher statistical power
Limitations - most done in
WEIRD SAMPLES
- limited generalisability, large consortiums (pooled studies) , not all studies use same methods
eg Howard et al. (2019) - difficult to find genes due to sample size and polygenicity
manhattan plots!
polygenic risk scores
genetic score
based on GWAS
combined 1000s of genes assosciated with outcome
higher scores = higher genetic risk
when you sum into single score, increases effect sizes
helpful for smaller independant studies
replicate well
because
informed by larger studies
limitations - same as GWAS since derived from them
still not best predictor - better than a single candidate gene, lack of accounting for envir. so percenting of variance accounted for still low
heritability (see lecture)
additive assumption - assumes only 2 dimensions for phenotype (genetic part and environment = 100%)
phenotype shared environment +
residual effects
(non shared environment/g x e interactions) + additive genetic variation
narrow heritability = considering additive genetic variance only
broad sense heritability =
epistatic
genetic variance (2 genes interact and produce greater effect) +
dominant
genetic variance (inheriting 2 genes greater than 1 expressed) + additive genetic variance
adoption and twin studies
not all additive
assortive mating
can change! = ie increasing IQ with age - Wilson effect
ethical considerations - previous eugenics, commercialised genetic testing and not really understanding what genetic info means, use in legal settings
Personality Paradox - personality rschershaven't meausred relationship btwn traits and behaviour correctly - correlations as low as .14 vs .52
IQ
environmental bio. variables
nutrition, lead exposure, prenatal factors ie smoking, prenatal conditions may account for around 20% of variance btwn twins
family environment ie SES and schooling/education - intelligence as DV or IV (increases or is increased by schooling)