Lecture 3 Flashcards

(35 cards)

1
Q

what are symptoms of anxiety (DSM-5)

A

psychological arousal (fearful anticipation/poor concentration/irritability)

autonomic arousal (gastrointestinal ie dry mouth, respiratory, cardiovascular, genitourinary ie frequent micturition, muscle tension, sleep disturbance)

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2
Q

types of anxiety disorders

A

selective mutism

separation anxiety

specific phobia

social anxiety disorder

agoraphobia

panic disorder

generalised anxiety disorder

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3
Q

what is mowrers 2 factor theory in relation to fear acquisition and maintenance

A

a behavioural model

phobias caused by maladaptive classical conditioning

BUT maintained by operant conditioning

phobic avoidance -> fear reduction -> reinforced avoidance

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4
Q

what are cognitive biases in anxiety according to grupe et al 2013

A

increased threat attention, deficient safety learning, behavioural and cognitive avoidance, heightened reactivity to threat uncertainty, disrupted expected value calculation ALL LEADS TO increased threat expectancies

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5
Q

what did mogg and bradley 2018 do

A

neutral face to threatening face

can measure attentional biases

eyetracking with pairs of faces

those anxious looked at the threatening face more quickly and stronger emotional intensity lead to larger bias

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6
Q

what did aue et al 2013 find about avoidance behaviours

A

spider phobics were more likely to look at the spider early then avoid it

eye tracking

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7
Q

what did tonsing et al 2022 find in relation to avoidance behaviours

A

no evidence that gaze anxiety predicts ppts avoiding eye contact

real life interactions face-to-face

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8
Q

what did horley et al 2004 find in relation to cognitive bias

A

individuals with social phobia have very different attentional biases

shown a face with diff emotions

they are hyper scanning (look at more points on the face) and hypervigilant to a face

eye tracking

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9
Q

what are the key structures in the circuitry underlying emotion activation and regulation

A

prefrontal mechanisms have involved to downregulate amygdala hyperactivity

we vary enormously in how well we can regulate

-orbital prefrontal cortex and the ventromedial prefrontal cortex

-dorsolateral prefrontal cortex

-amygdala

-anterior cingulate cortex

if these areas/systems are dysregulated alongside the connection between them

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10
Q

what did nitschke et al 2009 find

A

patients with generalised anxiety disorder have more amgdala hyperactivity

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11
Q

what did mansson et al 2016 find to do with clinical anxiety

A

amygdala structure (volume) correlates with distress (anticipatory anxiety)?

ppts with social anxiety who had higher anxiety before giving a speech and had a larger amygdala size

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12
Q

what did bishop et al 2004 find about anxiety and prefrontal cortex size

A

increased anxiety is associated with reduced recruitment of fronto-cortical mechanisms that regulate amygdala activity

ie those with higher anxiety have lower prefrontal cortex activity

fMRI

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13
Q

what did kim & whalen 2009 find to do with the ambygdala-PFP pathway and anxiety

A

increased anxiety associated with reduced structural integrity in the amygdala-PFC pathway

ie connection between prefrontal cortex and amygdala is less strong in ppts with anxiety

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14
Q

what is the research domain criteria initiative

national institute of mental health

A

sets aside biases and prejudice about which level is the right level to assess anxiety with

it accounts for all the levels

we should celebrate all levels of analysis ie genes/molecules/circuits/physiology/behaviour/self-reports

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15
Q

what are recommended psychological treatments for diff anxiety disorders

A

OCD = CBT/thought stopping

PANIC = CBT/anxiety management

SOCIAL PHOBIA = CBT/social skills and assertiveness training

PTSD = CBT/EMDR

GAD = CBT/anxiety management

PHOBIA = CBT

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16
Q

what does the cognitive behavioural model suggest about the maintenance of an anxiety disorder

A

fear stimulus’ threat is misinterpreted, hence anxiety, hence avoidant coping, hence absence of corrective experience

17
Q

how do we evaluate CBT at any time as a treatment of anxiety

A

bring together all the trials and see if they can lead to

I got no clue girl

18
Q

what are the effects of CBT on brain structure and brain function

A

CBT group experience lower plasticity in the left and right amygdala

smaller and less active amygdala

19
Q

what can duloxetine do for anxiety (van Marle et al 2010)

A

duloxetine drug (60mg x 14 days) significantly reduces activity in extended amygdala circuitry compared to placebo

20
Q

what are the neural effects of SSRI/SNRI and psychological treatments across mood and anxiety disorders (Nord et al 2021)

A

pharmacological treatment get straight in to amygdala changes

psychotherapy changes medial prefrontal cortices and then trickles down to amygdala changes

21
Q

what is a transdiagnostic approach to anxiety

22
Q

what is attentional control

A

a transdiagnostic process!!
filtering relevant info in a congested world

23
Q

how to use attention for therapy

A

training attention towards mindfulness

people not mind wandering are feeling pretty positive in comparison to people who are mind wandering

24
Q

is dispositional mindfulness associated with greater attention control and reduced cognitive failures?

25
can meditation improve executive attention?
eddershaw??? either in a focus attention group, an open monitoring group or a no intervention group a focused attention had significant improvements on a reaction time score ALSO the amount of time practicing meditation is pos correlated with left insula activation (control mechanisms)
26
what did hirsch et al conclude
concludes common symptoms AND a list of potential worry processes examples AND a list of diff potential behaviours it puts together a list of diff worry-relevant cognitive processes and suggests particular CBT techniques can tackle the specific cog process you have ie attention = worry history, mental spotlight, worry free zone, worry timetabling, formulation, positive data log verbal thoughts = formulation, worry history outcome, positive data log, positive outcome enquiry this personalised approach produces a far larger effect size in relation to anxiety BUT NOT for work/social adjustment/depression
27
what is the diff between statistical and clinical significance
statistical = p<.05 clinical = does it matter to a clinician, are you better in relation to recovery rate
28
what is the stepped care model for anxiety
1. ACTIVE MONITORING 2. DIAGNOSIS IF HAVEN'T IMPROVED, PRIMARY CARE (IE NON-FACILITATED SELF-HELP, PSYCHOEDUCATIONAL GROUPS) 3. HIGHER INTENSITY PSYCHOLOGICAL INTERVENTIONS IE PERSONALISED CBT 4. COMPLEX TREATMENT REFRACTORY (DRUGS/MULTI-AGENCY TEAM INPUT/CRISIS SERVICES)
29
we need models that can...
improve on animal models that lack face validity and predictive validity allow us to evaluate both novel psychological treatments, as well as drug treatments
30
what did bailey et al 2005 find out
healthy volunteer experimental model of anxiety 7.5% CO2 model of generalised anxiety healthy ppts (screen for physical and mental health) 20 min inhalation of air enriched with 7.5% CO2 OR normal air found self-report anxiety was a lot higher for state anxiety CO2 produces strong increases in all areas ie autonomic/chest/brain/psychological/general/tension etc training attention can reduce anxiety symptoms but not physiological symptoms ie heart rate taking duloxetine for 2 weeks also reduced CO2 induced anxiety
31
do attention exercises
training attention exercises (ie find a place where the sensations of your breath are clear rn) skills you up for when you are provoked/anxious to feel less anxiety
32
what is interpretation bias in social anxiety
more ambiguous expressions are interpreted more negatively
33
how can you train emotional biases
can lower the judgement threshold to interpret ambiguity in a more positive way
34
how frequent is anxiety in primary care
according to HADS anxiety score in primary care, it's around 27% of ppl who go to primary care (GPs etc) for ANY reason could have clinical anxiety
35
what are the consequences of anxiety disorders
large impact on economy due to non-direct things (ie lost productivity) more so than direct causes - its thought to be roughly 11% of work days are lost cos of anxiety reduced educational achievement reduce quality of life impaired occupational function substantial economic burden