Cambridge IGCSE IGCSE, A-Level & AP Sheet preview

Mental and Physical Health

AP Psychology · Topic 5

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Handout Vocabulary
5.1

Health Psychology and Stress
Syllabus
Learning ObjectiveEssential Knowledge

5.1.A
Explain how health psychology addresses issues of physical health and wellness as they apply to behavior and mental processes.

5.1.B
Explain how stress applies to behavior and mental processes.

  • 5.1.B.1 Stress is a factor in heightened susceptibility to disorders and disease. Stress has been linked to physiological issues such as hypertension, headaches, and immune suppression.
  • 5.1.B.2 Stressors can be viewed as motivating (eustress) or debilitating (distress). Stressors can be experienced as traumatic or as daily hassles that can build up over time. Adverse childhood experiences (ACEs) are sources of stress that can affect a person throughout the lifespan.

5.1.C
Explain how reactions to stress apply to behavior and mental processes.

  • 5.1.C.1 The general adaptation syndrome (GAS) describes the process of experiencing stress. Initially, alarm reaction occurs when the stress is encountered (via a fight-flight-freeze response). Then, a resistance phase occurs as the stress is confronted. Finally, an exhaustion phase occurs when the stress subsides, or resources are spent. The greatest susceptibility to illness occurs during the exhaustion phase.
  • 5.1.C.2 The tend-and-befriend theory proposes that some people react to stress by tending to their own needs and/or the needs of others and seeking connection with others. This phenomenon seems to occur mostly in women.

5.1.D
Explain how the ways that people cope with stress applies to behavior and mental processes.

  • 5.1.D.1 Problem-focused coping involves seeing stress as a problem to be solved and working solutions until a solution is found.
  • 5.1.D.2 Emotion-focused coping involves managing emotional reactions to stress as a means of coping. Strategies that are emotion-focused may include deep breathing, meditation, or taking medication aimed at reducing stressful emotional responses.

Source: College Board AP Course and Exam Description

Health psychology 健康心理学 studies how psychological factors affect physical health.

Stress 压力 is the process by which people appraise and respond to demands. A stressor 应激源 is the demand itself. Stress raises susceptibility to illness and is linked to poorer immune functioning and to heart disease.

Stressors are not all alike:

  • Eustress 良性压力 is motivating; distress 消极压力 is debilitating.
  • Stressors range from daily hassles 日常烦扰 to significant life changes 重大生活变化 and catastrophes 灾难性事件.

The general adaptation syndrome (GAS) 一般适应综合征 describes the body's response in three stages: alarm 警觉期 (the sympathetic system mobilises), resistance 抵抗期 (the body copes at a high but sustainable level), and exhaustion 衰竭期 (resources run down and vulnerability to illness rises).

Not everyone responds by fighting or fleeing. Tend-and-befriend theory 照料-结盟理论 proposes that some people respond to stress by caring for others and seeking social support.

Coping takes two broad forms. Problem-focused coping 问题聚焦应对 treats the stressor as a problem to be solved and works on the cause; it suits situations a person can control. Emotion-focused coping 情绪聚焦应对 manages the emotional reaction instead, which suits situations that cannot be changed.

Vocabulary Train
English Chinese Pinyin
Health psychology 健康心理学 jiàn kāng xīn lǐ xué
Stress 压力 yā lì
stressor 应激源 yīng jī yuán
Eustress 良性压力 liáng xìng yā lì
distress 消极压力 xiāo jí yā lì
daily hassles 日常烦扰 rì cháng fán rǎo
significant life changes 重大生活变化 zhòng dà shēng huó biàn huà
catastrophes 灾难性事件 zāi nàn xìng shì jiàn
general adaptation syndrome (GAS) 一般适应综合征 yì bān shì yìng zōng hé zhēng
alarm 警觉期 jǐng jué qī
resistance 抵抗期 dǐ kàng qī
exhaustion 衰竭期 shuāi jié qī
Tend-and-befriend theory 照料-结盟理论 zhào liào - jié méng lǐ lùn
Problem-focused coping 问题聚焦应对 wèn tí jù jiāo yìng duì
Emotion-focused coping 情绪聚焦应对 qíng xù jù jiāo yìng duì
5.2

Positive Psychology
Syllabus
Learning ObjectiveEssential Knowledge

5.2.A
Explain how positive psychology approaches the study of behavior and mental processes.

  • 5.2.A.1 Positive psychology seeks to identify factors that lead to well-being, resilience, positive emotions, and psychological health.

5.2.B
Explain how positive subjective experiences apply to behavior and mental processes.

  • 5.2.B.1 Expressing gratitude, a positive subjective experience, increases subjective well-being.
  • 5.2.B.2 People who exercise their signature strengths or virtues report higher levels of positive objective experiences such as happiness and subjective well-being. A classification of character strengths has been developed around 6 categories of virtues: wisdom, courage, humanity, justice, temperance, and transcendence.
  • 5.2.B.3 Posttraumatic growth, a positive subjective experience, may result after the experience of trauma or stress.

Source: College Board AP Course and Exam Description

Positive psychology 积极心理学 studies what makes life go well rather than what goes wrong. It looks for the factors behind well-being 幸福感 and resilience 心理韧性.

Three findings are examinable:

  • Expressing gratitude 感恩 raises subjective well-being 主观幸福感.
  • People who use their signature strengths 标志性优势 report higher objective well-being.
  • Posttraumatic growth 创伤后成长 is positive psychological change that can follow a struggle with trauma.
Vocabulary Train
English Chinese Pinyin
Positive psychology 积极心理学 jī jí xīn lǐ xué
well-being 幸福感 xìng fú gǎn
resilience 心理韧性 xīn lǐ rèn xìng
gratitude 感恩 gǎn ēn
subjective well-being 主观幸福感 zhǔ guān xìng fú gǎn
signature strengths 标志性优势 biāo zhì xìng yōu shì
Posttraumatic growth 创伤后成长 chuāng shāng hòu chéng zhǎng
5.3

Explaining and Classifying Disorders
Syllabus
Learning ObjectiveEssential Knowledge

5.3.A
Describe the approaches used to define behaviors and mental processes as psychological disorders.

  • 5.3.A.1 Level of dysfunction, perception of distress, and deviation from the social norm are all factors used to identify psychological disorders.
  • 5.3.A.2 Diagnosing or classifying psychological disorders has positive and negative consequences depending on the nature of the disorder, the individual being diagnosed, and the presence of cultural/societal norms, stigma, racism, sexism, ageism, and discrimination.
  • 5.3.A.3 Diagnosing psychological disorders requires specialized training and the use of evidence-based diagnostic tools. The American Psychiatric Association developed the Diagnostic and Statistical Manual (DSM) of Mental Disorders to classify mental disorders. The World Health Organization developed the International Classification of Mental Disorders (ICD) to classify mental disorders. These classification systems are updated regularly to be responsive to new research and practice advances.

5.3.B
Explain how psychological perspectives define psychological disorders.

  • 5.3.B.1 Most psychologists employ an eclectic approach (using more than one psychological perspective) when diagnosing and treating clients.
  • 5.3.B.2 The behavioral perspective proposes that the causes of mental disorders focus on maladaptive learned associations between or among responses to stimuli.
  • 5.3.B.3 The psychodynamic perspective proposes that the causes of mental disorders focus on unconscious thoughts and experiences, often developed during childhood.
  • 5.3.B.4 The humanistic perspective proposes that the causes of mental disorders focus on a lack of social support and being unable to fulfill one’s potential.
  • 5.3.B.5 The cognitive perspective proposes that the causes of mental disorders focus on maladaptive thoughts, beliefs, attitudes, or emotions.
  • 5.3.B.6 The evolutionary perspective proposes that the causes of mental disorders focus on behaviors and mental processes that reduce the likelihood of survival.
  • 5.3.B.7 The sociocultural perspective proposes that the causes of mental disorders focus on maladaptive social and cultural relationships and dynamics.
  • 5.3.B.8 The biological perspective proposes that the causes of mental disorders focus on physiological or genetic issues.

5.3.C
Explain how interaction models define psychological disorders.

  • 5.3.C.1 The biopsychosocial model assumes that any psychological problem potentially involves a combination of biological, psychological, and sociocultural factors.
  • 5.3.C.2 The diathesis-stress model assumes that psychological disorders develop due to a genetic vulnerability (diathesis) in combination with stressful life experiences (stress).

Source: College Board AP Course and Exam Description

Deciding that behaviour is disordered involves three considerations: the level of dysfunction 功能失调, the person's personal distress 个人痛苦, and deviation from social norms 偏离社会规范. Because norms differ between cultures and change over time, this judgement is not purely objective.

Classifying a disorder has both benefits and costs. A diagnosis guides treatment and gives access to support, but a label can also carry stigma 污名 and change how a person is treated. Diagnosis requires specialised training and evidence-based criteria.

Most psychologists take an eclectic approach 折衷取向, drawing on more than one perspective:

  • Behavioral 行为主义: disorders come from maladaptive learned associations.
  • Psychodynamic 精神动力学: from unconscious conflict.
  • Humanistic 人本主义: from a lack of acceptance and support.
  • Cognitive 认知: from maladaptive thought patterns.
  • Evolutionary 进化: from behaviours that were once adaptive.
  • Sociocultural 社会文化: from the person's social and cultural setting.
  • Biological 生物学: from physiological and genetic factors.

Two integrating models are examinable. The biopsychosocial model 生物心理社会模型 assumes any psychological problem may combine biological, psychological, and social causes. The diathesis-stress model 素质-压力模型 proposes that a disorder appears when an underlying vulnerability meets sufficient stress - which explains why two people with the same vulnerability may have different outcomes.

Vocabulary Train
English Chinese Pinyin
dysfunction 功能失调 gōng néng shī tiáo
personal distress 个人痛苦 gè rén tòng kǔ
deviation from social norms 偏离社会规范 piān lí shè huì guī fàn
stigma 污名 wū míng
eclectic approach 折衷取向 zhé zhōng qǔ xiàng
Behavioral 行为主义 xíng wéi zhǔ yì
Psychodynamic 精神动力学 jīng shén dòng lì xué
Humanistic 人本主义 rén běn zhǔ yì
Cognitive 认知 rèn zhī
Evolutionary 进化 jìn huà
Sociocultural 社会文化 shè huì wén huà
Biological 生物学 shēng wù xué
biopsychosocial model 生物心理社会模型 shēng wù xīn lǐ shè huì mó xíng
diathesis-stress model 素质-压力模型 sù zhì - yā lì mó xíng
5.4

Categories of Disorders
Syllabus
Learning ObjectiveEssential Knowledge

5.4.A
Describe the symptoms and possible causes of selected neurodevelopmental disorders.

  • 5.4.A.1 Neurodevelopmental disorders are a group of disorders with onset occurring during the developmental period. Symptoms of neurodevelopmental disorders focus on whether the person is exhibiting behaviors appropriate for their age or maturity range. Selected disorders in scope for AP Psychology in this category are attention-deficit/ hyperactivity disorder (ADHD) and autism spectrum disorder (ASD).
  • 5.4.A.2 Possible causes of neurodevelopmental disorders may be environmental, physiological, or genetic in nature.

5.4.B
Describe the symptoms and possible causes of selected schizophrenic spectrum disorders.

  • 5.4.B.1 Schizophrenic spectrum disorders are characterized by issues in one or more of these five areas: delusions, hallucinations, disorganized thinking or speech, disorganized motor behavior, and negative symptoms. Schizophrenia can be experienced as an acute or chronic condition.
    • 5.4.B.1.i Delusions (false beliefs) are positive symptoms and may manifest in ways such as delusions of persecution or grandeur.
    • 5.4.B.1.ii Hallucinations (false perceptions) are positive symptoms and may involve one or more of the senses.
    • 5.4.B.1.iii Disorganized thinking or speech is a positive symptom and may manifest as speaking in ways such as speaking in a word salad (stringing together words in nonsensical ways).
    • 5.4.B.1.iv Disorganized motor behavior may manifest as catatonia. Catatonia, or disordered movement, may be experienced as excitement (a positive symptom manifestation) or stupor (a negative symptom manifestation).
    • 5.4.B.1.v Negative symptoms present as the lack of a typical behavior, such as the lack of emotional expression (flat affect) or lack of movement (catatonic stupor).
  • 5.4.B.2 Possible causes of schizophrenia suggest a genetic or biological link, such as prenatal virus exposure or imbalances with certain neurotransmitters (dopamine hypothesis).

5.4.C
Describe the symptoms and possible causes of selected depressive disorders.

  • 5.4.C.1 Depressive disorders are characterized by the presence of sad, empty, or irritable mood along with physical and cognitive changes that affect a person’s ability to function. Selected disorders in scope for AP Psychology in this category are major depressive disorder and persistent depressive disorder.
  • 5.4.C.2 Possible causes of depressive disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources.

5.4.D
Describe the symptoms and possible causes of selected bipolar disorders.

  • 5.4.D.1 Bipolar disorders are characterized by periods of mania and periods of depression. Bipolar cycling involves experiencing periods of depression and mania in alternating periods that can last various amounts of time. Selected disorders in scope for AP Psychology in this category are Bipolar I disorder and Bipolar II disorder.
  • 5.4.D.2 Possible causes of bipolar disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources.

5.4.E
Describe the symptoms and possible causes of selected anxiety disorders.

  • 5.4.E.1 Anxiety disorders are characterized by excessive fear and/or anxiety with related disturbances to behavior. Selected disorders in scope for AP Psychology in this category are specific phobia, agoraphobia, panic disorder, social anxiety disorder, and generalized anxiety disorder.
    • 5.4.E.1.i Specific phobia involves fear or anxiety toward a specific object or situation, such as acrophobia (heights) or arachnophobia (spiders).
    • 5.4.E.1.ii Agoraphobia is intense fear of specific social situations, including using public transportation, being in open spaces, being in enclosed spaces (e.g., shops, theaters, etc.), standing in line or being in a crowd, or being outside of the home alone.
    • 5.4.E.1.iii Panic disorder involves the experience of panic attacks (unanticipated and overwhelming biological, cognitive, and emotional experiences of fear/anxiety). Panic disorder can manifest as a culture-bound anxiety disorder such as ataque de nervios (experienced mainly by people of e Caribbean or Iberian descent).
    • 5.4.E.1.iv Social anxiety disorder involves the intense fear of being judged or watched by others. Social anxiety disorder is distinct from but may include agoraphobia. Taijin kyofusho is a culture-bound anxiety disorder experienced mainly by Japanese people in which people fear others are judging their bodies as undesirable, offensive, or unpleasing.
    • 5.4.E.1.v Generalized anxiety disorder (GAD) involves prolonged experiences of nonspecific anxiety or fear.
  • 5.4.E.2 Possible causes of anxiety disorders focus on learned associations between and among stimuli, maladaptive thinking or emotional responses, and biological or genetic sources.

5.4.F
Describe the symptoms and possible causes of selected obsessive-compulsive disorders and related disorders.

  • 5.4.F.1 Obsessive-compulsive and related disorders are characterized by the presence of obsessions (intrusive thoughts) and compulsions (intrusive, often repetitive, behaviors intended to address obsessions). Selected disorders in scope for AP Psychology in this category are obsessive-compulsive disorder and hoarding disorder.
  • 5.4.F.2 Possible causes of obsessive-compulsive disorders involve learned associations between and among stimuli, maladaptive thinking or emotional responses, and biological or genetic sources.

5.4.G
Describe the symptoms and possible causes of selected dissociative disorders.

  • 5.4.G.1 Dissociative disorders are characterized by dissociations from consciousness, memory, identity, emotion, perception, body representation, motor control, and behavior. Selected disorders in scope for AP Psychology in this category are dissociative amnesia (with and without fugue) and dissociative identity disorder.
  • 5.4.G.2 Possible causes of dissociative disorders involve the experience of trauma or stress.

5.4.H
Describe the symptoms and possible causes of selected trauma and stressor-related disorders.

  • 5.4.H.1 Trauma and stressor-related disorders are characterized by exposure to a traumatic or stressful event with subsequent psychological distress. Symptoms of trauma and stressor-related disorders may involve hypervigilance, severe anxiety, flashbacks to traumatic or stressful experiences, insomnia, emotional detachment, and hostility. The selected disorder in scope for AP Psychology in this category is posttraumatic stress disorder.
  • 5.4.H.2 Possible causes of trauma and stressor-related disorders involve the experience of trauma or stress.

5.4.I
Describe the symptoms and possible causes of selected feeding and eating disorders.

  • 5.4.I.1 Feeding and eating disorders are characterized by altered consumption or absorption of food that impairs health or psychological functioning. Selected disorders in scope for AP Psychology in this category are anorexia nervosa and bulimia nervosa.
  • 5.4.I.2 Possible causes of feeding and eating disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources.

5.4.J
Describe the symptoms and possible causes of selected personality disorders.

  • 5.4.J.1 Personality disorders (which fall into three clusters) are characterized by enduring patterns of internal experience and behavior that is deviant from one’s culture; is pervasive and inflexible; begins in adolescence or early adulthood; is stable over time; and leads to personal distress or impairment.
    • 5.4.J.1.i Cluster A is the odd or eccentric cluster and includes paranoid, schizoid, and schizotypal personality disorders.
    • 5.4.J.1.ii Cluster B is the dramatic, emotional, or erratic cluster and includes antisocial, histrionic, narcissistic, and borderline personality disorders.
    • 5.4.J.1.iii Cluster C is the anxious or fearful cluster and includes avoidant, dependent, and obsessive-compulsive personality disorders.
  • 5.4.J.2 Possible causes of personality disorders focus on biological, genetic, social, cultural, behavioral, or cognitive sources.

Source: College Board AP Course and Exam Description

The diathesis-stress model as two overlapping inputs: an underlying vulnerability plus enough stress produces a disorder
A vulnerability alone or stress alone may produce no disorder; the model predicts onset where both are present

The CED names a limited set of categories, each with its own features and possible causes.

  • Neurodevelopmental disorders 神经发育障碍 begin during the developmental period, and causes may be environmental, physiological, or genetic.
  • Schizophrenic spectrum disorders 精神分裂症谱系障碍 involve positive symptoms 阳性症状 - delusions 妄想 (false beliefs), hallucinations 幻觉 (false perceptions), disorganized thinking 思维紊乱, and catatonia 紧张症 - and negative symptoms 阴性症状, the absence of typical behaviour such as flat affect 情感淡漠.
  • Depressive disorders 抑郁障碍 involve sad, empty, or irritable mood with related changes in body and thinking.
  • Bipolar disorders 双相障碍 involve periods of mania 躁狂 alternating with periods of depression.
  • Anxiety disorders 焦虑障碍 involve excessive fear or anxiety: specific phobia 特定恐惧症, agoraphobia 广场恐惧症, panic disorder 惊恐障碍 with panic attacks 惊恐发作, social anxiety disorder 社交焦虑障碍, and generalized anxiety disorder (GAD) 广泛性焦虑障碍.
  • Obsessive-compulsive and related disorders 强迫及相关障碍 involve obsessions 强迫思维 (intrusive thoughts) and compulsions 强迫行为 (repeated actions).
  • Dissociative disorders 分离障碍 involve dissociation from consciousness, memory, or identity, and are associated with trauma or stress.
  • Trauma and stressor-related disorders 创伤及应激相关障碍 follow exposure to a traumatic event; posttraumatic stress disorder (PTSD) 创伤后应激障碍 is the main example.
  • Feeding and eating disorders 进食障碍 involve altered consumption or absorption of food.
  • Personality disorders 人格障碍 are enduring patterns and fall into three clusters: Cluster A the odd or eccentric, Cluster B the dramatic or erratic, and Cluster C the anxious or fearful.

For every category, the exam expects the same two-part shape: the defining features, and the possible causes - biological, genetic, social, cultural, behavioral, and cognitive.

Vocabulary Train
English Chinese Pinyin
Neurodevelopmental disorders 神经发育障碍 shén jīng fā yù zhàng ài
Schizophrenic spectrum disorders 精神分裂症谱系障碍 jīng shén fēn liè zhèng pǔ xì zhàng ài
positive symptoms 阳性症状 yáng xìng zhèng zhuàng
delusions 妄想 wàng xiǎng
hallucinations 幻觉 huàn jué
disorganized thinking 思维紊乱 sī wéi wěn luàn
catatonia 紧张症 jǐn zhāng zhèng
negative symptoms 阴性症状 yīn xìng zhèng zhuàng
flat affect 情感淡漠 qíng gǎn dàn mò
Depressive disorders 抑郁障碍 yì yù zhàng ài
Bipolar disorders 双相障碍 shuāng xiāng zhàng ài
mania 躁狂 zào kuáng
Anxiety disorders 焦虑障碍 jiāo lǜ zhàng ài
specific phobia 特定恐惧症 tè dìng kǒng jù zhèng
agoraphobia 广场恐惧症 guǎng chǎng kǒng jù zhèng
panic disorder 惊恐障碍 jīng kǒng zhàng ài
panic attacks 惊恐发作 jīng kǒng fā zuò
social anxiety disorder 社交焦虑障碍 shè jiāo jiāo lǜ zhàng ài
generalized anxiety disorder (GAD) 广泛性焦虑障碍 guǎng fàn xìng jiāo lǜ zhàng ài
Obsessive-compulsive and related disorders 强迫及相关障碍 qiǎng pò jí xiāng guān zhàng ài
obsessions 强迫思维 qiǎng pò sī wéi
compulsions 强迫行为 qiǎng pò xíng wéi
Dissociative disorders 分离障碍 fēn lí zhàng ài
Trauma and stressor-related disorders 创伤及应激相关障碍 chuāng shāng jí yīng jī xiāng guān zhàng ài
posttraumatic stress disorder (PTSD) 创伤后应激障碍 chuāng shāng hòu yīng jī zhàng ài
Feeding and eating disorders 进食障碍 jìn shí zhàng ài
Personality disorders 人格障碍 rén gé zhàng ài
5.5

Treatment
Syllabus
Learning ObjectiveEssential Knowledge

5.5.A
Describe research and trends in the treatment of psychological disorders.

  • 5.5.A.1 Many researchers who have conducted meta-analytic studies of psychotherapy conclude that psychotherapies are generally effective. Many psychologists use evidence-based interventions to develop treatment plans. Therapists should exhibit cultural humility and establish a therapeutic alliance with the client to deliver therapy successfully.

5.5.B
Describe research and trends in the treatment of psychological disorders.

  • 5.5.B.1 Due to the increased use and effectiveness of psychotropic medication therapy, hospitals and asylums deinstitutionalized massive numbers of people in the late 20th century. Therapists now prefer to treat in decentralized ways, often with a combination of medication and psychological therapies.

5.5.C
Describe ethical principles in the treatment of psychological disorders.

  • 5.5.C.1 Psychologists in clinical or therapeutic situations must follow certain ethical principles as established by the APA, including nonmaleficence, fidelity, integrity, and respect for people’s rights and dignity.

5.5.D
Describe techniques used with psychological therapies.

  • 5.5.D.1 Psychodynamic therapies employ free association and dream interpretation to uncover the unconscious mind.
  • 5.5.D.2 Cognitive therapies may employ cognitive restructuring or fear hierarchies to combat maladaptive thinking. Cognitive therapy proposes that people should focus on the cognitive triad—negative thoughts about oneself, the world, and the future.
  • 5.5.D.3 Applied behavior analysis involves applying principles of conditioning to address mental disorders and developmental disabilities. Exposure therapies (such as systematic desensitization), aversion therapies, and token economies all employ principles of applied behavior analysis. Biofeedback uses principles of conditioning to help clients regulate body systems (such as the sympathetic and parasympathetic nervous systems) that contribute to feelings of anxiety or depression.
  • 5.5.D.4 Cognitive-behavioral therapies, such as dialectical behavior therapy and rational-emotive behavior therapy, combine techniques from the cognitive and behavioral perspectives to treat mental and behavioral disorders.
  • 5.5.D.5 Therapy from the humanistic perspective, commonly referred to as person-centered therapy, employs active listening and unconditional positive regard.

5.5.E
Explain how group therapy is different from individual therapy.

5.5.F
Describe effective uses of hypnosis.

  • 5.5.F.1 Hypnosis has shown effectiveness in treating pain and anxiety. Research does not support the use of hypnosis to retrieve accurate memories or regress in age.

5.5.G
Describe interventions derived from the biological perspective.

  • 5.5.G.1 Psychoactive medications, such as antidepressants, antianxiety drugs, lithium, or antipsychotic medications, interact with specific neurotransmitters in the central nervous system to address possible biochemical causes of mental disorders. Psychoactive medications can have side effects such as tardive dyskinesia (a movement disorder related to the regulation of dopamine in the nervous system).
  • 5.5.G.2 Surgical or invasive interventions include psychosurgery (which may involve lesioning), TMS (transcranial magnetic stimulation), or electroconvulsive therapy. The lobotomy is a form of psychosurgery that was popular in the mid-20th century but is rarely, if ever, performed today.

Source: College Board AP Course and Exam Description

Meta-analyses 元分析 of psychotherapy conclude that therapy is effective. The rise of effective psychotropic medication 精神药物治疗 also changed care, reducing long hospital stays in favour of community treatment.

Clinicians must follow ethical principles, including informed consent 知情同意, confidentiality 保密, and working within their competence.

Therapies follow the perspectives above:

  • Psychodynamic therapies 精神动力学治疗 use free association 自由联想 and dream interpretation to uncover unconscious material.
  • Cognitive therapies 认知疗法 use cognitive restructuring 认知重构 and fear hierarchies 恐惧等级表 to change maladaptive thinking.
  • Applied behavior analysis 应用行为分析 applies conditioning principles, including systematic desensitization 系统脱敏 and token economies 代币制.
  • Cognitive-behavioral therapies 认知行为疗法, such as dialectical behavior therapy 辩证行为疗法 and rational-emotive behavior therapy 理性情绪行为疗法, combine both.
  • Person-centered therapy 以人为中心疗法, from the humanistic perspective, uses active listening 积极倾听 and unconditional positive regard.

Hypnosis 催眠 is effective for pain and anxiety, but research does not support its use to recover memories. Medications include antidepressants 抗抑郁药, antianxiety drugs 抗焦虑药, lithium 锂盐, and antipsychotics 抗精神病药. More invasive options include psychosurgery 精神外科手术, transcranial magnetic stimulation (TMS) 经颅磁刺激, and electroconvulsive therapy (ECT) 电休克治疗.

Worked example (a real AP exam question). The 2025 Article Analysis Question asked, as one of its six parts, to "Identify at least one ethical guideline applied by the researchers." This is an Identify part, so it wants a named guideline pointed to in the study, not an essay: "The researchers obtained informed consent from participants before the study began." Notice the shape: Identify parts are answered in one accurate sentence, and adding explanation earns nothing extra. Save the writing for the Explain parts, where a claim must be supported with evidence.

Vocabulary Train
English Chinese Pinyin
Meta-analyses 元分析 yuán fēn xī
psychotropic medication 精神药物治疗 jīng shén yào wù zhì liáo
informed consent 知情同意 zhī qíng tóng yì
confidentiality 保密 bǎo mì
Psychodynamic therapies 精神动力学治疗 jīng shén dòng lì xué zhì liáo
free association 自由联想 zì yóu lián xiǎng
Cognitive therapies 认知疗法 rèn zhī liáo fǎ
cognitive restructuring 认知重构 rèn zhī zhòng gòu
fear hierarchies 恐惧等级表 kǒng jù děng jí biǎo
Applied behavior analysis 应用行为分析 yìng yòng xíng wéi fēn xī
systematic desensitization 系统脱敏 xì tǒng tuō mǐn
token economies 代币制 dài bì zhì
Cognitive-behavioral therapies 认知行为疗法 rèn zhī xíng wéi liáo fǎ
dialectical behavior therapy 辩证行为疗法 biàn zhèng xíng wéi liáo fǎ
rational-emotive behavior therapy 理性情绪行为疗法 lǐ xìng qíng xù xíng wéi liáo fǎ
Person-centered therapy 以人为中心疗法 yǐ rén wéi zhōng xīn liáo fǎ
active listening 积极倾听 jī jí qīng tīng
Hypnosis 催眠 cuī mián
antidepressants 抗抑郁药 kàng yì yù yào
antianxiety drugs 抗焦虑药 kàng jiāo lǜ yào
lithium 锂盐 lǐ yán
antipsychotics 抗精神病药 kàng jīng shén bìng yào
psychosurgery 精神外科手术 jīng shén wài kē shǒu shù
transcranial magnetic stimulation (TMS) 经颅磁刺激 jīng lú cí cì jī
electroconvulsive therapy (ECT) 电休克治疗 diàn xiū kè zhì liáo
5.5

Exam tips
  • Use the three considerations together - dysfunction, distress, deviation - when a question asks what makes behaviour disordered.
  • For diathesis-stress, name both halves. A vulnerability with no stressor, or a stressor with no vulnerability, is the point of the model.
  • Keep positive and negative symptoms straight: positive means something added (hallucinations), negative means something missing (flat affect).
  • Match therapy to perspective. Free association is psychodynamic; cognitive restructuring is cognitive; systematic desensitization is behavioral.
  • Obsessions are thoughts, compulsions are actions.
  • Read the task verb. Identify wants a name, Describe wants detail, Explain wants a reason with evidence.

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