week 15 key issue and brown sid

How could we …

… better educated the public about the issues of mental health?

What would you want to tell them to help remove the stigma of mental health disorders?

Lesson ObjectivesBy the end of the lesson you …

• Must be able to describe (AO1) one key issues in clinical psychology.

• Should be able to prepare a leaflet using secondary data for a particular audience about the key issue.

• Must be able to describe (AO1) one key issues in clinical psychology.

• Should be able to prepare a leaflet using secondary data for a particular audience about the key issue.

Brown 1986• Write down 5 symptoms

of unipolar depression

• What are two explanations for unipolar depression?

• What are two treatments for unipolar depression?

Lesson ObjectivesBy the end of the lesson you …

• Should be able to describe (AO1) and evaluate (AO2) Brown 1986.

Specification

• Describe and evaluate Rosenhan (1973) and two other studies. One other study must focus on schizophrenia (Gottesman & Shields) and one other study must focus on one other chosen disorder (Brown – unipolar depression).

Aims

• To see whether crisis support protects against the onset of depression

• To see if a lack of support and low self-esteem are vulnerability factors for depression

• To see if support from someone close reduces the risk of depression

Key Terms

• Core support = support of a husband, partner or close relation

• Crisis support = professional support at the time of a major life event

Procedure (Design)

• Prospective design

• What does this mean?

• Longitudinal and began when the participants were not affected by depression. This allows risk factors to be studied without depression affecting their answers.

Procedure (Sample)

• Women• Islington, North London• Aged 18-50• Women with husbands in manual

occupations/single mothers (working class)

• At least one child living at home• Letter sent out by GP• 395 in sample at start

Procedure (Phase 1)

• Measures of self-esteem taken• Psychiatric history noted

Procedure (Phase 2)

• One year later• Data collected about any onset of

psychiatric disorder since first contact• Measures of life event stress and social

support taken by experienced interviewers using semi-structured interviews

• Satisfactory inter-rater reliability

Attrition Rate

• Only 353 of the original 395 agreed to phase 2.

• Of these 353, 50 women were excluded from phase 2 because they were found to already be depressed.

• This left 303 women whose data was analysed after phase 2.

Results

• Of the 303 women, 150 had experienced a severe event between phase 1 and phase 2.

• 32 of these women had the onset of depression.

Results

• 29 of the 32 had experienced a major life event involving a loss, failure or disappointment six months prior to developing depression.

Results

• Having negative self-esteem had a significant effect on a woman’s reaction to the major life events.

Results

• Of the 9 women who did not have core support or crisis support 4 of these developed depression (44%)

Conclusions• Core support reduced the onset of

depression if it remained consistent• BUT if core support was not received at

crisis there was an increased risk of depression

• Low self-esteem is implicated in the onset of depression when a major life event is experienced

• A major life event seemed to be necessary for the development of depression in most cases

Evaluation

• R inter-rater reliability, follow up study, semi-structured interview

• A treatment of risk factors• V experienced interviewers, qualitative

and quantitative data, no causality, social desirability

• E sensitive research, withdrawal• S random sampling, large sample, all

women, all working class, attrition rate

Plenary

• 1. Why did the researchers choose a prospective design?

• 2. How might the attrition rate have affected the data collected?

• 3. What do the findings seem to suggest about a possible explanation for depression?

• Should be able to describe (AO1) and evaluate (AO2) Brown 1986.

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