Metabotropic/ionotropic receptors, autoreceptors, MRI, ethics with research, brain networks, depression, dopamine, opiates. The lecturer talked about information that you get to know when you’re doing MRI-scans, but which you didn’t looking for. An example is when you see an aneurysm. This is a bubble filled with blood in the brain and the bigger it is, the bigger the chance to get a rupture. Sometimes when a doctor sees this he sends you home because he can’t do a thing about it, so you have to wait till it explodes and then you go as fast as you can to the hospital. Some people won’t ever detect this aneurysm, so they live happy without knowing and think they’re healthy. When you as a researcher see this aneurysm, you can do two things. The first is that you can tell the participant about it, but maybe he can’t be helped by the doctors and knows it can explode any moment. It can also be that by saying it, you save the life of the participant because you tell him and it can be removed by the doctors. The other is that you don’t say a thing, but there could or couldn’t be doing something about it. The discussion is still going on with this.In scientific articles, you always see MRI-scans in two-dimensional. In reality, a MRI-scan is three-dimensional. There were no recent developments in the field discussed. There were no comments made by the lecturer with regard to the exam. There were no questions asked that can be asked during the exam....
Pharmacological and biological approaches to clinical and health psychology - Notes lecture 5Bright light therapy, chronotypes, placebo, classical conditioning, electroconvulsive therapy, TMS, antidepressants, rTMS.
There were no topics discussed that are not discussed in the literature.
There was always an discussion about giving placebos to people who suffer from a disease. The question was if this is ethical, because the person is being fooled. Nowadays, we have the open label placebo. With this, the doctor tells the patient that he is going to get a placebo to stop his pain for example, but the doctor tells him also that he thinks this will work. Now the patient knows that it is a medicine without a working substance and he can give permission.
In the 20th century people were testing if ECT should help people with psychological diseases. There were many people who died because of these treatments. With ECT your body gets an enormous shock, which can result in breaking bones and a vague feeling in the brain. Nowadays, we are much more careful with this treatment. Before we use it on a patient, we give him muscle relaxants. In this way, there won’t be broken bones.
There were no comments made by the lecturer with regard to the exam.
There were no questions asked that can be asked during the exam.
Pharmacological and biological approaches to clinical and health psychology - Notes lectures 1-4Neurotransmission, action potentials, EPSPs and IPSPs, ionotropic and metabotropic receptors, NMDA-receptor, mechanisms to stop the process of neurotransmission, graded potentials, psychopharmacology, pharmacokinetics, depression, antidepressants.
The only thing is that in the literature there had been explained that therapists have to use trial and error to find out which antidepressant works for their clients. They just try some drugs and see if they work.
First there was the monoamine hypothesis, but nowadays there is a revised monoamine hypothesis.
Besides that, first people thought that adolescents became suicidal as an consequence of antidepressants. It turns out that this isn’t true.
There were no comments made in the lecture about the exam.
There were no questions asked that can also be asked on the exam.
What neuroendocrinology is, the influence of the pituitary and hypothalamus on this phenomenon, the relation between ACTH and cortisol, CRH, feedback system, where cortisol reacts, somatostatin, oxitose, stress, functions of cortisol, receptors of cortisol, cushing’s disease, steroids, the influence of cortisol on the brain.
In the lecture there was said that you can measure cortisol by cutting off an hair from your head. If you divide this hair in pieces of one centimetre, you can see how much cortisol there was in your body every month. You then know in which months you were very stressed or the opposite.
People have a very good memory for stress in combination with the place where they felt this stress. For example when your wallet is stolen in a creepy neighbourhood. Each time you walk through that neighbourhood, you will think about the moment you wallet was stolen. This is because cortisol works on receptors in the hippocampus. The hippocampus saves new memories and cortisol leads to consolidation of memory.
There were no recent developments in the field discussed.
There were
.....read more Pharmacological and biological approaches to clinical and health psychology - Notes lecture 6Metabotropic/ionotropic receptors, autoreceptors, MRI, ethics with research, brain networks, depression, dopamine, opiates.
The lecturer talked about information that you get to know when you’re doing MRI-scans, but which you didn’t looking for. An example is when you see an aneurysm. This is a bubble filled with blood in the brain and the bigger it is, the bigger the chance to get a rupture. Sometimes when a doctor sees this he sends you home because he can’t do a thing about it, so you have to wait till it explodes and then you go as fast as you can to the hospital. Some people won’t ever detect this aneurysm, so they live happy without knowing and think they’re healthy. When you as a researcher see this aneurysm, you can do two things. The first is that you can tell the participant about it, but maybe he can’t be helped by the doctors and knows it can explode any moment. It can also be that by saying it, you save the life of the participant because you tell him and it can be removed by the doctors. The other is that you don’t say a thing, but there could or couldn’t be doing something about it. The discussion is still going on with this.
In scientific articles, you always see MRI-scans in two-dimensional. In reality, a MRI-scan is three-dimensional.
There were no recent developments in the field discussed.
There were no comments made by the lecturer with regard to the exam.
There were no questions asked that can be asked during the exam.
Pharmacological and biological approaches to clinical and health psychology - Notes lecture 7SSRIs, emotions and brain regions, depression and fibromyalgia, ascending and descending pathway, respiratory depression and opiates, tolerance, ketamine.
Some researchers think that the side effects (for example hallucinations) of ketamine are the reasons that antidepressants work. But ketamine can only be taken in hospitals and definitely not at home. This is because it is very dangerous and there has to be enough experts around you when you take this. If these researchers are right, we cannot use ketamine anymore, because we now use it to know which effect does work and by that we will develop a new drug. These researchers think that the hallucinogenic effects of ketamine are linked to LSD.
Ketamine gives total amnesia in kids, but not by adults. We don’t know yet why this is.
There were no recent developments in the field discussed.
It’s known that different brain regions are important for processing different emotions. Although, there are different ideas from a variety of researchers, articles and books. For the exam, you have to know only Ettingers (studybook) idea about this. You also have to know that this is not the only and right idea.
There were no questions dealt with that can be asked during the exam.
Pharmacological and biological approaches to clinical and health psychology - Notes lecture 8GABA, sedatives, treatment of anxietydisorders, receptors, benzodiazepine, psychotherapy, exposure, consolidation of memory and the influence of cortisol on it, hippocampus and amygdala and their collaboration, glycine, betablockers, stress, experiments with cortisol and anxiety, lab model, extinction, memory reactivation.
There were no topics discussed that are not discussed in the literature.
Recently, there has been discovered that D-cycloserine (an antibiotic) produces glycine. Glycine is important in the process of neurotransmission. When it is active, the magnesium block in the portal will go away because of the change in electrical loadings in the cell. When this block is gone, the process of neurotransmission can take place. Earlier, there were good results from studies about this, but now they are more mixed.
There has been told to study the short summaries in this lecture for the exam.
There were no questions dealt with that can be asked during the exam.
Lecture notes with Pharmacological and Biological Approaches to Clinical and Health Psychology at Leiden UniversityIn some patients just medication is not very effective and they still have different symptoms. Different biological factors can play a role in such a case, like genes, endocrine system (like hormones), immune system (depression can have a negative influence on the immune system) and neurobiological factors (changes in the brain network). It is necessary to use a multi-dimensional intervention because of the interaction between all the different factors.
The exposure from the environment (physical and psychosocial) leads to the interaction between these processes. In the end this interaction influences health and disease.
Phenotype can be described as the observable characteristics of someone. Some examples are appearance, blood type, personality traits and behaviour.
Nature (or heredity): our phenotype is caused by genetics. So our characteristics are congenital and can be seen as a predisposition.
Nurture (or environment): our phenotype is influenced by the environment. The surroundings affect the development of someone.
Nurture and nature are both very important and the combination makes them inseparable. The interaction is shown by the example that certain kind of genes not always lead to a certain type of pathology. These genes can be seen as a risk factor that can lead to pathology if some environmental factors cross a threshold.
The study of genetics leads to knowledge about development and mechanisms of diseases, the possibility to improve treatments and to the individualisation of (risk) prediction, therapy and prognosis (this can be tailored).
Our DNA is located in the nucleus of our cells, DNA is formed by chromosomes. The entire set of the human DNA is called a genome. In total we have 23 pairs of chromosomes (one from our father and one from our mother). Our DNA is winded by the histones, because otherwise it would be too long. DNA is constituted by bases (four types), namely: A, T, G and C. A gene is a part of the DNA that encodes for one protein. Two processes play a role in de encoding from genes to proteins:
DNA is transcribed into mRNA;
mRNA is transcribed into a protein.
The genotype contains all the genes someone has. It contains the specific genes but also the general genetic constitution. A big part of our genes is fixed, this can be shown by the example that 99% of DNA is the same for every human, only
.....read more College-aantekeningen bij Pharmacological and Biological Approaches to Clinical and Health Psychology aan de Universiteit LeidenVoor sommige patiënten is alleen medicatie niet echt effectief en dit zorgt ervoor dat zij nog verschillende symptomen hebben. Verschillende biologische factoren spelen een rol in zulke casussen, zoals genen, het endocriene systeem (zoals hormonen), het immuun systeem (een depressie kan een negatieve invloed hebben op het immuunsysteem) en andere neurobiologische factoren (zoals veranderingen in het hersennetwerk). Het is noodzakelijk om een multi-dimensionele interventie te gebruiken omdat er een interactie is tussen verschillende factoren. De blootstelling vanuit de omgeving (zowel fysiek als psychosociaal) leidt tot de interactie tussen deze processen. Uiteindelijk beïnvloed deze interactie gezondheid en ziekte.
Fenotype kan worden beschreven als iemands observeerbare karakteristieken. Enkele voorbeelden zijn uiterlijk, bloedtype, persoonlijkheidstrekken en gedrag.
Nature (of erfelijkheid): ons fenotype wordt veroorzaakt door onze genen. Onze karakteristieken zijn aangeboren en kunnen gezien worden als een predispositie.
Nurture (of omgeving): ons fenotype wordt beïnvloed door de omgeving. Onze omgeving beïnvloed de ontwikkeling van een persoon.
Nature en nurture zijn allebei erg belangrijk en de combinatie van beide maakt ze onafscheidelijk. De interactie kan worden gezien aan de hand van een voorbeeld: bepaalde genen leiden niet altijd tot een bepaald fenotype. Deze genen kunnen gezien worden als een risicofactor die kan leiden tot pathologie als bepaalde omgevingsfactoren over een drempel zijn.
Het onderzoek naar genen leidt tot meer kennis over de ontwikkeling en mechanismen van ziektes, de mogelijkheid behandeling te verbeteren en te individualiseren. Ook kan risico voorspelling, therapie en de prognose worden aangepast aan een individu.
Ons DNA bevindt zich in de nucleus (celkern) van onze cellen. Ons DNA wordt gevormd door de chromosomen. De totale set aan genen bij elkaar worden een genoom genoemd. In totaal hebben we 23 chromosomenparen (waarvan elk paar bestaat uit één chromosoom van de moeder en één van de vader). Ons DNA is gewikkeld door de histonen, omdat ze anders veel te lang zouden zijn. DNA bevat vier basissen (vier typen), namelijk: A, T, G en C. Een gen is een deel van het DNA dat codeert voor één proteïne. De twee processen die een rol spelen bij de codering van gen naar proteïne zijn:
DNA wordt overgeschreven naar mRNA;
mRNA wordt vertaald naar een proteïne.
Het genotype bevat alle genen die iemand heeft. Het bevat zowel de specifieke genen als de algemene genen. Een groot deel van onze genen staat al
.....read more
Bundle summary psychopharmacology chapters 1-4 & 7-10 Psychopharmacology van Ettinger 
Deze samenvatting gaat over drie velden die samen zijn gebracht in het boek psychopharmacology: Psychologie, famacologie en biologie. In het eerste hoofdstuk wordt beschreven hoe neuronen werken (biologie). Hoofdstuk 2 en 7 gaan over de werking van medicijnen (farmacologie). Hoofdstuk 2 gaat over de algemen werking en hoofdstuk 7 gaat over opiaten en verdovende middelen. In de andere hoofdstukken worden depressie (3), angst (4), verslavingen (8/10) en andere psychologische stoornissen behandelt en de bijbehorende medicijnen. Deze samenvatting geeft een globaal beeld van dit vakgebied, maar voor het goed begrijpen wordt er aangeraden het boek te lezen omdat hier veel details en afbeeldingen in staan die verhelderend zijn.
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