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Biopsychology of Psychiatric Disorders

Biopsychology of Psychiatric Disorders. Tourette’s Disorder. Numerous psychiatric disorders once thought to have a psychogenic origin only are now recognized to be neuropsychiatric. Does this mean environment does not play a role?

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Biopsychology of Psychiatric Disorders

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  1. Biopsychology of Psychiatric Disorders Tourette’s Disorder

  2. Numerous psychiatric disorders once thought to have a psychogenic origin only are now recognized to be neuropsychiatric. • Does this mean environment does not play a role? It certainly does play a critical role…the interaction between one’s inherited characteristics and the environment are inseparable, BUT, the expression of some disorders are inevitable (i.e. the phenotype will be expressed). One’s functional adaptation to the disorder is then strongly influenced by the environment (i.e., How well the individual will be able to cope with the demands of living).

  3. Tourette’s Disorder: • In order to understand Tourette’s Disorder, a neurologically based disorder with complex motor and vocal tics, the involvement of several “brain systems” (i.e. motor, emotional and executive systems) need to be understood.

  4. What is meant by a brain system? • Regions of the brain that have a primary responsibility in controlling certain aspects of our behavior. Example: Motor System Example: Emotional System

  5. A Review:How does the Motor System work for the expression of behavior?

  6. Motor System for Purposeful Behavior BEHAVIORAL OUTPUT: Motor Cortex to Muscles BEHAVIORAL REGULATOR: Frontal Lobe Behavior Preparatory Motor Area MOTOR PROGRAM CENTER: Striatum

  7. A Review:How do emotions affect our behavior?

  8. Emotions Color Normal Behavior: BEHAVIORAL REGULATOR: Frontal Lobe BEHAVIORAL OUTPUT: Motor Cortex to Muscles Behavior Emotional Expression Preparatory Motor Area MOTOR PROGRAM CENTER: Striatum Emotions happiness, anger, sadness, frustration (Limbic System)

  9. Rule of thumb: For “normal” or purposeful behavior to occur, the brain must quiet all other movements. What if the brain cannot quiet these other movements?

  10. Non-Purposeful Motor Behaviors can Spill over into Purposeful Behaviors BEHAVIORAL REGULATOR: Frontal Lobe BEHAVIORAL OUTPUT: Motor Cortex to Muscles Behavior Tics Vocalizations Preparatory Motor Area MOTOR PROGRAM CENTER: Striatum

  11. Have you noticed that when people get upset, extraneous movements increase?

  12. Emotions can Increase Tics BEHAVIORAL REGULATOR: Frontal Lobe BEHAVIORAL OUTPUT: Motor Cortex to Muscles Behavior Tics Vocalizations Preparatory Motor Area Emotions MOTOR PROGRAM CENTER: Striatum Emotions Emotions

  13. People with compromised or immature frontal lobes (e.g., children) cannot regulate behavior. When emotions erupt they cannot be easily contained…hence uncontrollable or disruptive behaviors occur

  14. “Leaky” Frontal Lobe Cannot Keep Emotions from Spilling Over into Behavioral Expression BEHAVIORAL REGULATOR: Frontal Lobe Disruptive or Disordered Behavior BEHAVIORAL OUTPUT: Motor Cortex to Muscles Emotions Preparatory Motor Area Emotions MOTOR PROGRAM CENTER: Striatum Emotions

  15. Can these systems be expressed discretely or is there always a release, activation or expression ofall related systems?Take a look at co-morbidity…the “flavor” of the disorder reflects the dysfunction of the various brain systems.

  16. ADHD & Anxiety ADHD & Tics ADHD & Tourette’s ADHD & Tourette’s & OCD ADHD and PDD Tourette’s & Anxiety ADHD & ODD ADHD & Conduct Disorder ADHD combined type ADHD impulsive type ADHD inattentive type OCD Tics Tourette’s Syndrome ODD Conduct Disorder Autism PDD Discrete Disorders & Co-morbid Disorders

  17. Overlapping Psychiatric Diagnoses Reflect… Geller et al., 1998

  18. …Overlapping Brain Systems Brain Subsystems Specific Sub-Systems Combined Behavior

  19. What can affect the “wiring” of the brain systems after birth? • Environmental stimulation • Learning opportunities • Experience and Feedback • Nutrition and Physical Health

  20. What does all this mean for the developing child and his/her future? Development Of the brain Continues Through the Age of 21 Age Age

  21. What does this mean for understanding behavior from a biopsychological perspective? Think about it… Determine what cannot be changed because of “hard wiring” from genes and what can be modified because of learning. Remember: Neuroplasticity…

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