Skip to main content
MedVellum
QuestionsVideosPricing

MedVellum

Fellowship exam preparation across every specialty: source-verified topics, questions in every format, and videos.

Product

  • Specialties
  • Questions
  • Videos
  • Exam tools
  • Pricing

Verification & policy

  • Verified register
  • Editorial policy
  • Privacy
  • Terms

Account

  • Sign in
  • Create account
  • Dashboard
  • Account & billing

© 2026 MedVellum. For education only — not a substitute for clinical judgement.

llms.txtPsychiatry LLM catalogSitemap

Psych MEQs / SAQsFoundations — behavioural science

Psych MEQs / SAQs · Foundations — behavioural science

Learning theory applied to panic and avoidance (MEQ)

FRANZCP/MRCPsych-style MEQ integrating classical/operant learning, extinction/relapse, inhibitory-learning exposure design, and safety limits.

20 marks25 min1 min readVerification in progress

Target exams

FRANZCPMRCPsychABPNMD-DNB
On this page
Study tools

Target exams

FRANZCPMRCPsychABPNMD-DNB
Prompt
A 29-year-old woman has panic attacks in crowded shops. She leaves immediately when heart racing begins, feels better within minutes, and now avoids malls unless her partner comes and she carries diazepam she never takes. (i) Define classical and operant processes maintaining this presentation, including two-factor avoidance. (ii) Explain extinction using Bouton’s framework and name three relapse phenomena relevant to her treatment. (iii) Outline an inhibitory-learning exposure plan (Craske), including how you handle safety behaviours. (iv) Contrast this with a pure 'habituation until SUDS drops' approach. (v) State two situations where you would defer elective exposure. (20 marks)

Model answer

Reveal model answerShowHide

(i) Classical and operant / two-factor. Classically, interoceptive and situational cues (crowd, heart racing) have become CSs that elicit fear/panic CRs after pairing with intense panic (US-like event).[9] Operantly, leaving the shop negatively reinforces escape by terminating aversive arousal; partner presence and carrying diazepam act as safety signals. Two-factor theory: classical fear to cues + operant avoidance/escape maintained by anxiety reduction, preventing extinction of the CS.[3][4]

(ii) Extinction (Bouton). Extinction is new inhibitory CS–noUS learning, not erasure of the original CS–US memory; retrieval is context- and time-dependent.[3][4] Relevant relapse phenomena: renewal if she only practices in clinic then returns to the mall alone; spontaneous recovery after a gap in practice; reinstatement after an unexpected panic or stressor US-like event; (bonus) rapid reacquisition if a full panic re-pairs cues quickly.

(iii) Inhibitory-learning exposure plan. Assess risk/medical exclusion; build hierarchy; rate specific expectancies (e.g. probability of collapse/heart attack). Design trials that violate expectancies (stay with heart racing without leaving). Fade safety behaviours: partner distance graded, no talisman benzodiazepine, no pulse-checking. Use variability and multiple contexts (different shops, times, alone). Process learning after trials; add retrieval cues; plan boosters against renewal.[5][6][9]

(iv) Vs habituation-only. Habituation model ends trials when SUDS falls and may keep identical graded steps. Inhibitory learning prioritises expectancy violation and retrieval of safety learning; SUDS drop is neither necessary nor sufficient; variability and context diversity are deliberate.[5][6]

(v) Defer elective exposure. Examples: acute suicide plan/intent needing crisis care; medical instability or uncontrolled arrhythmia concerns requiring medical review; severe intoxication; acute psychosis/mania; inability to consent to the plan. MI-style engagement and stabilisation can proceed, but intense interoceptive/mall exposure waits.[6]

Psychiatry Fellowship Pro

Continue reading

You have read the opening of this meqs / saq. The complete unit — every section and its primary-source references — is part of the Psychiatry Fellowship fellowship library.

Sign in to continueSee pricing
References5ShowHide
  1. [3]Bouton ME Context, ambiguity, and unlearning: sources of relapse after behavioral extinction Biol Psychiatry, 2002.PMID 12437938
  2. [4]Bouton ME Context and behavioral processes in extinction Learn Mem, 2004.PMID 15466298
  3. [5]Craske MG, Kircanski K, Zelikowsky M, et al. Optimizing inhibitory learning during exposure therapy Behav Res Ther, 2008.PMID 18005936
  4. [6]Craske MG, Treanor M, Conway CC, et al. Maximizing exposure therapy: an inhibitory learning approach Behav Res Ther, 2014.PMID 24864005
  5. [9]Clark DM A cognitive approach to panic Behav Res Ther, 1986.PMID 3741311
Psychiatry Fellowship Pro

$29/ monthor $279 / year

The complete Psychiatry Fellowship library, every exam format, one subscription.

  • Complete library for one chosen specialty
  • Timed MCQ mock exams and spaced review
  • Clinical cases & cross-table vivas
See pricingSign in
PreviousLate-onset psychosis — assessment and management (MEQ)Old age psychiatry — psychosisNextLiver transplant candidate with depression and prior alcohol use (MEQ)Consultation-liaison — transplant and ICU psychiatry