Clinical

Question 1

topographical model

Answer 1

our psyche (mind) is made of 3 levels:
1) conscious level: thoughts, feelings, perceptions, etc. that we are currently aware of
2) preconscious level: lies just below the conscious level and contains material that is not currently in conscious awareness but is readily accessible to consciousness
3) unconscious level: lies beneath the preconscious level and is the largest component of the psyche - contains threatening emotions and memories and other material that is normally unavailable to conscious awareness

Question 2

structural theory

Answer 2

a psychic structure that consists of the id, ego, and superego and proposes that personality is largely the result of interactions between them

Question 3

id

Answer 3

present at birth and consists of all of the basic biological instincts that drive or direct behavior

Question 4

ego

Answer 4

part of the id that has been modified by its interactions with the external world

Question 5

superego

Answer 5

last component to develop
it serves as the conscience, operates at all three levels of consciousness, and evolves primarily from the internalization of parental prohibitions, standards, and values

Question 6

transference

Answer 6

therapist’s neutrality allows the client to project onto the therapist feelings that he or she originally had for a parent or other significant person in the past

Question 7

countertransference

Answer 7

the therapist projects unresolved feelings toward another person onto the client

Question 8

Jung’s structure of the psyche

Answer 8

1) conscious: consists of the ego and contains all thoughts, feelings, etc. of which we are currently aware.
2) personal unconscious: contains our own forgotten or repressed memories and includes complexes, which are collections of thoughts, feelings, and attitudes that are related to a particular concept (e.g., power, inferiority) and that influence behavior.
3) collective unconscious: consists of “general wisdom that is shared by all people, has developed over time, and is passed along from generation to generation across the ages”

Question 9

archetypes

Answer 9

universal mental structures that predispose people to react to certain circumstances in specific ways

Question 10

individuation

Answer 10

an integration of all conscious and unconscious aspects of the self into a unified whole

Question 11

Adler’s Individual Psychology

Answer 11

1) Feelings of inferiority develop during childhood in response to real or imagined disabilities or inadequacies, and people are motivated to overcome their sense of inferiority by using some type of compensation.
2) A striving for superiority is an innate drive toward competence and effectiveness, and Adler used the term “style of life” to describe the ways in which a person strives for superiority
3) a mistaken (unhealthy) style of life is characterized by overcompensation for feelings of inferiority and is guided by goals that reflect self-centeredness and a lack of concern about the well-being of others

Question 12

Karen Horney

Answer 12

focused on the impact of early relationships and proposed that certain parenting behaviors (e.g., indifference, overprotection, rejection) cause a child to experience basic anxiety (feeling of helplessness and isolation in a hostile world).
to defend against basic anxiety, the child adopts certain interpersonal coping strategies (moving toward others, moving against others, or moving away from others)

Question 13

Harry Stack Sullivan

Answer 13

a) prototaxic mode occurs before symbols are used and is characterized by discrete, unconnected momentary states and an inability to differentiate between the self and the external world.
(b) parataxic mode involves the use of private or autistic symbols. ability to differentiate certain aspects of experience and seeing causal connections between events that occur at about the same time but are not actually related.
(c) syntaxic mode involves the use of symbols that have shared meaning and permit logical, sequential thought and meaningful interpersonal communication

Question 14

parataxic distortions

Answer 14

the result of arrest at the parataxic mode due to unsatisfactory early relationships and involve perceiving and evaluating people in the present based on past interpersonal experiences

Question 15

Erich Fromm

Answer 15

interested in how society prevents individuals from realizing their essential human nature, which is characterized by the capacity to be creative, loving, and productive

Question 16

ego-defensive functions

Answer 16

involved in the resolution of internal conflicts

Question 17

ego-autonomous functions

Answer 17

involved in adaptive, non-conflict laden functions such as learning, memory, comprehension, and perception

Question 18

Object Relations Theory

Answer 18

behavior is motivated by a desire for human connection rather than sexual or aggressive drives and focuses on the impact of early relationships between a child and significant others (“objects”) in the child’s life

Question 19

object constancy

Answer 19

the “ability to maintain a predominantly positive emotional connection to a significant other independent of one’s need state or the object’s immediate ability to gratify one’s needs”

Question 20

object constancy three-stage model

Answer 20

1) initial normal autistic stage: occurs during the first few weeks of life, the infant is aware of only themself
2) normal symbiotic stage: the infant becomes aware of the external environment but is unable to differentiate between self and others
3) separation-individuation stage: consists of four substages during which object constancy gradually develops (5-36 months)

Question 21

Person-Centered Therapy

Answer 21

based on the assumption that people have an innate self-actualizing tendency (capacity to achieve their full potential) that motivates and guides their behavior

Question 22

incongruence

Answer 22

a discrepancy between self and experience, which can impede the self-actualizing tendency and lead to psychological maladjustment

Question 23

the self (or self-concept)

Answer 23

refers to how a person currently perceives him- or herself and includes the person’s beliefs about who he or she is and what he or she can do

Question 24

person-centered therapy 3 conditions

Answer 24

1) Empathy: The therapist understands the client’s subjective experience and conveys that understanding to the client.
2) Congruence: The therapist is genuine, open, and honest and exhibits consistency in his or her words and actions.
3) Unconditional Positive Regard: The therapist truly cares about the client, affirms the client’s value as a person, and accepts the client without judgment.

Question 25

Gestalt Therapy

Answer 25

all behavior is motivated by a striving for homeostasis (balance).
when imbalance occurs due to an unfilled physical or psychological need, they are motivated to obtain something in the environment that will satisfy the need in order to restore homeostasis.
when that need is satisfied, they withdraw from the environment, and this process recurs as new needs arise.

Question 26

boundary disturbance

Answer 26

persistent disturbance in the contact boundary between the person and the environment that impedes the person’s ability to satisfy his or her needs

Question 27

types of boundary disturbances

Answer 27

1) Introjection: tendency to internalize the beliefs and values of other people without awareness or critical evaluation, resulting in inconsistencies between one’s thoughts and feelings
2) Projection: disowning unacceptable aspects of oneself by attributing them to someone else
3) Retroflection: doing to oneself what one would like to do to another person
4) Deflection: tendency to avoid direct contact with others
5) Confluence: blurring of the separation between oneself and others, resulting in a loss of identity

Question 28

existential therapy

Answer 28

views personality and behavior as a reflection of a person’s struggle with the “ultimate concerns of existence,” which include death, isolation, meaninglessness, freedom, and responsibility

Question 29

reality therapy

Answer 29

replace the client’s failure identity with a success identity by helping the client assume responsibility for his or her actions and adopt more appropriate ways to fulfill his or her needs

Question 30

Beck’s CBT

Answer 30

how we feel and act is largely determined by how we think and that maladaptive behavior is often due to a combination of biological and environmental factors that predispose a person to faulty cognitive patterns

Question 31

cognitive distortions

Answer 31

systematic errors in reasoning that create the link between dysfunctional schemas and automatic thoughts and occur when incoming information is biased to fit a dysfunctional schema and, as a result, elicits a maladaptive automatic thought

Question 32

types of cognitive distortions

Answer 32

1) Arbitrary inference: drawing a conclusion when there’s no evidence to support it or when the conclusion is contrary to the evidence
2) Selective abstraction: focus on certain (usually negative) details of a situation or event while disregarding other, more salient information
3) Overgeneralization: drawing a conclusion based on a single event and then applying that conclusion to other events
4) Personalization: when a person attributes external events to themself even though the event is not actually in the person’s control
5) Dichotomous (all-or-none) thinking: categorizing experiences in 1 of 2 extremes (complete success or total failure)

Question 33

maladaptive schemas

Answer 33

distort incoming information and lead to inaccurate interpretations and conclusions

Question 34

Rational Emotive Behavior Therapy

Answer 34

people’s emotional and behavioral reactions to events as being mediated by their beliefs about those events

Question 35

A-B-C-D-E model

Answer 35

A: activating (antecedent) event, B: person’s belief about that event, C: emotional or behavioral consequence of that belief, D: disputation of irrational beliefs, E: replacing irrational beliefs with effective rational ones

Question 36

stress inoculation training (SIT)

Answer 36

combines skills training with modification of maladaptive cognitions that interfere with adaptive behaviors b/c when people learn to cope with mild levels of stress, they are “inoculated” against future stressful situations

Question 37

self-instructional training

Answer 37

individuals can modify their own behaviors through the use of appropriate self-talk:
1) Cognitive Modeling: A model performs a task while saying instructions aloud
2) Overt External Guidance: The client performs the same task with guidance and instructions from the model
3) Overt Self-Guidance: The client performs the task while saying the instructions aloud
4) Faded Overt Self-Guidance: The client repeats the task while whispering the instructions
5) Covert Self-Instruction: The client performs the task again while repeating the instructions covertly (via private speech)

Question 38

problem-solving therapy (PST)

Answer 38

based on the assumption that psychological problems are related to deficits in social problem-solving skills.
Its primary goals are to help clients develop a positive problem orientation and develop and apply a rational problem-solving style

Question 39

Biofeedback

Answer 39

allows a person to gain control over a physiological response by monitoring the response and providing the person with immediate and continuous feedback about the status of that response with a visual or auditory signal

Question 40

EMG (electromyography) biofeedback

Answer 40

provides information about level of muscle tension (chronic pain, incontinence, and motor impairment)

Question 41

EEG (electroencephalogram) biofeedback

Answer 41

(AKA neurofeedback) - provides information on brain wave activity (depression, anxiety, ADHD, insomnia, seizures)

Question 42

Thermal (temperature) biofeedback

Answer 42

provides information about skin temperature (Raynaud’s, migraine headaches)

Question 43

systems theory concept of families

Answer 43

1) Wholeness: the elements of a system produce an entity that is greater than the sum of the individual elements
2) Open vs. Closed Systems: An open system has permeable boundaries that allow it to interact with the environment; closed system has impermeable boundaries that prevent interactions
3) Homeostasis: Systems tend to preserve a state of stability and resist change
4) Positive vs. Negative Feedback: negative feedback consists of information or actions that maintain the system’s status quo; positive feedback consists of information or actions that cause deviation and produce instability and change
5) Equifinality vs. Equipotentiality: equifinality occurs when different processes have the same outcome; equipotentiality occurs when the same process can have different outcomes

Question 44

communication theory

Answer 44

communication patterns within a family system “shape the operation and function of the system”

Question 45

two levels of communication

Answer 45

1) report level: verbal and conveys the literal meaning (content) of the message
2) command (metacommunication) level: usually nonverbal and expresses the relationship between the communicators

Question 46

symmetrical interactions

Answer 46

based on equality and can lead to competition and conflict (“symmetrical escalation”)
e.g., partners repeatedly respond to each other’s angry remarks with remarks that are more intense in terms of anger

Question 47

complementary interactions

Answer 47

based on inequality (one member assumes the dominant role in conversations while the other member assumes a submissive role, their interactions are complementary)

Question 48

postmodernism perspective

Answer 48

reality is created through social interaction and, consequently, that therapy is a creative process in which the therapist collaborates with family members to deconstruct old views of reality and co-construct new realities

Question 49

differentiation of self

Answer 49

a family member’s ability to separate their intellectual and emotional functioning from others in the family

Question 50

triangles

Answer 50

form when a two-person system becomes unstable due to conflict and recruits a third person into their system to restore stability

Question 51

multigenerational transmission process

Answer 51

the process by which patterns of differentiation are transferred from one generation to the next

Question 52

emotional cutoff

Answer 52

occurs when a family member attempts to distance themself from the family physically and/or emotionally as a way to deal with conflict within the family system and usually indicates that the family member has a low level of differentiation

Question 53

Bowenian Extended Family Systems Therapy

Answer 53

help each family member become more differentiated while remaining connected to other family members

Question 54

Minuchin’s Structural Family Therapy

Answer 54

restructure the family so that it’s better able to respond adaptively to intra- and extrafamilial sources of stress
family structure, boundaries, rigid family triads

Question 55

clear boundaries

Answer 55

firm but flexible and allow family members to maintain a balance between separateness from and connection to other family members

Question 56

rigid boundaries

Answer 56

lead to disengagement between family members and promote isolation

Question 57

diffuse boundaries

Answer 57

lead to enmeshment (manipulative emotional reactivity) and promote excessive dependence

Question 58

3 rigid family triads

Answer 58

1) Triangulation: each parent demands that a child side with him or her during a dispute so that the child is “pulled” in two directions
2) Detouring: parents reinforce deviant behavior in the child because it takes the focus off the problems they’re having with each other
3) Stable coalition: when two family members consistently “gang up” against another family member

Question 59

Haley’s Strategic Family Therapy

Answer 59

alter the interactional sequences that maintain problematic behaviors that arose through communication and power

Question 60

2 types of directives

Answer 60

Direct directives: straightforward instructions or advice that family members are likely to agree to follow;
Indirect directives are attempts to influence family members to act in a certain way without directly instructing them to do so

Question 61

paradoxical interventions

Answer 61

asking family members to do something they are likely to resist and thereby change in the desired way

Question 62

5 stages of strategic family therapy

Answer 62

1) social stage: therapist speaks to each family member and observes family interactions
2) problem stage: therapist asks family members questions about the presenting problem
3) interaction stage: therapist asks family members to discuss the presenting problem, which allows the therapist to collect information about their interactions.
4) goal-setting stage: therapist and family members agree on therapy goals
5) task-setting stage: therapist gives the family a directive to complete at home

Question 63

Milan Systemic Family Therapy

Answer 63

the problematic behaviors of family members involve repetitive behavioral interactions (“games”) that maintain the family’s state of homeostasis

Question 64

strategies of systemic family therapy

Answer 64

1) Hypothesizing: collecting data to determine what is maintaining the family’s problem and identify appropriate interventions
2) Neutrality: therapists maintain a position of neutrality by attending to and accepting the perceptions of all family members
3) Circular Questioning: asking each family member about their perceptions of a family relationship or a specific event
4) Positive Connotation: reframing a problematic behavior as beneficial or good
5) Paradoxical Prescriptions: tasks that require family members to engage in the problematic behavior to help them understand that the behavior is under their control
6) Family Rituals: tasks designed to alter family games by requiring family members to change their behaviors in a specific circumstance

Question 65

behavioral family therapy

Answer 65

all behavior is learned and maintained by antecedents and consequences operating in the family environment

Question 66

Solution-Focused Therapy

Answer 66

focuses on the solutions to problems rather than on the problems themselves

Question 67

miracle question

Answer 67

used to help identify therapy goals and requires the client to imagine the absence of his or her problem and the resulting effects

Question 68

exception question

Answer 68

used to identify times when the problem did not exist or was diminished in order to help the client develop a solution orientation

Question 69

formula first session task

Answer 69

given to a client to complete before the second therapy session that requires the client to observe what is happening in their life that they would like to continue to have happen

Question 70

Lazarus’s Multimodel Therapy

Answer 70

most psychological problems are multifaceted, multidetermined, and multilayered, and that comprehensive therapy calls for a careful assessment of 7 parameters or modalities:
behavior, affect, sensation, imagery, cognition, interpersonal relationships, and drugs, diet, and exercise (biology)
BASIC ID

Question 71

tracking

Answer 71

determining the “firing order” of a client’s modalities (i.e., the modality sequence associated with the client’s problem) to help identify appropriate interventions

Question 72

bridging

Answer 72

attending first to the client’s preferred modality and then transitioning to their least preferred modalities to foster rapport and decrease resistance

Question 73

Prochaska and DiClemente’s Transtheoretical Model

Answer 73

(AKA stages of change model)
proposes that people pass through a predictable sequence of stages when modifying their health-related behaviors

Question 74

6 stages of theoretical model

Answer 74

1) precontemplation stage: unaware that there is a need to change and has no plan to change
2) contemplation stage: recognizes the need to change and, although somewhat ambivalent, plans to change within the next 6 months
3) preparation stage: intends to take action within the next 30 days and may have already started to take small steps towards change
4) action stage: actively engaged in making behavioral changes
5) maintenance stage: been actively changing behavior for at least 6 months and is working to prevent relapse
6) termination stage: not tempted to engage in old behaviors and is 100% confident in their ability to avoid relapse.

Question 75

motivational interviewing

Answer 75

people are ordinarily ambivalent about making changes in their lives so it provides a “client-centered, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence”

Question 76

motivational interviewing OARS

Answer 76

Open-ended questions that cannot be answered with “yes” or “no”
Affirmations that compliment the client and recognize their strengths
Reflective listening that restates or adds meaning to what the client has said
Summaries that foster insight or reinforce statements made by the client that support change (“change talk”)

Question 77

Interpersonal Psychotherapy

Answer 77

a) Depression is due to a medical illness that is not the client’s fault
(b) it is related to interpersonal events that trigger or follow the onset of symptoms

Question 78

interpersonal problem areas

Answer 78

role transitions, role disputes, interpersonal deficits, complicated grief

Question 79

3 formative stages of group therapy

Answer 79

1) Orientation, Hesitant Participation, Search for Meaning, and Dependency
2) Conflict, Dominance, and Rebellion
3) Development of Cohesiveness

Question 80

feminist therapy

Answer 80

empowerment of the individual and transformation of society

Question 81

self-in-relation theory

Answer 81

(AKA relational-cultural theory)
development (esp female development) proceeds through relationship elaboration rather than through separation or disengagement” and that mental health is determined “by the ability to deepen connections and relationships throughout the life span”
gender-related differences in self-concept, relationality, and other aspects of personality and behavior can be traced to differences in the early mother-daughter and mother-son relationship

Question 82

multicultural counseling

Answer 82

counseling services where relevant cultural traits are incorporated in the context of the counseling process including ethnicity, race, gender, sexual identity, socioeconomic status, disabilities, age, and spirituality

Question 83

etic perspective

Answer 83

(universal) perspective when therapists believe that people from different cultures are essentially the same

Question 84

emic perspective

Answer 84

(culture-specific) perspective when therapists believe that people from different cultural backgrounds differ in important ways and that psychological theories and strategies that are appropriate for individuals from one cultural group may not be appropriate for individuals from other groups.

Question 85

cultural encapsulation

Answer 85

1) Defines reality according to their own set of cultural assumptions
2) insensitive to cultural variations among individuals
3) Disregards evidence that disproves their assumptions
4) Relies on quick, simple, and technique-oriented solutions to problems
5) Evaluates others based on their own perspective

Question 86

worldview

Answer 86

how people perceive, evaluate, and react to the situations they encounter

Question 87

4 types of worldview

Answer 87

1) internal locus of control and internal locus of responsibility (IC-IR): believe they are the masters of their own fate and are responsible for their own successes and failures
2) internal locus of control and external locus of responsibility (IC-ER): believe they could shape their own lives if given a chance but that others are responsible for their outcomes
3) external locus of control and internal locus of responsibility (EC-IR): believe they have little control over their lives but assume responsibility for their own failures
4) external locus of control and external locus of responsibility (EC-ER): believe they have little or no control over their lives and are not responsible for their own outcomes

Question 88

acculturation

Answer 88

“dynamic and multidimensional process of adaptation that occurs when distinct cultures come into sustained contact which involves different degrees and instances of culture learning and maintenance that are contingent upon individual, group, and environmental factors”

Question 89

4 models of acculturation

Answer 89

1) integration orientation: retain their own culture while also adopting the dominant culture
2) assimilation orientation: reject their own culture and adopt the dominant culture
3) separation orientation: retain their own culture and reject the dominant culture
4) marginalization orientation: reject both their own culture and the dominant culture

Question 90

healthy cultural paranoia

Answer 90

involves distrust and suspiciousness but refers to the normal (nonpathological) response of African American individuals to oppression and racism

Question 91

racial microaggression

Answer 91

“brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”

Question 92

microinsults

Answer 92

nonverbal messages or insensitive remarks that demean the person’s racial or ethnic background

Question 93

microinvalidations

Answer 93

“communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential reality of a person of color”

Question 94

microassaults

Answer 94

explicit verbal or nonverbal racial derogations that are meant to hurt or harm the intended victim and involve name-calling, avoidant behavior, or intentional discriminatory acts

Question 95

high-context communication

Answer 95

relies heavily on culturally defined meanings, nonverbal messages, and the context in which it occurs and is characteristic of several ethnic/cultural minority groups

Question 96

low-context communication

Answer 96

relies on the verbal message, is independent from the context, and is characteristic of European Americans

Question 97

Racial/Cultural Identity Development (R/CID) Model

Answer 97

“five stages of development that oppressed people experience as they struggle to understand themselves in terms of their own culture, the dominant culture, and the oppressive relationship between the two cultures”

Question 98

5 stages of R/CID Model

Answer 98

1) Conformity: prefer the lifestyle and values of the dominant culture and have strong negative feelings about their own minority group and other minority groups that are similar to their own
2) Dissonance: confusion and conflict as the result of encountering circumstances that are inconsistent with their cultural beliefs and attitudes
3) Resistance and Immersion: actively reject the dominant culture, strongly identify with and are committed to their own culture, and may feel guilty and angry about their past negative feelings toward their own group
4) Introspection: conflict between personal autonomy and the rigid constraints of the previous stage. People in this stage begin to question their unequivocal loyalty to their own culture and absolute rejection of the dominant culture
5) Integrative Awareness: resolved the conflicts of the previous stage, appreciate aspects of their own culture and the dominant culture, and have a positive self-image and strong sense of autonomy

Question 99

Black Racial Identity Development Model (AKA the Nigrescence Model) 5 stages

Answer 99

1) Pre-Encounter: prefer White culture, and they may have internalized negative stereotypes of Blacks and blame Blacks for their own problems
2) Encounter: important event or series of events challenges the person’s worldview and causes the person to question their positive attitude toward White culture and consider what it means to be a member of a group that is the target of racism
3) Immersion-Emersion: denigrate White culture and glorify Black culture. They actively seek out opportunities to learn about Black history and culture and prefer associating with individuals of their own race
4) Internalization: started to develop a sense of security about their Black identity, their negative feelings about White culture have declined
5) Internalization-Commitment: nternalized a Black identity and are committed to social activism to improve equality for oppressed group

Question 100

Helms’s White Racial Identity Development Model stages

Answer 100

1) Contact: lack of awareness of racial differences, limited contact with members of minority groups, “colorblind.”
2) Disintegration: interactions with members of minority groups lead to greater awareness of inequality
3) Reintegration: resolve their conflicts by adopting the position that Whites are superior and minorities are inferior
4) Pseudo-Independence: dissatisfied with their racist views, often as the result of a disturbing event
4) Immersion-Emersion: explore what it means to be “White” and are interested in determining how they can feel proud of their own race without being racist
5) Autonomy: internalize a nonracist White identity that is based on a realistic understanding of the strengths and weaknesses of White culture

Question 101

Troiden’s Model of Homosexual Identity Development

Answer 101

1) Sensitization: begins before puberty and is characterized by feeling different from others
2) Identity Confusion: begins in middle or late adolescence when the person realizes that they feel sexually attracted to same-sex individuals and considers the possibility that they are homosexual
3) Identity Assumption: occurs during or after late adolescence and initially involves being tolerant of a gay or lesbian identity
4) Identity Commitment: internalized their gay or lesbian identity and accepted homosexuality as a “way of life.”

Question 102

multisystems approach

Answer 102

considering the multiple systems that impact individual and family functioning and targets the individual, the immediate and extended family, nonblood relatives and friends, church and community services, social service agencies, and other outside systems

Question 103

cuento therapy

Answer 103

uses Spanish folktales as the basis for role-playing and discussion and has been found to be effective for reducing emotional and behavioral problems and improving ethnic pride in Hispanic children

Question 104

therapy interventions likely to be most successful for African American clients

Answer 104

time-limited and adopts a problem-solving approach, multisystems

Question 105

therapy interventions likely to be most successful for Hispanic American clients

Answer 105

active, goal-oriented, time-limited approach (CBT is appropriate “due to its present-focus, emphasis on changing problem behavior, and time-limited structure”); family therapy

Question 106

network therapy

Answer 106

helps empower clients to cope with life stresses by utilizing relatives, friends, and tribal members as a social support system

Question 107

therapy interventions likely to be most successful for Asian American clients

Answer 107

brief structured and solution-focused approach;
expect the therapist to be an authority (but not authoritarian) and to suggest specific courses of action while also fostering their participation by encouraging them to help identify therapy goals and solutions to problems;
behavioral approach

Question 108

intersectionality

Answer 108

the unique effects of factors such as race/ethnicity, gender, age, class, religion/spirituality, and disability and the interaction of these effects with the effects of sexual orientation

Question 109

3 levels of prevention

Answer 109

1) Primary Prevention: implemented before a disorder develops to reduce its incidence (rate of new cases) and are provided to an entire group or population of individuals
2) Secondary Prevention: providing early intervention to keep a problem from becoming a full-blown disorder and are aimed at individuals who are exhibiting early signs of a disorder
3) Tertiary Prevention: prevent the recurrence of a disorder and/or reduce its debilitating effects and are aimed at individuals who already have the disorder

Question 110

client-centered case consultation

Answer 110

consultant helps the consultee resolve a problem they are having with a particular client;
assesses the situation to determine the cause of the problem, provides consultee recommendations for resolving the problem

Question 111

consultee-centered case consultation

Answer 111

consultant identifies and addresses deficiencies in the consultee that are interfering with the consultee’s ability to provide effective services to members of a particular group of clients

Question 112

program-centered administrative consultation

Answer 112

consultant works with program administrators to determine why an existing program is not having the desired outcomes

Question 113

consultee-centered administrative consultation

Answer 113

consultant works with program administrators to improve their ability to effectively design, implement, and/or evaluate future performance

Question 114

theme interference

Answer 114

loss of objectivity that occurs when a consultee’s reactions to a particular type of client (e.g., adolescents with substance use problems, adults with borderline personality disorder) are affected by the consultee’s previous experience with that type of client

Question 115

behavioral consultation

Answer 115

behavior is learned and current behavior(s) can be replaced with new, more acceptable behavior(s);
indirect service delivery to a client in which the consultant works with the consultee (e.g., teacher or therapist) who is then responsible for providing services to the client (e.g., student or patient)

Question 116

stages of behavioral consultation

Answer 116

1) problem identification stage: consultant and consultee work together to operationally define the problem behavior.
2) problem analysis stage: consultant and consultee conduct a functional analysis to identify the antecedents and consequences that are maintaining the problem behavior, then formulate a treatment plan
3) treatment implementation stage: consultant helps the consultee carry out the treatment and collect data on its outcomes
4) treatment evaluation stage: consultant and consultee analyze the outcome data to determine if the treatment achieved its goals and decide if it should be continued, discontinued, or modified

Question 117

advocacy consultation

Answer 117

set of activities performed by a consultant to further the goals of a disenfranchised group (physical disabilities, poor SES residents );
focuses on bringing about change that will benefit the consultees

Question 118

telepsychology

Answer 118

technological devices, such as telephones or video chatting software, for provision of mental health services

Question 119

telepsychology pros

Answer 119

less expensive to administer, may cover a diverse range of services, conducting sessions with clients with limited mobility, various assessments, consultations, and crisis management

Question 120

telepsychology cons

Answer 120

still relatively new, confidentiality, record keeping and protection of client data, encryption, challenges with providing therapy across state lines, and security against cyber infiltration

Question 121

ethical guidelines for telepsychology

Answer 121

1) competence with the technologies they use, including being aware of any potential impact made on clients or others they work with
2) maintain professional and ethical standards of care (careful review of the benefits and the risks a client may experience, ensuring informed consent is appropriately communicated and documented, storing data with reasonable security, disposing of data in an appropriate manner)
3) follow all laws and regulations relevant to the use of telepsychology, keeping in mind differences across state or regional borders

Question 122

healthcare systems

Answer 122

integrate and coordinate the delivery of services from institutions and professionals to the public

Question 123

Beveridge model approach to healthcare

Answer 123

uses public funds to provide services

Question 124

private model approach to healthcare

Answer 124

uses private funds to provide services

Question 125

Bismarck model approach to healthcare

Answer 125

uses a mixture of private and public funds

Question 126

suicide prevention

Answer 126

evaluating the client’s level of suicide risk and intervening in a manner commensurate with that risk;
the evaluation involves considering the client’s risk and protective factors and integrating information obtained from various sources, including the client, the client’s family, and other healthcare professionals

Question 127

risk factors for suicide

Answer 127

history, warning signs, age, gender, race/ethnicity, marital status, psychiatric diagnosis, hopelessness, physical health
GRWMHAPHP

Question 128

mental disorder with the greatest suicide risk (in order);
teenagers

Answer 128

MDD, a substance use disorder (esp. alcohol), and schizophrenia;
depression is comorbid with conduct disorder, a substance use disorder, or ADHD

Question 129

suicide risk factors that result in hospitalization

Answer 129

previous suicide attempt or frequent and intense suicidal ideation, specific suicide plan that involves access to lethal means, severe mental illness or substance use, hopelessness, poor insight, lack of social support

Question 130

child maltreatment experiences in order

Answer 130

neglect, physical, emotional, and sexual abuse

Question 131

child characteristics that have been linked to an increased risk for physical abuse

Answer 131

low birth weight and prematurity; difficult temperament; chronic or serious physical illness; and physical, cognitive, and emotional disabilities

Question 132

cycle of violence

Answer 132

Phase 1-Tension Building: escalation of tension with verbal abuse and minor physical abuse and may last for days, weeks, or months. “walks on eggshells” to appease partner and avoid a serious incident of abuse.
Phase 2-Acute Battering Incident: intense violent incident. Women most often seek help during this phase.
Phase 3-Loving Contrition: perpetrator is remorseful and apologetic and promises that violence “will never happen again.”

Question 133

intimate partner violence (IPV)

Answer 133

occurs between two people in a close relationship and includes physical violence, sexual violence, stalking, and psychological aggression (e.g., humiliation, coercive control)

Question 134

prevention and intervention of IVP

Answer 134

arrest of the offender, mandated treatment for the offender, and support for the victim is more effective than arrest of the offender alone

Question 135

outcomes of Eysenck (1952)

Answer 135

44% showed improvement with psychodynamic, 66% for ECT, while 72% with no therapy;
concluded that the effectiveness of psychotherapy does not have scientific support

Question 136

outcomes of Smith, Glass, and Miller (1977, 1980)

Answer 136

the average therapy client was “better off” than 80% of patients in the no-treatment control group;
psychotherapy can reduce medical costs

Question 137

dose effect model

Answer 137

predictable relationship between number of therapy sessions and probability of improvement:
50% of psychotherapy clients show improvement by the 6th to 8th therapy session, 75% by the 26th session, and 85% after a little over a year

Question 138

Howard et al. phase model

Answer 138

1) Remoralization: occurs during the first few sessions and involves a decrease in feelings of hopelessness
2) Remediation: symptom relief and, depending on the initial severity of symptoms, requires up to 16 additional sessions
3) Rehabilitation: occurs in subsequent sessions and involves a gradual improvement in long-standing maladaptive behavior patterns

Question 139

4 common factors of therapy

Answer 139

1) Extratherapeutic factors: client characteristics that include severity of symptoms, motivation, psychological mindedness, resilience, and sources of support (40%)
2) Relationship factors: therapist’s empathy, warmth, and acceptance (30%)
3) Expectancy: “placebo effect”, client’s positive expectations about the effects of treatment (15%)
4) Techniques: theories and strategies that are unique to specific treatments (15%)

Question 140

efficacy research

Answer 140

(e.g., randomized clinical trials) controls as many aspects of treatment as possible;
maximizes a study’s internal validity but limits external validity

Question 141

effectiveness research

Answer 141

conducted in the “real world” and does not permit as much experimental control;
better external validity but have lower internal validity

Question 142

triangular model of supervision

Answer 142

integrates the supervisory relationship and organizational policies while emphasizing service delivery to clients

Question 143

Sue et al. (1991) outcomes

Answer 143

when compared to White individuals, Asian American and Mexican American individuals were underrepresented relative to their proportions inpatient, while African American individuals were overrepresented;
African American clients generally had less positive outcomes than White, Asian American, and Mexican American clients and were more likely to terminate treatment prematurely

Question 144

SAMHSA (2015) outcomes

Answer 144

outpatient mental health services use was highest for White individuals, American Indian/Alaskan Native, African American, Hispanic American, and Asian American individuals;
annual percentage of inpatient mental health services use was highest for American Indian/Alaskan Native individuals, African American, Hispanic American, White, and Asian American individuals

Question 145

client-therapist matching outcomes

Answer 145

racial/ethnic matching of clients and therapists had a greater impact on the favorability of a client’s perceptions of their therapist than on therapy outcome;
reduces the risk of premature termination

Question 146

psychasthenia

Answer 146

was a psychological disorder characterized by phobias, obsessions, compulsions, or excessive anxiety

Question 147

MMPI-2 validity scales

Answer 147

? (Cannot Say): # of unanswered or double-marked items
L (Lie): lack of insight or has attempted to present self in a favorable light
F (Infrequency): malingering, significant pathology, an attempt to “fake bad,” or responding to all items as either T or F
K (Correction): defensiveness or denial, an attempt to “fake good,” or responding “F” to all items
VRIN (Variable Response Inconsistency) and TRIN (True Response Inconsistency): assess response inconsistency, invalid profile
Fp (Infrequency/Psychopathology): “fake bad” even if the examinee is a psychiatric patient
Fb (F Back): responded to items toward the end of the test in a deviant way
S (Superlative Self-Presentation): defensiveness, attempt to “look good”

Question 148

NEO Personality Inventory-3 (NEO-PI-3)

Answer 148

measures the Big Five personality traits and the 6 facets that define each trait

Question 149

Myers-Briggs Type Indicator (MBTI)

Answer 149

based on Jung’s personality typology and provides information on 4 bipolar dimensions: introversion-extraversion, sensing-intuitive, thinking-feeling, and judging-perceiving

Question 150

Thematic Apperception Test (TAT)

Answer 150

identifying each story’s “hero” and the needs (internal determinants of the hero’s behavior), press (external determinants of the hero’s behavior), thema (the interaction between needs and press), and outcomes expressed in the client’s story

Question 151

Strong-Campbell Interest Inventory

Answer 151

Examinees respond to items that address preferences for occupations, school subjects, activities, people, and characteristics using a five-point scale that ranges from “strongly dislike” to “strongly like”

Question 152

Kuder Occupational Interest Survey

Answer 152

100 items that require examinees to choose their most and least preferred activities from 3 activities

Question 153

Halstead-Reitan Neuropsychological Battery

Answer 153

separate tests of lateral dominance, psychomotor functions, sensory-perceptual functions, speech and language, visual-spatial skills, abstract reasoning, mental flexibility, and attention and concentration

Question 154

The Luria-Nebraska Neuropsychological Battery

Answer 154

scores on 11 scales that measure specific functions (motor, rhythm, tactile, visual, receptive speech, expressive speech, writing, reading, arithmetic, memory, and intellectual processes) and on scales that are used to help localize brain dysfunction

Question 155

poor performance on WCST linked to

Answer 155

autism, schizophrenia, depression, alcoholism, and malingering

Question 156

poor performance on the Stroop linked to

Answer 156

depression, mania, ADHD, and schizophrenia

Question 157

Tower of London

Answer 157

a measure of higher-order executive functioning and working memory, and poor performance is associated with frontal lobe damage, ADHD, autism, and depression

Question 158

Rancho Los Amigos Scale of Cognitive Functioning

Answer 158

method for tracking improvements in cognitive functioning following a head injury