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ABNORMAL PSYCHOLOGY > Clinical Assessment and Diagnosis > Flashcards

Clinical Assessment and Diagnosis Flashcards

1
Q

Gathering information regarding people’s symptoms and the possible causes of these symptoms

A

ASSESSMENT

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2
Q

• A label for a set of symptoms that often occur together
• process of determining whether the particular problem afflicting the individual meets all criteria for a
psychological disorder

A

DIAGNOSIS

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3
Q

the systematic evaluation and measurement of psychological, biological, and social factors in an individual presenting with a possible psychological disorder

A

CLINICAL ASSESSMENT

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4
Q

– Tools have been developed by clinicians to gather

information

A

Assessment Tools

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5
Q

•Accuracy of a test to measure what it is designed to measure

A

Validity

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6
Q

Based from face value, it can measure what it purports

to measure

A

FACE VALIDITY

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7
Q

Extent to which a test assesses all the important aspects of a phenomenon that it purports to measure

A

CONTENT VALIDITY

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8
Q 
extent to which a test yields the same results as other,
established measures of the same behavior, thoughts,
or feelings (standard but long vs. brief, new)
A

CONCURRENT VALIDITY

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9
Q

•good at predicting how a person will think, act, or feel

in the future (IQ—success in school)

A

PREDICTIVE VALIDITY

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10
Q

•extent to which a test measures what it is supposed to

measure and not something else altogether

A

CONSTURCT VALIDITY

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11
Q

•Consistency of a test in measuring what it is supposed to measure

A

Reliability

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12
Q

Consistency of the test results over

time

A

TEST RETEST RELIABILITY

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13
Q

• Results on a similar version of the test are similar

A

ALTERNATE FORM RELIABILITY

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14
Q

Similarity in people’s answers
among different parts of the same
test

A

INTERNAL RELIABILITY

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15
Q

Interjudge Reliability

A

INTER RATER RELIABILITY

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16
Q

•A way to improve validity and reliability

A

Standardization

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17
Q

ASSESSMENT TOOLS

A
  • CLINICAL INTERVIEW
  • SYMPTOM QUESTIONNAIRES
  • BEHAVIORAL OBSERVATIONS AND SELF MONITORING
  • PERSONALITY INVENTORIES
  • INTELLIGENCE TESTS
  • NEUROPSYCHOLOGICAL TESTS
  • BRAIN IMAGING TECHNIQUES
  • PSYCHOPHYSIOLOGICAL TESTS & PHYSICAL -EXAMINATION
  • PROJECTIVE TESTS
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18
Q

Much of the information is gathered through an initial interview

A

CLINICAL INTERVIEW

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19
Q

Person’s general functioning

A 
MENTAL STATUS EXAM
--Appearance and Behavior
– Thought Processes
• Speech
– Mood and Affect
– Intellectual Functioning
• Memory and Attention
– Orientation/Sensorium
• Time, place, person, object
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20
Q

– Series of questions asked about a particular symptom that is currently experienced or experienced in the past
– format of the questions and the entire interview is standardized, and the clinician uses concrete criteria to score the person’s answers

A

Structured Interviews

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21
Q
  • made up of questions phrased and tested to elicit useful information
A

SEMI STRUCTURED INTERVIEW

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22
Q

– have no systematic format
• “Tell me about yourself”
• Start from what is significant to the clinician

A

Unstructured Interviews

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23
Q

-Pays attention to the medical condition of the client which might cause the psychological problem
-Assessing If a medical condition or substance
abuse is merely coexisting or a casual one
• Rule out or manage conditions which are
exacerbating the condition of the client
– Eg. Hypothyroidism, brain tumor, panic attacks

A 
PHYSICAL EXAMINATION
By Physician
– Neurodev
– Neurologist
– Psychiatrist
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24
Q

REMEMBER

A

Questionnaires can cover a wide variety of

symptoms representing several different disorders

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25
Q

Used for individuals who are not old enough
or skilled enough to report their problems and
experiences
– Individuals with special needs
– Individuals who are physically and psychologically
challenged
– Elders
– Young children

A

BEHAVIORAL ASSESSMENT

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26
Q

– to assess deficits in skills or ways of handling
situations
– looking for specific behaviors and what precedes
and follows these behaviors

A

Behavioral Observation
Advantage: not relying on self-reports
– Disadvantage: changing of behavior when
observed; different conclusions/observer

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27
Q

– relies on observer’s recollection

and interpretation of events

A

Informal

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28
Q

– involves identifying specific
behaviors that are observable or measurable,
having an operational definition

A

Formal

29
Q

ABCs of Observation

A

– Antecedents
– Behavior
– Consequences

30
Q

– Keeping track of behaviors

A

Self-Monitoring
– Disadvantage: bias of the individual to report
behaviors
– Advantage: discovery of triggers of certain
behaviors

31
Q
  • Questionnaires meant to assess people’s typical ways of thinking,feeling, and behaving
  • Part of an assessment procedure to obtain information on people’s wellbeing, self-concept, attitudes and beliefs, ways of coping, perceptions of their environment and social resources, and vulnerabilities
A

PERSONALITY INVENTORIES

MMPI – Minnesota Multiphasic
Personality Inventory
– MMPI-2: 567 items

32
Q

In clinical practice,_____ are used to get a sense of an individual’s intellectual strengths and weaknesses, particularly when mental retardation or brain damage is suspected

A 
intelligence tests
.
Wechsler Adult Intelligence Scale ,
the Stanford-Binet Intelligence
Test , and the Wechsler
Intelligence Scale for Children
33
Q

Useful in detecting specific cognitive deficits such as a
memory problem
• Used when impairment in neurological functioning is suspected

A

NEUROPSYCHOLOGICAL TEST

Paper-and-pencil
– Bender-Gestalt Test (Bender
Visual Motor Gestalt Test,
BVMGT), Strength of Grip Test

34
Q

When people attempt to understand an ambiguous or
vague stimulus, their interpretation of the stimulus reflects their needs, feelings, experiences, prior conditioning, thought processes and so forth

A

PROJECTIVE HYPOTHESIS

35
Q

People are thought to project these issues onto their description of the “content” of the stimulus
• Useful in uncovering the unconscious issues or motives of a person or in cases when the person is resistant or heavily biasing the information he or she presents to the assessor

A

PROJECTIVE TEST

– Rorschach Inkblot Test, Thematic
Apperception Test, Sentence
Completion Tests, HTP, DAPT

36
Q

CHALLENGES IN ASSESSMENT

A 
Resistance
– Does not want to provide
information
• Inability to Provide
Information
• Assessing Children
• Assessing Individuals
Across Cultures
37
Q

It is the tendency for people to accept very general or vague characterizations of themselves and take them to be accurate

A

BARNUM EFFECT

38
Q

To identify specific deficits and possible brain abnormalities
• To determine if there is brain injury, tumors, or damage
• Brain Activity and Structure

A

BRAIN IMAGING

39
Q

BRAIN IMAGING TECHNIQUES

A

-COMPUTERIZED TOMOGRAPHY (CT)
Enhanced x-ray procedure
• Brain structure
-POSITRON EMISSION TOMOGRAPHY
Brain activity
• Requires injecting the patient with a harmless radioactive isotope, such as fluorodeoxyglucose
-SINGLE PHOTON EMISSION COMPUTED TOMOGRAPHY (SPECT)
Similar to PET but different tracer substance, lesser accuracy, cheaper
-MAGNETIC RESONANCE IMAGING
• Detailed structure of brain anatomy
• fMRI - functions

40
Q

alternative methods to CT, PET, SPECT, and MRI used to detect changes in the brain and nervous system that reflect emotional and psychological changes

A

PSYCHOPHYSIOLOGICAL TEST

41
Q

– electrical activity along the scalp produced by the firing of specific neurons in the brain

A

Electroencephalogram (EEG)

42
Q

•Label that is attached to a set of symptoms that occur together

A

DIAGNOSIS

43
Q

SET OF SYMPTOMS

A

SYNDROME

44
Q

PROCESS OF DIAGNOSIS

A

Symptomatic Diagnosis
• Aimed to remove the symptoms
Characterological Diagnosis
• Aimed at identifying the personality dynamics – character

45
Q

Look into the typical signs and symptoms manifested by the individual
– With the symptoms, one can identify the disorder

A

SYMPTOMATIC DIAGNOSIS

46
Q

Look into the personality dynamics, personality, psychodynamics, or behavior dynamics
– Needs, motives – satisfied or unsatisfied
– Conflicts
• Unresolved conflicts
– Fixations
– Coping mechanisms
• Defense mechanisms

A

Characterological Diagnosis

47
Q
  • Full evaluation of the patient’s personality structure and functioning
  • Give emphasis on the specific behavior patterns of the patient
A

PSYCHODIAGNOSIS

48
Q

Specific Behavior patterns may be:

A

ADAPTIVE –
can beutilized in the treatment
MALADAPTIVE –
maylead to mental disorders

49
Q

PSYCHODIAGNOSIS

A 
Classify the disorder of the patient
Do differential diagnosis
Psychodiagnostic impression can
change
Consider other factors such as
duration
50
Q

DIAGNOSIS APPROACH

A

Idiographic Approach
• Specific to the patient
Nomothetic Approach
• Universal or global

51
Q

GOALS OF DIAGNOSIS

A
  • Aimed at treatment rather than classification
  • Prognosis
  • Development of Insight
52
Q

2 PHASE OF DIAGNOSIS

A
  1. DESCRIPTIVE PHASE
    • Give a battery of psychological tests
    • Interview
    • Organogenic vs. Psychogenic
2. INFERENTIAL PHASE
• Interpretative Phase
• Makinginferences
• Making interpretations
• Formulating theories
53
Q

•referring simply to any effort to construct groups or categories and to assign objects or people to these categories on the basis of their shared attributes or relations—a nomothetic strategy.

A

CLASSIFICATION

54
Q

•which is the classification of entities for scientific purposes

A

Taxonomy

55
Q

•applying a taxonomic system to psychological or medical phenomena or other clinical areas

A

Nosology

56
Q

describes the names or labels of the disorders that make up the nosology

A

Nomenclature

57
Q

Classical Categorical Approach

A
  • Categories

* Criteria

58
Q

• note the variety of cognitions, moods, and
behaviors with which the patient presents and
quantify them on a scale
• Personality Disorders (Axis II)

A

Dimensional Approach

59
Q

• identifies certain essential
• characteristics of an entity so that it can be
classified, but it also allows certain nonessential
variations that do not necessarily change the
classification

A

Prototypical Approach

60
Q

Official Manual for Diagnosing Psychological

Disorders

A 
American Psychiatric Association
• DSM : 1952
• DSM-II: 1968
• DSM-III: 1980
• DSM-IIIR: 1987
• DSM-IV: 1994
• DSM-IV-TR: 2000
• DSM-V: 2013
61
Q 
– 5 axes or dimensions
used to evaluate an
individual
– First two are actual
diagnosis of
disorders; the 3 are
criteria required for
such diagnosis
A

Uses a Multi-axial

System

62
Q

THE AXIS OF DSM IV

A 
Axis I Clinical Attention
• Personality Disorders & Mental 
Axis II Retardation
Axis III • General Medical Conditions
• Psychosocial and Environmental 
Axis IV Problems
Axis V • Global Assessment of Functioning
63
Q

REMEMBER

A
  1. A REVIEW AND VISIT OF THE DSM IV-TR FORMAT AND ITS DIFFERENT AXIS
  2. IT’S USE ON HOW TO IDENTIFY PATHOLOGY
64
Q

– condition established after study
to be chiefly responsible for occasioning the
admission of the individual

A

*Principal Diagnosis

65
Q

– when more than one diagnosis is
given for an individual in an outpatient setting, this
is the condition that is chiefly responsible for the
ambulatory care medical services received during the
visit

A

Reason for visit

66
Q

REMEMBER

A

If no Axis I disorder is present, this should
be coded as V71.09
• If an Axis I diagnosis is deferred, pending
the gathering of additional information,
this should be coded as 799.9

67
Q

DANGERS IN DIAGNOSIS

A
  1. The person labeled as abnormal is treated
    differently by society and this treatment can
    continue long after the person stops
    exhibiting the behaviors labeled normal.
  2. Another danger in labeling people is the idea
    of stimatization.
68
Q

AVOIDING DANGERS OF DIAGNOSIS

A

• DIAGNOSIS is important, however, clinicians
and researchers need to communicate
regarding definitions of disorders.
• When a system of definitions of disorder is
agreed on, then can communication about
disorders be improved.

ABNORMAL PSYCHOLOGY (5 decks)

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