EPPP (AATBS, 2013) - Abnormal Psychology Flashcards
(47 cards)
How does one indicate a diagnostic uncertainty about a client’s diagnosis in the new DSM-5 system?
There are three possible codes:
- Other specified disorder: used when a clinician wants to indicate the reason why the client’s symptoms do not meet the criteria for a specific diagnosis (e.g., “other specified depressive disorder, recurrent brief depression”).
- Unspecified disorder: used when a clinician does not want to indicate the reason why the client’s symptoms do not meet the criteria for a specific diagnosis.
- Provisional: used when a clinician does not currently have sufficient information for a firm diagnosis but believes the full criteria for the diagnosis will eventually be met.
DSM-5 Assessment Measures
- Cross-cutting symptom measures
- Severity measures
- The World Health Organization Disability Assessment Schedule, Version 2.0 (WHODAS 2.0)
- Personality Inventories
Cross-cutting symptom measures
- Designed to be used in initial patient interview and during tx to monitor progress.
They provide information on mental health domains important across the psychiatric diagnoses (2 levels):
Level 1: Useful for identifying areas that require additional evaluation (assess 13 domains for adults & 12 for children and adolescents).
Level 2: provide in-depth information on specific domains to help guide dx, tx planning, and follow-up.
Severity Measures
- Designed to be administered during initial patient interview & at regular intervals during tx to monitor progress.
- Disorder specific (DEP, GAD, Panic D., Agoraphobia, etc.)
- correspond to DSM-5’s dx criteria
The World Health Organization Disability Assessment Schedule, Version 2.0 (WHODAS 2.0)
Used to assess level of disability (6 domains):
- understanding and communication
- getting around
- self-care
- getting along with people
- life activities
- participation in society
Personality Inventories
Measure personality traits (5 domains)
- negative affect
- detachment
- antagonism
- disinhibition
- psychoticism
DSM-5 Cultural Formulation
Comprised of 3 tools to help clinicians consider and understand the impact of a client’s cultural background on dx and tx.
- Outline for Cultural Formulation
- Cultural Formulation Interview (CFI)
- Cultural Concepts of Distress
Outline for Cultural Formulation
Provides guidelines for assessing 4 factors:
- client’s cultural identity;
- client’s cultural conceptualization of distress;
- psychosocial stressors & cultural factors that impact client’s vulnerability & resilience;
- cultural factors relevant to relationship btw client & therapist.
Cultural Formulation Interview (CFI)
Semi-structured interview with 16 Qs to obtain info on client’s views regarding the social/cultural context of his/her presenting problems (4 domains):
- cultural definition of problem;
- cultural perceptions of cause, context, and support;
- cultural factors affecting self-coping & past help seeking;
- cultural factors affecting current help seeking.
Cultural Concepts of Distress
- “ways that cultural groups experience, understand, and communicate suffering, behavioral problems, or troubling thoughts and emotions” (DSM-5, p. 758).
- distinguishes btw 3 types of cultural concepts
- Cultural syndromes
- Cultural idioms of distress
- Cultural explanations (or perceived causes)
Cultural syndromes
Clusters of symptoms and attributions that co-occur among individuals from a particular culture and are recognized by members of that culture as coherent patterns of experience.
Cultural idioms of distress
Used by members of different cultures to express distress and provide shared ways for talking about personal and social concerns.
Cultural explanations (or perceived causes)
Explanatory models that members of a culture use to explain the meaning and causes of symptoms, illness, and distress.
The DSM-5 utilizes a ________ approach that divides the mental disorders into types that are defined by a set of diagnostic criteria.
categorical
To allow for symptom heterogeneity, the DSM includes a ________ criteria set for most disorders.
polythetic
In contrast to the previous version of the DSM, the DSM-5 provides a ________ assessment system.
nonaxial
Uncertainty about a person’s diagnosis is indicated by coding ________ when the clinician wants to indicate the reason why a client’s symptoms do not meet the criteria for a specific diagnosis.
other specified disorder
The DSM-5 includes several assessment measures including _______ symptom measures that are designed to be used in the initial client interview and during treatment to monitor progress as well as ________ severity measures that correspond to DSM-5 diagnostic criteria.
cross-cutting; disorder-specific
To help clinicians consider and understand the impact of a client’s cultural background on diagnosis and treatment, the DSM-5 includes an Outline for ________ that provides guidelines for assessing the client’s cultural identity, the client’s cultural conceptualization of distress, the psychosocial stressors and cultural factors affecting the client’s vulnerability and resistance, and cultural factors relevant to the therapist-client relationship.
Cultural Formulation
It also includes a section on cultural concepts of distress that distinguishes between three types of concepts: cultural syndromes, cultural idioms of distress, and cultural ________.
explanations
What characterizes the Neurodevelopmental Disorders?
This category “typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, or occupational functioning” (APA, 2013, p. 31).
Which are the Neurodevelopmental Disorders?
- Intellectual Disability (Intellectual Developmental Disorder)
- Communication Disorders: Childhood-Onset Fluency Disorder (Stuttering)
- Autism Spectrum Disorder
- Attention-Deficit/Hyperactivity Disorder
- Specific Learning Disorder
- Motor Disorders: Tic Disorders
Intellectual Disability
Intellectual Developmental Disorder
3 diagnostic criteria must be met:
- deficits in intellectual functions (e.g., reasoning, problem solving, abstract thinking) that are confirmed by a clinical assessment and individualized, standardized intelligence testing;
- deficits in adaptive functioning that result in a failure to meet community standards of personal independence and social responsibility and impair functioning across multiple environments in one of more activities of daily life (e.g., communication, social participation, independent living); &
- the onset of intellectual and adaptive functioning deficits during the developmental period.
Course: Early signs include delays in motor development and a lack of age-appropriate interest in environmental stimuli (e.g., eye contact during feeding, less responsive to voice and movement than expected).
Prognosis: not necessarily a lifelong condition, especially with proper intervention.
Communication disorders: Childhood-Onset Fluency Disorder
Stuttering
Characterized by a disturbance in normal fluency and time patterning of speech that is inappropriate for the person’s age and involves sound and syllable repetitions, sound prolongations, broken words, word substitutions to avoid troublesome words, and/or monosyllabic whole-word repetitions.
Course: Usually begins btw the ages of 2 and 7 and symptoms may become worse when there is special pressure to communicate (e.g., when giving an oral report).
Prognosis: about 65-85% of children recover, with the severity of dysfluency at age 8 being a good predictor of prognosis.
Treatment: may be alleviated, especially in young children, by reducing psychological stress at home: parents asked to stop reprimanding child for speech difficulties, reduce demands, help cope with frustration. For older children and adults, habit reversal training.
