Exam 1 Flashcards
(118 cards)
1
Q
criteria of abnormal behavior
A
- atypical compared to others
- harmful
- doesn’t follow developmental norms
2
Q
variable affecting abnormal behavior
A
- culture
- gender and situation
- role of others
3
Q
things affecting identification of problems in youth
A
- developmental norms
- quantitative changes
- qualitative changes - cultural norms
- gender norms
- situational norms
- role of others
- changing view of abnormality
4
Q
developmental norms
A
cognition, emotion, and social behavior are us a lot for dx
5
Q
quantitative changes
A
atypical frequency, intensity, or duration of behavior; behavior in inappropriate situations
6
Q
qualitative changes
A
behaviors are lacking or present in a non-typical way; ex: autism spectrum disorders
7
Q
cultural norms
A
influenced by expectations, judgments, beliefs, parenting and teaching style
8
Q
gender norms
A
influence judgment about emotions and behaviors
9
Q
situational norms
A
what’s expected in specific settings or social situations (ex: running in library vs on playground)
10
Q
role of others
A
- adults involved in the child’s life (parents, other family members, teachers, physicians)
- detection of behavior, disposition, and emotion may disagree
11
Q
changing views of abnormality
A
enhanced knowledge and scientific study push views forward
12
Q
impact of developmental level on abnormality
A
- there’s evidence that disorders have a particular age of onset
- birth: language disorders, autism, rett’s disorder, asperger’s disorder
- 6 yrs: learning disorders, conduct disorders
- 12 yrs: schizophrenia, drug abuse, bulimia, anorexia nervosa
- 50% of adults with mental illness report symptoms by 14
13
Q
impact of gender on abnormality
A
- boys are at higher risk for many disorders
- gender differences exist in timing (puberty differences), developmental change, and expression of problems (physical vs. social aggression)
- males externalize problems more
- females internalize problems more
- many females are overlooked because historically more male patients, more research on males, disorders described in male expression)
14
Q
disorders with higher prevalence in males
A
- autism spectrum disorder
- oppositional disorder
- drug abuse
- intellectual disability
- adhd
- conduct disorder
- language disorder
- reading disability
15
Q
disorders with higher prevalence in females
A
- anxieties
- depression
- eating disorder
16
Q
early explanations of psychopathology
A
- demonology: behavior results from being possessed
- somatogenesis: mental disorder can be attributed to bodily malfunction or imbalance
- syndromes: constellation of symptoms that generally occur together(ex: paranoia symptoms: hallucinations, disturbed thinking, etc.)
17
Q
19th century psychopathology
A
- progress in identifying and classifying mental illness
- some childhood disorders identified (focused on mental retardation)
18
Q
20th century psychopathology
A
developments began to fundamentally alter how children and adolescents were viewed
19
Q
Sigmund Freud
A
- one of the 1st people to talk about child development affecting adult experience
- psychosexual theory of development
- structures of the mind
- childhood is a critical time period
20
Q
behaviorism
A
behavior is learned by interactions with out environment
- classical conditioning (pavlov)
- law of effect: behavior is shaped by consequences (thorndike)
- operant learning: reinforcement and punishment (skinner)
21
Q
social learning theory
A
(bandura’s boba doll)
- environmental factors: social norms, access in community, influence on others
- cognitive factors: knowledge, expectations, attitudes
- behavioral factors: skills, practice, self-efficiency
22
Q
application of learning principles in treatment
A
- behavior modification
- cognitive behavior therapy
23
Q
mental hygiene and child guidance movements
A
- began in late 1800s
- focused on assessment and treatment of children with educational problems
24
Q
G. Stanley Hall
A
- 1st apa president
- moved the field towards assessing, intervening, and collecting data
25
Binet and Simon
1st iq test for children
26
Gesell
looked into the way that we study children scientifically and developing norms
27
special considerations for working with youth
- create therapeutic alliance (bond and trust between therapist and client)
- informed consent protects basic rights of youth
28
why theory is important
- explains behavior
- conceptualize what's happening
- informed prognosis and treatment
29
vulnerability stress model
the more stressful something is the bigger impact it has
30
transactional model
development occurs via transactions between individual and environment
31
systems model
development occurs over time as systems interact
- individual (age, sex)
- microsystem: immediate environments (social ideologies and values of cultures and subcultures; family, school)
- techno-subsystem (phones, internet)
- mesosystem (connections between systems and microsystems)
- exosystem: systems that influence individual indirectly through microsystem (gov., laws, education)
- macrosystem: norms and values of culture
32
direct cause
variable x leads to outcome
33
indirect cause
x influences other variables that lead to the outcome
34
mediating factors
explains the relationship between variables
35
moderating factors
presence or absence of a factor influences relationships between variables
36
necessary cause
must be present for a disorder to occur
37
sufficient cause
can be responsible alone
38
contributing cause
not always necessary but sufficient for cause
39
equifinality
multiple things can lead to the same outcome
40
multifinality
one thing can lead to different outcomes
41
heterotypic continuity
symptoms change (as a person is developing, problems change)
42
homotypic continuity
stable symptoms
43
bowlby
did experiment to see if geese would attach to someone other than their mother
- attachment is needed to insure infant survival
- disturbances can cause problems
- attachment is facilitated by smiling, crying, eye contact, proximity, etc.
44
ainsworth
- strange situation task: parent and child go into room with toys. child explores, stranger interacts with child. parent leaves while this is happening. after a while, parent comes back
- looks at how the child acts when alone and during reunion with parent
- attachment leads to internal models that guide future relationships
- secure, insecure, avoidant, resistant, and disorganized attachment
45
secure attachment
the child seeks contact upon parent's return; parent is usd as anchor
46
insecure attachment
the infant fails to use the caregiver to relieve stress when they come back
47
resistant attachment
the child want comforting but is now unsure and stays away
48
avoidant attachment
avoids parent during reunion
49
disorganized attachment
child has lack of consistent strategy, displaying contradictory behaviors
50
Chess and Thomas
created nine categories of temperament
51
three types of temperament
- easy: pleasant mood, approaches new people, good with new situations
- slow-to-warm: child has withdrawals, slow to react well to new situations
- difficult: intense reactivity, negative mood (associated with psychological distress and maltreatment)
52
goodness of fit
how does the parent respond to the child?
53
three widely recognized dimensions of temperament
- negative reactivity: emotionally volatility and irritability (best indicator of difficult temperament)
- inhibition: describes child's response to new people and situations (how withdrew or integrated)
- self-regulation: (related to control of attention and effort for control)
54
three elements of emotion
- private feelings: sadness, joy, anger, etc.
- autonomic nervous system arousal and bodily reactions
- overt behavioral expressions: smiles, scowls, etc.
55
emotional development
- birth: basic emotions (joy, sadness, disgust, fear)
- 2 months: social smile
- 12-18 months: social referencing (expressions of others guide); shame/guilt (more complex emotions)
- 2-3 yrs: name and talk about basic emotions
- 2-5 yrs: connection between emotion and cognition
56
social cognitive processing
thinking about the social world
- how we take in, understand, and interpret social situations
- how behavior is then affected
- connection to maladaptive behavior
57
emotion's role in social cognitive processing
- cognition and emotions interact (the way we think affect how we feel and vice versa)
- poor understanding of emotion can lead to a child's misperception of social cues
58
pruning
unused neurons die off
59
myelination
fatty tissue wraps around neuron to increase speed
60
hindbrain
- pons
- medulla
- cerebellum
61
midbrain
- connects hindbrain to upper structures
| - reticular activating system
62
forebrain
- 2 hemispheres connected by corpus callosum
- cerebral cortex (outer surface)
- four lobes in each hemisphere
63
subcortical
below cerebral hemisphere
- thalamus
- hypothalamus
- limbic system
64
teratogens
harmful substances that can impact a fetus
| - associated with malformation, low birth weight, fetal death, functional and behavioral impairment
65
fetal alcohol syndrome
- motor impairments
- multiple brain region impacts
- lower intelligence, cognitive functioning, learning disabilities, hyperactivity, and conduct
66
gene-environment interaction
differential sensitivity to experiences due to a difference in genotype
67
gene-environment correlation
genetic differences in exposure to environments
- passive: parents transmitting genes to children
- reactive: both genetics and environment interplaying
- active: genetic endowment of a child and how parents and child decide to use that gene.
68
classical conditioning
- learned response
- Albert and Peter
- Little Albert
- neutral stimulus (white rat)
- unconditioned stimulus: loud noise
- unconditioned response(fear)
- unconditioned stimulus + neutral stimulus (loud noise and white rat)
- unconditioned response
- controlled stimulus (white rat)
- controlled response (fear)
69
operant learning
- positive and negative reinforcement
- extinction
- punishment
- generalization
- discrimination
- shaping
70
observational learning
Bandura's bobo doll
71
cognitive-behavioral perspective of cognitive processes
- maladaptive cognition relates to maladaptive behavior
- cognitive deficiencies: absence of thinking
- cognitive distortions: inaccurate thought processes
72
ecological model
- child
- family: siblings, parenting styles, family roles
- community: peers, economic resources, schools
- cultural/societal: behavioral norms, laws, racial diversity
73
parent-child relationships
- authoritative: high control, high warmth (explains why for rules)
- authoritarian: high control, low control (because i said so)
- indulgent/permissive: low control, high warmth (gilmore girls)
- neglectful: low control, low warmth
74
content validity
if the content of a measure corresponds to the content of the attribute of interest
75
construct validity
if a measure corresponds to the construct underlying the attribute of interest
76
face validity
if the measure, on the surface, seems appropriate to the attribute of interest
77
concurrent validity
if the scores on a measure correlate with scores on another acceptable measure of the attribute of interest
78
predictive validity
if the scores on a measure predict later scores on another acceptable measure of the attribute of interest or other outcome of interest
79
reliability
replication of findings
80
validity
- internal: within the measure, are we measuring what we want to measure
- external: can we general what we are studying
81
descriptive method
describing something as it appears
82
nonexperimental method
- involves some statistics
| - looks at differences between group and settings without experimenting
83
experimental method
studying cause and effect using experiments
84
case studies
focuses on an individual or one group
- descriptive, nonexperimental
- quasi experimental: can include manipulations
- bridges the gap between clinical and research
- detailed report of person and treatment
- weakness: reliability and validity
- cannot be genrealized
85
correlations
- nonexperimental
| - explores relationships between factors without exposing participants to manipulations
86
randomized controlled trials (rct)
- strongest method for inferring causal links
- clear hypothesis
- independent variable
- dependent variable
87
single-case experimental designs
- manipulation of one or a few participants
- evaluates one manipulation at a time
- external validity not strong
88
reversal design
A- baseline measured
B- intervention
C- return to baseline
89
multiple baselines
taking multiple behaviors and applying the same technique to each one by one to see if it has the same effect
90
cross-sectional
different groups observed at one point
91
retrospective longitudinal
asking a person what their views were at a certain time
92
prospective longitudinal
following a person across time to see how something changes
93
accelerated longitudinal
combines retrospective with cross-sectional
94
interrater reliability
multiple people agree
95
test retest reliability
stable category over time
96
clinical utility
how complete or useful is it?
97
DSM
- clinically derived "top down" approach
- categorical approach: either you meet or do not meet (more dimensions exist now)
- features of disorder are defined, operationalized, and refined by revision
- early version focused on adult disorders
98
comorbidity/co-ocurrence
multiple diagnosis
99
empirical approach
- parents or others report on presence or absence of specific behaviors (identifying patterns)
100
syndromes
takes out the clinician's view and focuses on clustering and statistics
101
broadband syndromes
clusters of behaviors (internalizing: emotions, isolation; externalizing: fighting, tantrums)
102
narrowband syndromes
more specific categories with more defined symptoms
103
normative samples
comparing one person's score to the typical bell curve of peers
104
general clinical interview
open-ended
105
structured interview
- higher reliability
| - help to obtain a diagnosis
106
unstructured interview
- ask questions within categories but you can use your own judgment
107
problem checklists and self-report instruments
can be completed by multiple reporters
108
observational assessment
- can occur in natural or lab setting
- can be done by child, parent, teacher, or clinician
- observer drift: observer's use of the system
- reactivity: change in activity from being watched
109
projective tests
```
unconscious material
ex:
- color and shading
- draw-a-person
-house-tree-person
kinetic family drawing
```
110
thematic apperception test/ children's apperception test
child is shown pictures of activities and asked what is going on
111
EEG
electroenchephalograph
| - used to see which areas of the brain are being used
112
neuropsychological evaluations
- Halstead-Reitan neuropsychological test battery for children (looks at behaviors to see if they reflect brain functions)
- Nebraska neuropsychological children's battery
- pediatric neuropsychology (new field)
113
domains evaluated in neuropsychological testing
```
- attention
memory new learning
- visual-spatial function
general intelligence
- academic achievement
- executive functions
```
114
Caplan's three-pronged model
- primary: attempts to shave off disorders in the 1st place; involve both general health enhancement and prevention of specific dysfunction
- secondary: the effort to shorten duration of existing cases through early referral, diagnosis, and treatment
- tertiary: after-the-fact strategy that aims to reduce problems that are residual to disorders
115
the institute of medicine three-part model
- universal: what can be done to increase public health for the general public
- selective: looks for subgroups with risk factors (groups with percentage of people with a disorder)
- indicated: acute groups with risk factors (people going through trauma)
- treatment
116
treatment models
- individual and group psychotherapy
- play
- family therapy/ parent training
117
psychotropic/psychoactive medications
- affect mood, thought process, behavior
- psychopharmacological treatment
- therapeutic effects by influencing the process of neurotransmission
118
evidence-based/empirically supported interventions
- criteria proposed to designate such interventions
| - growing number identified
