Exam 1 Flashcards
(171 cards)
1
Q
Clinical Psychology integrates ______ in order to _____
A
Clinical psychology integrates SCIENCE, THEORY AND PRACTICE, in order to UNDERSTAND, PREDICT,AND ALLEVIATE maladjustment,, disability and comfort…
2
Q
Clinical Psychology Activities
A
Research, Teaching and training, Psychological assessment, psychotherapy Consultation, Administration (clinical supervision too)
3
Q
Related fields of Clinical
A
Psychiatry, counseling psychology, school psychology, health psychology, clinical social work, (psychiatric nurses), (paraprofessionals (people trained to assist professional mental health care workers)
4
Q
scientist-practitioner
A
Boulder model: trains students to both produce and consume research. receive training in providing treatment with emphasis on research evidence. aims to integrate the role of scientist with practitioner.
5
Q
Scholar-practitioner
A
emphasis on clinical training, research training in order to be consumers of research and integrate existing research literature into clinical practice. Model of PsyD
6
Q
Clinical Scientist Model
A
focuses on evidence based approaches to assessment prevention and clinical intervention, arose from concerns that clinical psych is not sufficiently grounded in science, many get this degree to focus only on research
7
Q
Graduate training
A
Coursework, assessment/testing, clinical training, research training, clinical internship, postdoctoral/continuing education
8
Q
Lightner Witmer
A
coined term “clinical psychology” in the journal The Psychological Clinical” was first published;established first psychological clinic to treat children with learning and behavior disorders in 1896; established journal to report on his application of methods in the clinic
9
Q
Ancient Greeks Theory
A
Humeral theory: functioning is related to having too much or too little of four key bodily fluids (humors): blood, phlegm, black bile and yellow bile
10
Q
Emile Kraeplin
A
wrote a book which discussed sorting people into different disorders based on symptoms that ran together
Described and clarified these types of disorders, nature and course of disorders: exogenous factors (curable) and endogenous factors (incurable)
11
Q
General paresis
A
neurosyphilis: syphilis spreads to the brain and produces paralysis, insanity and eventual death
suggested that organic bases of other mental disorders could be discovered: like toxins etc.
12
Q
Medical Treatment of mental disorders
A
development of modern medicine identified the brain as center of mental disorders, so interventions aimed to change brain functioning
1) lobotomy
2) electroshock therapy
3) medications
13
Q
Sigmund Freud
A
Took first major steps toward understanding psychological factors in mental disorders; father of psychoanalytic perspective and psychodynamic therapy;
14
Q
Freud’s theory of treatment
A
Model of mind has unconscious and conscious
Resolving intrapsychic conflicts between ID, EGO and SUPEREGO resulting in catharsis
Psychoanalysis: analyze psyche, gain insight into problems, then able to move past it; introduced talk therapy
15
Q
ID, EGO and SUPEREGO
A
ID: illogical, irrational pleasure principle, superego: moral principles; Ego: reality principle, logical rational
16
Q
Francis Galton
A
looked at differences in reaction time as intelligence differences
17
Q
Wilhelm Wunt
A
established first psychology laboratory
18
Q
James McKeen Cattel
A
studied connection between reaction time and intelligence and coined term “mental test”
19
Q
Alfred Binet
A
Binet-simon scale measured 50 tests of mental skills after being asked by the french govt to design a measure to assess children with cognitive deficits
- norm referenced test of intelligence to mental age
20
Q
Army Alpha Test
A
US gov asked APA to develop a scale to measure mental functioning of recruits during WWI: tested verbal abilities
21
Q
Army Beta Test
A
During WWI, measured non-verbal abilities for those who could not read or speak much english
22
Q
Radical Behaviorism
A
only obvert behaviors can be measured; reaction to need for objective measures
23
Q
Influence of WWII
A
- testing for recruits
- soldiers needing treatment when returning from war and members of public affected by loss
- need was so great that there wasn’t enough psychiatrists and psychologists started to become more recognized
24
Q
Hans Eysenck
A
wrote 1952 paper that suggested that treatments weren’t actually effective, and led practitioners to strive for more research support and create new therapy approaches
25
APA controversies
1) clinical psych began to dominate APA and non clinical people started APS
2) APA supported position that psychologists should have prescribing privileges
3) support for enhanced interrogations and development of torture tactics
caused development of other societies that are more specialized
26
Barnum Effect
if you speak in ways that are vague, most people can relate to any statement
27
Complications in treatment research
1) spontaneous recovery
2) placebo/expectancy effects
3) nonspecific effects of therapy
28
Scientific thinking in clinical psych
- question
-hypothesis
select measures of key variables: independent variable and dependent variable
- select a research design
-select a study sample
-collect data
- analyze data
- make conclusion
29
non-scientific thinking in clinical
- first impressions
- anecdotes
- tradition
- appeals to authority
30
Pseudoscience
alleged knowledge, beliefs or practices that are portrayed as scientific but diverge from required standards for scientific method
31
operational definition
specific procedures by which the researcher measures a variable
32
reliability
degree to which a measure is consistent and repeatable
33
internal consistency
degree to which the items of a measure are in agreement
34
test retest reliability
consistency over time
35
inter-rater reliability
degree of agreement among two independent raters
36
validity
degree to which a test measures what it intends to
37
face validity
appears to measure what it purports to
38
convergent/discriminant validity
should relate to similar measures (converge) and diverge from unrelated measures (ex: two depression scales should converge)
39
predictive validity
how well it predicts other variables (IQ should predict grades)
40
Epidemiological study
study of incidence, prevalence and distribution of an illness: cross sectional and longitudinal
41
incidence:
rate of new cases of illness
42
prevalence
overall rate of cases
43
Types of experimental studies
case studies
| group experimental design
44
what kind of study is an epidemiological study?
correlational study
45
Cross-sectional design
take a cross section of the population, collect data at one time point, correlational, no manipulation, subject focus, observe differences between individuals
46
longitudinal design
study people over time, repeated measures design, time focused, observe changes over time
47
Types of prevention research
Health promotion, universal prevention, selective prevention, indicated prevention
48
universal prevention
provide a preventative intervention to entire population (flouridated water)
49
selective prevention:
targets groups of people at risk (post partum depression)
50
indicated prevention
targets specific individuals who are showing early signs of a disorder
51
unsystematic observation
casual observation leads to hypothesis but cannot provide valid data
52
naturalistic observation
caried out in real life and systematic, but there are no controls
53
Controlled observation
systematic and controlled by researcher, not exactly real life but mimics it
54
Case studies
single subject design: intensive study of a client or patient, manipulate timing and nature of experimental conditions, lacks universal scope
55
Factor analysis
way of examining interrelationships among a number of variables at once,
56
group experimental designs
manipulating a variable: clinical trials like experiment evaluating treatment effectiveness; provides a control group
57
Efficacy
trial of a treatment in highly controlled environment. emphasis on internal validity
58
Effectiveness
trial of a treatment under real world naturalistic conditions (emphasis on external validity; are they generalizable)
59
Limitations to clinical trials
1) patient uniformity myth --> not all patients are the same
| 2) many ways to define "response" to treatment: reduction of symptoms, remission, or wellbeing?
60
generalizability
extent to which results are applicable to larger population
61
meta-analysis
statistical summary of results across numerous studies
62
internal validity
whether obtained outcome is really attributable to manipulation of independent variable
63
external validity
the amount to which a study can be generalized
64
analog research
studies conducted in lab where control is easier to exert but whose conditions are said to be analogous to real life
65
ABAB design
systematic observation in changes of participants behaviors: baseline, treatment, withdrawal, reinstatement
66
mixed designs
combine experimental and correlational methods, allows experimenter to determine whether effectiveness of treatment varies by group classification
67
statistical significance
whether result would be unlikely to occur soley by chance
68
practical significance
takes into account how big or generalizable the results are in bigger, clinical picture
69
ethical principals
1) informed consent
2) confidentiality
3) debriefing
70
diagnosis
classification of disorders by symptoms and signs
71
psychopathology
study of mental disorders
72
what is not a mental disorder
socially deviant behavior, expect able or culturally approved response to stressors
73
syndrome
set of signs and symptoms that tend to co-occur
74
taxonomy
classification in science
75
nosology
taxonomy in psychological/medical phenomena AKA labels for disorders
76
Classification Approaches
Categorical
| Dimensional
77
categorical approach
presence or absence of disorders; better for research
78
dimentional
rank on a continuous quantitative dimensions (degree to which a symptom is present), better captures individual differences
79
taxometrics
study of distribution of characteristics in nature to determine whether things differ in type or degree (some symptoms like anxiety are more dimentional and others like hallucinations are more taxonic)
80
prototypical approach
begins with a hypothetical prototype category, identifies essential features of it, allows nonessential variations that do not necessarily change the classification; include dimensional element for severity; current DSM approach
81
Alternate future approach
aims to advance biological understanding of mental disorders; Research domain criteria (RDoC) initiative to focus on dimensions of neural functioning
82
Past DSM set up
Axes
83
Current set up of DSM
Mood disorders, anxiety disorders, obsessive compulsive disorders, psychotic disorders
84
Construct validity
involves correlating multiple indirect measures of an attribute which is important for evaluating diagnostic categories
- evaluated via factor analysis (do constructs hold together)
85
dangers of diagnosis
oversimplification of problems
ignores uniqueness of person
self fulfilling prophesy/ interpretive biases
stigma
86
advantages of diagnosis
communication among providers, enables empirical research, research on etiology is possible, diagnoses can predict course of illness and prescribe specific therapies, having a label can be comforting
87
Models of psychopathology
biological, developmental, psychodynamic, learning, cognitive, humanistic,
88
targets groups of people at risk-stress model
incorporates bio, environmental and psychosocial factors, vulnerability+ stress
89
definition and purpose of assessment
evaluaton of individuals symptoms, a conceptualization of the problem at hand, and some prescription for alleviating the problem; purpose is need to understand the nature of a problem before you can treat it
90
Referral question
the question posed about the patient by the referral source
91
influences of how clinician addresses referral
theoretical orientation and choice of assessment instruments
92
sources of clinical information
medical records, collateral/family reports, test data (self report scales, personality testing, projective testing, IQ/neuropsych testing), clinical interview (patient self report and clinician observation)
93
faking good
minimizing
94
faking back
embellishing
95
rapport
relationship between patient and clinician (ideally of accpetance, empathy, understanding and respect)
96
with report clinicians can.....
probe, redirect, confront, challenge discrepancy, interviewer assertiveness
97
considerations in promoting rapport
balancing privacy versus client comfort, privacy with limitations on confidentiality, transparency, cultural issues
98
Intake admission interview
determine why patient has come, and determine whether they can meet needs and expectancies of patient
99
case history interview
broad background and context in which patient and problem can be placed. childhood, adulthood, educational, sexual, medical, parental environment, religious, psychopathological matters and history of illness
100
mental status examination interview
general presentation, state of consciousness, attention, speech, orientation, mood, form of thought, thought content, ability to think abstractly, perceptions, memory, intellectual functioning, insight and judgement
101
unstructured interview
poor interrater reliability, no real structure to interview
102
semistructured/fully structured
specifies which questions need to be asked, much more reliable, ensures coverage of many disorders
103
differential diagnosis
need to consider other diagnoses that could explain the set of observed symptom
104
clinical judgement
decisions made by clinicians based on their accumulated body of knowledge and experiences
105
actuarial/statistical prediction
decisions made based on large datasets and quantitative models
106
crisis interview
defusing or solving through the crisis at hand, encouraging individual to enter into a therapeutic relationship at the agency or elsewhere so that longer-term solution can be worked out
107
kappa coeficient
a statistical index of interrater reliability computed to determine how reliably raters judge presence or absence of a feature or diagnosis
108
information variance
variation in the questions that the clinicians ask, the observations being made, and method of integrating the information
109
criterion variation
refers to the variation in scoring thresholds among clinicians
110
test-retest reliability
consistency of scores or diagnoses across time
111
problems with clinical judgement
information processing errors (cherry picking), fallacious prediction principals (failure to consider base rates) regression to the mean, influence of stereotyped beliefs
112
sharing results
should be clear and to the point, written to lay audience, written assuming all interested parties will read, include validity statement
113
criterion-related validity
ability of a measure to predict scores on relevent measures
114
content validity
measure's comprehensiveness in assessing variable of interest
115
discriminant validity
interviews ability not to correlate with measures that are not theoretically related
116
why were intellectual assessments created
developed in compulsory education to measure capabilities to see what class to put people in; increasingly important with need to assess people for WWI and WWII
117
Three classes of intelligence
1) emphasis on adjustment to environment
2) emphasis on ability to learn
3) emphasis on abstract thinking
118
Spearman's approach to intelligence
g(general intelligence) represents elements common to intelligence tests
s (specific intelligence) for unique factors of a given test
intelligence is broad based and generalized
119
Thurstone's approach
group factor concept rather than just g
primary mental abilities: numerical facility, word fluency, verbal comprehension, perceptual speed, spatial visualization, reasoning, associative memory
120
Cattell's theory
general intelligence, 17 primary ability concepts, fluid ability: general intellectual capacity (genes), crystallized ability (learning), hierarchical model of intelligence
121
Gardner's multiple intelligences
8 formal groupings of intelligence: linguistic, musical, logical mathematical, spacial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal
122
Ratio IQ (Binet)
determined using a Binet test in reference to other kids. IQ= mental age/chronological age
123
Deviation IQ
adjusts for chronological age limits
124
what determines IQ
genes (58-7 7%) and environment;
125
Flynn effect
from 1972 on, americans' IQ have been on average increasing 3 points each decade
126
Problems in IQ
- influenced by environmental factors (educational opportunities and socioeconomic status
- flynn effect
- stigma/biases associated with IQ
127
Correlates of IQ
school success, occupational status and success, demographic group differences (females score higher on verbal, and males score better on spacial ability and quantitative
128
Why do IQ testing
intellectual disability assessment and diagnostic,
129
what is considered an intellectual deficit
IQ score lower than 2 standard deviations below normal (70)
130
educational purposes
- placement into particular learning environments, developing individualized education plans
identification of learning disabilities
131
IQ tests used
Wechsler adult scale, Wechsler intelligence scale for children, woodcock johnson test of cognitive iabilities, Stanford-binet intelligence test
132
features of IQ tests
formal standardized administration procedures, multiple subtests, norm referencing by age group, revisions every few years
133
features of Wechsler Scales
- most commonly used IQ test, 15 subtests, hierarchical subjects, subtests load onto indexes, indexes load onto verbal IQ and performance IQ, verbal and performance load onto full scale IQ
134
Verbal IQ
verbal comprehension index and working memory index
135
Performance IQ
Perceptual organization and processing speed
136
FIQ
most reliable, most predictive of outcomes, except when there is a big discrepancy,
137
Other aspects of scoring
issues of scoring (quite room? standard or non-standard? etc), behavioral observations, optimal or typical performance?, measurement issues, intelligence-latent variable
138
intelligence-latent variable
true IQ score that we are trying to estimate based on performance
139
Personality definition
characteristic patterns of thinking, feeling and behaving
140
why is personality important to assess for in clinical context?
1) Personality disorders (maladaptive inflexible patterns of behavior, cognition, and inner experiences that lead to distress or dysfunction), 2) personality features can influence the treatment or other conditions
141
Objective Personality Measures have....
fixed set of responses
142
Personality inventories examples:
Big Five, Minnesota Multiphasic Personality Inventory
143
Characteristics MMPI
self report, tests personality and disorder, true false responses, empirically keyed, but not face valid
144
MMPI validity scales
L scale and k scale, ? scale, TRIN scale, VRIN scale, Fb scale
145
l scale
lie scale: detects the people deliberately try to present themselves in the most positive way
146
k scale
defensiveness scale; more effective and less obvious way of detecting attempts to present oneself in the best way possible
147
? scale
number of items left unanswered, can't be more than 30
148
TRIN scale and VRIN scale
true response inconsistency scale, variable response inconsistency scale
149
FB scale
items that very few people endorse so it indicates whether respondent stopped paying attention
150
NEO- Personality Inventory
five factor model: neuroticism, extraversion, openness to experience, agreeableness, conscientiousness
151
Advantages of objective tests
economical, large group testing, computer scoring, single dimension or train can be targeted, straightforward, objective and reliable
152
projective tests
procedure for discovering a person's characteristic modes of behavior by observing behavior in response to a situation that does not elicit or compel a specific response
153
Examples of projective tests
Rorschach Inkblot test, thematic apperception test (TAT) sentence completion test, draw a person test
154
Confirmation bias
tendency to seek out evidence to reinforce our preconceived notions and discount evidence that is not in line with assumptions
155
Behavior
anything a person does in a particular context
156
overt
observable behavior
157
covert
"within the skin" unobservable behavior like feeling an emotion
158
How therapy targets behavors
increase frequency or decrease frequency of particular behaviors
159
behavioral excesses
forms of behaviors that are excessive in terms of frequency, intensity or duration
160
behavioral deficits
when the individual does not have an adequate range of behavior in a variety of contexts or does not display flexibility of behavior
161
fundamental attribution error
tendency to view behavior as a result of internal/dispositional factors while ignoring the influence of external factors
162
Contextualism
act in context, contextual flow, environment--> behavior--> new environment--> behavior
163
ABC model
antecedent behavior consequence
164
Phases of functional behavior assessment
descriptive, interpretation (form a hypothesis about origin/maintaining factors), verification (gather data
165
methods of behavioral assessment
1) clinical interview (focus on behavioral chains)
2) self monitoring
3) rating scales
4) observation
5) collateral reports (parents/ teachers)
6) psychophysiological/ biometric/ biofeedback
166
reactivity
when person knows they are being observed, might cause them to change behavior
167
ecological validity
is sample of behavior typical to that person's day to day experience?
168
Behavioral observation types
Naturalistic (home school or hospital observation), controlled observation (analogue situations/roleplays, behavioral approach tasks, induced conversations, self monitoring
169
event sampling
whenever event happens, record when specific behavior occurs (ex: OCD rituals)
170
interval recording
rate behaviors for intervals throughout the day
171
benefits of self monitoring
less recall bias, good for internal (unobservable) events, naturalistic/ecologically valid
