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clinical psych > lecture 3 > Flashcards

lecture 3 Flashcards

1
Q

two components of reliability and how is reliability measured?

A

Two components of reliability:
* Sensitivity - agreement regarding the presence of a particular
diagnosis
* Specificity - agreement concerning the absence of a particular
diagnosis
Reliability is measured by correlation (how closely two
variables are related)

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2
Q

subtypes of reliability

A

Inter-rater reliability
* refers to the degree to which two
independent observers or judges agree.

Test-retest reliability
* measures the extent to which people
being observed twice or taking the
same test twice score in generally the
same way.
* Only makes sense when the theory
assumes that people will not change
appreciably between testings on the
variable being measured.

Alternate-form reliability
* Uses two forms of a test.

Internal Consistency Reliability
* Assesses if the items on a test are
related to one another

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3
Q

types of validity

A

-content validity
- construct validity
- criterion validity
- case validity

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4
Q

content validity vs construct validity

A

Content validity
* refers to whether a measure adequately samples the
domain of interest.

Construct validity
* is a test or measure of some
characteristic or construct that
is not simply defined
(Cronbach & Meehl, 1955).
* is evaluated by looking at a
wide variety of data from
multiple sources.
* considers how well does the
diagnosis relate to other
aspects of the disorder.

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5
Q

criterion validity

A

Criterion validity
* is evaluated by determining whether a measure is
associated in an expected way with some other measure
(the criterion).
* concurrent validity (same point in time)
* predictive validity (a point in the future)

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6
Q

case validity

A

Case validity
* The focus is on validity of the interpretations and decisions
made with respect to a particular person.
* Case validity would be demonstrated when the person is
accurately assessed in their life context in a way that takes
into account interactions between the person and situations
as well as interactions of the person’s schemas.
* Case validity requires considering the person in typical
situations versus maximal situations (i.e., the difference
between how a person usually is versus what they are
capable of in atypical or extreme situations).

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7
Q

types of psychological assessments

A
  • clinical interviews
  • psychological tests
  • behavioural and cognitive assessment techniques
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8
Q

clinical interview unstructured

A
  • onset/course
  • severity
  • stressor
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9
Q

clinical interview structured

A

-SCID
-DSM diagnosis
- uses branching
- symptoms are rated on a three point scale of severity,

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10
Q

standardization/test norms

A

Standardization
* Responses of person being assessed are compared to test
norms that have been established.

Test norms
* The test is administered to many people and the responses
are analyzed to establish how a group of people tend to
respond.
* Provides a comparison context which is used to interpret an
individual’s score

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11
Q

personality inventories

A

The person is asked to complete a self-report
questionnaire indicating whether statements
assessing habitual tendencies apply to him or her

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12
Q

A cardinal feature of major depression is

A

anhedonia

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13
Q

what behavioural task is used to assess anhedonia

A

Probabilistic reward task

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14
Q

projective personality tests

A

a psychological assessment device in which a set
of standard stimuli, ambiguous enough to allow
variation in responses, is presented to the
individual

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15
Q

the projective hypothesis

A

As the stimulus materials are unstructured,
the client’s responses will be determined
primarily by unconscious processes and will
reveal his or her true attitudes, motivations,
and modes of behaviour.

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16
Q

how are intelligence tests used?

A
  • To predict how well a child will perform in school
  • To diagnose learning disabilities and to identify areas of
    strengths and weaknesses for academic planning
  • To help determine whether a person has Intellectual
    Disability
  • To identify intellectually gifted children
  • In neuropsychological evaluations
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17
Q

emotional intelligence

A

Reflected in such abilities as delaying gratification and being sensitive
to the needs of others

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18
Q

types of brain imaging

A

-CT
-MRI
-fMRI
-PET

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19
Q

neuropsychological assessment

A
  • To measure as reliably, validly, and completely as possible the
    behavioural correlates of brain functions
  • To identify the characteristic profile associated with a
    neurobehavioural syndrome (differential diagnosis)
  • To establish possible localization, lateralization, and etiology of a
    brain lesion
  • To determine whether neuropsychological deficits are present
    (i.e., cognitive, perceptual, or motor) regardless of diagnosis
  • To describe neuropsychological strengths, weaknesses, and
    strategy of problem solving
  • To provide treatment recommendations (i.e., to client, family,
    school)
20
Q

The D2 test of visual attention

A
  • The D2 Test of attention is used to assess the client’s
    ability to sustain focused attention, engage in selection,
    and visual scanning speed
21
Q

testing for Dementia (cognition)

A
  1. Name and Address for Subsequent Recall Test
  2. Time orientation (what’s the date)
  3. Clock drawing
  4. information (what happened in the news recently)
  5. recall
22
Q

psychophysiological assessment

A

Concerned with the bodily changes that accompany
psychological events or that are associated with a person’s
psychological characteristics

23
Q

dimensional classification for diagnosis

A
  • based on the premise that behaviour does not exist in
    categories, but rather along dimensions
  • Mental disorders are examples of normal traits amplified to an
    extreme
24
Q

categorical classification for diagnosis

A
  • i.e. the DSM
  • The DSM is a categorical classification that divides mental
    disorders into types based on criteria sets with defining features
  • A categorical system works best when:
  • all members of a diagnostic class are homogeneous,
  • when there are clear boundaries between classes,
  • and when the different classes are mutually exclusive
  • None of which apply to the DSM
25
Q

The DSM5 system

A

The DSM is a system for diagnosing and
classifying individuals who are exhibiting
abnormal behaviours (thoughts, emotions)

26
Q

diagnostic terms and specifiers

A

Presenting Problem: the reason for the visit

Principle Diagnosis: based on the presenting problem

Severity Specifiers: indicate the level of disability or impairment,
rating the intensity, frequency, duration, symptom count

Course Specifiers: indicate the progression of the illness

27
Q

The old DSM system

A

the Earlier DSM (the fourth
edition) was a multi-axial
classification system

  • Five “axes” – each person is rated
    on five distinct dimensions (axes),
    each of which refers to a different
    domain in the person’s
    functioning
28
Q

DSM-5 elaborated four specific themes to be considered in
making cultural formulation:

A
  • Cultural identity
  • Cultural consideration of distress
  • Cultural features of vulnerability and resilience
  • Cultural features of the relationship between clinician and patient
29
Q

criticisms of diagnosis

A
  • Diagnosis is not explanation – diagnosing or labelling a person
    as “suffering from depression” – does not explain the
    underlying causes (but we often think it does)
  • A diagnosis can reduce the person to an illness (mental health
    workers and/or society may just perceive the illness, and no
    longer see the person)
30
Q

rosenhan

A

Eight “pseudopatients” (three psychologists, a
pediatrician, a psychiatrist, a painter, and a housewife)
– all clinically sane

  • Gained secret admission to 12 different hospitals
  • Once admitted – the pseudopatients acted normally
    and reported no symptoms
  • Each was released with a diagnosis of “schizophrenia in
    remission” – none were classified as “sane”
31
Q

Testability and Replicability in research methods

A
  • A hypothesis must be amenable to systematic testing that
    could show it to be false
  • What is observed must be replicable
  • it must occur under prescribed circumstances not once, but
    repeatedly
32
Q

the role of theory

A
  • Primary goal of science is to advance theories to account
    for data, often by proposing cause–effect relationships.
33
Q

operationism

A
  • Each concept takes as its meaning a single observable
    and measurable operation.
  • Each theoretical concept would be nothing more than
    one particular measurable event.
  • However - if each theoretical concept is operationalized
    in only one way, its generality is lost.
34
Q

how is qualitative research and case study research similar?

A
  • Qualitative research is similar to case study
    research in that the focus is on the unique and rich
    experiences of a small group of people who are studied in depth.
35
Q

epidemiological research Focuses on determining three features of a disorder:

A
  • Prevalence: Proportion of a population that has the disorder at a
    given point or period of time
  • Incidence: The number of new cases of the disorder that occur in
    some period, usually a year
  • Risk factors: Conditions or variables that, if present, increases the
    likelihood of developing the disorder
  • Knowledge about risk factors can give clues to the causes of disorders
36
Q

correlational method

A
  • Measuring Correlation
  • Correlation coefficient (r)
  • May take any value between
    +1.00 and -1.00
  • Measures magnitude and
    direction of relationship
  • Statistical Significance
  • Likelihood results of an
    investigation are due to chance
  • Often set in psychology at p =
    .05
37
Q

Applications of Correlational Methods to
Psychopathology

A
  • Whenever we compare people given one diagnosis
    with those given another or with people without a
    psychological diagnosis, the study is correlational.
38
Q

limitations of correlational methods

A
  • Problems of Causality
  • Critical drawback of correlational research
  • Directionality problem
  • Third-variable problem
39
Q

developmental trajectory model

A

Collecting multiple observations of a particular behaviour
over time (longitudinal)

40
Q

Group-based trajectory modelling

A

is based on evidence that it is impossible to distinguish clear
subgroups of participants in a sample even though it really is
important to distinguish these groups because:
- need to consider differing developmental factors
- best treatment options for people in subgroups

41
Q

experimental methods

A

Gold standard for determining causality

42
Q

Basic Features of Experimental Study Methods

A
  1. Researcher typically begins with an experimental hypothesis
  2. Investigator chooses an independent variable (IV) that can be manipulated
    (different conditions – often experimental vs. control)
  3. Participants are assigned to the conditions by random assignment
  4. Researcher arranges for the measurement of a dependent variable (DV)
  5. Analyze the data to determine if there has been an experimental
43
Q

Single-Subject Experimental Designs

A

Participants are studied one at a time and experience a manipulated variable such
as a specific therapeutic treatment (there is no control group)

44
Q

Mixed Designs

A
  • The combination of experimental and correlational designs
  • Classificatory or correlational variables (e.g., having
    PTSD or not) are not manipulated nor created by the researcher
  • Experiments demand the manipulation of a variable (e.g., three types of treatment for major depression)
45
Q

Meta-Analysis

A
  • Used in psychotherapy research
  • Involves the review of many studies in order to determine the effects of treatment
  • Interesting because it is a way to examining published and unpublished studies, and combining the results
    into a common format and then determining the extent of improvement, using a statistic called effect size

clinical psych (4 decks)

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