M2 - Terms

Question 1

Intake Interviews

Answer 1

most common types, procedures designed to establish the nature of clinical problems, diagnose disorders

Question 2

Mental Status Examination

Answer 2

a planned sequence of questions designed to assess a client’s mental functioning in a number of important areas

Question 3

Problem-Referral Interviews

Answer 3

a procedure designed to answer a specific referral question (e.g., Is Mr. P competent to stand trial?)

Question 4

Orientation Interviews

Answer 4

a procedure designed to acquaint clients with upcoming assessment, treatment, or research procedures, understand the nature and risks of treatment

Question 5

Debriefing Interviews

Answer 5

a procedure designed to provide clients with information and assess their understandings of a just-completed event, provide a summary and interpretation of the assessment results

Question 6

Termination Interviews

Answer 6

when it is time to end a clinical relationship, smoothly conclude a program of therapy or research, reminders about handling future problems

Question 7

Crisis Interviews

Answer 7

designed to provide support, collect assessment data, and offer help to troubled clients, all in a very short time (e.g., clinical facilities, suicide prevention centres)

Question 8

Underutilization of Mental Health Care

Answer 8

members of racial and ethnic minority groups generally receive less mental health care and lower quality mental health care than the general population

Question 9

Non-directive Interviews

Answer 9

Least active interviewer; clients are free to choose how, when, and what to talk about, commonly used by humanistic clinicians

Question 10

Semistructured Interviews

Answer 10

Interviewer explores a planned set of topics but in a flexible way that mixes directive and nondirective elements, commonly used by psychodynamic and cognitive behavioral clinicians,especially in therapy settings

Question 11

Structured Interview

Answer 11

Presents a fixed set of questions and probes in a rigid sequence, common in clinical research

Question 12

SCID - Structured Clinical Interview for DSM Disorders

Answer 12

the interviewer asks a series of specific questions in a standardized fashion and presented in established order

Question 13

Stage 1 (Beginning)

Answer 13

begin to establish rapport; make the client feel comfortable. Establish norms and expectations for the interview (frame setting), stage 1 ends with a transition to stage 2 using open-ended questions

Question 14

Stage 2 (Middle)

Answer 14

information gathering (directive/nondirective techniques), attention to client’s nonverbal behaviours

Question 15

Stage 3 (End)

Answer 15

bringing interview to a close by signalling its end, reinforcing the client’s cooperation, and discussing a plan for further contacts

Question 16

Naturalistic Observation

Answer 16

watching behaviour as it occurs in its natural context (e.g., hospital, school, home)

Question 17

Controlled Observation

Answer 17

watching clients in specially constructed situations designed to elicit behaviours of clinical interest (e.g., role-playing tests, physiological measures, behavioural avoidance tests)

Question 18

Behavioural Avoidance Tests (BATs)

Answer 18

used in controlled observation, designed to assess over anxiety in relation to specific objects and situations while observers record the type/degree of avoidance (e.g., snakes, spiders, etc.)

Question 19

Plethysmography

Answer 19

measuring the change in volume of an organ (usually resulting from fluctuations in the amount of blood or air it contains)

Question 20

Active Listening

Answer 20

is a way of attending and encouraging without intruding on the client’s telling of the story, it is called active because the listener is fully absorbed and communicates this to other person

Question 21

Nonverbal Skills

Answer 21

Eye contact, body position, attentive silence, voice tone, gestures and facial expression, physical distance

Question 22

What is a Test?

Answer 22

a test is a systematic procedure for observing and describing a persons behaviour in a standard situation

Question 23

Analytic Approach

Answer 23

a test construction procedure in which items are chosen because they appear on logical ground to measure the characteristic of interest to the tester sometimes called the rational approach

Question 24

Empirical Approach

Answer 24

a test construction procedure in which items are chosen on the basis of whether people who differ in some way respond differently to them, requires pre-test items with many people

Question 25

Sequential System Approach

Answer 25

a test construction approach that combines aspects of analytic and empirical techniques, some items are selected from existing tests, others are chosen by the test designer

Question 26

Intelligence

Answer 26

cognitive abilities that include abstract thinking and reasoning, adaptive problem solving, and the capacity to learn, act purposefully, to think rationally and to deal effectively with the environment

Question 27

What are the 3 types of tests?

Answer 27

Intellectual functioning, personality characteristics, and attitudes, interests, preferences, values, and ability

Question 28

G Model (general intelligence)

Answer 28

verbal reasoning, abstract visual reasoning, quantitative reasoning, short-term memory --> a global, general ability were based on the observation that almost all tests of cognitive ability are positively correlated, underlying or psychological trait

Question 29

Multiple Specific Intelligences Models

Answer 29

intelligence is made up of collection of relatively separate, more specific abilities, made of nearly 120 functions (e.g., word fluency, short-term memory, etc)

Question 30

Sternberg (intelligence)

Answer 30

there are 3 BASIC TYPES OF INTELLIGENCE (analytical, creative, practical) - traditionally intelligence tests only focus on analytical factors, makes a person successful in life not just school

Question 31

Gardner (intelligence)

Answer 31

that are at least 8 intelligences or frames of mine (verbal, mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and naturalistic)

Question 32

Hierarchical & Factor-Analytic Models (intelligence)

Answer 32

cognitive abilities appear to be organized in a hierarchy, or pyramid,of “layers, at the bottom of this hierarchy are as many as 50 or 60 narrow and specific skills that can be grouped into seven or eight more general ability factors

Question 33

Binet (intelligence)

Answer 33

most influential means of assessing the mental ability of children, based on mental level/age, intelligence quotient, require verbal and non-verbal skills

Question 34

IQ (Intelligence Quotient)

Answer 34

= mental age (MA) / chronological age (CA) x 100

Question 35

Wechsler (intelligence)

Answer 35

intelligence test specifically for adults (over 17), verbal and non-verbal subsets, point scale which compared number of correct answers to other people

Question 36

Columbia Mental Maturity Scale

Answer 36

the intelligence of children with cerebral palsy and other severe physical disabilities AND measures the intelligence of children from 3 to 12 years of age (is short, untimed, cheap, easy to administer)

Question 37

Kaufman Assessment Battery for Children

Answer 37

a battery of tests measuring intelligence and achievement of normal and exceptional children ages 2½ through 12½ years

Question 38

Woodcock-Johnson Psycho-Educational Battery

Answer 38

measure strengths and weaknesses and diagnose learning abilities, is an individually administered comprehensive assessment that can identify patterns of strength and weaknesses in cognitive, language, and academic abilities

Question 39

Crystallized Intelligence

Answer 39

your stored knowledge, accumulated over the years

Question 40

Fluid Intelligence

Answer 40

is your ability to process new information, learn, and solve problems

Question 41

Aptitude Tests

Answer 41

designed to predict success in an occupation or program, the capacity to acquire new knowledge or skill) - e.g., the SAT

Question 42

Achievement Tests

Answer 42

measures proficiency, the knowledge or skill that a person has acquired

Question 43

Attitude, Interest, Preference, and Value Tests

Answer 43

measure client's preferences for various pursuits, occupations, academic subjects, and activities (e.g., used by school counsellors to pick college majors)

Question 44

Personality

Answer 44

the pattern of behavioural and psychological characteristics by which a person can be compared and contrasted with others

Question 45

Objective Tests (personality)

Answer 45

Have clear, specific stimuli responded with direct answeres choices, or ratings) - e.g., Personal data sheet, MMPI-II, PAI, CPI, MCMI-II, 16 PF, Eyseneck Personality Inventory, NEO-FFI

Question 46

Projective Tests (personality)

Answer 46

Respond to ambiguous stimuli, interpreted in response to conscious and unconscious personalities - e.g., Rorschach Inkblot Test, Thematic Apperception Test, Incomplete Sentence Test, Draw-a-person Test, HTP

Question 47

Minnesota Multiphasic Personality Inventory

Answer 47

a psychological test designed to measure the presence of psychopathology in an individual by using three validity scales and 10 clinical scales, T/F questions

Question 48

Clinical Scales (MMPI)

Answer 48

Conversion Hysteria, Psychopathic Deviate, Psychacsthenia, Depression, Schizophrenia, etc.

Question 49

Content Scales (MMPI)

Answer 49

anxiety, type A, obsessiveness, anger, cynicism, social discomfort, low self-esteem, family problems, work interference

Question 50

Validity Scales (MMPI)

Answer 50

Lying, defensiveness, questions not answered, inconsistencies

Question 51

Rorschach Inkblot Test (personality)

Answer 51

a perceptual task that provides information on how individuals perceive external reality

Question 52

Neuropsychology

Answer 52

the field of study that endeavors to define the relationship between brain processes, human behaviour, and psychological functioning

Question 53

Franz Gall

Answer 53

early observations about the skull sizes and facial, developed the theory of Organology and the method of Cranioscopy that would later be known as Phrenology

Question 54

Pierre Flourens

Answer 54

understanding of the cerebellum's role in the coordination of movement, the localization of a respiratory center in the medulla oblongata, the relationship between the semicircular canals and balance

Question 55

Paul Broca

Answer 55

discovery of the speech production center of the brain located in the ventroposterior region of the frontal lobes (now known as the Broca's area)

Question 56

Ward Halstead

Answer 56

the first standardized, norm-referenced battery of neuropsychological tests, for decades it was the main instrument in the neuropsychologist's toolkit and largely dominated the field of clinical assessment

Question 57

Arthur Benton

Answer 57

introduced novel and objective psychological assessment techniques that expanded our understanding of the difficulties manifested by neurologically compromised patients. He broadened the applications of psychology and in the process opened up a new field of study and practice, clinical neuropsychology

Question 58

Search for the Engram

Answer 58

each line represents a cut made in a rat brain by Lashley, none of the cuts results in a loss of brain learning

Question 59

Equipotentiality

Answer 59

any part of a functional area of the brain could perform the function associated with that area OR all parts of the cortex contribute equally to learning; one part can substitute for another part

Question 60

Mass Action

Answer 60

the cortex works as a whole; performance improves when more of the cortex is involved OR the amount of loss of ability is related to the amount of destruction in the cortex (more than the location of the destruction)

Question 61

Houston Conference

Answer 61

established a model of training and education in clinical neuropsychology, core knowledge bases and skills

Question 62

Reasons for Referral (neuropsychology)

Answer 62

Detecting developmental disorders and learning disabilities Monitor impact of treatment Differentiate between psychiatric disorders and organic brain conditions Assist in diagnosing psychiatric disorders Determine specific type of organic brain damage Detect and/or document organic brain conditions Provide recommendations in management

Question 63

Causes of Brain Dysfunction

Answer 63

Trauma Cerebrovascular disease Degenerative diseases Tumors Chronic alcohol abuse and nutritional deficits

Question 64

Detecting Deficits

Answer 64

1. just observe that the patient performs below-average 2. there is a deficit ... but it could have been there before the accident

Question 65

Premorbid Functioning

Answer 65

premorbid intelligence quotient (IQ), but also to the individual's psychosocial functioning in educational, occupational, social and interpersonal relation areas before the onset of the psychotic symptomatology

Question 66

Right Side Processing

Answer 66

visual information

Question 67

Left Side Processing

Answer 67

verbal information

Question 68

Anterior Processing

Answer 68

(front) - integration and output of information

Question 69

Posterior Processing

Answer 69

(back) - input, analysis, and storage of information

Question 70

Frontal Lobe

Answer 70

abstract thinking, judgement, problem-solving, organization, flexible thinking, controlling emotions, personality, self-awareness

Question 71

Temporal Lobe

Answer 71

analysis of sound, memory - losing things, forgetting

Question 72

Parietal Lobe

Answer 72

sensation, perception, spatial orientation, construction (drawing or building things), body image, getting lost

Question 73

Occipital Lobe

Answer 73

vision, interpretation of visual information, depth cues, recognizing objects, blind spots in FOV

Question 74

Diffuse Brain Damage

Answer 74

happens in more than one area of the brain (e.g., scattered lesions) - result in slower or less efficient information processing, problem-solving, planning, and organization difficulties, attention and concentration problems, concreteness - not able to understand analogies

Question 75

Learning Deficits

Answer 75

ability to acquire new information (verbal or visual) - reading a list of words and repeating them back at different points in time, testing memory and learning strategies

Question 76

Visual Memory Deficits

Answer 76

the relationship between perceptual processing and the encoding, storage and retrieval of the resulting neural representations - copying a figure on a piece of paper at the beginning and end of a test (e.g., the rey figure)

Question 77

Impulsivity Deficits

Answer 77

an inability to control oneself, delay gratification, or plan activities appropriately- doing a maze without lifting a pencil off the page, messing up, or touching the walls of the maze

Question 78

Cognitive Flexibility Deficits

Answer 78

to shift a course of thought or action according to the demands of the situation - following dotted number test than a dotted number-letter test (trails A and B tests)

Question 79

Visual Neglect Deficits

Answer 79

the inability to see the entire and normal visual range (e.g., blind spots) - give a crowded image with many icons and tell them to circle one object (e.g., bells)

Question 80

Word Finding Deficits

Answer 80

the tip-of-the-tongue phenomenon, give people a series of pictures of objects and ask them to recall the name

Question 81

Psychotherapy

Answer 81

treatment techniques administered by trained mental health professionals within a professional relationship to help clients overcome psychological problems, is not a protected act like prescribing medications or diagnosing people

Question 82

Clinical Interventions

Answer 82

a deliberate attempt to change behaviour or social circumstances in a desirable direction

Question 83

Confidentiality

Answer 83

talk freely knowing personal information will be shared

Question 84

Informed Consent

Answer 84

having a discussion with clients when the treatment begins about the costs, risks, and outcomes of treatment

Question 85

Outpatient Settings

Answer 85

privates practices, drs offices, etc

Question 86

Inpatient Settings

Answer 86

psychiatric hospitals, regular hospitals, prisons, rehabilitation centres etc.

Question 87

Level of Training

Answer 87

DOES AFFECT THERAPY OUTCOMES!!!!!! Is related to people's ability to recognize someone else’s emotions, more empathic, good evidence that training is related to dropout rates

Question 88

Macro Skills (therapist)

Answer 88

Communication skills Relationship-building skills (genuineness, empathy, being non-judgemental, sincerity) Self-monitoring skills - personal vs. professional life

Question 89

Micro Skills (therapist)

Answer 89

Interpretations Empty chair technique Socratic questioning

Question 90

Therapeutic Alliance

Answer 90

1. the emotional bond that develops between the therapist and client 2. the shared understanding of what is to be done (tasks) and what is to be achieved (goals) ** the best predictor of therapy outcomes **

Question 91

Varying Views of Therapeutic Alliance

Answer 91

HUMANISTIC - the necessary and sufficient condition, relationship vs. technique BEHAVIOURAL & CBT - necessary but not sufficient enough on its own to provide proper therapy CLASSICAL PSYCHOANALYSIS - the therapeutic relationship is an arena in which clients begin to see how their present behaviour is determined by experience in earlier periods CONTEMPORARY PSYCHODYNAMIC - transference-based relationship and a reality-based relationship

Question 92

Common Factors Across Psychotherapies

Answer 92

Fostering insight - personal insight Providing new information (eduction) Extra therapy tasks - do things differently outside of the session Developing faith, hope, and expectations for change Encouraging catharsis - giving voice to emotions rather than avoiding them