Attempt 1 2nd half Flashcards
CAT, TAT analysis
o Descriptive: a brief summary of the main points of the story, excluding extraneous material
o Interpretive: this combines a generalizing statement and deeper meaning underlying the story, the word, the phrasing
♣ Ex. If one works very hard, one will succeed
o Diagnostic levels: dig deeper for more unconscious and/ or symbolic material
♣ Possible compliant/ dependent child
♣ Possible fear of parental rejection
♣ Strong aspirations
♣ Peer relations
♣ View of the child’s word/ how the child reacts and feels about the following
• View of parents
• View of siblings
• View of authority
• View of self
Characteristics of the her or identification figure (needs, wants, fears, conflicts, anxieties, wishes)
Figure Drawing
Types,
ways to score,
validity of use
o Types:
♣ House drawings: provides information about the child’s feelings about the home environment and the child’s approach toward dealing with home and family related issues
♣ Tree drawings: reflects the unconscious, underlying personality dynamics of the child, along with indications to the child’s ability to adjust to intrapersonal, interpersonal and environmental crises, events, and issues
♣ Person drawings: can be categorized as drawings of the self, the ideal self and significant others. Tend to reflect feelings of concepts
♣ Family drawings: gives the family a sense of the family dynamic, who is in the family, who the child feels closer to
o Ways to score: different parts of the drawings relate to different hypothesis about the emotions, intellect, etc.
o Validity of use: based on clinical judgement and interpretation; not on research
Sentence Completion
Choosing,
evaluating answers,
types
o Semi structured
o First person items are superior to third person items
o Complete more than half of the stems if you’re going to score them
o If people give long run on sentences, they are most likely not trying to tell you information
o Keep cultural differences in mind
♣ Hostility and optimism can be expressed differently than other cultures
♣ Some cultures don’t share their emotions
o For children, use longer stems more specific stems to get answers
o For adolescents, use shorter stems so they can express their feelings
o Types of responses:
♣ Omission responses: Incomplete thought or no answer; don’t score; it means they don’t want to tell you
♣ Conflict responses: Are they hostile? Pessimistic? Hopeless? Suicide wishes? Statements of unhappy experiences? Indications of maladjustments?
♣ Positive responses: Towards certain things such as sports, expression of feelings towards individuals
Projective Hypothesis
• that the use of unstructured and ambiguous stimuli such as projective tests like the Rorschach inkblot test or the Thematic Apperception Test (TAT) are important and necessary as a means of bypassing a client’s defenses and to discover their unconscious needs, motives, and conflicts.
o Rely on the test subject’s completely subjective interpretations of inkblots or of the ambiguous pictures of the TAT. These interpretations that come out of subject’s subconscious and imagination can provide insights into the inner workings of the mind.
o Example: A TAT picture might cause one person to create a positive story about the image while another person might create a negative story about the same image.
o A professional trained in these projective testing methods can create a psychological profile based on the subject’s responses.
Executive functioning
• Direct and control perceptions, thoughts, actions and to some degree emotions (multiple in nature, not a singular capacity). It is part of the neural circuits that are routed through the frontal lobe. It consists of a system of interrelated co-conductors, rather than a single conductor (multiple things contribute).
Executive functioning:
Connection to learning and ADHD types
♣ Cultural change points such as, educational transitions (middle school→ high school) can highlight executive functioning developmental delays of significant deficiencies
♣ ADHD demonstrates a clear pattern of delayed developmental progression
• 30% of developmental delays are associated with the various executive processes, such as, focus, sustain, inhibit, modulate
♣ Other conditions involving executive functioning deficits: Autism, ADHD, CD/ ODD, Depression, Anxiety, and OCD
♣ Executive functioning difficulties does not result in learning disabilities, it results in producing learning disabilities (ex. Not able to pay attention in class, and the student falls behind)
Executive functioning:
Intervention plan
o Current best practices are FBA techniques
♣ Identify setting events, antecedents, and consequences
♣ Describe negative behavior that needs to be changed
♣ Specify positive replacement behaviors
♣ FBA ignores internal considerations (perceptions, emotions and thoughts) and focuses on applying external control to effect change in behavior
Executive Functioning:
o Executive skills
- Self- Activation: initiation and “ramping up” of basic executive functions related to an awakened state of mind and overcome sleep inertia
- Self- Regulation: A set of control capacities that cue and direct functioning across the domains of sensation, perception, emotion, cognition and action (metacognition→ we talk to ourselves)
a. Current model has 24 self- regulation executive functions: focus, effort, perceive, initiate, modulate, sustained attention, inhibit, flexibility, plan, organize, monitor, etc. - Self- Realization: direct cognitive process that engages in self- awareness, self- reflection and self- analysis
. Cues cognitive processes to access accumulated information about self and apply it in specific situations to initiate, sustain and alter behavior - Self- Determination: Foresight/ long term planning and goal generation
. Directs the use of cognitive processes to construct visions of the future and plans for actions - Self Generation: Directs the posing question related to the meaning and purpose of life and/ or the ultimate sources of reality and physical existence, mind- body relationship, spirit and soul
Contemplates existence beyond the physical plane
Executive functioning:
Tiered Systems
♣ Intrapersonal: control in relation to the self
♣ Interpersonal: control in relation to others
♣ Environmental: control in relation to the natural and man-made environment
♣ Symbol System: control in relation to human made symbol and communication system
o Process of evaluating assessments and developing a report
• Ecological System
5 levels and definition
- Microsystem: direct, everyday experiences of a child and their communication→ the people the child looks up to for a model of how to behave and act
a. Ex. Family, siblings, classroom, peers, teachers, religion, neighbors - Mesosystem: the relationships between the microsystems and how the outside systems interact
. Ex. Family- teacher conferences, CSC meetings, parent takes child to the doctor, friends come over - Exosystem: the relationships between two or more social settings, and the affects the child in their immediate setting (setting beyond the child’s immediate environment)
. Formal: child welfare services, parents workplace (maternity leave, time off, flexible schedules), access to health services, parent death
a. Informal: children can be affected/ influenced by the parents social network- parents friends, people in the neighborhood - Macrosystem: contains a variety of influences- laws, costumes, cultural values→ determines what is acceptable and unacceptable behaviors
. Ex. healthcare, laws saying you have to be in school, special education laws, 504 plan - Chronosystem: changes made by environmental events and life changing events that has happened in a person’s life (social history)
. Ex. trauma, divorce
• Ecological System
How it affects children and their children
♣ The ecological system provides the child with an informal education, begins the socialization process and establishes expectations
• Exposure to ideas, experiences, and knowledge
• Ecological System
Ecological assessment
♣ Assessments within multi- systems of interaction to get as much information as possible→ put the emphasis on the child’s strengths and needs
♣ Multidimensional, multi source assessment
♣ Look at the classroom environment, teacher, family and their interactions
• Ecological System
Ecological Functional Assessments
- Identify and define the target behavior
- Determine the antecedents and consequences that control the behavior
- Development of the functional ecological intervention plan- get the parent, teacher, social worker together and reach out to the community for clinics and hospitals (if needed)
- Was the problem solved? What was effective? What was ineffective
• Ecological System
Four Goals of Ecological Functional Assessments
- Modification of the ecology of the target behavior (what is happening that is causing the behavior)- school, parent, environment, healthcare
- Manipulate the factors controlling the behaviors (manipulate what is causing the child to be that way)- parent, peers, environment
- Development of functional equivalent responses (replace the behavior)
- Work on developing new skills that are functionally and socially valid
