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Abnormal Psychology > Chapter 4-Assessment, Diagnosis, Treatment > Flashcards

Chapter 4-Assessment, Diagnosis, Treatment Flashcards

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1
Q

Psychodiagnosis

A

Categorizing individuals based on behaviors or symptoms

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2
Q

Disorders

A

Clusters of behaviors that seem to reliably go together in a given culture

*highly subjective

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3
Q

Clinical assessment

A

Determine whether/how/why a person is behaving abnormally & how to help them

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4
Q

Personality assessment

A

Assess personality and probe for unconscious conflicts

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5
Q

Behavioral assessment

A

Observe & record the frequency & duration of target behavior

Direct overt behavior observation

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6
Q

Advantages to classification

A
  1. Can potentially PREDICT future behaviors
  2. Means of COMMUNICATION amongst clinicians
  3. Provides categories for RESEARCH
  4. Provides basis for epidemiological RECORDS to increase understanding
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7
Q

Disadvantages to classification

A
  1. Puts a label on people
    - Can produce social stigma
    - can result in self fulfilling prophecy (increase severity of symptoms)
  2. Categories are not perfect and may overlap across disorders
  3. Diagnoses may not be reliable
    - different clinicians come to different conclusions
    - variations in client behavior over time
  4. Subjectivity of diagnostic categories
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8
Q

Multi-axial approach (DSM 3-4)

A

Axis 1: primary diagnosis
Axis 2: personality disorders, mental retardation
Axis 3: relevant physical disorders or medical conditions
Axis 4: psychosocial and environmental stressors
Axis 5: global assessment of functioning

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9
Q

Changed to DSM 5

A
  1. Moved from categorical (like 3 symptoms of these, 2 of these, etc) to dimensional scales (none, slight, mild, moderate, severe)

Purpose: to increase reliability & validity

  1. Eliminated multiaxial system-collapsed first 3 axes (diagnosed, severity, additional info)
  2. Added “causal specifiers (biol/genetic, environmental, developmental, cultural, social, behavioral)
  3. Cultural sections include how they vary across cultures, genders, age groups
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10
Q

Criticisms to changes of DSM 5

A

Might decrease reliability & validity

Does it pathologize previously normal behavior?

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11
Q

Reliability

A

Consistency

  1. Is the diagnosis of the client consistent with other clinicians?
  2. Is the diagnosis consistent across time?
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12
Q

Validity

A

Accuracy

  1. Does it group people together whose symptoms have the same cause
  2. Does it group people together for whom the same treatments are effective?
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13
Q

Culture and assessment issues

A
  1. Constructs may not be equivalent cross-culturally
    Ex. “Intelligence”, collectivism vs individualism
  2. Scores on some measures may not be comparable to the same scores obtained on a different cultural sample
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14
Q

Rhee et al self esteem study

A

Ex of how scores may not be equivalent cross culturally

Various Chinese individual (those who have always lived in china, been abroad, recent immigrants to US, etc)

Found self esteem scores went up the longer they had been in western culture

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15
Q

Culture & diagnosis

A

Behaviors associated with a disorder in one culture may not be abnormal in another culture

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16
Q

Therapeutic interview

A

Includes both assessment and therapy

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17
Q

Assessment interview

A

Obtain overall picture of the person

Includes assessment of both verbal and non-verbal behaviors

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18
Q

Structured interviews

A

Standardized both in terms of items and administration

Pre-established questions & format
Requires single word or numerical answers (close ended)

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19
Q

Intelligence tests

A

Measure intellectual functioning & speed of cognitive functioning

  • verbal & spatial reasoning/functioning
  • highly standardized in administration/scoring
  • subtest scores “scatter” (I.e. Verbal comprehension, working memory, processing speed etc)
20
Q

Objective personality assessment

A

Yields an objective score

Ex: MMPI-500+ T/F numbers, yields a visual profile of traits

21
Q

Projective personality assessment

A

Psychodynamic orientation, more subjective

Assumes: given an ambiguous stimulus, and individual will project unconscious elements of their personality onto the stimulus

Ex: Rorschach inkblot test-how long they look, what orientation, unusual emotions expressed

Thematic Apperception Test- ask person to weave story around picture

Children’s Apperceptions Test-child weaves story around picture

22
Q

Cognitive assessment

A

Measure thoughts, beliefs, attitudes, etc

through questionnaires, interviews, self monitors, etc

23
Q

Relational assessment

A

Emphasis on CONTEXT of behavior

24
Q

Bodily assessment

A

Measure of physiological functioning (often arousal states)

e.g. Skin conductance, BP, etc.

25
Q

Test-retest reliability

A

Scores obtained at one time are consistent with scores obtained at different time

26
Q

Internal consistency

A

Consistency within your measure

Feel confident that all items in measure yield similar results (rule out rogue items)

27
Q

Interrater reliability

A

Consistency in results obtained when different people administer the test

28
Q

Construct validity

A

Is measure accurately depicting the COMPLEX PHENOMENON I set out to measure

29
Q

Predictive validity

A

Do scores obtained accurately predict the behavior that is supposedly being measured?

Ex: SAT, GRE

30
Q

Content validity

A

Does it cover all the important aspects of what is being measured?

31
Q

Face validity

A

Does the measure appear to measure what is is supposed to?

32
Q

Concurrent validity

A

Degree measured from one tool agrees with other tools

33
Q

Personality inventory

A

Wide range of questions about behavior, beliefs, feelings

34
Q

Response inventories

A

Asked to provide detailed information, but focus on one specific area of functioning

Affective: severity of emotions
Social skills: indicate how they would react in certain social situations

35
Q

Psychological tests

A

Measure physiological responses as possible indications of psychological problems

36
Q

Neurological tests

A

Measure brain structure/activity directly

Ex: EEG, neuroimaging

37
Q

Reactivity

A

Effect of observation on behavior

People will change if known they are being observed

38
Q

Evidence based treatments

A

Treatments supported by empirical study

39
Q

Scientist-practitioner gap

A

Some studies highly supported by research, but practitioners have experience in the field

*may depend on specific client

40
Q

Effectiveness of treatment

A
  1. People receiving treatment have better outcomes than 75% of those not receiving treatment
  2. No particular therapy more effective than others
  3. Certain therapies better for certain problems
41
Q

Important therapist characteristics

A
  1. Give feedback to clients
  2. Help client to focus on thoughts/behaviors
  3. Pays close attention to therapist/client interactions
  4. Promotes self master in clients
42
Q

Best therapy for phobias/some anxiety disorders

A

Behavior therapies

43
Q

Best therapy for psychotic disorders

A

Meds, CBT, ACT

44
Q

Best therapy for depression

A

CBT, meds* for sever depression

45
Q

Telehealth programs

A

Online therapy

Some success in serious mental illnesses (psychotic, bipolar, etc)

Abnormal Psychology (11 decks)

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