Chapter 4 - Classification, Assessment, and Treatment Flashcards

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1
Q

Advantages of classification

A

1) Predictions - can predict future behavior, know what to expect
2) Communication - means to communicate among clinicians
3) Research - provides research categories
4) Stats - provide basis for epidemiological records -> increase understanding

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2
Q

Disadvantages of classification

A

1) Puts label on people, produces social stigma, can be self-fulfilling prophecy
2) Categories not perfect - much overlap across categories
3) Diagnoses may not be reliable/consistent - diff clinicians -> diff conclusions, variations in client behavs over time
4) Subjectivity of diagnostic categories

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3
Q

Examples of subjectivity of diagnostic categories

A
  • Drapetomania
  • Homosexuality
  • Passive Aggressive Personality Disorder
  • Road Rage disorder
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4
Q

Changes in DSM-5

A
  • Categorical -> Dimensional
  • Move away from distinct categories
  • Scales: none, slight, mild, moderate, severe
  • Purpose: increase reliability and validity
  • Criticisms: may decrease reliability/validity, pathologizing behavior that would not be previously diagnosed, more patients treatable -> can be medicated -> $$$$
  • Collapsed across 3 axes: diagnoses, severity, additional info
  • Added causal specifiers - biological, genetic, environmental, developmental, social, cultural, behavioral
  • Cultural section - symptoms vary across cultures
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5
Q

Evolution of DSM

A

Early editions: psychodynamically oriented
Version III: more medical approach -> multiaxial, 5 axes (primary diagnosis, personality disorders, relevant physical disorders, psychosocial/environmental stressors, global assessment of functioning)

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6
Q

Reliability of classification

A

Diagnosis on same client consistent over different clinicians, consistent over time

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7
Q

Validity of classification

A

Does it group people together with the same cause of symptoms and same effective treatments

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8
Q

Types of interview assessments

A
  • Therapeutic: include both assessment and therapy
  • Assessment: get overall picture of person, assess both verbal and nonverbal
  • Structured: preestablished questions/format, standardized, closed-ended answers
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9
Q

“Intelligence” tests

A

Measure intellectual functioning and speed of cog functioning

  • Highly standardized, admin and scoring
  • Verbal and spatial reasoning/functioning
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10
Q

Personality Assessments

A
  • Objective test: MMPI
  • Projective test: psychodynamic orientation - assumes that given an ambiguous stimulus, individual will project unconscious elements of personality onto stimulus (Rorschach, TAT, CAT)
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11
Q

Behavioral Assessment

A

Observe/record frequency/duration of target behavior

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12
Q

Cognitive assessment

A

Measure thoughts/beliefs, attitudes, etc. Questionnaires, self-measuring, interviews

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13
Q

Relational assessment

A

Context of behavior

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14
Q

Bodily assessment

A

Measure physiological functioning - skin conductance, BP, arousal, brain imaging

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15
Q

Reliability of assessment instruments

A

Consistency of measure

  • Test/Retest: scores at t1 consistent with t2
  • Internal consistency: consistency within measure - confident that all items in measure yield similar results. Rules out “rogue” items
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16
Q

Validity of assessment instruments

A

Is the test measuring what I want it to?

  • Predictive: predict behavior measured?
  • Construct: depict complex phenomenon set out to measure
  • Content: cover all important facets/aspects of what you are measuring
  • Face: does it look like it will measure what it measures
17
Q

Cultural issues in assessment

A

Constructs not equivalent cross-culturally (like intelligence) - scores on some measures may not be equivalent/comparable to same scores on different cultural samples

18
Q

Cultural issues in diagnosis

A

Behavior associated with disorder in 1 culture may not be abnormal in another culture