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Clinical Psych > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Clinical Psychology integrates ______ in order to _____

A

Clinical psychology integrates SCIENCE, THEORY AND PRACTICE, in order to UNDERSTAND, PREDICT,AND ALLEVIATE maladjustment,, disability and comfort…

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2
Q

Clinical Psychology Activities

A

Research, Teaching and training, Psychological assessment, psychotherapy Consultation, Administration (clinical supervision too)

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3
Q

Related fields of Clinical

A

Psychiatry, counseling psychology, school psychology, health psychology, clinical social work, (psychiatric nurses), (paraprofessionals (people trained to assist professional mental health care workers)

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4
Q

scientist-practitioner

A

Boulder model: trains students to both produce and consume research. receive training in providing treatment with emphasis on research evidence. aims to integrate the role of scientist with practitioner.

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5
Q

Scholar-practitioner

A

emphasis on clinical training, research training in order to be consumers of research and integrate existing research literature into clinical practice. Model of PsyD

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6
Q

Clinical Scientist Model

A

focuses on evidence based approaches to assessment prevention and clinical intervention, arose from concerns that clinical psych is not sufficiently grounded in science, many get this degree to focus only on research

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7
Q

Graduate training

A

Coursework, assessment/testing, clinical training, research training, clinical internship, postdoctoral/continuing education

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8
Q

Lightner Witmer

A

coined term “clinical psychology” in the journal The Psychological Clinical” was first published;established first psychological clinic to treat children with learning and behavior disorders in 1896; established journal to report on his application of methods in the clinic

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9
Q

Ancient Greeks Theory

A

Humeral theory: functioning is related to having too much or too little of four key bodily fluids (humors): blood, phlegm, black bile and yellow bile

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10
Q

Emile Kraeplin

A

wrote a book which discussed sorting people into different disorders based on symptoms that ran together
Described and clarified these types of disorders, nature and course of disorders: exogenous factors (curable) and endogenous factors (incurable)

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11
Q

General paresis

A

neurosyphilis: syphilis spreads to the brain and produces paralysis, insanity and eventual death
suggested that organic bases of other mental disorders could be discovered: like toxins etc.

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12
Q

Medical Treatment of mental disorders

A

development of modern medicine identified the brain as center of mental disorders, so interventions aimed to change brain functioning

1) lobotomy
2) electroshock therapy
3) medications

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13
Q

Sigmund Freud

A

Took first major steps toward understanding psychological factors in mental disorders; father of psychoanalytic perspective and psychodynamic therapy;

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14
Q

Freud’s theory of treatment

A

Model of mind has unconscious and conscious
Resolving intrapsychic conflicts between ID, EGO and SUPEREGO resulting in catharsis
Psychoanalysis: analyze psyche, gain insight into problems, then able to move past it; introduced talk therapy

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15
Q

ID, EGO and SUPEREGO

A

ID: illogical, irrational pleasure principle, superego: moral principles; Ego: reality principle, logical rational

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16
Q

Francis Galton

A

looked at differences in reaction time as intelligence differences

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17
Q

Wilhelm Wunt

A

established first psychology laboratory

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18
Q

James McKeen Cattel

A

studied connection between reaction time and intelligence and coined term “mental test”

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19
Q

Alfred Binet

A

Binet-simon scale measured 50 tests of mental skills after being asked by the french govt to design a measure to assess children with cognitive deficits
- norm referenced test of intelligence to mental age

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20
Q

Army Alpha Test

A

US gov asked APA to develop a scale to measure mental functioning of recruits during WWI: tested verbal abilities

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21
Q

Army Beta Test

A

During WWI, measured non-verbal abilities for those who could not read or speak much english

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22
Q

Radical Behaviorism

A

only obvert behaviors can be measured; reaction to need for objective measures

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23
Q

Influence of WWII

A
  • testing for recruits
  • soldiers needing treatment when returning from war and members of public affected by loss
  • need was so great that there wasn’t enough psychiatrists and psychologists started to become more recognized
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24
Q

Hans Eysenck

A

wrote 1952 paper that suggested that treatments weren’t actually effective, and led practitioners to strive for more research support and create new therapy approaches

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25
Q

APA controversies

A

1) clinical psych began to dominate APA and non clinical people started APS
2) APA supported position that psychologists should have prescribing privileges
3) support for enhanced interrogations and development of torture tactics
caused development of other societies that are more specialized

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26
Q

Barnum Effect

A

if you speak in ways that are vague, most people can relate to any statement

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27
Q

Complications in treatment research

A

1) spontaneous recovery
2) placebo/expectancy effects
3) nonspecific effects of therapy

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28
Q

Scientific thinking in clinical psych

A
  • question
    -hypothesis
    select measures of key variables: independent variable and dependent variable
  • select a research design
    -select a study sample
    -collect data
  • analyze data
  • make conclusion
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29
Q

non-scientific thinking in clinical

A
  • first impressions
  • anecdotes
  • tradition
  • appeals to authority
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30
Q

Pseudoscience

A

alleged knowledge, beliefs or practices that are portrayed as scientific but diverge from required standards for scientific method

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31
Q

operational definition

A

specific procedures by which the researcher measures a variable

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32
Q

reliability

A

degree to which a measure is consistent and repeatable

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33
Q

internal consistency

A

degree to which the items of a measure are in agreement

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34
Q

test retest reliability

A

consistency over time

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35
Q

inter-rater reliability

A

degree of agreement among two independent raters

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36
Q

validity

A

degree to which a test measures what it intends to

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37
Q

face validity

A

appears to measure what it purports to

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38
Q

convergent/discriminant validity

A

should relate to similar measures (converge) and diverge from unrelated measures (ex: two depression scales should converge)

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39
Q

predictive validity

A

how well it predicts other variables (IQ should predict grades)

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40
Q

Epidemiological study

A

study of incidence, prevalence and distribution of an illness: cross sectional and longitudinal

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41
Q

incidence:

A

rate of new cases of illness

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42
Q

prevalence

A

overall rate of cases

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43
Q

Types of experimental studies

A

case studies

group experimental design

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44
Q

what kind of study is an epidemiological study?

A

correlational study

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45
Q

Cross-sectional design

A

take a cross section of the population, collect data at one time point, correlational, no manipulation, subject focus, observe differences between individuals

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46
Q

longitudinal design

A

study people over time, repeated measures design, time focused, observe changes over time

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47
Q

Types of prevention research

A

Health promotion, universal prevention, selective prevention, indicated prevention

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48
Q

universal prevention

A

provide a preventative intervention to entire population (flouridated water)

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49
Q

selective prevention:

A

targets groups of people at risk (post partum depression)

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50
Q

indicated prevention

A

targets specific individuals who are showing early signs of a disorder

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51
Q

unsystematic observation

A

casual observation leads to hypothesis but cannot provide valid data

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52
Q

naturalistic observation

A

caried out in real life and systematic, but there are no controls

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53
Q

Controlled observation

A

systematic and controlled by researcher, not exactly real life but mimics it

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54
Q

Case studies

A

single subject design: intensive study of a client or patient, manipulate timing and nature of experimental conditions, lacks universal scope

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55
Q

Factor analysis

A

way of examining interrelationships among a number of variables at once,

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56
Q

group experimental designs

A

manipulating a variable: clinical trials like experiment evaluating treatment effectiveness; provides a control group

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57
Q

Efficacy

A

trial of a treatment in highly controlled environment. emphasis on internal validity

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58
Q

Effectiveness

A

trial of a treatment under real world naturalistic conditions (emphasis on external validity; are they generalizable)

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59
Q

Limitations to clinical trials

A

1) patient uniformity myth –> not all patients are the same

2) many ways to define “response” to treatment: reduction of symptoms, remission, or wellbeing?

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60
Q

generalizability

A

extent to which results are applicable to larger population

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61
Q

meta-analysis

A

statistical summary of results across numerous studies

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62
Q

internal validity

A

whether obtained outcome is really attributable to manipulation of independent variable

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63
Q

external validity

A

the amount to which a study can be generalized

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64
Q

analog research

A

studies conducted in lab where control is easier to exert but whose conditions are said to be analogous to real life

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65
Q

ABAB design

A

systematic observation in changes of participants behaviors: baseline, treatment, withdrawal, reinstatement

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66
Q

mixed designs

A

combine experimental and correlational methods, allows experimenter to determine whether effectiveness of treatment varies by group classification

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67
Q

statistical significance

A

whether result would be unlikely to occur soley by chance

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68
Q

practical significance

A

takes into account how big or generalizable the results are in bigger, clinical picture

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69
Q

ethical principals

A

1) informed consent
2) confidentiality
3) debriefing

70
Q

diagnosis

A

classification of disorders by symptoms and signs

71
Q

psychopathology

A

study of mental disorders

72
Q

what is not a mental disorder

A

socially deviant behavior, expect able or culturally approved response to stressors

73
Q

syndrome

A

set of signs and symptoms that tend to co-occur

74
Q

taxonomy

A

classification in science

75
Q

nosology

A

taxonomy in psychological/medical phenomena AKA labels for disorders

76
Q

Classification Approaches

A

Categorical

Dimensional

77
Q

categorical approach

A

presence or absence of disorders; better for research

78
Q

dimentional

A

rank on a continuous quantitative dimensions (degree to which a symptom is present), better captures individual differences

79
Q

taxometrics

A

study of distribution of characteristics in nature to determine whether things differ in type or degree (some symptoms like anxiety are more dimentional and others like hallucinations are more taxonic)

80
Q

prototypical approach

A

begins with a hypothetical prototype category, identifies essential features of it, allows nonessential variations that do not necessarily change the classification; include dimensional element for severity; current DSM approach

81
Q

Alternate future approach

A

aims to advance biological understanding of mental disorders; Research domain criteria (RDoC) initiative to focus on dimensions of neural functioning

82
Q

Past DSM set up

A

Axes

83
Q

Current set up of DSM

A

Mood disorders, anxiety disorders, obsessive compulsive disorders, psychotic disorders

84
Q

Construct validity

A

involves correlating multiple indirect measures of an attribute which is important for evaluating diagnostic categories
- evaluated via factor analysis (do constructs hold together)

85
Q

dangers of diagnosis

A

oversimplification of problems
ignores uniqueness of person
self fulfilling prophesy/ interpretive biases
stigma

86
Q

advantages of diagnosis

A

communication among providers, enables empirical research, research on etiology is possible, diagnoses can predict course of illness and prescribe specific therapies, having a label can be comforting

87
Q

Models of psychopathology

A

biological, developmental, psychodynamic, learning, cognitive, humanistic,

88
Q

targets groups of people at risk-stress model

A

incorporates bio, environmental and psychosocial factors, vulnerability+ stress

89
Q

definition and purpose of assessment

A

evaluaton of individuals symptoms, a conceptualization of the problem at hand, and some prescription for alleviating the problem; purpose is need to understand the nature of a problem before you can treat it

90
Q

Referral question

A

the question posed about the patient by the referral source

91
Q

influences of how clinician addresses referral

A

theoretical orientation and choice of assessment instruments

92
Q

sources of clinical information

A

medical records, collateral/family reports, test data (self report scales, personality testing, projective testing, IQ/neuropsych testing), clinical interview (patient self report and clinician observation)

93
Q

faking good

A

minimizing

94
Q

faking back

A

embellishing

95
Q

rapport

A

relationship between patient and clinician (ideally of accpetance, empathy, understanding and respect)

96
Q

with report clinicians can…..

A

probe, redirect, confront, challenge discrepancy, interviewer assertiveness

97
Q

considerations in promoting rapport

A

balancing privacy versus client comfort, privacy with limitations on confidentiality, transparency, cultural issues

98
Q

Intake admission interview

A

determine why patient has come, and determine whether they can meet needs and expectancies of patient

99
Q

case history interview

A

broad background and context in which patient and problem can be placed. childhood, adulthood, educational, sexual, medical, parental environment, religious, psychopathological matters and history of illness

100
Q

mental status examination interview

A

general presentation, state of consciousness, attention, speech, orientation, mood, form of thought, thought content, ability to think abstractly, perceptions, memory, intellectual functioning, insight and judgement

101
Q

unstructured interview

A

poor interrater reliability, no real structure to interview

102
Q

semistructured/fully structured

A

specifies which questions need to be asked, much more reliable, ensures coverage of many disorders

103
Q

differential diagnosis

A

need to consider other diagnoses that could explain the set of observed symptom

104
Q

clinical judgement

A

decisions made by clinicians based on their accumulated body of knowledge and experiences

105
Q

actuarial/statistical prediction

A

decisions made based on large datasets and quantitative models

106
Q

crisis interview

A

defusing or solving through the crisis at hand, encouraging individual to enter into a therapeutic relationship at the agency or elsewhere so that longer-term solution can be worked out

107
Q

kappa coeficient

A

a statistical index of interrater reliability computed to determine how reliably raters judge presence or absence of a feature or diagnosis

108
Q

information variance

A

variation in the questions that the clinicians ask, the observations being made, and method of integrating the information

109
Q

criterion variation

A

refers to the variation in scoring thresholds among clinicians

110
Q

test-retest reliability

A

consistency of scores or diagnoses across time

111
Q

problems with clinical judgement

A

information processing errors (cherry picking), fallacious prediction principals (failure to consider base rates) regression to the mean, influence of stereotyped beliefs

112
Q

sharing results

A

should be clear and to the point, written to lay audience, written assuming all interested parties will read, include validity statement

113
Q

criterion-related validity

A

ability of a measure to predict scores on relevent measures

114
Q

content validity

A

measure’s comprehensiveness in assessing variable of interest

115
Q

discriminant validity

A

interviews ability not to correlate with measures that are not theoretically related

116
Q

why were intellectual assessments created

A

developed in compulsory education to measure capabilities to see what class to put people in; increasingly important with need to assess people for WWI and WWII

117
Q

Three classes of intelligence

A

1) emphasis on adjustment to environment
2) emphasis on ability to learn
3) emphasis on abstract thinking

118
Q

Spearman’s approach to intelligence

A

g(general intelligence) represents elements common to intelligence tests
s (specific intelligence) for unique factors of a given test
intelligence is broad based and generalized

119
Q

Thurstone’s approach

A

group factor concept rather than just g
primary mental abilities: numerical facility, word fluency, verbal comprehension, perceptual speed, spatial visualization, reasoning, associative memory

120
Q

Cattell’s theory

A

general intelligence, 17 primary ability concepts, fluid ability: general intellectual capacity (genes), crystallized ability (learning), hierarchical model of intelligence

121
Q

Gardner’s multiple intelligences

A

8 formal groupings of intelligence: linguistic, musical, logical mathematical, spacial, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal

122
Q

Ratio IQ (Binet)

A

determined using a Binet test in reference to other kids. IQ= mental age/chronological age

123
Q

Deviation IQ

A

adjusts for chronological age limits

124
Q

what determines IQ

A

genes (58-7 7%) and environment;

125
Q

Flynn effect

A

from 1972 on, americans’ IQ have been on average increasing 3 points each decade

126
Q

Problems in IQ

A
  • influenced by environmental factors (educational opportunities and socioeconomic status
  • flynn effect
  • stigma/biases associated with IQ
127
Q

Correlates of IQ

A

school success, occupational status and success, demographic group differences (females score higher on verbal, and males score better on spacial ability and quantitative

128
Q

Why do IQ testing

A

intellectual disability assessment and diagnostic,

129
Q

what is considered an intellectual deficit

A

IQ score lower than 2 standard deviations below normal (70)

130
Q

educational purposes

A
  • placement into particular learning environments, developing individualized education plans
    identification of learning disabilities
131
Q

IQ tests used

A

Wechsler adult scale, Wechsler intelligence scale for children, woodcock johnson test of cognitive iabilities, Stanford-binet intelligence test

132
Q

features of IQ tests

A

formal standardized administration procedures, multiple subtests, norm referencing by age group, revisions every few years

133
Q

features of Wechsler Scales

A
  • most commonly used IQ test, 15 subtests, hierarchical subjects, subtests load onto indexes, indexes load onto verbal IQ and performance IQ, verbal and performance load onto full scale IQ
134
Q

Verbal IQ

A

verbal comprehension index and working memory index

135
Q

Performance IQ

A

Perceptual organization and processing speed

136
Q

FIQ

A

most reliable, most predictive of outcomes, except when there is a big discrepancy,

137
Q

Other aspects of scoring

A

issues of scoring (quite room? standard or non-standard? etc), behavioral observations, optimal or typical performance?, measurement issues, intelligence-latent variable

138
Q

intelligence-latent variable

A

true IQ score that we are trying to estimate based on performance

139
Q

Personality definition

A

characteristic patterns of thinking, feeling and behaving

140
Q

why is personality important to assess for in clinical context?

A

1) Personality disorders (maladaptive inflexible patterns of behavior, cognition, and inner experiences that lead to distress or dysfunction), 2) personality features can influence the treatment or other conditions

141
Q

Objective Personality Measures have….

A

fixed set of responses

142
Q

Personality inventories examples:

A

Big Five, Minnesota Multiphasic Personality Inventory

143
Q

Characteristics MMPI

A

self report, tests personality and disorder, true false responses, empirically keyed, but not face valid

144
Q

MMPI validity scales

A

L scale and k scale, ? scale, TRIN scale, VRIN scale, Fb scale

145
Q

l scale

A

lie scale: detects the people deliberately try to present themselves in the most positive way

146
Q

k scale

A

defensiveness scale; more effective and less obvious way of detecting attempts to present oneself in the best way possible

147
Q

? scale

A

number of items left unanswered, can’t be more than 30

148
Q

TRIN scale and VRIN scale

A

true response inconsistency scale, variable response inconsistency scale

149
Q

FB scale

A

items that very few people endorse so it indicates whether respondent stopped paying attention

150
Q

NEO- Personality Inventory

A

five factor model: neuroticism, extraversion, openness to experience, agreeableness, conscientiousness

151
Q

Advantages of objective tests

A

economical, large group testing, computer scoring, single dimension or train can be targeted, straightforward, objective and reliable

152
Q

projective tests

A

procedure for discovering a person’s characteristic modes of behavior by observing behavior in response to a situation that does not elicit or compel a specific response

153
Q

Examples of projective tests

A

Rorschach Inkblot test, thematic apperception test (TAT) sentence completion test, draw a person test

154
Q

Confirmation bias

A

tendency to seek out evidence to reinforce our preconceived notions and discount evidence that is not in line with assumptions

155
Q

Behavior

A

anything a person does in a particular context

156
Q

overt

A

observable behavior

157
Q

covert

A

“within the skin” unobservable behavior like feeling an emotion

158
Q

How therapy targets behavors

A

increase frequency or decrease frequency of particular behaviors

159
Q

behavioral excesses

A

forms of behaviors that are excessive in terms of frequency, intensity or duration

160
Q

behavioral deficits

A

when the individual does not have an adequate range of behavior in a variety of contexts or does not display flexibility of behavior

161
Q

fundamental attribution error

A

tendency to view behavior as a result of internal/dispositional factors while ignoring the influence of external factors

162
Q

Contextualism

A

act in context, contextual flow, environment–> behavior–> new environment–> behavior

163
Q

ABC model

A

antecedent behavior consequence

164
Q

Phases of functional behavior assessment

A

descriptive, interpretation (form a hypothesis about origin/maintaining factors), verification (gather data

165
Q

methods of behavioral assessment

A

1) clinical interview (focus on behavioral chains)
2) self monitoring
3) rating scales
4) observation
5) collateral reports (parents/ teachers)
6) psychophysiological/ biometric/ biofeedback

166
Q

reactivity

A

when person knows they are being observed, might cause them to change behavior

167
Q

ecological validity

A

is sample of behavior typical to that person’s day to day experience?

168
Q

Behavioral observation types

A

Naturalistic (home school or hospital observation), controlled observation (analogue situations/roleplays, behavioral approach tasks, induced conversations, self monitoring

169
Q

event sampling

A

whenever event happens, record when specific behavior occurs (ex: OCD rituals)

170
Q

interval recording

A

rate behaviors for intervals throughout the day

171
Q

benefits of self monitoring

A

less recall bias, good for internal (unobservable) events, naturalistic/ecologically valid

Clinical Psych (1 decks)

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