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final exam qs Flashcards

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1
Q

how do psych service providers add value within the education system - 2 ethical issues school psychs may be provided ith

A
  • they do assessment, behavioral intervention, consultation, networking, counseling, therapy, parent education, program develoment, prevention programs, research
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2
Q

ethical issues school psychs face

A
  • guided by federal and provincal legislation; confidentiality and mandaory reporting
  • balancing exchanging and obtaining info among various parties
  • parental custody and access issues
  • caught between school and parents
  • observing poor teaching
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3
Q

describe the WISC-IV - 10 required subscales

A

1) block design - put together blocks to look like pic, gets harder
2) similarities - asked how things are alike
3) digit span - repeat series of numbers
4) picture concepts - which item from a row goes in a diff row
5) coding - match symbols with lines
6) vocabulary - define words
7) letter number sequecning - asked to repeat series of letters and numbers
8) matrix reasoning - child asked to indicate what answerr is best
9) comprehension - asked qs about a vairety of activites
10) symbol search

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4
Q

what is mean and SD for the 10 subscales

A

mean - 10
sd - 3

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5
Q

WISC - FSIQ (full scale IQscores) 4 main index scores

A

1) perceptual reasoning index (PRI) - ability to use visually presented material
2) processing speed index - process and use new info
3) verbal comprehension index (VCI) - how well kid interepret vocabulary
4) working memory index - timed taks that invile short term memory

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6
Q

FSIQ scores mean and sd - 4 main index scores

A

mean 100
sd 15

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7
Q

what is measures of optimal performance

A

what is person ideally capable of

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8
Q

what is measures of typical performance

A

what is person usually capable of

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9
Q

child behavior checklist (CBCL) achenbach

A
  • variety of behaviors
  • 113qs
  • ratings, 0,1,2,
  • cluster items together to get set of constructs
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10
Q

child behavior checklist mean and sd - t score

A

mean 50
sd 10

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11
Q

what are the two main characteristics of a personality disorder

A

1) impairment in self concept (self identity, self direction)
2) impairment in interpersonal functioning (empathizing, maintaining satisying intimate relationship)

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12
Q

PD - internalizing spectrum

A

depressive, anxious avoidant, self blaming, prone to dependent-victimized, schizoid, anxiety and depression

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13
Q

externalizing specturm _ PD

A

antisocial, paranoid, narcassistic
- blame others, prone to anger and aggression

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14
Q

borderline dysregulated spectrum

A

borderline pd,
- perceptions of self and others often flucuate
- unstable

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15
Q

neurotic styles

A

obsessional, histronic
- common peronality styles
- often milder

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16
Q

emotionally focused couples therapy (EFT-C)

A
  • emphasizies the importance of paying attention to emotions and emotional experiences in a way to build lasting bonds
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17
Q

EFT-C view of conflict

A

conflict and distress erupt when 1) partners are unable to meet each others needs 2) those unmet needs lead to specific negative emotions 3) negative emotions and unmet needs give rise to specific behaviors in partners, which result in negative cycles

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18
Q

EFT-C identifying the main dance

A

1) attack-attack (find the bad guy)
2) demand-withdrawl
3) avoid-avoid

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19
Q

eft-c - after identifying main dance, what do you do

A
  • identify and access underlying emotions and then work to deescalate highly emotional dance
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20
Q

attack attack

A
  • self protection
  • main move = mutual attack, accusation or blame
  • starting cue is we are hurt or very vulnerable - come out of control
  • escalates v quckly
  • intense
  • red zone
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21
Q

demand-withdrawal

A
  • one partner is pursuing, demanding, actively protesting something thats going on thats not working
  • the other person tends to pull away/withdrawal quietly, protesting the implied criticism
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22
Q

avoid -avoid

A
  • both partners sitting it out
  • less ps will be in couples therapy bc they both avoid
  • no one interested in dance, feels like pulling teeth
  • loss of connection
  • engage transactionally
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23
Q

eft-c

secondary emotions

A
  • more reactive emotions, surface level emotions
  • frustration, jealousy
  • anger
  • resentment
  • accessible feelings, easy to see
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24
Q

eft-c

primary emotions

A
  • deeper, ore vulnerable emotions,
  • ppl not completely aware of, more hard to tune into
  • hard to share
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25
Q

eft-c

how to work to deescalate highly emotional dances

A
  • acknowledge/expressing primary emotions
  • acknowledging and meeting needs
  • once you start identifying vulnerable feelings, the dance softens, attacker considers the way they deliver messages, may shift out of what they are saying-doing, may use vulnerable language
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26
Q

ben and katie - eft-c

A

primary issue - how anger is managed
- light convo, 0-100, big blow up
- attack attack

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27
Q

doctor of psychology (PsyD)

A
  • emphasize on preparing students for direct patient care
  • usually 4-6 years, masters included
  • canada - 4 accredited programs
  • USE - 106 accredited progra,s
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28
Q

what is threat assessment

A

process of determining the credibility and seriousness of a potential threat, as well as the probability that the threat will become a reality
- warning behaviors are indicators that a person exhibits prior to engaging in acts of targeted violence

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29
Q

Local Clincial Scientist model of training

A
  • 15 ppl per cohort
  • emphasizes the imprtance of the reciprocal model between research and practice
  • research should inform practice and vice versa
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30
Q

exposure and ritual prevention therapy (ExRP)

A
  • do exposures and prevent the person from engaging in the compulsion that they would typically engage in when this thing would happen to them
  • pint of exposure is to expose them to the things that are casuing them anxiety - force client to sit with these thoughts- expose to diff scenarios that wold make them think of this things, and person and psych would learn to tolerate these feelings
  • re-condition expereince if they learn to tolerate and don’t engage in behavior that causes anxiety
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31
Q

aaron beck

A

CBT
feelings, thoughts and behaviors are all connected and produce changes within eachother

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32
Q

what is self talk

A

words, usually silent that address self and are self-revleant

33
Q

where does self talk come from

A

internalizing how important people talked to use while growing up

34
Q

self talk x IPC x negative events

A

HD - you have to start changing this. you are too silent, speak up next time
HS - i cant believe this is happening, i dont know if i can do this without her
FS - you made it through, and that is enough. you are trying and thats all you need to do
FD- all the practice will be worth it in the end. you will be prepared and less nervous

35
Q

what self talk gives best emotional outcomes

A

FD

36
Q

what self talk gives worst emotional outcomes

A

HS

37
Q

what self talk to use for negative events

A

a self compassionate style is helpful, one that is soothing, optimistic and supportive

38
Q

what self talk to use for positive events

A

upbeat emotional quality can be amplified by adopting a style that celebrate yourself. an internal version of savoring

39
Q

pronouns and self talk - second person

A

second person pronouns (you, your) are more psychologically distancing

40
Q

pronouns and self talk - first person

A

makes you feel closer to yourself
first person (i,me,my)

41
Q

second person pronouns - more psychologically distancing dampens emotions

A

for reducing impact of negative events: use of you may be useful and helpful to reduce negative emotions if feeling overwhelemed

42
Q

pronouns and positive events

A

use of I may be better for enjoying positive events
first person

43
Q

environment and self talk

A

whats happening around you has big impact on thinking and self talk
- social media ruins mental heath

44
Q

Triple P Positive Parenting Program

how many levels

A
  • evidence based parenting program designed to
    a) enhance the knowledge, skills, and confidence of parents
    b) promote safe environments for young people
    c) promote children’s competence through positive parenting practices
  • the triple p is a multi-level system that provides interventions of gradually increasing intensity according to level of need

5

45
Q

triple p positive parenting program level 1

A
  • Level 1 (universal triple p) -
  • offered to all interested parents through a variety of media
  • reduce stigma by acknowledging that parenting can be challenging and to increase awareness of evidence based info about general parenting strategies
  • facilitate help seeking among parenting
46
Q

triple p positve parenting program level 2

A
  • involves parenting seminars or brief service by phone or face to face to address parents specific concerns
47
Q

triple p level 3

A
  • for parents of children with mild to moderate problems
  • program over 3-4 sessions
48
Q

triple p level 4

A
  • for parents of children with more severe behavior problems’either group or individual format
49
Q

triple p level 5

A
  • most intensitvr interveniton
  • includes parenting skills and additonal session focused on parents mood, coping and partner support
  • program mateirals are designed for 5 developmental stages (infants,todd;ers,preschool,elementaty, teen)
  • designed to enhance protective factors
  • allows parents to set own goals
50
Q

multisystemic therapy

A
  • Multisystemic Therapy (MST) is an approach designed to treat seriously disturbed delinquent adolescents by intervening in an integrated way in the multiple systems in which they are involved
  • Grounded in an ecological theory of psychosocial functioning (Bronfenbrenner, 1979), MST works with these youth within the context of numerous systems, including the nuclear family, extended family, neighbourhood, school, peer, community, juvenile justice, child welfare, and mental health (Henggeler et al., 1998).
  • . Within this model, the caregiver (usually, but not always, a parent) plays a key role in the young person’s short- and long-term adjustment
  • he goals of the approach are positive and future oriented. MST uses a behavioural approach that is designed to integrate services so that gains in one area will generalize to other contexts
51
Q

MST

A

MST therapists work in teams of three to five people. Each therapist works with a very small caseload of four to five families.
Treatment is time limited, lasting only three to five months. It is, however, very intense, with therapists available 24 hours a day and seven days a week to respond to crises.
The first phase of services involves an explanation of the MST model. The therapist works hard to develop a collaborative relationship with the caregiver. Assessment involves identification of the risk factors that contribute to the problem, as well as strengths that can be drawn upon in every system in which the young person is involved.
interventions that target the peer system depend on the nature of the problem. Peers can serve as a risk factor if they are antisocial or as a protective factor if they are socially competent

52
Q

home visiting programs

A
  • developed implemeted, tested and replicated a program offering services to low incokme teenage single moms
  • home visit conducted by trained nurses during pregnancy and after birth
  • nurse addressed moms concerns about pregnancy delivery and care of child
  • taught skills in self care and child care
  • home visit programs effective in achieving the immeidate goal of improving parental care
53
Q

home visit programs

A
  • benefits for cildren in reducing child abuse and neglect
  • long term benefits - reducing number of arrests, convictions, substance abuse problems, sexual promiscucity
  • improved life course of young mothers
  • 8 visits during pregnancy
  • 25 visits during childs first 2 yrs
54
Q

incredible years training program

A
  • program uses group discussion, videotaped modelling and behavioral rehersal techniques to promote adult-child interactions that will facilitate childrens development of social competence
  • trains parents in skills so they can effectively play with their child, provide praise for positive behaviors, set limits on unacceptable behavior using time out, ignoring, appropriate consequencing, problem solving
  • 12 session
55
Q

incredible years training programs

A
  • advance 9-12 session program targets parents interpersonal difficulties, teach problem solving, anger management, communication, emotional regulation, support seeking skills
56
Q

supplementary programs - supporitng your childs education

A
  • helps parents whose kids have school hardships
  • teacher training
  • 22 week child training program:emotional literacy, perspective taking, friendship skills, anger management, problem solving
57
Q

process outcome research

A

research that examines the relation between variables related to the process of providing psychotherapy and the outcome of therapy
- how intervention works

58
Q

client variables that influence treatment

A

Socioeconomoic Status- higher SES is associated with greater likelihood of engaging and staying in treatment
Personality Disorders- the presence of a Personality Disorder diagnosis is associated with premature termination, probkems in the process of therapy and less therputic change during treatment
Treatment Expectations - positive expectations for treatment are associated with remaining in treatment and greater therapeutic gains

59
Q

therapist variables that influence treatment

A

Professional Discipline - therapist trained in a mental health discipline tend to have better treatment outcomes than those trained in a health discipline
Emotional Well Being - therapists emotional well being is consistently positively associaed with treatment outcome
Use of Self-Disclosure - self disclosure has been found to have a small but positive effect on treatment outcome

60
Q

theraputic alliance

A
  • a concept that encompasses the quality and strength of the collaborative relationship between client and therapist
  • includes affective bonds and commitment to the goals of therapy, shared sense of partnership in therapuetic process
  • an alliance-outcome link; dont infer causation from correlation
  • those with bad alliances tend to quit ealry, so those with good alliances are more likely to stay, so the research is based on those with good alliance
  • early client improvement may confound the relation btwn alliance and the outcome
  • alliance has small but positve association with outcome
61
Q

Client centered therapy

A
  • rogers
  • crucial concept is self
  • behavior is determined by persons inner experience
  • clients self report is paramount
  • movement towards self actualziation
62
Q

3 core principles of client centered therapy

A

rogers
1) empathy
2) unconditional positive regard
3) being genuine

non directive

63
Q

Gloria and Rogers

A
  • rogers is non directive, resisting glorias attempts to get him to give her advice
  • in client centered therapy, rogers keeps his opnions to himself
  • reflecting, summing up clients feelings, is a non-directive listening skil that helps clients feel more understood, help therapist check they understand
  • rogers was very warm to gloria, se wishes he was her dad
  • rogers establishes trust very quick
64
Q

gestalt therapy

A
  • perls
  • develop awareness of self and ways in which people defeat themselves
  • emphasis on present experience, immediate awareness of emotion and action
  • inconsistencies in verbal and nonverbal behavior
  • taking various roles in a dialogue to revel conflicts within personality
  • taking responsibility for own actions and feelings
65
Q

gloria and perls

A
  • perls points out glorias verbal and nonverbal behaivor, does this by having her exaggerate er hand and foot movementsl and her sighs; calls her buff and phony
  • coy behavior undercuts her desire to command respect from others
  • perls has gloria do some role paly/adpot diff perspective; g played perls not liking her; she played perls demanding respect; she played perls passing judgment; she played what she would say back - empty chair technoque
66
Q

rational emotive therapy

A

ellis
- RET aims to change behavior by altering the way pateints think
- all behavior is determined by the persons interpretation of event s
- make people confront illogical thinking
- common irrational ideas that influence people

ABCS of RBT - beleifs about activating events that determine emotional consequences

67
Q

gloria and ellis

A
  • ellis identifying irrational ideas at the core of gs anxiety; he suggests she must be saying something to herself “that would be awfuL”
  • later he says she is catastrophizing, focusing so much on her defects she cant be herself
  • ellis redirects g and says he would assign her homework
  • he says him bbeing superior and her being average jane doe aren’t enough to cause anxiety, devaluing her by only giving the stinky part of her
  • if she would accept herself with her failings without beating herself up, she would just work on getting better
68
Q

short term psychodynamic therapy

A
  • a treatment approach that emphasizes bringing awareness unconsious processes, espically as they are expressed in interpersonal relationships, and helping the client to understand and alter these processes
69
Q

transference

A

the application of expectations and emotional expereinces, based on important early relationships, to subsequent interpersonal relationships

70
Q
A
70
Q

interpersonal psychotherapy

A

a treatment approach that emphasizes interpersonal elements in the development, maintenance, and alteration of psychological problems (espcially grief, role disputes, role transitions and interpersonal deficits)

71
Q

process experiential therapy

A

a treatment that emphasizes the importance of becoming aware of emotions, understanding and expressing emotios and transforming maladaptive to adaptive emoitons

72
Q

cognitive behaviorual therapy

A

a treatment approach that emphasizes the role of thoughts and behaviour in psychological problems and therefore focuses on altering beliefs, expectation and behaviours in order to improve clients functioning

73
Q

acute pain

A

short term sensation that serves an unpleasant but useful function
can be relivied in diff ways, application of heat or cold, rest, distractions

74
Q

chronic pain

A

pain that persists for more than 6 months

75
Q

ways to manage childs acute pain

A
  • deep breathing
  • meds
  • comforting touch
76
Q

unhelpful ways to manage acute pain

A
  • denying pain - you wont feel a thing
  • riducling or shaming - only babies cry
77
Q

ways to manage chronic pain

A
  • mindfullness
  • hypnotherapy
  • excercise and fitness
78
Q

5 interpersonal/professional skills important for psychotherapy

A

1) be aware of diversity and diverse issues
2) knoweledge of current research in area of treatment
3) patient and ability to stay calm
4) in couples therapy - psych requires flexibility and IP skils to ensure each person has opportunity to talk
5) use up to date assessment and diagnostic criteria
6) understand difference between treating adult and childrne
7) lgbtq

clinical psych final (16 decks)

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