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Developmental Psychopathology > Final Terms > Flashcards

Final Terms Flashcards

1
Q

scientist-practitioner

A

another name for boulder model

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2
Q

boulder model

A

training model focused on both research and clinical practice

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3
Q

vail model

A

training model for graduate programs that is focused on clinical practice

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4
Q

clinical science

A

created from “bolder” boulder model

emphasize research and empirically supported practice

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5
Q

terminal masters program

A

g

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6
Q

licensed professional counselor (LPC)

A

g

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7
Q

licensed clinical professional counselor (LCPC)

A

g

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8
Q

psy. d (doctorate of psychology)

A

g

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9
Q

child life specialists

A

g

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10
Q

multidisciplinary teams

A

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11
Q

criminologists

A

g

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12
Q

forensic psychologists

A

g

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13
Q

pediatric psychologists

A

g

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14
Q

competence

A

The ability to adapt to one’s environment

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15
Q

cumulative risk

A

g

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16
Q

developmental pathway

A

A concept to describe the sequence and timing of particular behaviors in to highlight the known and suspected relationships of behaviors overtime

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17
Q

developmental tasks

A

Psychosocial tasks of childhood that reflects brought domains of competence and tell us how children typically progress within each of the domains as they grow

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18
Q

equifinality

A

The concept that similar outcomes me stem from different early experiences

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19
Q

externalizing problems

A

Problem behaviors that begin during childhood and encompass acting out behavior such as aggression and delinquent behavior

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20
Q

internalizing problems

A

Problem behaviors and begin during childhood and include anxiety, depression, somatic symptoms, and withdrawn behavior

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21
Q

multifinality

A

The concept of the various outcomes my stuff from similar beginnings

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22
Q

protective factor

A

A fairy of all the proceeds a negative outcome of interest and decreases the chances of the outcome occur

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23
Q

psychological disorder

A

g

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24
Q

resilience

A

The ability to avoid negative outcomes despite being at risk for psychopathology

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25
Q

risk factor

A

A variable the proceeds a negative outcome of interest in increases the chances the outcome will occur

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26
Q

stigma

A

A cluster of negative attitudes

And believes that motivates fear, rejection, avoidance, and discrimination against people with mental illnesses

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27
Q

transactional processes

A

g

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28
Q

active gene-environment correlation

A

g

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29
Q

behavioral genetics

A

A branch of genetics the investigates possible connections between a genetic predisposition and observed behavior

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30
Q

classical conditioning

A

g

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31
Q

continuity

A

A theoretical position for explaining development that proposes the normal and abnormal developmental changes are gradual and quantitative

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32
Q

cortisol

A

A stress hormone produced by the adrenal glands

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33
Q

diathesis-stress model

A

g

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34
Q

discontinuity

A

A theoretical position for explaining development that proposes than normal and abnormal developmental changes are abrupt and qualitative

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35
Q

dopamine

A

g

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36
Q

ecological model

A

g

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37
Q

emotion regulation

A

Processes by which emotional arousal is redirected, controlled, remind if I do facilitate adaptive functioning

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38
Q

emotion reactivity

A

A dimension of emotional process is associated with individual differences in the threshold and intensity of emotional experience

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39
Q

enmeshment

A

g

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40
Q

epigenetic

A

The underlying biological changes to genetic structure resulting from environmental factors such as toxins, diet, stress, and many others

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41
Q

epinephrine

A

Hormone produced by the adrenal glands that is released into the bloodstream in response to stress in order to energize and repair the body for a possible threat a.k.a. adrenaline

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42
Q

etiology

A

The study of the causes of disorders

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43
Q

evocative gene-environment correlation

A

g

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44
Q

exosystem

A

g

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45
Q

family systems

A

Theory that the behavior of an individual give me most accurately understand in the context of the dynamics of his or her family

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46
Q

frontal lobes

A

Area of the brain located at the front of each cerebral hemisphere responsible for the functions of underlying much of our thinking and reasoning ability is including memory

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47
Q

gene-environment interactions

A

Complex interplay of nature in nature to account for genetic and environmental influences in their timing

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48
Q

genotype

A

g

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49
Q

homostatis

A

g

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50
Q

hypothalamic-pituitary-adrenal (HPA) axis

A

g

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51
Q

insecure attachment

A

g

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52
Q

macrosystem

A

g

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53
Q

mesosystem

A

g

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54
Q

microsystem

A

g

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55
Q

molecular genetics

A

g

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56
Q

negative punishment

A

g

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57
Q

negative reinforcement

A

g

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58
Q

neural plasticity

A

g

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59
Q

non-shared environment

A

g

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60
Q

passive gene-environment correlation

A

g

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61
Q

phenotype

A

g

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62
Q

positive punishment

A

g

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63
Q

positive reinforcement

A

g

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64
Q

secure attachment

A

g

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65
Q

self regulation

A

g

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66
Q

serotonin

A

g

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67
Q

shared environment

A

g

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68
Q

social learning

A

g

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69
Q

temperament

A

g

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70
Q

behavioral assessment

A

g

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71
Q

behavior cheecklists

A

g

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72
Q

big 5 personality factors

A

g

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73
Q

clinical assessments

A

g

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74
Q

clinical interviews

A

g

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75
Q

cultural compatibility hypothesis

A

g

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76
Q

cultural syndromes

A

g

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77
Q

developmental history

A

g

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78
Q

family history

A

g

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79
Q

genogram

A

g

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80
Q

functional analysis of behavior

A

g

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81
Q

multi-method assessment approach

A

g

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82
Q

neuropsychological assessment

A

g

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83
Q

norm-referenced tests

A

g

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84
Q

prognosis

A

g

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85
Q

projective tests

A

g

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86
Q

reliability

A

g

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87
Q

screening

A

g

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88
Q

structured interviews

A

g

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89
Q

semi-structured interviews

A

g

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90
Q

unstructured interviews

A

g

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91
Q

validity

A

g

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92
Q

autism diagnostic observation schedule (ADOS-2)

A

g

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93
Q

achenbach system of empirically based assessment (ASEBA)

A

g

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94
Q

behavioral assessment system for children (BASC-3)

A

g

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95
Q

delis-kaplan executive function systems (D-KEFS)

A

g

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96
Q

MMPI-A

A

g

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97
Q

NEPSY

A

g

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98
Q

rorschach inkblot

A

g

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99
Q

stanford binet intelligence test

A

g

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100
Q

thematic apperception test

A

g

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101
Q

wechsler individual achievement test

A

g

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102
Q

wechsler intelligence tests (WPPSI, WISC, WAIS)

A

g

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103
Q

woodcock-johnson test of achievement

A

g

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104
Q

categorical classification

A

g

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105
Q

emil kraepelin

A

g

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106
Q

dsm

A

g

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107
Q

diagnosis

A

g

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108
Q

neurosis

A

g

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109
Q

psychosis

A

g

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110
Q

labeling

A

g

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111
Q

dimensiona classification

A

g

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112
Q

internalizing dimension

A

g

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113
Q

externalizing dimension

A

g

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114
Q

research domain criteria (RDOC)

A

g

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115
Q

beneficence

A

g

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116
Q

nonmaledficence

A

g

117
Q

fidelity

A

g

118
Q

integrity

A

g

119
Q

informed consent

A

g

120
Q

assent

A

g

121
Q

confidentiality

A

g

122
Q

boundaries

A

g

123
Q

dual/multiple relationships

A

g

124
Q

evidence-based treatments (EBTs)

A

g

125
Q

universal prevention

A

g

126
Q

selective prevention

A

g

127
Q

intervention

A

g

128
Q

maintenance

A

g

129
Q

treatment

A

g

130
Q

inpatient setting

A

g

131
Q

residential treatment

A

g

132
Q

day treatment (partial hospitalization) programs

A

g

133
Q

outpatient settings

A

g

134
Q

school-based mental health services

A

g

135
Q

psychodynamic treatment approach

A

h

136
Q

client-centered treatment approach

A

j

137
Q

unconditional positive regard

A

j

138
Q

behavioral treatment approach

A

h

139
Q

cognitive treatment approach

A

j

140
Q

cognitive-behavioral treatment approach

A

j

141
Q

family systems treatment approach

A

h

142
Q

identified patient

A

h

143
Q

psychopharmacological (biological) treatment approach

A

h

144
Q

electric treatment approach

A

h

145
Q

common or “non-specific” factors

A

j

146
Q

efficacy therapy research

A

j

147
Q

effectiveness therapy research

A

j

148
Q

best practice guidelines

A

h

149
Q

adaptive functioning

A

the ability to cope effectively with ordinary life demands, to live independently, and to abide by community standards

150
Q

american association on intellectual and developmental disabities (AAIDD)

A

h

151
Q

cultural-familial group

A

Intellectual disability in which there is no evidence of organic brain damage

152
Q

down syndrome

A

A chromosome all abnormalities in which there are three copies of chromosome 21 rather than the normal two

153
Q

dual diagnosis

A

h

154
Q

eugenics

A

The science which deals with all influences that improve the inborn qualities of a race: sterilization

155
Q

fetal alcohol syndrome

A

He disorder stemming from extensive prenatal exposure to alcohol. Children with this disorder typically suffer from problems in intellectual functioning

156
Q

heritability

A

The proportion of the variance of a treat that is attributable to genetic influences

157
Q

individuals with disabilities education act (IDEA)

A

h

158
Q

intellectual disability

A

h

159
Q

mainstreaming

A

h

160
Q

mild intellectual disability

A

Children of my own intellectual disability often show small delaysAnd development during the preschool years, but typically are not identified until academic or behavior problems emerge during the early elementary years

161
Q

moderate intellectual disability

A

Children and adolescents at this level of impairment or more intellectually and adaptively impaired then someone with mild intellectual disability, and usually they are identified during the preschool years, when they should always in meeting early developmental milestones

162
Q

organic group

A

Intellectual disability stemming from clear organic causes such as brain damage or improper central nervous system development

163
Q

phenotype

A

In individuals observable characteristics or behavior

164
Q

profound intellectual disability

A

Individuals with his disability or typically identified in infancy because of mark the ways in development in biological anomaly such as asymmetrical facial features

165
Q

residential care

A

A living arrangement in which a child whose family or school cannot adequately provide for him or her is cared for in a specialized out of home setting

166
Q

self-instructional training

A

Teaching children to use verbal cues to process information, which are initially top by the therapist or teacher, to keep themselves on task

167
Q

severe intellectual disability

A

Most of these individuals suffer one or more organic causes of impairment, such as genetic defects, In our identified at a very young age because they have substantial delays in development and visible physical features or anomalies

168
Q

similar sequence hypothesis

A

j

169
Q

similar structure hypothesis

A

j

170
Q

applied behavioral analysis

A

j

171
Q

autistic savant

A

A person who suffers from ASD who is extremely gifted in one area such as music

172
Q

autistic spectrum disorder (ASD)

A

A DSM-V
Nuro developmental disorder characterized by significant and persistent deficits in social communication and interaction skills and restricted repetitive patterns of behavior’s interests or activities

173
Q

discrete trial training

A

A method of teaching readiness skills or other desired behaviors that involves a step-by-step approach of presenting a stimulus and requiring a specific response

174
Q

echolalia

A

A child’s immediate for delayed parrot like repetition of words or word combinations

175
Q

incidental training

A

A method of teaching readiness skills are other desired behaviors that works to strengthen the behavior by capitalizing a naturally occurring opportunities

176
Q

joint attention

A

The ability to coordinate ones focus of attention on another person and an object of mutual interest

177
Q

mentalization

A

A.k.a. theory of mind

178
Q

self-stimulatory

A

Repetitive body movements or movements of objects such as hand flapping or spinning a pencil

179
Q

social emotional reciprocity

A

h

180
Q

social pragmatic communication disorder

A

j

181
Q

theory of mind

A

The cognition and understanding of mental states that cannot be observed directly such as beliefs and desires in oneself and others

182
Q

curriculum-based measurement

A

j

183
Q

decoding

A

A scale necessary for reading that involves breaking words down into parts

184
Q

direct instruction

A

And approach to teaching children with learning disorders based on the premise that to improve a skill the instructional activities have to approximate those of the skill being taught

185
Q

dyscalculia

A

j

186
Q

dysgraphia

A

j

187
Q

dyslexia

A

Disorder of reading not due to low intelligence

188
Q

inclusion

A

Education strategies based on the premise of the abilities of children with special needs were improved from associating with normally developing peers and being spared the effects of labeling and special placements

189
Q

individualized education plan (IEP)

A

k

190
Q

individuals with disabilities education improvement act (IDEIA)

A

k

191
Q

learning disabilities

A

A general term that refers to significant problems in mastering one or more of the following skills: listening, speaking, reading, writing, reasoning, and mathematics

192
Q

phonemes

A

The basic sounds that make up a language

193
Q

phonological awareness

A

A broad construct that includes recognition of the relationship that exists between sound and letters, detection of room in alliteration, and awareness that sounds can be manipulated within syllables in words

194
Q

phonolgy

A

The ability to learn in the store phonemes as well as the rules for combining the sounds into meaningful units or words

195
Q

response to intervention (RTI)

A

j

196
Q

specific learning disorder

A

A diagnostic term that refers to specific problems in learning and using academic skills

197
Q

attention-deficit/hyperactivity disorder (ADHD)

A

A disorder in which the individual consistently and repeatedly shows age inappropriate behaviors into general categories of an attention and hyperactivity and impulsivity, resulting in significant impairment in life functioning

198
Q

combined presentation (ADHD-C)

A

A presentation of attention deficit/hyper activity disorder characterized by a combination of inattentive symptoms and hyper active impulsive symptoms

199
Q

distractibility

A

A term used to describe deficits in selective attention

200
Q

dopamine

A

k

201
Q

executive functions (EFs)

A

Higher order mental processes that enable a child it to maintain a problem solving orientation in order to attain a future goal

202
Q

frotostriatal circuitry of the brain

A

A structure of the brain consisting of the prefrontal cortex and the basal ganglia; associated with attention, executive functions, delayed response, and response organization

203
Q

hyperactive

A

Displaying an unusually high level of energy and an inability to remain still or quiet

204
Q

inattentive

A

Whacking the ability to focus or sustain ones attention

205
Q

methylphenidate (Ritalin)

A

The stimulant medication most commonly used in treating children with ADHD

206
Q

parent management training (PMT)

A

A program in the teaching parents to cope effectively with their child’s difficult behavior and their own reactions to it

207
Q

predominantly hyperactive-impulsive presentation (ADHD-HI)

A

A presentation of attention deficit/hyper activity disorder characterized by predominantly hyper active impulsive symptoms

208
Q

predominantly inattentive presentation (ADHD-PI)

A

A presentation of attention deficit/hyper activity disorder characterized by predominantly inattentive symptoms

209
Q

response-cost procedures

A

A technique for managing a subjects behavior that involves lots of reinforcers such as privileges, activities, points, or tokens in response to inappropriate behavior

210
Q

selective attention

A

The ability to concentrate exclusively on relevant stimuli and ignore task and relevance to be like in the environment

211
Q

stimulant medications

A

Drugs that alter the activity in the frontostriatal region of the brain by impacting three or more neurotransmitters: dopamine, norepinephrine, and epinephrine, and possibly serotonin

212
Q

sustained attention

A

The ability to maintain a persistent focus of attention overtime on unchallenging, uninteresting tasks or activities or when fatigued

213
Q

adolescent-limited (AL) path

A

A developmental pathway to antisocial behavior whereby the child antisocial behavior begins around puberty, continues into adolescence, and later desists in young I told her

214
Q

adolescent-onset conduct disorder

A

A specific type of conduct disorder for which individuals show no symptoms characteristic of conduct disorder prior to age 10

215
Q

antisocial behavior(s)

A

See conduct problems

216
Q

antisocial personality disorder (APD)

A

And I told disorder characterized by a pervasive pattern of disregard for, and violation of, the rights of others, as well as engagement in multiple illegal behaviors

217
Q

behavioral activation system (BAS)

A

I subsystem of the brain that activates behavior in response to cues of reward or non-punishment

218
Q

behavioral inhibition system (BIS)

A

A subsystem of the brain that produces anxiety and inhibits ongoing behavior in the presence of novel events, innate fear of stimuli, and signals of non-reward or punishment

219
Q

callous and unemotional (CU) interpersonal style

A

A mode of social interaction that is characterized by an absence of guilt, lack of empathy, and caring attitudes, shallow or deficient emotional responses, and related traits of narcissism and impulsivity

220
Q

childhood-onset conduct disorder

A

A specific type of conduct disorder where by the child in displays at least one symptom of the disorder prior to age 10

221
Q

coercion theory

A

A developmental theory proposing that coercive parent child interaction’s service the training ground for the development of antisocial behavior

222
Q

conduct disorder

A

A repetitive and persistent pattern of behavior in which the basic rights of others or major age appropriate societal norms or rules are violated

223
Q

conduct problems

A

Age inappropriate actions and attitudes that violated family expectations, societal norms, and the personal property rights of others

224
Q

destructive-nondestructive dimension

A

An independent dimension of antisocial behavior consisting of a continuum ranging from acts such as cruelty to animals to non-destructive behavior such as arguing

225
Q

deviancy training

A

k

226
Q

hostile attributional bias

A

The tendency of aggressive children to attribute negative intent to others especially with the intentions of another child are unclear

227
Q

incredible years program

A

k

228
Q

juvenile delinquency

A

A broad term used to describe children who have broken the law

229
Q

life-course-persistent (LCP) path

A

A developmental pathways to antisocial behavior in which the child in cages in antisocial behavior at an early age and continues to do so into adulthood

230
Q

limited prosocial emotions

A

k

231
Q

MAOA gene

A

k

232
Q

multisystemic therapy (MST)

A

An approach to treatment that attempts to address the multiple determinants of problematic behavior by involving family, school personnel, peers, etc.

233
Q

oppositional defiant disorder (ODD)

A

A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least six months and exhibited during interaction with at least one individual who is not a sibling

234
Q

overt-covert dimension

A

An independent dimension consisting of a continuum of antisocial behavior ranging from overt forms such as physical aggression to covert forms (hidden/sneaky)

235
Q

problem-solving skills training (PSST)

A

learn problem solving step to identify thoughts, feelings, and behaviors in problem social situations

236
Q

social-cognitive abilities

A

the skills involved in attending to, interpreting, and responding to social cues

237
Q

social-information processing model

A

children with disruptive behavior problems perceive, interpret, and make decisions about social information in ways that increase their likelihood to engage in aggressive behaviors

238
Q

amygdala

A

processes facial expressions and emotional cues

239
Q

anhedonia

A

a negative mood state characterized by a lack of enjoyment in anything one does and a loss of interest in nearly all activities

240
Q

cognitive distortions

A

habitual ways of thinking that are often inaccurate and negatively biased

241
Q

co-rumination

A

extensive and frequent discussion, speculation, and focus on negative feelings related to personal problems with a close friend or friends

242
Q

depressive ruminative style

A

a style of thinking displayed by depressed individuals, characterized by narrow and passive focus on negative events for long periods of time

243
Q

depressogenic cognitions

A

negative perceptual and attributional styles and beliefs associated with depressive symptoms

244
Q

diathesis-stress model of depression

A

a theory of depression proposing that the impact of stress is moderated by individual risk factors and that the occurrence of depression depends on the interaction between the subject’s personal vulnerability and life stress

245
Q

double depression

A

P-DD with MDD for 1 year

246
Q

dysthymia

A

former name of P-DD

247
Q

emotion regulation

A

the process by which emotional arousal is redirected, controlled, or modified to facilitate adaptive-functioning

248
Q

hopelessness theory

A

depression-prone individuals have a negative attributional style

249
Q

irritability

A

a common symptom of major depressive disorder and disruptive mood dysregulation disorder characterized by easy annoyance and touchiness, an angry mood, and temper outbursts

250
Q

major depressive disorder (MDD)

A

5 or more symptoms
at least 1 of first 2 symptoms
2 weeks or more

251
Q

mood disorder

A

A disorder in which the subject suffers from extreme, persistent, or poorly regulated emotional states

252
Q

negative attributional style

A

negative event occurring bc of stable, global, internal factors
positive events occurring bc of temporary, specific, internal factors

253
Q

negative automatic thoughts

A

information processing biases

254
Q

negative cognitive schemata

A

negative thoughts/beliefs

255
Q

negative cognitive triad

A

negative outlook regarding oneself, the world, and one’s future

256
Q

non-suicidal self-injury

A

self-harm without intent of death

i.e. cutting skin

257
Q

persistent depressive disorder (P-DD)

A

depressed mood 1 year (2 adults)
never without symptoms for two months
2 of 6 symptoms

258
Q

suicidal ideation

A

thoughts of suicide

259
Q

agoraphobia

A

j

260
Q

anxiety

A

j

261
Q

anxiety disorder

A

k

262
Q

behavioral inhibition

A

k

263
Q

CBT

A

j

264
Q

compulsions

A

k

265
Q

exposure

A

k

266
Q

exposure and response prevention

A

k

267
Q

fear

A

k

268
Q

fight/flight response

A

k

269
Q

flooding

A

j

270
Q

GAD

A

j

271
Q

interoceptive exposure

A

j

272
Q

modeling

A

k

273
Q

negative affectivity

A

j

274
Q

obsessions

A

j

275
Q

OCD

A

j

276
Q

panic

A

j

277
Q

panic disorder

A

j

278
Q

positive affectivity

A

j

279
Q

school refusal behavior

A

j

280
Q

selective mutism

A

k

281
Q

separation anxiety disorder

A

k

282
Q

social anxiety disorder

A

k

283
Q

specific phobia

A

j

284
Q

systematic desensitization

A

j

285
Q

test anxiety

A

h

286
Q

worry

A

h

287
Q

acute stress disorder

A

j

288
Q

adjustment disorder

A

j

289
Q

attachment and biobehavioral catch-up

A

j

Developmental Psychopathology (1 decks)

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