Final Terms Flashcards
1
Q
scientist-practitioner
A
another name for boulder model
2
Q
boulder model
A
training model focused on both research and clinical practice
3
Q
vail model
A
training model for graduate programs that is focused on clinical practice
4
Q
clinical science
A
created from “bolder” boulder model
emphasize research and empirically supported practice
5
Q
terminal masters program
A
g
6
Q
licensed professional counselor (LPC)
A
g
7
Q
licensed clinical professional counselor (LCPC)
A
g
8
Q
psy. d (doctorate of psychology)
A
g
9
Q
child life specialists
A
g
10
Q
multidisciplinary teams
A
g
11
Q
criminologists
A
g
12
Q
forensic psychologists
A
g
13
Q
pediatric psychologists
A
g
14
Q
competence
A
The ability to adapt to one’s environment
15
Q
cumulative risk
A
g
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
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
18
Q
equifinality
A
The concept that similar outcomes me stem from different early experiences
19
Q
externalizing problems
A
Problem behaviors that begin during childhood and encompass acting out behavior such as aggression and delinquent behavior
20
Q
internalizing problems
A
Problem behaviors and begin during childhood and include anxiety, depression, somatic symptoms, and withdrawn behavior
21
Q
multifinality
A
The concept of the various outcomes my stuff from similar beginnings
22
Q
protective factor
A
A fairy of all the proceeds a negative outcome of interest and decreases the chances of the outcome occur
23
Q
psychological disorder
A
g
24
Q
resilience
A
The ability to avoid negative outcomes despite being at risk for psychopathology
25
risk factor
A variable the proceeds a negative outcome of interest in increases the chances the outcome will occur
26
stigma
A cluster of negative attitudes
| And believes that motivates fear, rejection, avoidance, and discrimination against people with mental illnesses
27
transactional processes
g
28
active gene-environment correlation
g
29
behavioral genetics
A branch of genetics the investigates possible connections between a genetic predisposition and observed behavior
30
classical conditioning
g
31
continuity
A theoretical position for explaining development that proposes the normal and abnormal developmental changes are gradual and quantitative
32
cortisol
A stress hormone produced by the adrenal glands
33
diathesis-stress model
g
34
discontinuity
A theoretical position for explaining development that proposes than normal and abnormal developmental changes are abrupt and qualitative
35
dopamine
g
36
ecological model
g
37
emotion regulation
Processes by which emotional arousal is redirected, controlled, remind if I do facilitate adaptive functioning
38
emotion reactivity
A dimension of emotional process is associated with individual differences in the threshold and intensity of emotional experience
39
enmeshment
g
40
epigenetic
The underlying biological changes to genetic structure resulting from environmental factors such as toxins, diet, stress, and many others
41
epinephrine
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
42
etiology
The study of the causes of disorders
43
evocative gene-environment correlation
g
44
exosystem
g
45
family systems
Theory that the behavior of an individual give me most accurately understand in the context of the dynamics of his or her family
46
frontal lobes
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
47
gene-environment interactions
Complex interplay of nature in nature to account for genetic and environmental influences in their timing
48
genotype
g
49
homostatis
g
50
hypothalamic-pituitary-adrenal (HPA) axis
g
51
insecure attachment
g
52
macrosystem
g
53
mesosystem
g
54
microsystem
g
55
molecular genetics
g
56
negative punishment
g
57
negative reinforcement
g
58
neural plasticity
g
59
non-shared environment
g
60
passive gene-environment correlation
g
61
phenotype
g
62
positive punishment
g
63
positive reinforcement
g
64
secure attachment
g
65
self regulation
g
66
serotonin
g
67
shared environment
g
68
social learning
g
69
temperament
g
70
behavioral assessment
g
71
behavior cheecklists
g
72
big 5 personality factors
g
73
clinical assessments
g
74
clinical interviews
g
75
cultural compatibility hypothesis
g
76
cultural syndromes
g
77
developmental history
g
78
family history
g
79
genogram
g
80
functional analysis of behavior
g
81
multi-method assessment approach
g
82
neuropsychological assessment
g
83
norm-referenced tests
g
84
prognosis
g
85
projective tests
g
86
reliability
g
87
screening
g
88
structured interviews
g
89
semi-structured interviews
g
90
unstructured interviews
g
91
validity
g
92
autism diagnostic observation schedule (ADOS-2)
g
93
achenbach system of empirically based assessment (ASEBA)
g
94
behavioral assessment system for children (BASC-3)
g
95
delis-kaplan executive function systems (D-KEFS)
g
96
MMPI-A
g
97
NEPSY
g
98
rorschach inkblot
g
99
stanford binet intelligence test
g
100
thematic apperception test
g
101
wechsler individual achievement test
g
102
wechsler intelligence tests (WPPSI, WISC, WAIS)
g
103
woodcock-johnson test of achievement
g
104
categorical classification
g
105
emil kraepelin
g
106
dsm
g
107
diagnosis
g
108
neurosis
g
109
psychosis
g
110
labeling
g
111
dimensiona classification
g
112
internalizing dimension
g
113
externalizing dimension
g
114
research domain criteria (RDOC)
g
115
beneficence
g
116
nonmaledficence
g
117
fidelity
g
118
integrity
g
119
informed consent
g
120
assent
g
121
confidentiality
g
122
boundaries
g
123
dual/multiple relationships
g
124
evidence-based treatments (EBTs)
g
125
universal prevention
g
126
selective prevention
g
127
intervention
g
128
maintenance
g
129
treatment
g
130
inpatient setting
g
131
residential treatment
g
132
day treatment (partial hospitalization) programs
g
133
outpatient settings
g
134
school-based mental health services
g
135
psychodynamic treatment approach
h
136
client-centered treatment approach
j
137
unconditional positive regard
j
138
behavioral treatment approach
h
139
cognitive treatment approach
j
140
cognitive-behavioral treatment approach
j
141
family systems treatment approach
h
142
identified patient
h
143
psychopharmacological (biological) treatment approach
h
144
electric treatment approach
h
145
common or "non-specific" factors
j
146
efficacy therapy research
j
147
effectiveness therapy research
j
148
best practice guidelines
h
149
adaptive functioning
the ability to cope effectively with ordinary life demands, to live independently, and to abide by community standards
150
american association on intellectual and developmental disabities (AAIDD)
h
151
cultural-familial group
Intellectual disability in which there is no evidence of organic brain damage
152
down syndrome
A chromosome all abnormalities in which there are three copies of chromosome 21 rather than the normal two
153
dual diagnosis
h
154
eugenics
The science which deals with all influences that improve the inborn qualities of a race: sterilization
155
fetal alcohol syndrome
He disorder stemming from extensive prenatal exposure to alcohol. Children with this disorder typically suffer from problems in intellectual functioning
156
heritability
The proportion of the variance of a treat that is attributable to genetic influences
157
individuals with disabilities education act (IDEA)
h
158
intellectual disability
h
159
mainstreaming
h
160
mild intellectual disability
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
moderate intellectual disability
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
organic group
Intellectual disability stemming from clear organic causes such as brain damage or improper central nervous system development
163
phenotype
In individuals observable characteristics or behavior
164
profound intellectual disability
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
residential care
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
self-instructional training
Teaching children to use verbal cues to process information, which are initially top by the therapist or teacher, to keep themselves on task
167
severe intellectual disability
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
similar sequence hypothesis
j
169
similar structure hypothesis
j
170
applied behavioral analysis
j
171
autistic savant
A person who suffers from ASD who is extremely gifted in one area such as music
172
autistic spectrum disorder (ASD)
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
discrete trial training
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
echolalia
A child’s immediate for delayed parrot like repetition of words or word combinations
175
incidental training
A method of teaching readiness skills are other desired behaviors that works to strengthen the behavior by capitalizing a naturally occurring opportunities
176
joint attention
The ability to coordinate ones focus of attention on another person and an object of mutual interest
177
mentalization
A.k.a. theory of mind
178
self-stimulatory
Repetitive body movements or movements of objects such as hand flapping or spinning a pencil
179
social emotional reciprocity
h
180
social pragmatic communication disorder
j
181
theory of mind
The cognition and understanding of mental states that cannot be observed directly such as beliefs and desires in oneself and others
182
curriculum-based measurement
j
183
decoding
A scale necessary for reading that involves breaking words down into parts
184
direct instruction
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
dyscalculia
j
186
dysgraphia
j
187
dyslexia
Disorder of reading not due to low intelligence
188
inclusion
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
individualized education plan (IEP)
k
190
individuals with disabilities education improvement act (IDEIA)
k
191
learning disabilities
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
phonemes
The basic sounds that make up a language
193
phonological awareness
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
phonolgy
The ability to learn in the store phonemes as well as the rules for combining the sounds into meaningful units or words
195
response to intervention (RTI)
j
196
specific learning disorder
A diagnostic term that refers to specific problems in learning and using academic skills
197
attention-deficit/hyperactivity disorder (ADHD)
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
combined presentation (ADHD-C)
A presentation of attention deficit/hyper activity disorder characterized by a combination of inattentive symptoms and hyper active impulsive symptoms
199
distractibility
A term used to describe deficits in selective attention
200
dopamine
k
201
executive functions (EFs)
Higher order mental processes that enable a child it to maintain a problem solving orientation in order to attain a future goal
202
frotostriatal circuitry of the brain
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
hyperactive
Displaying an unusually high level of energy and an inability to remain still or quiet
204
inattentive
Whacking the ability to focus or sustain ones attention
205
methylphenidate (Ritalin)
The stimulant medication most commonly used in treating children with ADHD
206
parent management training (PMT)
A program in the teaching parents to cope effectively with their child’s difficult behavior and their own reactions to it
207
predominantly hyperactive-impulsive presentation (ADHD-HI)
A presentation of attention deficit/hyper activity disorder characterized by predominantly hyper active impulsive symptoms
208
predominantly inattentive presentation (ADHD-PI)
A presentation of attention deficit/hyper activity disorder characterized by predominantly inattentive symptoms
209
response-cost procedures
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
selective attention
The ability to concentrate exclusively on relevant stimuli and ignore task and relevance to be like in the environment
211
stimulant medications
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
sustained attention
The ability to maintain a persistent focus of attention overtime on unchallenging, uninteresting tasks or activities or when fatigued
213
adolescent-limited (AL) path
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
adolescent-onset conduct disorder
A specific type of conduct disorder for which individuals show no symptoms characteristic of conduct disorder prior to age 10
215
antisocial behavior(s)
See conduct problems
216
antisocial personality disorder (APD)
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
behavioral activation system (BAS)
I subsystem of the brain that activates behavior in response to cues of reward or non-punishment
218
behavioral inhibition system (BIS)
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
callous and unemotional (CU) interpersonal style
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
childhood-onset conduct disorder
A specific type of conduct disorder where by the child in displays at least one symptom of the disorder prior to age 10
221
coercion theory
A developmental theory proposing that coercive parent child interaction’s service the training ground for the development of antisocial behavior
222
conduct disorder
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
conduct problems
Age inappropriate actions and attitudes that violated family expectations, societal norms, and the personal property rights of others
224
destructive-nondestructive dimension
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
deviancy training
k
226
hostile attributional bias
The tendency of aggressive children to attribute negative intent to others especially with the intentions of another child are unclear
227
incredible years program
k
228
juvenile delinquency
A broad term used to describe children who have broken the law
229
life-course-persistent (LCP) path
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
limited prosocial emotions
k
231
MAOA gene
k
232
multisystemic therapy (MST)
An approach to treatment that attempts to address the multiple determinants of problematic behavior by involving family, school personnel, peers, etc.
233
oppositional defiant disorder (ODD)
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
overt-covert dimension
An independent dimension consisting of a continuum of antisocial behavior ranging from overt forms such as physical aggression to covert forms (hidden/sneaky)
235
problem-solving skills training (PSST)
learn problem solving step to identify thoughts, feelings, and behaviors in problem social situations
236
social-cognitive abilities
the skills involved in attending to, interpreting, and responding to social cues
237
social-information processing model
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
amygdala
processes facial expressions and emotional cues
239
anhedonia
a negative mood state characterized by a lack of enjoyment in anything one does and a loss of interest in nearly all activities
240
cognitive distortions
habitual ways of thinking that are often inaccurate and negatively biased
241
co-rumination
extensive and frequent discussion, speculation, and focus on negative feelings related to personal problems with a close friend or friends
242
depressive ruminative style
a style of thinking displayed by depressed individuals, characterized by narrow and passive focus on negative events for long periods of time
243
depressogenic cognitions
negative perceptual and attributional styles and beliefs associated with depressive symptoms
244
diathesis-stress model of depression
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
double depression
P-DD with MDD for 1 year
246
dysthymia
former name of P-DD
247
emotion regulation
the process by which emotional arousal is redirected, controlled, or modified to facilitate adaptive-functioning
248
hopelessness theory
depression-prone individuals have a negative attributional style
249
irritability
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
major depressive disorder (MDD)
5 or more symptoms
at least 1 of first 2 symptoms
2 weeks or more
251
mood disorder
A disorder in which the subject suffers from extreme, persistent, or poorly regulated emotional states
252
negative attributional style
negative event occurring bc of stable, global, internal factors
positive events occurring bc of temporary, specific, internal factors
253
negative automatic thoughts
information processing biases
254
negative cognitive schemata
negative thoughts/beliefs
255
negative cognitive triad
negative outlook regarding oneself, the world, and one's future
256
non-suicidal self-injury
self-harm without intent of death
| i.e. cutting skin
257
persistent depressive disorder (P-DD)
depressed mood 1 year (2 adults)
never without symptoms for two months
2 of 6 symptoms
258
suicidal ideation
thoughts of suicide
259
agoraphobia
j
260
anxiety
j
261
anxiety disorder
k
262
behavioral inhibition
k
263
CBT
j
264
compulsions
k
265
exposure
k
266
exposure and response prevention
k
267
fear
k
268
fight/flight response
k
269
flooding
j
270
GAD
j
271
interoceptive exposure
j
272
modeling
k
273
negative affectivity
j
274
obsessions
j
275
OCD
j
276
panic
j
277
panic disorder
j
278
positive affectivity
j
279
school refusal behavior
j
280
selective mutism
k
281
separation anxiety disorder
k
282
social anxiety disorder
k
283
specific phobia
j
284
systematic desensitization
j
285
test anxiety
h
286
worry
h
287
acute stress disorder
j
288
adjustment disorder
j
289
attachment and biobehavioral catch-up
j
