Lec 2 Flashcards

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1
Q

What is a diagnostic system?

A
  • a classification system based on rules used to organize and understand diseases and disorders
  • categorize them based on clusters of symptoms.
  • a certain set of symptoms that only exist for a given disorder.
  • outlines decision-making rules for determining diagnoses based on presenting symptoms.
  • allows us to make
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2
Q

Why do we diagnose?

A
  • communication: esp. in hospitals- working with multiple people such as nurses, psychiatrists, surgeons, etc., so it is important for them to know everything.
  • it helps facilitate research: how things happen, why they happen- if you have a co-occurring diagnosis, research can help us isolate.
  • provides a common language and a concise description of the client’s condition
  • suggests possible comorbidity, prognosis
  • facilitates research by defining experimental groups.
  • can investigate potential etiological factors
  • suggests potential treatments
  • often required to determine eligibility or programs such as for insurance
  • can give them diagnoses of MDD (NOS- not otherwise specified) which says there sn;t exact diagnoses, but they don’t meet the criteria, but they do have some sort of label & need insurance.
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3
Q

drawbacks of diagnoses

A
  • ▫ Stigmatization
    ▫ Potential impact on self-concept
    ▫ Inaccurate diagnosis = inappropriate treatment
    ▫ Limitations of current diagnostic systems
  • categorizing people and forcing them to fit into something.
  • experienced psychologists sometimes assume to put people into categories they’re most familiar with (tunnel vision)
  • no room for thinking outside the box.
  • all psychologists might not give the same diagnoses.
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4
Q

First diagnostic system- who created it?

A
  • Kraeplin created it
  • he looked at Dementia praecox (schizophrenia) vs. manic-depressive insanity (bipolar disorder)
  • this built the foundation for modern psychiatric diagnostic systems (he started the system- by making cateogires that helped us differentiate between disorders)
  • diagnoses as medical illnesses; you can have suicidal ideation but not be depressed, and vice versa.
  • use specific criteria to define categories
  • emphasis on diagnostic reliability
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5
Q

What does prototype model mean?

A
  • diagnostic system outlines a prototype
  • clients may differ in the degree to which they match the prototype
  • people with the same diagnosis may have different symptoms and may require different treatments
  • more of an issue with certain diagnoses.
  • boys & girls are different in how they present their ADHD(get underdiagnosed) -they can have same diagnoses, but how it manifests in you can be different.
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6
Q

DSM: what is it?

A

Diagnostic and Statistical Manual of Mental Disorders
- Diagnostic system used by many North American mental health professionals
- DSM DSM-II DSM-III DSM-III-R DSM-IV DSM-IV-TR DSM-5DSM-5-TR
- made by psychatrists

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7
Q

DSM 5: what is it

A
  • began planning in 1999
  • working groups set by 2008
  • finalized information and criteria for each diagnostic category
  • reviewed data from field testing
  • solicited feedback from stakeholders
  • released 2013
  • psychology changes- more updates- downfall- expensive updating
  • About 10% more diagnoses (approx. 330)
  • Categorical
    - Research base inadequate to support dimensional approach
  • Clusters of similar disorders
    -Meant to reflect underlying dimensions
    Lifespan approach
    Aims:
    -Effort to maintain continuity
    -Revisions to be based on scientific evidence
    -Manual to be feasible for use
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8
Q

DSM-5- TR & what were the major changes?

A
  • released March 2022
  • Revised text for almost all disorders with updated sections on associated features, prevalence, development and course, risk and prognostic factors, culture, diagnostic markers, suicide, and differential diagnosis.
  • addition of the new diagnosis of prolonged grief disorders to Section II
  • over 70 modified criteria set with helpful clarifications since the publication of DSM-5
  • fully updated “introduction” and “use of the manual” to guide users and provide context for important terminology.
  • consideration of the impact of racism and discrimination on mental disorders integrated into the text.
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9
Q

What are the features of the DSM-TR

A
  • provides information on:
    • diagnostic features
    • subtypes
    • associated features and disorder
    • prevalence
    • course
    • familial pattern
    • differential diagnosis
    • culture, age, and gender features
      *alerts the clinician to important information that should be considered.
  • shouldn’t always be black & white0 gives supporting evidence.
  • if only using DSM for everything, then you’re not doing your job as a clinician.
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10
Q

Is there more or less focus on culture considerations in DSM-TR?

A

Yes, focuses more on ethnic and cultural considerations.
- Important for validity and relevance
- Considers ethnic and cultural factors relevant to each diagnosis
- Cultural syndromes included in the appendix
- Section on the cultural formulation
- Identity, explanations, factors relevant to the environment, functioning, therapeutic relationship
- Increase cultural sensitivity, appropriateness of clinical formulation
- However, it is not perfect because culture is very diverse; everyone’s interpretation of their own culture is different. Culture is complex - just having black & white diagnostic system isn’t enough.

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11
Q

Which DSM is the most controversial?

A
  • DSM 5
  • Increase in public and professional scrutiny
  • Concerns with validity of diagnoses, impact on diagnosed
  • Spitzer decried lack of transparency
  • Negative reaction to proposed changes
  • Over-representation of medical/biological views on disorders and their treatment
  • Conflict of interest
  • Resignation of personality disorders work group members
  • Very poor results in field trials
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12
Q

What do health care providers use

A
  • Healthcare providers covered by HIPPA (Medicaid and Medicare) are required to use the ICD (international)
  • NIHM announced that they will not fund research based on DSM-5 diagnostic categories
  • Lack of validity data
    -Encouraging development of a new diagnostic system based on biological markers
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13
Q

what are some controversial changes made in DSM

A
  • Pathologizing bereavement
  • Disruptive Mood Dysregulation Disorder
  • Mild Neurocognitive Disorder
  • Binge Eating Disorder
  • Autistic Spectrum Disorder
  • Substance Use Disorders (rather than Abuse and Dependence)
  • Behavioral Addictions (gambling, exercise addition)
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14
Q

What is ICD

A

ICD = International Statistical Classification of Diseases and Related Health Problems
- Internationally used diagnostic system
- Main alternative to the DSM
- Developed by WHO
- Classification of all health conditions
- Section on mental and behavioral disorders

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15
Q

What is the ICD-11?

A
  • First edition 1948
  • Most recent edition released in 2019
  • Over 300 disorders
  • International development and field testing
  • Available online, updated annually
  • Free
  • Clinical modification (ICD-CM) provides greater precision about each diagnosis and person’s condition
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16
Q

ICD relation to the DSM

A
  • ICD-CM broadly compatible with DSM-5-TR
  • Each diagnosis in DSM-5 –TR includes ICD numerical codes
  • Are some differences in:
    - Diagnostic classes
    - specific diagnoses
    - how some diagnoses are described and conceptualized
  • Updated ICD-10-CM codes implemented since 2013, including over 50 coding updates new to DSM-5-TR for substance intoxication and withdrawal and other disorders
17
Q

Limitations (what are a couple of limitations of the DSM-5- give examples)

A
  1. Defining Abnormality
    - what defines abnormality is somewhat individualistic.
    - Concerns with over-diagnosis
    - “medicalization of ordinary life”
    - Has to exceed defined normative behaviour
    - However, even with mild disorders associated with disability, the risk of impaired functioning
  2. Diagnostic Reliability
    - Inter-rater reliability often falls below acceptable levels
    - Bigger concern for uncommon conditions
    - Better if focus on major categories, if ↑ time with the client, look at well-trained clinicians, use structured interviews
  3. Heterogeneous Symptom Profiles
    - Most disorders are polythetic
    - Can have different symptoms and receive the same diagnosis
    - Affects inter-rater reliability and has treatment implications
    - Subtypes generally don’t fix the problem
  4. Diagnostic Validity
    - Disorders should be discrete and have clear boundaries
    - Applies to very few mental disorders
    - Diagnosis should predict prognosis, treatment outcome, etiology etc.
  5. Comorbidity
    - Rates often exceed 40% (most people meet criteria for more than 1) (maybe they won’t meet criteria but has impairing symptoms)
    - ↑ impairment, chronicity, health problems, service use
    - Affects research and clinical service
    - Categorical vs. dimensional classification
    - Multiple bases for making diagnoses
    - Development is influenced by politics
    - Potential for bias
18
Q

What are the differences between categorical classification & continuous?

A

categorical: differ in type
- you either have the disorder, or you don’t
- those within a category should be similar to one another

continuous (aka dimensional) - differ in degree
- can have more or less of a characteristic or property
- can arrange on a continuum
- assess individuals on important dimensions of functioning
- dimensions reflect higher-order constructs (e.g., neuroticism, externalizing problems)
- dimensions may relate to one another.

19
Q

What are some examples of continuous & categorical models?

A

Continuous:
- dimensional models
- Achenback: externalizing problems vs. internalizing problems
- Achenbach system of empirically based assessment

personality disorders
- draft version of DSM-5
- rate clients on a number of dimensions

categorical models
- DSM
- ICD

20
Q

What are some arguments for Dimensional classifications? (continuous)

A
  • abnormal behaviour is typically not qualitatively differnt from normal behaviour
  • broader dimensions may better represent the nature of mental disorders
  • DSM-5-TR acknowledges that categories need not be discrete
  • easy to confuse categorization with explanation (g.g., OCD)
  • high rates of comorbidity
  • rise in transdiagnostic treatments is consistent with the dimensional approach.
21
Q

What are some arguments for categorical classification?

A
  • there are no commonly agreed upon dimensional systems that could replace the current diagnostic systems.
  • clearly defined categories increase diagnostic reliability
  • it can be difficult to establish a reliable and valid dimensional system (e.g., personality disorders in DSM-5).
  • categories instantly communicate important information.
    - typically presentation
    • potential treatments etc.
    • this one is clear, and in front of me, I should treat it and see symptom reduction, then I can move on to the next disorder.
    • order: sometimes, the order of treating something should be taken into consideration.
  • Categorical approaches mirror the diagnostic systems used in medicine
22
Q

what are the benefits of using both categorical and dimensional models (continuous)?

A

Santor and Coyne (2001)
- can express the severity of depression on a continuum
- there are real group differences between ‘depressed’ and ‘distressed’ but non-depressed
- depressed mood
- anhedonia
- suicidal ideation
- somatic symptoms
- distress as continuous and disorder as categorical

23
Q

What causes mental disorders?

A
  • Etiological models vary depending on theoretical orientation
  • Biopsychosocial model
    - Mental disorders determined by a blend of biological, psychological, and social factors
    -Contribution of each varies across disorders
    - Contribution may vary across the lifespan
    - Contribution may vary across cultures

Stress
- May contribute to onset of mental disorders
- Odds of developing a disorder increases with number of stressors
- Interpersonal stress model
- Intergenerational transmission
- Depression in maternal grandmother → depression and interpersonal stress in mother → decreased social competence and high interpersonal stress in children → depression in children

24
Q

What is the diathesis-stress model?

A

Diathesis-Stress Model
- Diathesis = pre-existing vulnerability
- Diathesis is necessary but not sufficient
- Diathesis + stress = disorder
- Both diathesis and stress are on a continuum
- Stress can be environmental, biological, interpersonal, or psychological
- Diathesis can influence perception of stress, exposure to stressors
- Particularly relevant to understanding depression
- Negative childhood experience = negative schemas
Stressful events activate

25
Q

What does psychological resilience mean?

A

Psychological Resilience
- People are generally quite resilient
- Only a subset of people exposed to trauma develop PTSD
- 1/3 to 1/2 demonstrate resilience

Resilience:
- Passing distress and/or disruption in activities
- Quickly regain the previous level of well-being and mental health
- No option but to be resilient during the situation, but afterwards can have a breaking point.

Recovery:
- Experience of moderate to severe distress in the face of trauma
- A gradual return to normal functioning

Factors that Promote Resilience
- Supportive relationships
- Ability to flexibly adapt to change
- Expressing more positive emotions than negative emotions
- Overestimating your own abilities and positive qualities

26
Q

Why study research methods?

A
  • evidence-based practice

Clinician vs. researcher?
- science is part of the profession
- understanding research is important
- critical information consumer
- informed practitioner
- understand relevant processes
- predict outcomes
- test and refine theories/ hypotheses
- evaluate interventions/ assessment strategies
- make informed decisions
- answer important questions

27
Q

What is informed consent?

A
  • information that you must include
    • purpose & nature of the activity
    • responsibilities (what will be asked to do, duration)
    • how the information will be used
    • confidentiality (and limits)
    • factors that may affect willingness to participate
    • risks & benefits
    • whether the approach is experimental
    • alternatives
    • consequences of non-action
    • option to refuse or withdraw
    • costs or incentives
    • who can contact
28
Q

what is freedom of consent

A

▫ Standards I.27 – I.30
- ensure that consent is not given under the condition of coercion, undue pressure, or undue reward
- do not proceed with research activity if coercion, pressure or reward are factors.
- do not offer rewards sufficient to motivate participants in risky activities
- Confirm or re-establish freedom of consent if consent is
- given under conditions of duress or extreme need
- Respect the right to discontinue participation or service
- Pay attention to non-verbal cues

29
Q

What are some ethical considerations researchers should take into account when conducting research?

A

They should consider
- what to do with waitlist participants if they need treatment sooner rather than later
- What to do if participants want therapy through your study but don’t want to participate in the study
- Non-compliance
- Drop-outs

30
Q

As a researcher how should you address unanticipated events?

A

Using Research in Clinical Practice
- Ethical imperative to provide evidence-based services
- Base on replicated evidence from scientific studies
- Must stay informed (Standards II.9, IV.3)
- Better to find out firsthand if possible
- Research literacy important
Interpreting Research Findings
Consider:
- Sample (and how this matches with your clientele)
- Research design
- Controls (and effect on internal and external validity)
- Power
- Confounds
Statistics
- Actual findings vs. abstract/discussion

31
Q

what are some problems with replication?

A
  • Studies are often underpowered
  • Samples may have idiosyncrasies
  • Effects are often small
  • Often fail to correct for multiple comparisons
  • Statistics may be used strategically to tell a certain story
  • “Cherry picking”
  • File drawer problem
  • Publication bias (only publish significant results- but should publish null findings)