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Abnormal Psychology > Lesson 3: Clinical Assessment & Diagnosis > Flashcards

Lesson 3: Clinical Assessment & Diagnosis Flashcards

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1
Q

Act of identifying and naming a disorder or disease using a system of categorization.

A

Diagnosis

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2
Q

The process clinicians use to gather the information they need to diagnose, determine causes, plan treatment, and predict future course of a disorder.

A

Clinical Assessment

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3
Q

The process of classification is based on an accurate assessment of past and present signs and symptoms.

A

Clinical Assessment

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4
Q

A characteristic feature of a disorder that may be recognized by the clinician, but not the patient.

A

Sign

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4
Q

The process of determining whether the particular problem afflicting the individual meets all criteria for a psychological disorder,

A

Diagnosis

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5
Q

A characteristic that only the patient recognizes.

A

Symptoms

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5
Q

Refers to the extent with which clinicians agree on which signs and symptoms signal a specific disorder.

A

Diagnostic Reliability

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6
Q

The capacity of a diagnostic system to identify and predict behavioral and psychiatric disorders.

A

Diagnostic Validity

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7
Q

Diagnostic system’s ability to categorize current disorders accurately.

A

Concurrent Validity

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8
Q

Diagnostic system’s capacity to predict future conditions.

A

Predictive Validity

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9
Q

The degree to which a measurement is consistent.

A

Reliability

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10
Q

Whether something measures what it is designed to measure—in this case, whether a technique assesses what it is supposed to.

A

Validity

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11
Q

The process by which a certain set of standards or norms is determined for a technique to make its use consistent across different measurements.

A

Standardization

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12
Q

Gathers information on current and past.

A

Clinical Interview

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13
Q

Involves the systematic observation of an individual’s
behavior. This type of observation occurs when any one person interacts with another.

A

Mental Status Examination

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14
Q

How many categories does mental status examination covers?

A

Five (5)

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15
Q

The clinician notes any overt physical behaviors as well as the individual’s dress, general appearance, posture, and facial expression

A

Appearance and Behavior

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16
Q

What is the rate or flow of speech? Does the person talk quickly or slowly? What about continuity of speech? In other words, does the patient make sense when talking, or are ideas presented with no apparent connection?

A

Thought Processes

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17
Q

In some patients with ________________, a disorganized speech pattern, referred to as loose association or derailment, is quite noticeable.

A

Schizophrenia

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18
Q

Is there any evidence of delusions?

A

Content Of The Speech

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19
Q

Someone thinks people are after him and out to get him all the time

A

Delusions Of Persecution

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20
Q

An individual thinks s/he is all-powerful in some way; thinks s/he is God.

A

Delusions Of Grandeur

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21
Q

This is when a person believes that they can pick up on other people’s thoughts or that another person’s actions are directed against them. They may also believe that they are receiving special messages from the TV or radio.

A

Reference Delusions

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22
Q

Things a person sees or hears when those things really aren’t there.

A

Hallucinations

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23
Q

Predominant feeling state of the individual (Does the person appear to be down in the dumps or continually elated? Does the individual talk in a depressed or hopeless fashion?)

A

Mood

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24
Q

The feeling state that accompanies what we say at a given point.

A

Affect

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25
Q

Clinicians make a rough estimate of others’ _______________ just by talking to them.

A

Intellectual Functioning

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26
Q

Our general awareness of our surroundings. (If the patient knows who he is and who the clinician is and has a good idea of the time and place, the clinician would say that the patient’s sensorium is “clear” and is “oriented times three” (to person, place, and time).

A

Sensorium

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27
Q

The process of evaluating objective anatomic findings through the use of observation, palpation, percussion, and auscultation. The information obtained must be thoughtfully integrated with the patient’s history and pathophysiology.

A

Physical Examination

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28
Q

Attempts to measure enduring traits of character, skills, ability, and competence that makes on person different from another.

A

Personality Assessment

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29
Q

Ask respondents to impose their own structure and meaning on unstructured, ambiguous test stimuli.

A

Projective Tests

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30
Q

The theory here is that people project their own personality and unconscious fears onto other people and things—in this case, the ambiguous stimuli—and, without realizing it, reveal their unconscious thoughts to the therapist.

A

Projective Tests

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31
Q

Consist of 10 inkblots, some black and white, some color, but all sufficiently ambiguous.

A

Rorschach Inkblot test

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32
Q

Developed by Hermann Rorschach who called it a “form interpretation test” because it uses inkblots as forms to be interpreted.

A

Rorschach Inkblot test

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33
Q

Consists of 10 bilaterally symmetrical inkblots printed on separate cards. No manuals though many researchers have put forward manuals for interpretation.

A

Rorschach Inkblot test

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34
Q

It assumes that behaviors and feelings respondents attribute to the main character in a story represent their own tendencies.

A

Thematic Apperception Test

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35
Q

Developed by Christina Morgan and Henry Murray

A

Thematic Apperception Test

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36
Q

Originally designed to elicit material as an aid to eliciting fantasy material from patients in psychoanalysis.

A

Thematic Apperception Test

37
Q

Consists of 31 pictures, one of which is blank.

A

Thematic Apperception Test

38
Q

Goal is to measure apperception, from the root word “apperceive”: perceive in terms of past perceptions.

A

Thematic Apperception Test

39
Q

Ask respondents to complete sentences beginning with such open-ended phrases. (Ex. My mother was…, The happiest time was…)

A

Sentence-Completion Tests

40
Q

Ask people to draw familiar objects or people.

A

Projective Drawings

41
Q

Self-report questionnaires that assess personal traits

A

Personality Inventories

42
Q

The most widely used and researched clinical assessment tool used by mental health professionals to help diagnose mental health disorders.

A

The Minnesota Multiphasic Personality Inventory (MMPI)

43
Q

Was developed in 1937 by clinical psychologist Starke R. Hathaway and neuropsychiatrist J. Charnley McKinley at the University of Minnesota

A

The Minnesota Multiphasic Personality Inventory (MMPI)

44
Q

This scale was designed to assess a neurotic concern over bodily functioning. The items on this scale concern physical symptoms and well-being.

A

Hypochondriasis

45
Q

A tendency to believe that one has an undiagnosed medical condition.

A

Hypochondriasis

46
Q

Characterized by poor morale, lack of hope in the future, and general dissatisfaction with one’s own life situation.

A

Depression

47
Q

______________ is a term that has historically described a syndrome of multiple somatic complaints and dramatic physical dysfunction without any documented anatomic or physiological abnormalities. The term is no longer used. Symptoms once included are now categorized as one of two diagnoses in the somatoform disorders section of the American Psychiatric Association’s Diagnostic and Statistical Manual (4th edn.; DSM-IV): somatization disorder or conversion disorder.

A

Hysteria

48
Q

Originally developed to identify psychopathic individuals, this scale measures social deviation, lack of acceptance of authority, and amorality (a disregard for morality).

A

Psychopathic Deviate

49
Q

This scale can be thought of as a measure of disobedience and antisocial behavior.

A

Psychopathic Deviate

50
Q

This scale was designed by the original authors to identify what they referred to as “homosexual tendencies,” for which it was largely ineffective.

A

Masculinity-Femininity

51
Q

Today, it is used to assess how much or how little a person identifies how rigidly an individual identifies with stereotypical male and female gender roles.

A

Masculinity-Femininity

52
Q

The irrational and persistent feeling that people are ‘out to get you’ or that you are the subject of persistent, intrusive attention by others. (symptoms such as suspiciousness, feelings of persecution, grandiose self-concepts, excessive sensitivity, and rigid attitudes.)

A

Paranoia

53
Q

This diagnostic label is no longer used today and the symptoms described on this scale are more reflective of anxiety, depression, and obsessive-compulsive disorder.

A

Psychasthenia

54
Q

This scale was originally used to measure excessive doubts, compulsions, obsessions, and unreasonable fears.

A

Psychasthenia

55
Q

It reflects a wide variety of areas including bizarre thought processes and peculiar perceptions, social alienation, poor familial relationships, difficulties in concentration and impulse control, lack of deep interests, disturbing questions of self-worth and self-identity, and sexual difficulties.

A

Schizophrenia

56
Q

A serious mental health condition that affects how people think, feel and behave. It may result in a mix of hallucinations, delusions, and disorganized thinking and behavior.

A

Schizophrenia

57
Q

This scale was developed to identify characteristics of _________ such as elevated mood, hallucinations, delusions of grandeur, accelerated speech and motor activity, irritability, flight of ideas, and brief periods of depression.

A

Hypomania

58
Q

A condition in which you have a period of abnormally elevated, extreme changes in your mood or emotions, energy level or activity level. This energized level of energy, mood and behavior must be a change from your usual self and be noticeable by others.

A

Hypomania

59
Q

This scale was developed later than other scales. It’s designed to assess a person’s shyness and tendency to withdraw from social contacts and responsibilities.

A

Social Introversion

60
Q

Was an estimate of intelligence developed by Alfred Binet by
calculating a mental age and dividing this by the child’s chronological age.

A

Intelligent Quotient (IQ)

61
Q

The term “IQ” was coined by the German psychologist __________ in 1912 as a proposed method of scoring early intelligence tests in children.

A

William Stern

62
Q

The first published intelligence test to provide detailed administration and scoring instructions. It creates a test composite: test score or index derived from the combination of and/or a
mathematical transformation of one or more subtest scores

A

Stanford-Binet Intelligence Scale

63
Q

The primary purpose of the Stanford-Binet IQ test is ______________. It can be used for various purposes, such as identifying gifted and talented students, evaluating a child’s readiness for school, and assisting in diagnosing learning disabilities or other cognitive concerns.

A

to assess a child’s cognitive abilities and potential

64
Q

Individually administered intelligence tests to assess the intellectual abilities of people from preschool to adulthood. Items may be presented orally.

A

Wechsler Tests

65
Q

Designated as either core or supplemental.

A

Subtests

66
Q

Administered to obtain a composite score.

A

Core Subtest

67
Q

(Also called optional subtest) is used to provide additional clinical
information or extending the number of abilities or processes sampled.

A

Supplemental Subtest

68
Q

Wechsler test for ages 16 to 90 years 11 months.

A

Wechsler Adult Intelligence Scale – Fourth Edition (WAIS – IV)

69
Q

A general reference to any physical or functional impairment that results in sensory, motor, and cognitive, emotional, and/or related deficit.

A

Brain Damage

69
Q

Wechsler test for ages 6 through 16 years 11 months.

A

Wechsler Intelligence Scale for Children – Fifth Edition (WISC –V)

70
Q

Wechsler test for ages 3 years to 7 years 3 months.

A

Wechsler Preschool and Primary Scale of Intelligence – Third Edition (WPPSI- III)

71
Q

Came from the research of German neurologist Kurt Goldstein of brain-injured soldiers he diagnosed as having organic brain syndrome or _________ for short.

A

Organicity

72
Q

The need for a more thorough neuropsychological work-up and can be classified as being hard or soft.

A

Signs Signaling

73
Q

May be defined as a definite indicator of neurological deficit. (Example: abnormal reflex performance.)

A

Hard Sign

74
Q

An indicator merely suggestive of neurological deficit. (Example: the apparent inability to copy a stimulus figure while attempting to draw it.)

A

Soft Sign

75
Q

The task in this test is to draw the face of the clock usually with the hands of the clock indicating a particular time.

A

Clock Drawing Test (CDT)

76
Q

Observed abnormalities in the patient’s drawing may be reflective of cognitive dysfunction resulting from dementia or other neurological or psychiatric procedures.

A

Clock Drawing Test (CDT)

77
Q

Naming each stimulus presented. This seemingly
simple task entails 3 component operations.

A

Confrontation Naming

78
Q

Perceiving the visual features of the stimulus

A

Perceptual Component

79
Q

Accessing the underlying conceptual representation or core meaning of whatever is pictured

A

Semantic Component

80
Q

Accessing and expressing the appropriate name

A

Lexical Component

81
Q

Task is to identify what is wrong or silly about the picture. It can provide insight into the test taker’s social comprehension and reasoning abilities.

A

Picture Absurdity Item

82
Q

Direct observation to assess formally an individual’s thoughts, feelings, and behavior in specific situations or contexts.

A

Behavioral Assessment

83
Q

Events, and circumstances that typically precede the target behavior.

A

Antecedents

84
Q

The disturbed and disturbing behaviors as well as the thoughts and feelings that accompany them.

A

Behavior (Target behavior)

85
Q

Events, and circumstances that typically follow the target behaviors.

A

Consequences

86
Q

People can also observe their own behavior to find patterns, a technique known as _______________.

A

Self-Monitoring or Self-Observation

87
Q

A more formal and structured way to observe behavior is through ________________.

A

Checklists and Behavior Rating Scales.

88
Q

Give some common neuropsychological tests

A

Clock Drawing Test (CDT)
Confrontation Naming
Picture Absurdity Item
Beck Depression Inventory (BDI)

89
Q

Give some common intelligence tests

A

Wechsler Adult Intelligence Scale (WAIS)
Wechsler Intelligence Scale for Children (WISC)
Stanford-Binet Intelligence Scale
Kaufman Assessment Battery for Children (KABC)
Woodcock-Johnson Tests of Cognitive Abilities
Universal Nonverbal Intelligence Test (UNIT)

90
Q

Give some common personality inventories

A

Minnesota Multiphasic Personality Inventory (MMPI)
Personality Assessment Inventory (PAI)
Millon Clinical Multiaxial Inventory (MCMI)
16 Personality Factor Questionnaire (16PF)
Big Five Personality Traits (NEO-PI-R)
Eysenck Personality Questionnaire (EPQ)
Myers-Briggs Type Indicator (MBTI)

91
Q

Give some common projective tests

A

Rorschach Inkblot Test
Thematic Apperception Test (TAT)
Sentence Completion Test
Draw-A-Person Test (DAP)
House-Tree-Person Test (HTP)
Word Association Test
Hand Test
Children’s Apperception Test (CAT)
Picture Arrangement Test

Abnormal Psychology (4 decks)

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