M2 - Terms Flashcards
Chapters 4,5,6 & 13
Intake Interviews
most common types, procedures designed to establish the nature of clinical problems, diagnose disorders
Mental Status Examination
a planned sequence of questions designed to assess a client’s mental functioning in a number of important areas
Problem-Referral Interviews
a procedure designed to answer a specific referral question (e.g., Is Mr. P competent to stand trial?)
Orientation Interviews
a procedure designed to acquaint clients with upcoming assessment, treatment, or research procedures, understand the nature and risks of treatment
Debriefing Interviews
a procedure designed to provide clients with information and assess their understandings of a just-completed event, provide a summary and interpretation of the assessment results
Termination Interviews
when it is time to end a clinical relationship, smoothly conclude a program of therapy or research, reminders about handling future problems
Crisis Interviews
designed to provide support, collect assessment data, and offer help to troubled clients, all in a very short time (e.g., clinical facilities, suicide prevention centres)
Underutilization of Mental Health Care
members of racial and ethnic minority groups generally receive less mental health care and lower quality mental health care than the general population
Non-directive Interviews
Least active interviewer; clients are free to choose how, when, and what to talk about, commonly used by humanistic clinicians
Semistructured Interviews
Interviewer explores a planned set of topics but in a flexible way that mixes directive and nondirective elements, commonly used by psychodynamic and cognitive behavioral clinicians,especially in therapy settings
Structured Interview
Presents a fixed set of questions and probes in a rigid sequence, common in clinical research
SCID - Structured Clinical Interview for DSM Disorders
the interviewer asks a series of specific questions in a standardized fashion and presented in established order
Stage 1 (Beginning)
begin to establish rapport; make the client feel comfortable. Establish norms and expectations for the interview (frame setting), stage 1 ends with a transition to stage 2 using open-ended questions
Stage 2 (Middle)
information gathering (directive/nondirective techniques), attention to client’s nonverbal behaviours
Stage 3 (End)
bringing interview to a close by signalling its end, reinforcing the client’s cooperation, and discussing a plan for further contacts
Naturalistic Observation
watching behaviour as it occurs in its natural context (e.g., hospital, school, home)
Controlled Observation
watching clients in specially constructed situations designed to elicit behaviours of clinical interest (e.g., role-playing tests, physiological measures, behavioural avoidance tests)
Behavioural Avoidance Tests (BATs)
used in controlled observation, designed to assess over anxiety in relation to specific objects and situations while observers record the type/degree of avoidance (e.g., snakes, spiders, etc.)
Plethysmography
measuring the change in volume of an organ (usually resulting from fluctuations in the amount of blood or air it contains)
Active Listening
is a way of attending and encouraging without intruding on the client’s telling of the story, it is called active because the listener is fully absorbed and communicates this to other person
Nonverbal Skills
Eye contact, body position, attentive silence, voice tone, gestures and facial expression, physical distance
What is a Test?
a test is a systematic procedure for observing and describing a persons behaviour in a standard situation
Analytic Approach
a test construction procedure in which items are chosen because they appear on logical ground to measure the characteristic of interest to the tester sometimes called the rational approach
Empirical Approach
a test construction procedure in which items are chosen on the basis of whether people who differ in some way respond differently to them, requires pre-test items with many people
Sequential System Approach
a test construction approach that combines aspects of analytic and empirical techniques, some items are selected from existing tests, others are chosen by the test designer
Intelligence
cognitive abilities that include abstract thinking and reasoning, adaptive problem solving, and the capacity to learn, act purposefully, to think rationally and to deal effectively with the environment
What are the 3 types of tests?
Intellectual functioning, personality characteristics, and attitudes, interests, preferences, values, and ability
G Model (general intelligence)
verbal reasoning, abstract visual reasoning, quantitative reasoning, short-term memory –> a global, general ability were based on the observation that almost all tests of cognitive ability are positively correlated, underlying or psychological trait
Multiple Specific Intelligences Models
intelligence is made up of collection of relatively separate, more specific abilities, made of nearly 120 functions (e.g., word fluency, short-term memory, etc)
Sternberg (intelligence)
there are 3 BASIC TYPES OF INTELLIGENCE (analytical, creative, practical) - traditionally intelligence tests only focus on analytical factors, makes a person successful in life not just school
Gardner (intelligence)
that are at least 8 intelligences or frames of mine (verbal, mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and naturalistic)
Hierarchical & Factor-Analytic Models (intelligence)
cognitive abilities appear to be organized in a hierarchy, or pyramid,of “layers, at the bottom of this hierarchy are as many as 50 or 60 narrow and specific skills that can be grouped into seven or eight more general ability factors
Binet (intelligence)
most influential means of assessing the mental ability of children, based on mental level/age, intelligence quotient, require verbal and non-verbal skills
IQ (Intelligence Quotient)
= mental age (MA) / chronological age (CA) x 100
Wechsler (intelligence)
intelligence test specifically for adults (over 17), verbal and non-verbal subsets, point scale which compared number of correct answers to other people
Columbia Mental Maturity Scale
the intelligence of children with cerebral palsy and other severe physical disabilities AND measures the intelligence of children from 3 to 12 years of age (is short, untimed, cheap, easy to administer)
Kaufman Assessment Battery for Children
a battery of tests measuring intelligence and achievement of normal and exceptional children ages 2½ through 12½ years
Woodcock-Johnson Psycho-Educational Battery
measure strengths and weaknesses and diagnose learning abilities, is an individually administered comprehensive assessment that can identify patterns of strength and weaknesses in cognitive, language, and academic abilities
Crystallized Intelligence
your stored knowledge, accumulated over the years
Fluid Intelligence
is your ability to process new information, learn, and solve problems
Aptitude Tests
designed to predict success in an occupation or program, the capacity to acquire new knowledge or skill) - e.g., the SAT
Achievement Tests
measures proficiency, the knowledge or skill that a person has acquired
Attitude, Interest, Preference, and Value Tests
measure client’s preferences for various pursuits, occupations, academic subjects, and activities (e.g., used by school counsellors to pick college majors)
Personality
the pattern of behavioural and psychological characteristics by which a person can be compared and contrasted with others
Objective Tests (personality)
Have clear, specific stimuli responded with direct answeres choices, or ratings) - e.g., Personal data sheet, MMPI-II, PAI, CPI, MCMI-II, 16 PF, Eyseneck Personality Inventory, NEO-FFI
Projective Tests (personality)
Respond to ambiguous stimuli, interpreted in response to conscious and unconscious personalities - e.g., Rorschach Inkblot Test, Thematic Apperception Test, Incomplete Sentence Test, Draw-a-person Test, HTP
Minnesota Multiphasic Personality Inventory
a psychological test designed to measure the presence of psychopathology in an individual by using three validity scales and 10 clinical scales, T/F questions
Clinical Scales (MMPI)
Conversion Hysteria, Psychopathic Deviate, Psychacsthenia, Depression, Schizophrenia, etc.
Content Scales (MMPI)
anxiety, type A, obsessiveness, anger, cynicism, social discomfort, low self-esteem, family problems, work interference
Validity Scales (MMPI)
Lying, defensiveness, questions not answered, inconsistencies
Rorschach Inkblot Test (personality)
a perceptual task that provides information on how individuals perceive external reality
Neuropsychology
the field of study that endeavors to define the relationship between brain processes, human behaviour, and psychological functioning
Franz Gall
early observations about the skull sizes and facial, developed the theory of Organology and the method of Cranioscopy that would later be known as Phrenology
Pierre Flourens
understanding of the cerebellum’s role in the coordination of movement, the localization of a respiratory center in the medulla oblongata, the relationship between the semicircular canals and balance
Paul Broca
discovery of the speech production center of the brain located in the ventroposterior region of the frontal lobes (now known as the Broca’s area)
Ward Halstead
the first standardized, norm-referenced battery of neuropsychological tests, for decades it was the main instrument in the neuropsychologist’s toolkit and largely dominated the field of clinical assessment
Arthur Benton
introduced novel and objective psychological assessment techniques that expanded our understanding of the difficulties manifested by neurologically compromised patients. He broadened the applications of psychology and in the process opened up a new field of study and practice, clinical neuropsychology
Search for the Engram
each line represents a cut made in a rat brain by Lashley, none of the cuts results in a loss of brain learning
Equipotentiality
any part of a functional area of the brain could perform the function associated with that area OR all parts of the cortex contribute equally to learning; one part can substitute for another part
Mass Action
the cortex works as a whole; performance improves when more of the cortex is involved OR the amount of loss of ability is related to the amount of destruction in the cortex (more than the location of the destruction)
Houston Conference
established a model of training and education in clinical neuropsychology, core knowledge bases and skills
Reasons for Referral (neuropsychology)
Detecting developmental disorders and learning disabilities
Monitor impact of treatment
Differentiate between psychiatric disorders and organic brain conditions
Assist in diagnosing psychiatric disorders
Determine specific type of organic brain damage
Detect and/or document organic brain conditions
Provide recommendations in management
Causes of Brain Dysfunction
Trauma
Cerebrovascular disease
Degenerative diseases
Tumors
Chronic alcohol abuse and nutritional deficits
Detecting Deficits
- just observe that the patient performs below-average
- there is a deficit … but it could have been there before the accident
Premorbid Functioning
premorbid intelligence quotient (IQ), but also to the individual’s psychosocial functioning in educational, occupational, social and interpersonal relation areas before the onset of the psychotic symptomatology
Right Side Processing
visual information
Left Side Processing
verbal information
Anterior Processing
(front) - integration and output of information
Posterior Processing
(back) - input, analysis, and storage of information
Frontal Lobe
abstract thinking, judgement, problem-solving, organization, flexible thinking, controlling emotions, personality, self-awareness
Temporal Lobe
analysis of sound, memory - losing things, forgetting
Parietal Lobe
sensation, perception, spatial orientation, construction (drawing or building things), body image, getting lost
Occipital Lobe
vision, interpretation of visual information, depth cues, recognizing objects, blind spots in FOV
Diffuse Brain Damage
happens in more than one area of the brain (e.g., scattered lesions) - result in slower or less efficient information processing, problem-solving, planning, and organization difficulties, attention and concentration problems, concreteness - not able to understand analogies
Learning Deficits
ability to acquire new information (verbal or visual) - reading a list of words and repeating them back at different points in time, testing memory and learning strategies
Visual Memory Deficits
the relationship between perceptual processing and the encoding, storage and retrieval of the resulting neural representations - copying a figure on a piece of paper at the beginning and end of a test (e.g., the rey figure)
Impulsivity Deficits
an inability to control oneself, delay gratification, or plan activities appropriately- doing a maze without lifting a pencil off the page, messing up, or touching the walls of the maze
Cognitive Flexibility Deficits
to shift a course of thought or action according to the demands of the situation - following dotted number test than a dotted number-letter test (trails A and B tests)
Visual Neglect Deficits
the inability to see the entire and normal visual range (e.g., blind spots) - give a crowded image with many icons and tell them to circle one object (e.g., bells)
Word Finding Deficits
the tip-of-the-tongue phenomenon, give people a series of pictures of objects and ask them to recall the name
Psychotherapy
treatment techniques administered by trained mental health professionals within a professional relationship to help clients overcome psychological problems, is not a protected act like prescribing medications or diagnosing people
Clinical Interventions
a deliberate attempt to change behaviour or social circumstances in a desirable direction
Confidentiality
talk freely knowing personal information will be shared
Informed Consent
having a discussion with clients when the treatment begins about the costs, risks, and outcomes of treatment
Outpatient Settings
privates practices, drs offices, etc
Inpatient Settings
psychiatric hospitals, regular hospitals, prisons, rehabilitation centres etc.
Level of Training
DOES AFFECT THERAPY OUTCOMES!!!!!! Is related to people’s ability to recognize someone else’s emotions, more empathic, good evidence that training is related to dropout rates
Macro Skills (therapist)
Communication skills
Relationship-building skills (genuineness, empathy, being non-judgemental, sincerity)
Self-monitoring skills - personal vs. professional life
Micro Skills (therapist)
Interpretations
Empty chair technique
Socratic questioning
Therapeutic Alliance
- the emotional bond that develops between the therapist and client
- the shared understanding of what is to be done (tasks) and what is to be achieved (goals)
** the best predictor of therapy outcomes **
Varying Views of Therapeutic Alliance
HUMANISTIC - the necessary and sufficient condition, relationship vs. technique
BEHAVIOURAL & CBT - necessary but not sufficient enough on its own to provide proper therapy
CLASSICAL PSYCHOANALYSIS - the therapeutic relationship is an arena in which clients begin to see how their present behaviour is determined by experience in earlier periods
CONTEMPORARY PSYCHODYNAMIC - transference-based relationship and a reality-based relationship
Common Factors Across Psychotherapies
Fostering insight - personal insight
Providing new information (eduction)
Extra therapy tasks - do things differently outside of the session
Developing faith, hope, and expectations for change
Encouraging catharsis - giving voice to emotions rather than avoiding them
