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PSY 257 > M2 - Terms > Flashcards

M2 - Terms Flashcards

Chapters 4,5,6 & 13

1
Q

Intake Interviews

A

most common types, procedures designed to establish the nature of clinical problems, diagnose disorders

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2
Q

Mental Status Examination

A

a planned sequence of questions designed to assess a client’s mental functioning in a number of important areas

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3
Q

Problem-Referral Interviews

A

a procedure designed to answer a specific referral question (e.g., Is Mr. P competent to stand trial?)

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4
Q

Orientation Interviews

A

a procedure designed to acquaint clients with upcoming assessment, treatment, or research procedures, understand the nature and risks of treatment

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5
Q

Debriefing Interviews

A

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

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6
Q

Termination Interviews

A

when it is time to end a clinical relationship, smoothly conclude a program of therapy or research, reminders about handling future problems

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7
Q

Crisis Interviews

A

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)

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8
Q

Underutilization of Mental Health Care

A

members of racial and ethnic minority groups generally receive less mental health care and lower quality mental health care than the general population

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9
Q

Non-directive Interviews

A

Least active interviewer; clients are free to choose how, when, and what to talk about, commonly used by humanistic clinicians

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10
Q

Semistructured Interviews

A

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

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11
Q

Structured Interview

A

Presents a fixed set of questions and probes in a rigid sequence, common in clinical research

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12
Q

SCID - Structured Clinical Interview for DSM Disorders

A

the interviewer asks a series of specific questions in a standardized fashion and presented in established order

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13
Q

Stage 1 (Beginning)

A

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

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14
Q

Stage 2 (Middle)

A

information gathering (directive/nondirective techniques), attention to client’s nonverbal behaviours

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15
Q

Stage 3 (End)

A

bringing interview to a close by signalling its end, reinforcing the client’s cooperation, and discussing a plan for further contacts

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16
Q

Naturalistic Observation

A

watching behaviour as it occurs in its natural context (e.g., hospital, school, home)

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17
Q

Controlled Observation

A

watching clients in specially constructed situations designed to elicit behaviours of clinical interest (e.g., role-playing tests, physiological measures, behavioural avoidance tests)

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18
Q

Behavioural Avoidance Tests (BATs)

A

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.)

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19
Q

Plethysmography

A

measuring the change in volume of an organ (usually resulting from fluctuations in the amount of blood or air it contains)

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20
Q

Active Listening

A

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

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21
Q

Nonverbal Skills

A

Eye contact, body position, attentive silence, voice tone, gestures and facial expression, physical distance

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22
Q

What is a Test?

A

a test is a systematic procedure for observing and describing a persons behaviour in a standard situation

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23
Q

Analytic Approach

A

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

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24
Q

Empirical Approach

A

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

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25
Q

Sequential System Approach

A

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

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26
Q

Intelligence

A

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

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27
Q

What are the 3 types of tests?

A

Intellectual functioning, personality characteristics, and attitudes, interests, preferences, values, and ability

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28
Q

G Model (general intelligence)

A

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

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29
Q

Multiple Specific Intelligences Models

A

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)

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30
Q

Sternberg (intelligence)

A

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

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31
Q

Gardner (intelligence)

A

that are at least 8 intelligences or frames of mine (verbal, mathematical, spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal, and naturalistic)

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32
Q

Hierarchical & Factor-Analytic Models (intelligence)

A

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

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33
Q

Binet (intelligence)

A

most influential means of assessing the mental ability of children, based on mental level/age, intelligence quotient, require verbal and non-verbal skills

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34
Q

IQ (Intelligence Quotient)

A

= mental age (MA) / chronological age (CA) x 100

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35
Q

Wechsler (intelligence)

A

intelligence test specifically for adults (over 17), verbal and non-verbal subsets, point scale which compared number of correct answers to other people

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36
Q

Columbia Mental Maturity Scale

A

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)

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37
Q

Kaufman Assessment Battery for Children

A

a battery of tests measuring intelligence and achievement of normal and exceptional children ages 2½ through 12½ years

38
Q

Woodcock-Johnson Psycho-Educational Battery

A

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

39
Q

Crystallized Intelligence

A

your stored knowledge, accumulated over the years

40
Q

Fluid Intelligence

A

is your ability to process new information, learn, and solve problems

41
Q

Aptitude Tests

A

designed to predict success in an occupation or program, the capacity to acquire new knowledge or skill) - e.g., the SAT

42
Q

Achievement Tests

A

measures proficiency, the knowledge or skill that a person has acquired

43
Q

Attitude, Interest, Preference, and Value Tests

A

measure client’s preferences for various pursuits, occupations, academic subjects, and activities (e.g., used by school counsellors to pick college majors)

44
Q

Personality

A

the pattern of behavioural and psychological characteristics by which a person can be compared and contrasted with others

45
Q

Objective Tests (personality)

A

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

46
Q

Projective Tests (personality)

A

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

47
Q

Minnesota Multiphasic Personality Inventory

A

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

48
Q

Clinical Scales (MMPI)

A

Conversion Hysteria, Psychopathic Deviate, Psychacsthenia, Depression, Schizophrenia, etc.

49
Q

Content Scales (MMPI)

A

anxiety, type A, obsessiveness, anger, cynicism, social discomfort, low self-esteem, family problems, work interference

50
Q

Validity Scales (MMPI)

A

Lying, defensiveness, questions not answered, inconsistencies

51
Q

Rorschach Inkblot Test (personality)

A

a perceptual task that provides information on how individuals perceive external reality

52
Q

Neuropsychology

A

the field of study that endeavors to define the relationship between brain processes, human behaviour, and psychological functioning

53
Q

Franz Gall

A

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

54
Q

Pierre Flourens

A

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

55
Q

Paul Broca

A

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)

56
Q

Ward Halstead

A

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

57
Q

Arthur Benton

A

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

58
Q

Search for the Engram

A

each line represents a cut made in a rat brain by Lashley, none of the cuts results in a loss of brain learning

59
Q

Equipotentiality

A

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

60
Q

Mass Action

A

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)

61
Q

Houston Conference

A

established a model of training and education in clinical neuropsychology, core knowledge bases and skills

62
Q

Reasons for Referral (neuropsychology)

A

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

63
Q

Causes of Brain Dysfunction

A

Trauma

Cerebrovascular disease

Degenerative diseases

Tumors

Chronic alcohol abuse and nutritional deficits

64
Q

Detecting Deficits

A
  1. just observe that the patient performs below-average
  2. there is a deficit … but it could have been there before the accident
65
Q

Premorbid Functioning

A

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

66
Q

Right Side Processing

A

visual information

67
Q

Left Side Processing

A

verbal information

68
Q

Anterior Processing

A

(front) - integration and output of information

69
Q

Posterior Processing

A

(back) - input, analysis, and storage of information

70
Q

Frontal Lobe

A

abstract thinking, judgement, problem-solving, organization, flexible thinking, controlling emotions, personality, self-awareness

71
Q

Temporal Lobe

A

analysis of sound, memory - losing things, forgetting

72
Q

Parietal Lobe

A

sensation, perception, spatial orientation, construction (drawing or building things), body image, getting lost

73
Q

Occipital Lobe

A

vision, interpretation of visual information, depth cues, recognizing objects, blind spots in FOV

74
Q

Diffuse Brain Damage

A

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

75
Q

Learning Deficits

A

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

76
Q

Visual Memory Deficits

A

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)

77
Q

Impulsivity Deficits

A

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

78
Q

Cognitive Flexibility Deficits

A

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)

79
Q

Visual Neglect Deficits

A

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)

80
Q

Word Finding Deficits

A

the tip-of-the-tongue phenomenon, give people a series of pictures of objects and ask them to recall the name

81
Q

Psychotherapy

A

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

82
Q

Clinical Interventions

A

a deliberate attempt to change behaviour or social circumstances in a desirable direction

83
Q

Confidentiality

A

talk freely knowing personal information will be shared

84
Q

Informed Consent

A

having a discussion with clients when the treatment begins about the costs, risks, and outcomes of treatment

85
Q

Outpatient Settings

A

privates practices, drs offices, etc

86
Q

Inpatient Settings

A

psychiatric hospitals, regular hospitals, prisons, rehabilitation centres etc.

87
Q

Level of Training

A

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

88
Q

Macro Skills (therapist)

A

Communication skills

Relationship-building skills (genuineness, empathy, being non-judgemental, sincerity)

Self-monitoring skills - personal vs. professional life

89
Q

Micro Skills (therapist)

A

Interpretations

Empty chair technique

Socratic questioning

90
Q

Therapeutic Alliance

A
  1. the emotional bond that develops between the therapist and client
  2. the shared understanding of what is to be done (tasks) and what is to be achieved (goals)

** the best predictor of therapy outcomes **

91
Q

Varying Views of Therapeutic Alliance

A

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

92
Q

Common Factors Across Psychotherapies

A

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

PSY 257 (3 decks)

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