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Clinical Psychology > Methods > Flashcards

Methods Flashcards

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1
Q

What does HCPC stand for

A

Health and Care Professions Council

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2
Q

What are the HCPC guidelines for clinical practitioners

X7

A

Character

Health

Standards of proficiency

Standards of conduct, performance and ethics

Standards for continuing professional development

Standards of education and training

Standards for prescribing

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3
Q

What is the “character” HCPC guideline?”

A

Credible character references must be given by people who have known them at least three years and what character traits make them suitable

Criminal cautions and convictions are also considered

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4
Q

What is the “health” HCPC guideline?

A

The general health of the practitioner

If unhealthy they must declare this to the HCPC and limit or stop work

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5
Q

What does the “standards of proficiency” HCPC guideline mean?

A

For each profession there is a set of specific expectation for the ability to practice effectively

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6
Q

What does the “standards of conduct, performance and ethics” HCPC guideline mean?

A

There are 14 that practitioners must adhere to such as confidentiality / only acting on what they know

Essentially behave appropriately

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7
Q

What does the “standards for continuing professional development” mean?

A

Professionals are expected to take part in regular training to develop their own practice

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8
Q

What does the “standards of education and training” HCPC guideline mean?

A

Minimum level of qualifications that practitioners must have

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9
Q

What does the “standards for prescribing” HCPC guideline mean?

A

Set out standard for safe practice for prescribing medication

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10
Q

What is primary data

A

Data collected directly by the researchers of the study themselves

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11
Q

What is secondary data

A

Data that has already been gathered by someone else

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12
Q

+ of primary data

A

Relevant to your exact aim (good for validity)

Can be more easily repeated as you made the procedure, increasing reliability

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13
Q
  • of primary data
A

More costly and time consuming

Could not find any significant data

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14
Q

+ of secondary data

A

Lots of it (dependent upon topic)

Useful for an initial investigation

Quickly accessed

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15
Q
  • of secondary data
A

May not be relevant to your exact question

Evidence you’re using may not be good quality

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16
Q

What is a longitudinal design method

A

Measuring the same group of pp about a certain variable over a long period of time

In mental health, clinicians may be interested to monitor changes in symptoms of a patient group undergoing treatment

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17
Q

What is a cross sectional method design

A

Different ages pp measured at the same time

Rather than do longitudinal and wait for ages, they gather groups of pp and take a ‘snapshot’ in time

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18
Q

+ of longitudinal

A

Results more valid as it allows you to see changes over time

Researchers know pp well, more likely to trust them

Can produce lots of quantitative and qualitative data

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19
Q
  • of longitudinal
A

Time consuming

Sample attrition

Psychology is rapidly expanding and people could find out information that makes your study irrelevant

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20
Q

+ of cross sectional

A

Quicker than longitudinal

Less expensive than longitudinal

Useful for providing evidence for nature vs nurture, e.g. One age group is more likely to have Sz

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21
Q
  • of cross sectional
A

Pp variables

Associations identified can be difficult to interpret

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22
Q

Cross cultural methods

A

Taking samples from different cultures to see how culture impacts behaviour

EMIC = local

ETIC = global

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23
Q

+ of cross cultural

A

Can help campaigns target different areas more specifically

Evidence for nature vs nurture

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24
Q
  • of cross cultural
A

Different cultural norms mean you may misinterpret behaviours, reducing validity

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25
Q

How can primary data be used in research

A

Questionnaire
Interview
Observation
Case studies

Anywhere the researcher does it themselves

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26
Q

How is secondary data used in research

A 
Anything where someone else has done it
Questionnaire
Interview
Observation
Case study
Meta analysis
27
Q

An example of longitudinal method in research

A

Brendgen

Measures aggression in twins at 5, 18, 30, 48 and 60 months after start of study and a follow up at 6 years

28
Q

An example of cross-sectional method I research

A

Dixit, measured how alcohol consumption changed across different age groups in Aligarh and Uttar Pradesh

29
Q

An example of cross cultural method in research

A

Mandy

See if DSM-5 diagnosis of autism spectrum would generalise to cultures other than the USA and U.K.

Worked for autism spectrum (100 pp) but not so well for autism phenotype (100 pp)

Compared to 200 pp in the U.K. For each

Concluding there was cross cultural variability in the milder autism diagnosis but not the autism spectrum diagnosis

30
Q

Case studies

A

Studying individuals or small groups with some kind of unique characteristic

31
Q

An example of case studies in research

A

Lavarenne

Thursday group -> patients who were psychotic (most suffered Sz)

32
Q

What was Lavarennes study

A

Aim: to use the group to provide boundaries for patients with a poor sense of self. Looking for evidence the boundaries worked

6 members of the group, who had been attending from 3 weeks to 22 years

Sessions not recorded but immediately after group leaders noted down key points about pp behaviour

In one session with six patients before Christmas where they were facing a break of more than a week, it was noted that there were “fragile ego boundaries” a breakdown in the link people draw between real and unreal

One member said that they were having lots of people round the house and he planned to get out of the house for lots of long walks, showing a good sense of his own boundaries

The focus was on group therapy and how the social support helped individuals develop a sense of themselves and providing a boundary between self and others

33
Q

+ of Lavarenne

A

Gathered rich and detailed data

Only observational data of the group interacting is able to show the relationships between members

34
Q
  • of Lavarenne
A

A few group meetings of 6 members is hard to generalise from

Information may have been subjectively remembered

As notes were taken after the session researchers may have forgotten aspects

35
Q

+ of case studies

A

Provides detailed information

Insight for further research on a larger scale

36
Q
  • of case studies
A

Limited generalisability

Researcher bias

Time consuming

37
Q

Meta analysis

A

Looking at secondary data from multiple studies and drawing the findings together to make overall conclusions

38
Q

An example of meta analysis in research

A

Stafford (2015)

Effectiveness and safety of Sz treatments

39
Q

Stafford (2015) as an example of meta analysis

A

Looking at effectiveness and safety of treatments for psychosis and Sz in children/adolescents/young adults

Looked at randomised control trials (one group given treatment, other group given placebo)

Assessed 27 trials and 3067 pp in total

Looking at symptoms/relapse/drop outs

Found antipsychotics have a small improvement in symptoms but lead to weight gain and drop out due to side effects, antipsychotics seemed to have less positive effects on children compared to adults

40
Q

+ of Stafford (2015)

A

Gathered a large amount of data, 27 trails and 3067 pp

Cheaper than primary research

More generalisable, as such a large number of pp

41
Q
  • of Stafford (2015)
A

Poor design are mixed with good Ines potentially skewing the statistical result

Publication bias, researchers can pick studies that will provide the outcome they’re looking for

42
Q

+ of meta analysis

A

Large amount can be gathered quickly

Cheap

Large numbers so more generalisable

43
Q
  • of meta analysis
A

Publication bias -> researcher can pick studies that will provide the outcome they’re looking for

Poor designs are mixed with good ones

44
Q

Interviews

What they are

Different types

A

It involves verbal questioning to gather information

Unstructured
Semi-structured
Structured

45
Q

Potential issues that the interviewer must deal with during an interview

A

Might gain information that is very personal such as symptoms

So should behave in a socially desirable way and be aware of confidentiality right to withdraw and informing the patient about the purpose of the interview

46
Q

+ of interviews

A

Struc -> reliable, quick, easy to do, don’t require trained researchers

Semi-structured -> more valid than struc, more reliable than unstructured, allowing you to gain a degree of both, and gain a deeper understanding of issues

Unstructured -> more valid, gain a deeper understanding of issues

47
Q
  • of interviews
A

Struc -> lack validity, can’t gain a deeper understand, pp is restricted in their answer

Semi-structured -> less reliable than struc less valid than unstructured, so if the researcher is trying to gain a deeper understanding on a follow up on research probably best to use unstructured, require trained researchers, time consuming

Unstructured-> lack reliability, time consuming, require trained researchers which can be expensive

48
Q

An example of interviews in research

A

Vallentine (2010)

49
Q

Describe vallentine (2010) as a research example for interviews

A

Used semi-structured interviews to gather information from offenders in Broadmoor high-security hospital. As part of a group treatment program

Aim: to look at the effectiveness of group CBT

42 patients with Sz attended a group called “understanding mental illness”

Semi-structured interviews were used to understand their experience

A content analysis was conducted on the interview data with 4 core themes identified:

“What pp valued and why”
“What was helpful about the group”
“Clinical implications”
“What was difficult/unhelpful”

Findings: patients valued understanding their illness and the group helped them see others had similar experiences increasing confidence with their illness

Several measures were taken to assess the impact of the group in their symptoms.
E.g. Questionnaires before and after the group work, which measured changes in behaviour, however the quantitative data failed to find benefits

50
Q

+ of vallentine (2010)

A

Two standardised questionnaire were used before and after that increases reliability

Qualitative data showed pp valued the group, showing that this could be used as an effective treatment

51
Q
  • of vallentine (2010)
A

Only used one group of 42 pp who are all from Broadmoor high security hospital and only uses 20 sessions, maybe on a larger scale would increase generalisability

52
Q

Quantitative data

A

Numbers that are objective and gathered from areas such as a closed question on a questionnaire

53
Q

Use in research/examples quantitative data

A

Closed question in questionnaire

Milgram tethering data about how far pp went on the electric switch

54
Q

+ of quantitative data

A

Reliable
Objective
Potentially quicker to collect as it’s a simple yes/no or ranked scale question usually

55
Q
  • of quantitative data
A

Lack validity

Can’t get a deeper understanding

Aspects can still be subjective, what is a 2 to someone might be a 3 to someone else

56
Q

Qualitative data

A

Descriptive data that is subjective and gathered from areas such as an open question in a questionnaire

57
Q

Use in research/examples qualitative data

A

Open questions in a questionnaire

Milgrams researcher observing “shaking” “sweating” etc

58
Q

+ of qualitative

A

Valid

Gain a deeper understanding

59
Q
  • of qualitative data
A

Can be subjective

Open to bias

Lack reliability

Can require trained researchers in order to correctly assess behaviours - can be expensive

60
Q

What is grounded theory

A

It is where theories are developed from research evidence

Research is conducted to gather information about something of interest and the theory emerges gradually from the data

This is an inductive method where ideas arise from the evidence

Grounded theory wants to retain the richness of ideas and interactions between people in the qualitative data and then code so it is presented in a manageable form

61
Q

How does grounded theory work

A

Themes and ideas that are repeated in the data are used as categories to group the data

When grouping data and coding, grounded theory is no different from thematic analysis

It is just grounded theory does not analyse with a theory in mind

62
Q

What is the process of grounded theory

4 stage process

A
  1. Coding the text under headings that suit it
  2. Codes are collected into concepts which groups data together
  3. Concepts are grouped into similarities and differences
  4. Theory comes from collecting categories together and forming a model that can explain the data
63
Q

+ of grounded theory

A

Evidence is integrated into the theory so should be valid

64
Q
  • of grounded theory
A

Could be compromised if researchers were biased in their gathering or interpretation of data

Issues with reliability as it’s subjective

Time consuming

Clinical Psychology (9 decks)

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