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Clinical Psychology > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

righting (fixing) reflex

A

spinal cord reflexes potentiated from the cerebral cortex that enable the body to regain an upright posture when displaced by tilting, tripping, pushing, or contact with obstacles

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2
Q

four elements of the spirit of MI

A

Partnership
Acceptance
Compassion
Evocation

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3
Q

Foundational Skills of MI

A

Open-Ended Questions
Affirmations
Reflections (Simple and Complex)
Summary

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4
Q

Open-Ended Questions

A

questions that allow room for the client to respond with more than just a simple “yes” or “no”. Ex.: “how does that make you feel?

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5
Q

Affirmations

A

affirming what the client says without repetition of their words. Ex.: “That’s a good idea!”

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6
Q

Simple & Complex Reflections

A

Simple: stays close
– Repeating
– Rephrasing (substitutes synonyms)
Complex: makes a guess
– Paraphrasing—major restatement, infers meaning, “continuing the paragraph”

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7
Q

Summary

A

Periodically summarize what has
occurred in the counseling session

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8
Q

Change Talk

A

used to help the client change their ways and thinking, just change in general

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9
Q

Sustain Talk

A

used to help the conversation move forward without a change from the client

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10
Q

Four processes or tasks in MI (think engaging…)

A

Engaging, Focusing, Evoking, and Planning

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11
Q

Definition of Clinical Psychology

A

Addresses behavioral and mental health issues faced by individuals across a lifespan

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12
Q

Boulder Training Model

A

emphasizes both clinical practice and research equally

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13
Q

Vail Training Model

A

more focused on practice than research, gave rise to the PsyD

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14
Q

Clinical-Scientist Training Model

A

stresses the scientific side and focuses mainly on research

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15
Q

PhD Programs

A

Difficult to get accepted
More funding
Typically better training

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16
Q

PsyD Programs

A

Easier acceptance
Less funding (expensive)
Must be careful with training and accreditation

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17
Q

How does one become a licensed psychologist?

A

PhD from an accredited program
Clinical hours
Pre-doctoral internship
Post-internship hours
Licensing exam
State exam
Personal Fitness

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18
Q

How is clinical psychology similar to other mental health professions?

A
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19
Q

How is clinical psychology different from other mental health professions?

A
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20
Q

Dorothea Dix

A

founding or expansion of more than 30 hospitals for the treatment of the mentally ill, challenged the idea that people with mental disturbances could not be cured or helped

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21
Q

William Tuke

A

opened The Retreat in York, England, in 1792 for the new, humane care of people with mental illness, pioneer of moral treatment, managing patients without physical restraints

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22
Q

Philippe Pinel

A

humane treatment of the mentally ill, diagnosis and treatment of mental disorders, paved the way for modern psychotherapy

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23
Q

Eli Todd

A

1823 the Connecticut Retreat for the Insane was built in Hartford; its first patients were admitted in 1824, with Todd as the hospital’s first director, believed in humane care for the mentally ill

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24
Q

Lightner Whitmer

A

Formally founded clinical psychology and created the first clinic

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25
Q

Emil Kraepelin

A

Father of Descriptive Psychiatry

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26
Q

Who developed the General Intelligence test?

A

Spearman

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27
Q

Who developed TAT?

A

Morgan & Murray

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28
Q

Who developed the inkblot?

A

Rorschach

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29
Q

Who developed the MMPI?

A

Hathaway & McKinley

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30
Q

Who developed the multiple intelligences test?

A

Thorndike

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31
Q

Who developed the first IQ tests?

A

Binet & Weschler

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32
Q

Who developed many specific abilities that add up to g?

A

Thurstone

33
Q

4 forces of Psychology in Multiculturalism

A

Psychoanalysis
Behaviorism
Humanism
Multiculturalism

34
Q

Cultural Competence

A

cultural self-awareness, knowledge of diverse groups, culturally appropriate clinical skills

35
Q

Multicultural Orientation

A

more of a mindest of openness and awareness, rather than specific skills to cultivate

36
Q

Three pillars of MCO

A

Cultural humility, cultural opportunities, cultural comfort

37
Q

Etic

A

we are all ultimately the same

38
Q

Emic

A

We are all ultimately different

39
Q

Multiculturalism Addressing Model

A

A: age/generation
D: disabilities present since birth
D: disabilities acquired later in life
R: religion/spiritual orientation
E: ethnicity/race
S: socioeconomic status
S: sexual orientation
I: indigenous heritage
N: national origin
G: gender

40
Q

Tripartite Model

A

Individual, Group, and Universal

41
Q

Dynamic Sizing

A

ability to know the norm for a cultural group, and also understand that there is a heterogeneity and all members of a group may not fit that norm

42
Q

APA efforts

A
  • more training in multiculturalism is required for doctoral programs
  • APA divisions specific to cultural or diversity issues, journals and books dedicated to multicultural studies
  • changes in the DSM, assessment methods, and ethics requirements
43
Q

why are interviews important?

A
  • allows the clinician to get to know the patient, understand their perspective
  • build rapport, in-depth questions
44
Q

goals of assessment

A
  • diagnosis
  • description
  • treatment planning
  • evaluation
  • prediction
45
Q

interviewing skills

A

being self-aware, developing positive working relationships (rapport), quieting yourself

46
Q

attending behaviors

A

eye contact, body language, vocal qualities, verbal tracking, using proper name, observing client behaviors

47
Q

pragmatics to consider

A
  • notes or no notes
  • set up of room
  • recording or not
  • explaining the logistics to the client
48
Q

directive interviews

A

ask clients for specific information

49
Q

non-directive interviews

A

prompts for topics but allows clients to talk about what they want to talk about

50
Q

types of interviews

A
  • intake
  • diagnostic
  • crisis
  • mental status
51
Q

structured interview

A

predetermined, planned-out questions

52
Q

unstructured interviews

A

improvised questions based on what appears to be relevant in the moment

53
Q

semi-structured interviews

A

use both methods to gather different types of info

54
Q

achievement vs intelligence test

A

your natural capacity vs what you have already learned

55
Q

fluid vs crystallized intelligence

A

ability to face new problems vs body of knowledge gained from life experiences

56
Q

Neuropsychological tests

A

gauge mental function through visual, mental, and motor tasks (not a scan)

57
Q

spearman

A

work in statistics, as a pioneer of factor analysis, Spearman’s rank correlation coefficient, discovery of the g factor

58
Q

thurstone

A

Thurstone intelligence theory, intelligence comprises several different mental abilities

59
Q

cattell

A

traits and types are not fundamentally different, but rather opposite extremes of the same statistical measures; source traits

60
Q

sternberg

A

triarchic theory of intelligence, three distinct types of intelligence: practical, distinct, and analytical

61
Q

gardner

A

theory of multiple intelligences: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic

62
Q

carroll

A

three-stratum theory, the first stratum includes specific abilities, the second stratum includes broad factors, and the third stratum encompasses a general factor called ‘g’

63
Q

stanford-binet

A

evaluates working memory through tasks that require the child to remember and manipulate information

64
Q

Weschler

A

cognitive ability in several areas, such as vocabulary, comprehension, arithmetic, and reasoning skills

65
Q

kaufman

A

a brief intelligence test designed as a screening measure for verbal and nonverbal abilities for individuals 4–90 years of age; Verbal Knowledge, Matrices, and Riddles

66
Q

Unit-2 (non-verbal)

A

measures the general intelligence and three foundational cognitive abilities (memory, fluid reasoning, and quantitative reasoning) of children and adolescents from ages 5 years through 21 years, 11 months

67
Q

Woodcook (WJ-ACH)

A

20 tests measuring reading, writing, mathematics, and academic knowledge

68
Q

Weschler (WIAT)

A

measures performance across several academic domains, including reading, writing, mathematics, and oral language

69
Q

ACT

A

to give colleges and universities an idea of how prepared you are for college-level work

70
Q

SAT

A

Scholastic Aptitude Test

71
Q

What is key in diagnosing learning disorders?

A

comparison of intelligence and achievement to average population levels

72
Q

multi-method assessment

A

using multiple techniques to assess a person, allows for a more holistic, in-depth understanding of the person

73
Q

culture influences….

A

EVERYTHING

74
Q

Assimilation

A

a cognitive process that allows you to incorporate new information, ideas, or experiences into your existing knowledge or belief system

75
Q

Separation

A

a process during which individuals seek independence, autonomy and self-perception on the basis of forming an intimate emotional connection with their parents

76
Q

Homogeneity

A

the tendency for people to view members of outgroups as being more alike than members of the group they belong to

77
Q

Projective Hypothesis

A

When you are administering a projective test, the person is responding in a way that tells about their unconscious thoughts

78
Q

Advantages and disadvantages of structured interviews

A

Going to get answers you want, but don’t get all of the information because you’re not addressing client’s problems

Clinical Psychology (1 decks)

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