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Psychological Interventions Flashcards

1
Q

2 Conceptualizations of Well-Being

A

1) Hedonic (subjective indicators)

2) Eudaimonic (objective factors)

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2
Q

Determinants of Hedonic Well-Being

A

Demographics (SES), individual factors (temperament), contextual factors (life situations), cultural determinants (GDP, individualism)

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3
Q

6 central components of Eudaimonic Well-Being

A 
1 purpose in life
2 self acceptance
3 environmental mastery 
4 autonomy
5 personal growth
6 positive relationships with others
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4
Q

Determinants of Eudaimonic well-being

A

Demographics (income and health, not age education or gender), individual factors (extraversion, neuroticism)

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5
Q

Quality of life

A

An umbrella concept referring to various aspects of physical, social or emotional functioning

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6
Q

Resilience

A

The capacity to reach positive development despite unfavorable or aversive circumstances. Involves coping, problem solving, and social competences

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7
Q

Risk Factors

A

Characteristic of the individual or environment related to the increased probability of a negative outcome

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8
Q

Cumulative risk

A

Co-occurrence of risk factors associated with increased emotional and behavioral problems

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9
Q

Vulnerability factors

A

Exacerbate the negative effects of the risk condition, increase the association between risk factors and negative outcomes

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10
Q

Maslow’s pyramid of needs (1970)

A

1) Primary needs - physiological needs (diet, sleep), need for safety
2) higher order needs - need for love and belonging, need for self-esteem, need for self-actualization

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11
Q

Causes of Childhood Stress

A

1) Too much too soon - separation from parents, start of school, start of sexual activity, risky behaviors
2) too much of a good thing - stimulation, challenge, choice
3) unstable home environment

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12
Q

Signs of high levels of stress

A

Behavioral problems, school problems, somatic problems, psychosomatic problems, psychological problems

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13
Q

Protective factors

A

Aspects of the individual or environment that are related to resilient outcomes

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14
Q

Factors of resilience

A

1) individual - social competence, problem solving, autonomy
2) environment - family, community, parent involvement

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15
Q

Resilience

A

Capacity to reach positive development despite unfavorable circumstances

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16
Q

Interpersonal Cognitive Problem Solving Skills Training

A

Aimed at teaching how to thing (not what), aim is to solve interpersonal problems and requires involvement with parents

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17
Q

Phases of interpersonal Cognitive Problem Solving Skills Training

A

1) word pairs
2) identity own and others, feelings
3) develop consequential thinking - associate what they thing with what they do

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18
Q

Psychoeducational group therapy

A

Aimed at increasing knowledge and developing skills - identity concerns, career orientation, academic problems

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19
Q

Group counseling

A

Aimed at personal growth - behavioral, developmental, interpersonal and transition problems

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20
Q

Group psychotherapy

A

Aimed at personality change, remediation/treatment of psychological problems/deviant behaviors

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21
Q

Member selection of groups for therapy

A

Similar age, maximum 8 members, similar intellect, similar concerns for common problems, heterogenous concerns for specific problems

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22
Q

Stages of group therapy

A

1) forming- getting familiar and knowing rules
2) storming - conflict between members, resistance
3) Norming - group cohesion, collab
4) performing - exec function
5) adjourning - termination, separation from members

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23
Q

Methods of assessment

A

Self-assessment or other-eaters questionnaires, ability tests, projective tests (CAT/TAT), behavioral assessment, observation

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24
Q

How to explain psych interventions to children/adolescents

A

Children - reframe problems into parents/teachers are worried about…
Adolescents - respond better to learning more about yourself

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25
Stages of therapy
1 - setting the aim 2 - changing the behavior 3 - personal development
26
Positive impacts of divorce
Increased maturity and empathy, higher self esteem, lower gender stereotypes (multiple role models)
27
Developmental stages for adjustment to divorce
0-2 yrs - no understanding, influenced by emotional cues 3-5 - feel frightened/insecure, experience nightmares, regression 6-8 - egocentrism (self-blame), unrealistic hopes of reconciliation 9-12 - understand situation and blame parents, anger, externalizing probs 12-16 - independence/need for boundaries, worry about own romantic relationships
28
Factors influencing adjustment to divorce
Age - younger children do better Gender - girls do better Time since divorce - better adjustment 2 yrs after divorce Parental involvement - joint custody do better Parental coping
29
Adjustment tasks for parental divorce
1 accept reality of separation 2 disengaging from parental conflict and return to normal devt tasks 3 coping with loss 4 coping with anger and self blame 5 accepting permanence of divorce 6 achieving realistic hope regarding relationships
30
General list of interventions
Cognitive restructuring, role play, guided imagery, supportive counseling, stress-reduction techniques, bibliocounseling, writing/drawing, REBT, unconditional positive regard, problem solving techniques, develop healthy self-concept, child-centered intervention, play therapy
31
REBT
rational emotive behavior therapy - managing cognitive, emotional and behavioral disturbances with emphasis on the present. Believes it is our thinking about events that leads to disturbances.
32
Alcoholism
Chronic disease characterized by impaired control over drinking, preoccupation with drinking despite consequences, distortions in thinking
33
Impacts of parental alcoholism
Fetal alcohol syndrome, risk of alcoholism, higher rates of abuse, neglect and mental illness. More like to be future alcoholics or marry alcoholics.
34
Common problems in family from alcoholism
Family conflict, abuse, neglect, inconsistent discipline, inadequate structure, role reversal, distortion of reality, isolation
35
Common problems in child from alcoholism
Guilt, anxiety, embarrassment, inability to have close friends, confusion, anger, depression
36
Child's role in the family (alcoholism)
1 Hero - overly responsible, helpful, feel guilty and inadequate, specific to elder child 2 Lost child - adjuster, independent/self-reliant 3 scapegoat - placater, diverts attention from alcoholic conflict by acting out, middle child 4 mascot - placater, diverts attention by fooling around and childish behavior
37
What helps kids in alcoholic homes have lives that are good?
Ability to express feelings, knowing truth about addictions, making different life choices
38
Interventions for alcoholic families
1) having safe envt to express emotions 2) disengaging from alcohol problems and focus on normal devt tasks 3) coping with blame 4) coping with abuse 5) treatment/prevention of psych problems 6) assisting parents in developing roles and parenting skills
39
Child abuse
Inflictions of physical harm, continual psychological damage, or denial of emotional needs Physical/psychological abuse, sexual abuse, exploitation, neglect
40
Developmental-ecological model (child abuse)
Devt context - child and parent characteristics Microsystem - pattern of negative interaction between parents, high belief in power assertive control strategies Ecosystem - community conditions for risk of abuse Macrosystem - culture, broader factors
41
Transitional model (child abuse)
Stage 1 - high stress and poor parenting combined with low economic stability and social support leads to less sympathy toward child behavior and less ability to inhibit aggression Stage 2 - parent blame child for misconduct ➡️ intermittent abusive parenting stage 3 - parents hopelessness and irritability ➡️ constant pattern of abuse
42
Cognitive behavioral model (child abuse)
Stage 1 - parents unrealistic expectations for child Stage 2 - child's behavior not in accordance with expectations Stage 3 - parents attribute negative intentions to child's behavior Stage 4 a parents react with severe discipline and abuse
43
Socio-information processing model (child abuse)
Parents cognitive distortion of child's behavior ➡️parents use power control strategies ➡️ children don't comply ➡️
44
Socio-learning model (child abuse)
Parents model abusive behavior which is then re enacted by child (But not all abused children are abusive)
45
Intervention for child abuse
1) prevention of future abuse 2) having safe environment to express emotions 3) coping with self blame and worthlessness 4) coping with abuse 5) treatment/prevention of psych problems 6) assisting parents
46
Cumulative or simultaneous events model (internalizing)
Increased transition tasks specific to adolescence leads to more internalizing
47
Diathesis stress model (internalizing)
Major transitions are precipitating factor in existing vulnerability ➡️ more internalizing
48
Differential sensitivity / vulnerability models (internalizing)
Higher risk in vulnerable individuals
49
Risk factors - Individual (internalizing)
Cognitive style - negative self schemes, faulty info processing, helplessness/hopelessness Temperament - reactivity to positive or negative stimulus
50
Intervention (internalizing)
1) reduce frequency and intensity of symptoms 2) increase normal functioning - systematic desensitization 3) adaptively resolving the cause - list triggers, problem solving 4) ensure maintenance
51
Ensure maintenance (steps in general)
Prep for normal lapse, list of future obstacles, in vitro management, continuous use of new skills and using reminders
52
Risk factors for externalizing
Neuro - low levels of serotonin/dopamine in prefrontal ➡️ deficits in exec functioning Genetic Individual - high irritability, impulsivity, low inhibition, IQ Family - low supervision, high authoritarian, abuse, substance abuse Socio cultural - low SES, peer pressure
53
Intervention (externalizing)
1 reduce frequency and intensity of symptoms 2 adaptively respond to triggers 3 resolving the cause 4 ensure maintenance
54
Intervention to decrease shyness
1) reduce frequency/instensity of symptoms 2 respond to triggers 3 resolving the cause 4 ensure maintenance
55
Intervention to decrease bullying
1 reduce bullying behavior 2 develop alternate responses 3 resolving the cause 4 ensure maintenance
56
Levels of consumption (substance abuse)
Experimental Occasional/recreational Regular/dependent
57
Intervention for drug prevention
1 education 2 dealing with negative emotions 3 refusal skills 4 generic skills
58
Beravement
Objective (physical) loss of a significant person due to death
59
Grief
Subjective emotional experience of losing someone due to death
60
Mourning
Expression of grief
61
Stages of grief
``` Denial - it isn't true Anger - why me Bageaining - trying to change reality Depression - it doesnt matter Acceptance - going to be ok ```
62
Child reactions to loss
Less than 5-6 a - no understanding of finality, irreversibility, magical thinking 5-6 - death is a monster that can be avoided, imitate reactions of others 5-6 - 11-12 - understanding irreversibility and inevitability, fear of death 11-12 problems in concentration, withdrawal, sadness and loss of appetite 11-12 - 18-21 - rely on peer support, hide emotions
63
Intervention for mourning
1 accept reality of death 2 experience suffering 3 transforming lost relationship into memory- letting go 4 develop new identity without lost one 5 find meaning in death 6 reinvest emotionally in life - moving on
64
Secondary prevention for suicide
1 assess risk and need for hospitalization 2 contract on staying alive 3 express feelings 4 build other ways of satisfying personal needs 5 stop suicidal thoughts and self harm 6 return to previous functioning 7 built hope and self worth

Psychology (1 decks)

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