Quiz 1,2,3, Flashcards
1
Q
What are threats to case formulation
A
- self serving attributional bias: people make more internal, personal attributions for positive events in life then they do for negative events (I got an A becase Im so good, I got a D because my teacher sucks)
- inferring causation from correlation
- retrospective recall: using data that rely on people to remember events that happened to them; good to be sceptical
- availability heuristic: making a decision based on easily recalled info, using only easily recalled examples (such as last person assessed w similar symptoms)
2
Q
what are protective factors
A
- characteristics that make a person less vulnerable to the development of disorder
- supportive, caring parents
- requeired responsibility and helpfulness
- adequate housing
3
Q
How to improve accuracy of clinical judgements with case formulation
A
- use psychological tests that are directly relevat to the assessment task that have strong psychometric properites
- used established diagnostic criteria when making diagnostic decisions
- be aware of relevant research in psychological assessment, psychopathology and prevention/intervention
- be aware of personal biases and preconceptions
- don’t rely on memory
4
Q
what is universal prevention intervention
A
- applied to entire population
- things like ad campaigns desinged to reduce undesirable activities: like drinking and driving
- they can also promote healthy activities
- remind public to wash hands during flu season
5
Q
what is selective prevention intervention
A
- targets people who are at elevated risk for developing a particular disorder or problem
- ex; during an outbreak of a contagious disorder, selective prevention programs might reuqire people entering hospitals to wear masks
6
Q
what is indicated prevention intervention
A
- targets people who don’t meet criteria for disorder but may have elavated risk and may show detectable but subclincal signs of disorder
- those who have come in contact with a confirmed case of disorder may be targeted for indicative preventative interventions requiring a period of quarantine
7
Q
what is case formulation
A
- refers to the task of both describing the patient in their life context and developing a set of hypothesis that put together a comprehensive clinical picture that psych can make decisions about treatment options
- making a case, treatment, history, hypothesis, what is going on/needed
- case formulation is useful when patient has lots of complex clincial problems - allows psych to make more informed decisions about timing, sequence and duration and specific focus of interventions
8
Q
what are risk factors
A
- characteristics of the individual or environment that make a person more vulnerable to the development of problem or disorder
- peer rejection
- abuse
9
Q
Personality Culturalluy appropriate measures bias 1 - test content
A
- test content may not be equally applicable across cultures
10
Q
culturally appropriate personality measures bias 2 - vadility coefficients
A
- pattern of validity coefficients may not be similar across grouos
11
Q
culturally appropriate personality measures bias 3 - cut off scores
A
- the use of a cut off score on a scale to classify indiduvals may not be equally accurate across cultures
12
Q
culturally appropriate personality measures bias 4 - factor analysis
A
- bias occur woth respect to the tests underlying structure - factor analysis to explore new components of the construct relate to eachother
13
Q
6 benefits of case formulation
A
1) way of understanding connections btwn patients various problems
2) guidance for type of treatements to consider
3) predicts future functioning if treatment is not saught and how functioning will differ if treatment is successful
4) provides options to consider if difficulties are encountered in implementing and following through on treatment
5) indicate options outsie of psych services for patient to consider
6) provides alternative treatment options to consider if initial treatment is unsuccessful
14
Q
what is narcissistic vulnerability
A
- disappointed entitled expectations and self enhancements failures trigger significsnt self and emotional dysregulation
15
Q
narc vulnerability
contingent self esteem (CSE)
A
- self esteem and experienced as fluctuation
- self and emotional dysregulation arise in the absence of external sourcs of admiration and regocnition
16
Q
narc vulnerability
hiding the self (HS)
A
- dependency feels weak and shameful,
- conceals needs and concerns from others
- disclosure of imperfections evokes anxiety
17
Q
narc vulnerability
devlauing
A
dev others- disintrest/avoidance of others who do not provide needed admiration or who cause disappointment
dev self- shame over needing recognition from others at all
18
Q
narc vulnerability
entiitlement rage
A
- becomes angry when entitiled expectations of self and others are not met
19
Q
narcissistic grandiosity
A
engages in maladaptive and compensatory self enhancement strategies and holds self serving beliefs
20
Q
narc grandiosity
exploitativeness
A
is manipulative and self centered in interpersonal relationships
21
Q
narc grandioisty
grandiose fantasy
A
- is preoccupied with being powerful or achieving great thing.
- frequently engages in compensatory fantasies of receiving desired respect, admiration and recognition from others
22
Q
narc grandiosity
self-sacrificing self-enhancement (SSSE)
A
- uses pruportedly altrusitic acts to support an inflated sense of self
- provides insturmental or emotional support to others, but concurrently harbors cotempt for those being helped and secertly experiences the relationship as reflecting their own specialness, superiority and moral goodness
23
Q
how a journal works
A
- main jounral editor: quickly screens and rejects if needed: unrejected go to action editor
- action editor: get 3 reviewers, final decisions and give feedback to authors
- expert reviewers: independently reads manuscript and writes a review
- journal ediotrial board - they review
24
Q
peer review process
A
- research manuscripts are intensively scruntinized by expert colleagues
- if they don’t meet standards they are rejected
- jorunals influence the present conduct of science
25
dimensional v categorical
- research on dimensions of mental disorders, we can also step back from examining a specific disorder and explore patterns that exist across disorders - helps when looking at comorbidity
- dimensions + cross culutral
26
psychologist v psychological associate
- psychologst - PhD - 1 yr internship
- associate- masters - 4 yrs experience
- difference in training
27
dimensional v categorical
- DSM 5 acknowledges that each category of mental disoder need not be discrete category - doing so opens up possibility that a dimensional system may better represent mental disorders
28
anonymous peer reviews
- authors and reviewrs are anaonymous
-reviewers can be critical without fear of reprocussion from author...
29
interpersonal therapy
IP therapy = treating IP disorder, new learning experience
- therapist complementary response often makes sense at first; if client IP style is problematic, contnuted complematory response supports maldaptive style
- after trust is established: therpist privdes new expereinces for client by adopting a different style - elciciting a different complemtary response from client
30
IP therapy
- IP therapists may intervene
- purposeful movement to various quads of the IPC; processing changes with the clinet
- demonstrating therapist IP flexibility, how to be neutral
- asocial responding (purposeful, non complementary responses)
31
2 types of CPO (college of psychologists of ontario) members
- in order to become registered eith CPO, both must complete reuirements
- at least 1 year of supervised practie approved by cpo
- pass 3 exams
32
complementarity and satisfaction
complementary behaviors: most rewarding and familiar; 2 bids accepted
Acomplementary behaviors; in between completmentary and anti in terms of satisfaction; 1 bid accepted
Anticomplementary behaviors; unstatisfying, aversive; 0 bids accepted on both dimensions
33
IP theory and social interaction
- IP style and social interaction are self-perpetuating due to expectations and self fulfilling prophecies
- each person evokes covert experiences and overt actions in the other in a continuing cycle
- complementary behavior is of equal extremity
34
IP theory example
Bill: warm and chummy
Bob: standoffish and grouchy
personality: overall each person has a typical IP style, which leads them to act consistently across situations
social interaction: people affect each other when they interaction; responsiveness in interpersonal behavior based on how other person behaves
35
principle of complemtarity
changing behavior when interacting in different situation
respond in diff ways
## Footnote
- more extreme IP style, the more infliexible behavior is
36
big 5
openess
conscientiousness
extraversion
agreeableness
neuroticism
37
CPO knowledge and skill - 5 areas
1. interpersonal relationships
2. assessment and evaluation
3. intervention and consultaion
4. research
5. ethics and standards
38
scientist practitioner model
- PhD
- both research and practice
- academia -> become prof and clincial practice
- producer of research
- theory and practice
39
pros and cons of scientist practitioner model
Pros
- attempt to prepare students to work in acadamia or clincal practice
- attempt to balance student understanding of both theory and pracitice and root clinical skills and practice in acadamia and research
Cons
- some aruge that more emphasis on clincal practice is needed
40
college of registered psychotherapists (CRPO)
- assessment and treatment of congitive, emotional or behavioral disturbance
- compared to CPO the CRPO encompassed broader range of disciplines, overall requirements not as stringient, less costly to punlic
41
# CPO
jurisprudence and ethics examination (JEE)
- 60 mc/ 2 hrs
- focuses on legislation, regulations, standards, guidelines, codes of ethic
42
training in clincial psych 1-5
1. coursework; standard work/advanced clincal work
2. practicum work; throughout program/schooling; learn through clinical practice/exposure/ application of skills
3. research; stats courses and research courses; conduct research; masters thesis; dissertation to receive doctorate
4. qualitfiying exam; instense written and oral exam in yr 3; comprehensive exams
5. internship; not during school but need to complete program/phd/ end of grad training; 1 yr
43
practitioner scholar model
- PsyD (clincial skills)
- more practice heavy, less emphasis on research
- more consumer of research
- less likely to maintain academic position
- higher acceptance rates
Cons
- larger class sizes, higher acceptance rates
- lower number gets first pick of their internship
- lower performance on lisnecure
44
clinical scientist model
- PhD
- most research heavy
- produce and share knowlesge
- less emphasis on practice
- lots of emphasis on research skills
- evidence based focus
45
obtaing licensure in ontario
- apply to the CPO for a certificate authorizing supervised pracitce
- complete 50 page application, all course work, clinical pracitca, internship, assessment, diagnositc experience, area of competence, plans for supervised practice
- pay to process appplication
- wait 6-8 weeks
- goal of CPO - protect public
46
oral exam - CPO
- last step in becoming registered to pracitce
- must be invited by college
- 1 hr exam with 3 CPO members
47
interpersonal circumplex theory
- theory of personality (trait based)
- theory of social interactions (situation based)
- theories of personality - descirbe consistent, stable individual differences
- theories of social interaction - descibe forces at play that lead to accomodate to those we interact with, possibly leading us to modify our typical behavior
48
# dififcult social interaction and psychopathology
dynamism of difficulty
- over time a pattern of extremity and rigidty that leads others to avoid the indivudal
- difficult patterns of interaction
- changing patterns of interaction; subtle
49
# difficult social interaction and psychopathology
transactional escalation
- during stress, cling to most comfortable IP style
50
# difficult social interaction and psychopathology
multilevel inconsistency
- in IP behavior may also be a factor (when motives are diff than actual behavior)
- parts of behavior convey one message, but other parts convey other
51
CPO EXAMS
examination for professional practice in psychology (EPPP)
jurisprudence and ethics examination (JEE)
oral exam
52
examination for professional practice in psychology (EPPP)
- MC (4hrs)
- 2 sections, knowledge and skills
knowledge (8 areas)
- biological basis of behaviors
- cognitive affective
- social and cultural
- growth and lifespan dev
- assessment and diagnosis
- treat, intervention, prevention
- research and stats
- ethics legal and professional issues
skills (6 areas)
- scientific orientation to pracitce
- assessment and intervention
- relational competence
- professionalism
- ethical practice
- collab, consult, supervise
53
who runs DSM
- canadian psychiatric association
54
activities to clincial psych
- assessment and research
- diagnosis
- psychotherapy
- teaching
- supervision
- administration
- intervention
- consultation
- prevention
- research supervision
55
define psychological testing and psychological assessment. Describe main difference between the interpretation of results of a psychological test vs a psychological assessment
Psychological test: the result from a test is a score that can be interpreted based on a comparisions (IQ tests, WCIS-IV) with the scores of others; can use tests to see if assessments need to be done
testing: occurs when a device is used to gather sample of behavior form a client
- scores are assinged to the resulting sample and comparisions with the scores of others are made in order to interpret clients scores
- norms/cut off socres
- standaridization - consistentcy across clinicians and testing occasions in the procedure used to administer a score on a test
Psychological assessment: the results of an assessment is a coherent, unified description of the client or selected aspects of the clients experiences
assessment: more complex and multifaceted than testing and may or may not use the involvement of psychological tests
- requires intergration of life history, and clincal observation of client with results obtained from test and info provided on the client by others
- decision making process
56
when to break confidentiality
- when client seems to have a suicide plan
- client may harm others
- when child is being harmed
- limits of confidentiality are told at the begining of session
- client has right to know what will be kept confiential and under what circumstances it may be broken
