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Abnorm Psych 03
Abnormal Psych Chapter 3
| Question | Answer |
|---|---|
| Idiographic | individual (information) |
| Assessment | the collecting of relevant information in an effort to reach a conclusion |
| Clinical Assessment | used to describe how and why a person is behaving abnormally and how that person may be helped; enables clinicians to evaluate people's progress after they have been in treatment for a while and decide whether the treatment should be changed |
| clinical interviews, tests, and observations | 3 kinds of clinical assessment tools: |
| Standardize | to set up common steps to be followed whenever it is administered |
| Reliability | the consistency of assessment measures |
| Test-retest reliability | Type of reliability; considered high if an assessment tool yields the same results every time it is given to people |
| Interrater Reliability | Type of reliability; considered high if different judges independently agree on how to score and interpret it |
| Validity | an assessment tool must accurately measure what it is supposed to measure |
| Face Validity | type of validity; the assessment tool may appear to be valid simply because it makes sense and seems reasonable |
| Predictive Validity | type of validity; a tool's ability to predict future characteristics or behavior |
| Concurrent Validity | the degree to which the measures gathered from one tool agree with the measures gathered from other assessment techniques |
| Clinical Interview | a face-to-face encounter; observe responses, listen to answers and get a sense of who a person is; used to collect detailed info about a person's problems/feelings/lifestyle/relationships/personal history |
| Unstructured Interview | Type of interview; clinician asks open-ended questions; allows interviewer to follow leads and explore relevant topics |
| Structured interview | Type of interview; ask prepared questions; many use mental status exam; ensures clinicians will cover the same kinds of important issues in all of their interviews and enables them to compare the responses of diff. individuals |
| Interview schedule | a standard set of questions designed for all interviews |
| Mental Status Exam | a set of questions and observations that systematically evaluate the client's awareness, orientation with regard to time and place, attention span, memory, judgement and insight, thought content and processes, mood, and appearance |
| can lack validity or accuracy; people may be unable to give accurate report in interview; interviewers may make mistakes/judgements/biases; diff responses to diff. interviewers; | Limitations of Clinical Interviews |
| Tests | Devices for gathering information about a few aspects of a person's psychological functioning, from which broader info about the person can be inferred |
| Projective Tests | require clients interpret vague stimuli, such as inkblots or ambiguous pics; used primarily by psychodynamic clinicians to help assess unconscious drives/conflicts at root of abnorm functioning |
| Rorschach test, Thematic Apperception Test, sentence completion tests, and drawings | Examples of Projective tests: |
| Rorschach Test | inkblot test; clients asked what they see, what the inkblot seems to be, or what it reminds them of; do they see whole or pay attention to details of inkblot |
| Thematic Apperception Test | pictorial projective test; people commonly shown 30 black and white pics of individuals in vague situations and are asked to make up a dramatic story about each card |
| Sentence Completion Test | test that asked people to complete a serious of unfinished sentences |
| Draw-A-Person test; Drawings | test where individuals are told to draw a person and then are instructed to draw another person of the opposite sex |
| practitioners have less use for the tests; have not consistently shown much reliability or validity (clinicians score differently, sometimes biased against minority ethnic groups | Problems with Projective Tests |
| Personality Inventory | assessment that asks respondents a wide range of questions about their behavior, beliefs, and feelings; personal assessment; Ex: MMPI |
| Minnesota Multiphasic Personality Inventory | personality inventory consists of more than 500 (new version 567) self-statements labeled T, F, or cannot say; above 70- deviant |
| Hypochondriasis, depression, hysteria, psychopathic deviate, masculinity-femininity, paranoia, psychasthenia , schizophrenia, hypomania, social introversion | The 10 scales of the MMPI |
| quick to administer; objectively scored; most standardized; greater test-retest reliability; greater validity; | Advantages of the MMPI and other personality inventories |
| personality traits tests seek to measure cannot be examined directly; cultural limitations | Problems with the MMPI and other personality inventories: |
| Response Inventories | type of assessment that asks people to provide detailed info about themselves; focus on ONE specific area of functioning (such as affect) |
| Affective Inventories | type of response inventory that measures the severity of such emotions as anxiety, depression, and anger Ex: Beck Depression Inventory |
| Social Skills Inventories | type of response inventory used particularly by behavioral and family-social clinicians that ask people to indicate how they would react in a variety of social situations |
| Cognitive Inventories | type of response inventory that reveal a person's typical thoughts and assumptions and can uncover counterproductive patterns of thinking |
| only some have been subjected to careful standardization, reliability, and validity procedures; usually created as need arises without being tested for accuracy and consistency | Problems with Response Inventories |
| Psychophysiological Tests | assessment that measures physiological responses as possible indicators of psychological problems |
| Polygraph | lie detector; electrodes detect changes in breathing, perspiration, and heart rate while person is asked questions; control questions and test questions |
| require expensive equipment; can be inaccurate and unreliable; lab equipment may arouse patient; responses may change throughout session; | Problems with psychophysiological tests |
| Neurological Test | Test designed to measure brain structure and activity directly ; Ex: EEG |
| Electroencephalogram (EEG) | type of neurological test that records brain waves through electrodes placed on the scalp |
| neuroimaging/brain scanning techniques | neurological tests that take pictures of brain structure of brain activity; Ex: CAT/CT Scan, PET scan, MRI, fMRI; x-rays of the brain's structure taken at diff angles and combined |
| unable to detect subtle brain abnormalities | Problems with neuroimaging tests: |
| Neuropsychological tests | tests that measure cognitive, perceptual, and motor performances on certain tasks and interpret abnormal performances as an indicator of underlying brain problems; Ex: Bender Visual-Motor Gestalt Test |
| Visual perception, memory, and visual-motor coordination | 3 things brain damage is likely to affect: |
| Bender Visual-Motor Gestalt Test | type of neuropsychological test that consists of 9 cards displaying geometrical designs; patients are to copy each one on a piece of paper (errors after 12= organic brain impairment) |
| Intelligence test | Test designed to measure a person's intellectual ability; general score is the intelligence quotient |
| standardized; high reliability; high validity | Pro's about intelligence tests |
| outside factors (such as low motivation/high anxiety) can influence performance; cultural biases | Problems with intelligence tests |
| Naturalistic Observation, analog observation, self-monitoring | 3 types if clinical observations |
| Naturalistic Observations | clinical observation; usually in homes, schools, institutions, community settings; focus on parent-child/sibling/child/teacher/child interactions & fearful/aggressive/disruptive behavior; made by participant observers |
| Analog Observations | clinical observation; often aided by special equipment such as videotape or one-way mirror; often focused on children interacting w/ parents, married couples settling disagreement, speech-anxious people, fearful people |
| not always reliable; observer may make errors that affect validity; observer may suffer from overload , observer drift, or observer bias; client's reactivity can limit validity; may lack cross-situational validity | Problems with clinical observations: |
| Self-Monitoring | clinical observation in which people observe themselves and carefully record the frequency of certain behaviors, feelings, or thoughts as they occur over time |
| useful for infrequent/too frequent behaviors; maybe only way to observe and measure private thoughts or perceptions | Pro's of self-monitoring |
| validity, people do not always manage/try to record observations accurately ; may change their behaviors unintentionally | Problems with self-monitoring |
| diagnosis | a determination that a person's psychological problems constitute a particular disorder |
| syndrome | a cluster of symptoms |
| Classification system | a list of categories, or disorder, with descriptions of the symptoms and guidelines for assigning individuals to the categories |
| DSM-IV-TR | lists approximately 400 mental disorders; classification system, text information; requires clinicians to evaluate a client's condition on 5 separate axes when making diagnosis |
| Text information | in the DSM-IV-TR; accompanies the classification system ; the background info such as research findings, age, culture, gender trends; & each disorder's prevalence, risk, course, complications, predisposing factors, & family patterns |
| Axes | In the DSM-IV-TR; branches of information; 5 separate ones |
| Axis I | axis that has an extensive list of clinical syndromes that typically cause significant impairment; most frequently diagnosed= mood and anxiety disorders |
| Axis II | axis that includes long-standing problems that are frequently overlooked in the presence of the disorders on Axis 1; 2 groups: mental retardation & personality disorders |
| Axis III | the axis that asks for information concerning relevant general medical conditions from which the person is currently suffering |
| Axis IV | axis that asks about special psychosocial or environmental problems the person is facing |
| Axis V | axis that requires the diagnostician to make a global assessment of functioning (GAF); to rate the person's psychological, social, and occupational functioning overall |
| greater reliability/validity than earlier DSMs; certain reliability problems; difficulty distinguishing b/w anxiety disorders; some weak research/gender&racial bias; | Pros and Cons of the DSM-IV-TR: |
| DSM's assumption that clinical disorders are qualitatively diff from norm behavior (may differ in degree); use of discrete diagnostic cats., w/ each category of pathology considered to be separate from the others (some categories reflect SINGLE dimension) | Two fundamental problems that weaken the DSM-IV-TR |
| clinicians may place to much/too little attn. on certain sources of info; personal biases; label may cause people to react/view person differently; may cause person to think they are/act sick; societal stigma (jobs, relationships) | Problems with Diagnosis and Labeling: |
| often more helpful than no treatment or placebos; no one form generally stands out over all others | Is therapy generally effective? |
| give feedback to clients; help clients focus on own thoughts/behavior; pay attention to the way they & their client interact; try to promote self-mastery in clients | Factors of successful therapists |
| 1/3 Phenomenon | 1/3 get better, 1/3 get better w/o treatment, 1/3 see little/no difference |
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mobrien606
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