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Unit 1-4 Flash Cards
PSY 261 Unit 1-4 Flash Cards
| Term | Definition |
|---|---|
| Psychoanalytic School | Freud - Experience plays a role in psychopathology Link between abnormal psychology and childhood experiences Personality and mental health have multiple roots |
| Behavioral School | Pavlov - Classical Conditioning Watson - theory of emotions |
| Physiological School | A subdivision of behavioral neuroscience that studies the neural mechanisms of perception and behavior |
| Cognitive School | Branch of psychology concerned with mental processes -perception, thinking, learning, and memory — compare behaviorism. |
| Deviancy | Behavior that varies from social norms |
| Multifinality | Similar beginnings but different outcomes Ex: Raised in poverty, one individual becomes a successful business owner and another struggles with addiction |
| Equifinality | Different beginning but similar outcomes Ex: Individual raised in a wealthy family suffers from depression, individual raised in a poor family also suffers from depression |
| Risk Factor Examples | Minority Status SES- Socioeconomic Status Abuse, neglect trauma Premature Birth - Low Birth Weight Parental Limitations Poor environmental factors Demographics - gender, race, culture, age |
| Protective Factor Examples - Protective Triad | Protective Triad is Family, Child, Community Child - Strong communication and relationships, intelligence Family - Understanding and communication Community - Good schools and programs |
| Resilience | Combination of individual, familial and situational factors that aid in recovery from stress Ex. Bouncing back to normal after the loss of a loved one |
| Unique Factors of childhood disorders | Milestones vs age Kids are weird Oversimplifying Still growing Whose problem is it? |
| Theory | Formal set of propositions that explain phenomena Can be testes, supported by evidence |
| Biopsychosocial Perspective | Neurobiological - brain and nervous system neural plasticity -the brain is moldable |
| Hypothesis | Specific educated prediction Strengthens, modifies or discredits theories |
| Etiology | Factors that are responsible for or related to the development of disorders Ex: loss, pain, environmental factors |
| Macroparadigm | Integrates multiple perspectives Acknowledges varied developmental pathways Incorporates rick and protective factors Begins with typical development |
| Interactional model/ Transactional model | ongoing reciprocal pressures variables in environment can cause change, change in organism causes environmental change |
| Continuity vs Discontinuity | Continuity - do the symptoms look the asme across age groups |
| Sensitive Periods in Development | Periods where children should learn certain things Ex: Children should learn to walk around one year old. This is a sensitive period because if they are restricted and do not learn to walk during this time, it could lead to problems ever learning |
| Adaptational Failure | failure to master or progress in accomplishing developmental milestones |
| Developmental Milestone | milestones of a child's development - walking |
| Neuralbiological | how the function of the brain affects a person's behavior requires working familiarity with brain structures |
| Neural Plasticity | The brain is moldable |
| Behavioral Genetics | investigates connections between genetic predisposition and observed behavior environmental and genetic influences family aggregation and twin studies |
| Heritability | genetics estimate degree of variation |
| Molecular Genetics | directly assess association between variations in DNA sequences and variations in a particular trait |
| Emotional Reactivity | individual differences in threshold and intensity of emotional experience |
| Emotional Regulation | enhancing emotional arousal for purpose |
| Temperament | style of behavior |
| Bronfenbrenner's Ecological Systems Theory | five environmental systems with which individuals interact |
| Family Systems Theory | relationships to each other how the family deals with stress affects the child stress can be positive or tolerable - moving stress can be negative - frequent with absence of support |
| Clinical Assessment Goal | Systematic strategies used to understand the child, their family and their environment |
| Idiographic Formulation | Unique individual |
| Nomothetic Formulation | Member of a group |
| Internalizing Behavior | quiet, reserved behaviors - most common in female - depression |
| External Behavior | Acting out, most common in males - fits or aggressive behaviors |
| Taxonomic Classification System DSM V | Assignment to a category based on assessment Label describing a set of symptoms DSM V currently used and is taxonomic method |
| Dimensional Diagnosis | Rating along behavioral/cognitive/emotional/social spectrums |
| Prognosis | Prediction of future functioning of the child under specific circumstances |
| Assessment Techniques | Different methods used to help diagnose individuals |
| Clinical Interview | Interview of the child and the family History of the behavior, who is involved, observe behavior, engage children, initial impression, semi structured interviews |
| Behavioral Assessment | Direct observation leads to formulation of hypotheses about contributing factors Recorded in the moment |
| Functional Analysis of Behavior | Identifies as many factors as possible contributing to behavior -Look beyond the child |
| ABC of assessment | Antecedent Behavior Consequence |
| Checklists and Questionnaires | SELF - child, parent, teacher standard, allows comparison discrepancies can be informative |
| Child Behavior Checklist | Observed in a controlled environment |
| Norm Group Referenced | Standardized intelligence testing compared to average tasks given under standard conditions - address aspects of child psychological functioning |
| Neuropsychological Testing | Linking brain function with object measures of behavior Used to make inferences about CNS functioning Identify strengths and weaknesses Ammons Quick Test |
| Intervention | Spectrum of activities meant for prevention treatment and maintenance small group additional instruction |
| Prevention | decreasing chance of a negative outcome |
| Treatment | corrective efforts to remediate impact of and presence of symptoms |
| Maintenance | efforts to adhere to plan to prevent relapse |
| Culture Compatibility | Must be acceptable treatment to fit the cultural beliefs and practices of the individual |
| Best Practice Guidelines | Developed statements to assist clinicians with treatment decisions efficacy and effectiveness, cost effective, length of treatment, Research methods and expert consensus |
| IEP | multidisciplinary term approach to assessment reports on present level and current areas of need anual goals, identification of services, least restrictive environment and special factors |
| Principles of IDEA | 1: Zero Reject - entitled to free appropriate education 2: Nondiscriminatory practices 3: Free public education 4: Least Restrictive environment 5: Due process safeguards - right to challenge service plan 6: Parental Participation through process |
Created by:
ksloane
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