PSYC 337 MIDTERM FINAL DECK > Module 2 > Flashcards

Module 2 Flashcards

(64 cards)

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1
Q

Etiology definition

A

Study of the causes of a disease or condition

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2
Q

What are the goals of studying etiology

A
  1. Improve treatment
  2. prevent disorders from developing
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3
Q

What is the focus of developmental psychopathology

A

How normal and abnormal development interact over time

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4
Q

Atypical development definition

A

Deviation from normal development -> NOT separate category of dev

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5
Q

What are the 5 core principles of developmental psychopathology

A
  1. Typical and atypical development inform each other
  2. Abnormal development involves continuities and discontinuities
  3. Need to examine risk and protective factors
  4. Abnormal development is nonlinear and multiply determine
  5. Child and environment are interdependent
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6
Q

Continuity definition

A

Developmental changes that are gradual and predictive -> two types -> heterotypic and homotypic

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7
Q

Homotypic Continuity

A

When similar phenotypic expressions of an inferred trait or attribute continues through development
Disorder -> same disorder

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8
Q

Heterotypic continuity

A

When a different phenotypic expression of an inferred trait/attribute occurs through development
underlying issue same -> looks diff as child develops

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9
Q

Discontinuity definition

A

Developmental changes that are abrupt and not predicted

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10
Q

Risk factors definition

A

Variables that increase the chance of negative outcomes -> increase probability, do not guarantee

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11
Q

Protective factors definition

A

Variables that increase odds of a more favourable outcome

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12
Q

What do static models assume?

A

All individuals with same disorder -> same cause

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13
Q

Equifinality definition

A

Different cause -> same disorder

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14
Q

Multifinality definition

A

Same cause -> different outcomes

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15
Q

Transactional model definition

A

outcomes effect source, source effects outcome (child behaviour effects environment vice versa)

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16
Q

Why is it important to view child behaviour and environment as interdependent and therefore consider multiple levels of analysis (how diff levels interact)?

A

Becvause not sufficient to only look at one level e.g.
In vestigation on brain not sufficient as childhood experiences -> big impact on brain
same behaviour adaptive in one social context, maladaptive in other

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17
Q

Assessment

A

Process clinicians use to gather info about childs mental health + behaviour to understand what happening, how to help

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18
Q

Purpose of assessment

A
  1. Description/diagnosis
  2. Case formulation
  3. Prognosis -> prediction about future of childs mental health issues (including if needs treatment)
  4. Treatment recommendations
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19
Q

What are the two approached to assessment?

A
  1. Idiographic approach
  2. Nomothetic approach
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20
Q

Ideographic approach definition

A
  • Focus on individual (as unique)
  • Obtaining detailed understanding of child + family as unique enitity -> use this to guide understanding about symptoms and behaviour of child and context in which occur
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21
Q

Nomothetic approach

A

Focus on general patterns and general inferences that apply to large groups
Use research about disorder (from groups) to guide understanding of individual

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22
Q

How would one put both nomo and idio approaches together

A

nomo -> general scientific knowledge e.g. familial mental illness
idio -> individual case details e.g. collect data on whether familial mental illness present

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23
Q

The 4 P’s Case Formulation

A
  1. Predisposing: WHY ME? factors which make vulnerable to developing disorder
  2. Precipitating: WHY NOW?
  3. Perpetuating: WHY DOES IT CONTINUE?
  4. Protective: WHAT IS HELPING?
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24
Q

What must be consider in terms of development when assessing?

A

Must consider normal development
- Is this behaviour age appropriate?
- Is it isolate symptom or pattern?
- Does it impair functioning?

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25
What must be consider in terms of culture when assessing?
must remember that culture effects how symptoms appear and how people seek treatment
26
Clinicians must aim to do the following with cultural knowledge:
1. Establish a relationship 2. Motivate change 3. Obtain valid info 4. Accurate diagnosis 5. Meaningful treatment recommendations
27
In terms of assessment, ethnic minority more likely to experience
- Misdiagnosis - Reduced access to care - Dropping out of treatment (maybe due to clinicians failure to build strong relationship)
28
What are the three main types of ways which clinicians gather information?
1. Clinical Interviews 2. Behavioural Assessments 3. Psychological testing
29
What is the most effective type of clinical interview?
semi-structured interviews -> systematically screen for various disorders, Qs about each criterion
30
Behavioural assessments function
Identify target behaviours and what controls/influences them
31
Behavioural assessments methods
1. Real-life observations 2. Role Play Simulations 3. Behaviour checklists + rating scales
32
Behaviour checklists and rating scales advantages
- Allow for comparison with reference group - Completed by both teachers and parents usually -> more informative -> see children in diff settings -> lack of agreement common - economical to administer and do
33
Example of a behavioural checklist/rating scale
Child behaviour checklist (CBCL)
34
Child behaviour checklist (CBCL)
Provides profile that illustrates whether child has elevated levels compared to age norms across several domains including: - anxious/depressed - social problems - aggressive behaviour - rule breaking behaviour - attention problems
35
what do behavioural assessments aim to result in?
A behavioural analysis (ABC model)
36
ABC model
Aims to identify ABCs of behaviour A: antecedents -> before behaviour B: behaviour -> behaviour itself C: Consequences
37
Psychological testing
Standardised tests used to measure abilities (such as intelligence (WISC), attention, motor function etc.) and compare to nom groups
38
WISC (Wechsler Intelligence Scale for Children)
Measures areas such as: - Working memory - processing speed -visual spatial ability - verbal comprehension
39
Limitation of intelligence tests
Many developed for white middle class populations (WEIRD) -> may lead to cultural bias
40
What is the big diagnostic debate?
How we should classify mental disorders -> categorical or dimentional
41
Categorical approach to diagnosis
person either has disorder or does not disorders = separate categories
42
Dimensional approach to diagnosis
Everyone has symptoms/dimensions, they just vary in severity Disorders exist on continuum
43
Why does DSM-5 still use categorical approach when research supports dimensional?
1. Easier for diagnosis (easier for clinicians) 2. Easier for communication between clinicians 3. Easier for insurance + treatment decisions 4. Helps parents understand the problem
44
Criticisms of DSM-5
1. Reliability vs validity -> more emphasis on inter rater reliability 2. High heterogeneity within disorders -> people with same disorder can look very diff (227 possible symptom combos for MDD) 3. High comorbidity -> many people meet criteria for multiple disorders -> separate disorders or overlapping dimensions? 4. Insufficient consideration of development 5. Fails to capture situational and contextual factors -> often treats disorders as individual probs, ignoring environmental factors
44
What are the disadvantages of the categorical approach to diagnosis?
1. Unclear if effective (at above advantages) 2. stigmatisation -> labels faciliate stigma, stereotyping 3. Self identity problems: can neg impact how child views self + behaviour 4. Misattribution: people (e.g. parents) may blame all probs on the diagnosis e.g. parents
45
What diagnostic approach/manual was formed due to probs with DSM
Research domain criteria (RDoC)
46
RDoC
Dimensional Based on underlying pathophysiology 6 domains of constructs involved Looks at domains through behavioural dimensions and neural systems + environment + neurodevelopment Transdiagnostic -> constructs within domains occur across many disorders
47
Incidence
Number of new cases in a specific time period
48
Prevalence
Total existing cases in a population at a specific time
49
Lifetime prevalence
Total people in a given population who have been effected by disorder in their lifetime
50
What are the 6 common types of treatment approaches?
1. Psychodynamic 2. Behavioural 3. Cognitive 4. Client-centered 5. Family 6. Biological
51
Psychodynamic treatments
View child psychopathology as determined by underlying unconscious and conscious conflicts
52
Psychodynamic treatments focus
FOCUS: on helping child develop awareness of unconscious factors contributing to their problems
53
Behavioural treatment idea
Assume that behaviours are learned
54
Behavioural treatment approaches FOCUS
on reeducating the child by using positive reinforcement, modelling exposure techniques, and changing the child's environment
55
Cognitive treatment approaches idea
view abnormal behaviour as a result of deficits and or distortions in child's thinking.
56
Cognitive treatment approaches FOCUS
On changing faulty cognitions
57
Client-centered treatments
Focus on creating a therapeutic setting that provides unconditional acceptance of the child and its more child/client directed
58
Family treatments idea
View individual disorders as manifestations of disturbances in family relations
59
Family treatments FOCUS
Focus on family issues underlying children's problematic behaviour
60
Biological treatment approaches idea
view child psychopathology as resulting from psychobiological impairment or dysfunction and rely primarily on pharmacological and other biological approaches to treatment.
61
Gold standard method of combining treatments approaches
to combine at least one of the psychotherapeutic approaches with a biological treatment.
62
Treatment spectrum
Have youth in centre, then family, then community, then culture, (community and culture particularly for prevention efforts) and we have interventions and intervention settings
63
Why are prevention efforts that target community/culture important?
- Could stop development of psychopathology - 70-80% of children and families with sig mental health needs do not receive any specialised assessment or treatment services
PSYC 337 MIDTERM FINAL DECK
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