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70 Cards in this Set
- Front
- Back
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Chapter 2 Direct Cause |
Variable X leads straight to outcome
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Indirect Cause |
X influences other variables that in turn lead to outcome |
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Mediating factors |
Explain the relationship between variables |
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Moderating factors |
Presence or absence of a factor influences the relationship between variables |
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Necessary Cause |
must be present for disorder to occur |
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Sufficient Cause |
can be responsible alone |
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Contriuting |
not always necessary but sufficient for cause |
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Developmental risk factors |
gene abnormalities Prenatal or birth complications Nonnormative stressful events |
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Resilience |
positive outcome in the face of risk adapting to difficult situation |
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Correlates of resilience in young people |
Problem solving skills Achievement motivation Skills in self-regulation Active coping strategies Friends, or romantic partners |
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Resilience can ... |
occur with one protective factor or may require more occur in one domain (emotion) and not another (academic) occur in one setting (friendship) and not another (school) wax and wane over time be linked to neurobiology |
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Heterotipic continuity |
Symptoms change with development |
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Homotypic continuity |
stable symptoms |
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Bowlby |
Attachment needed to insure infant survival Disturbances can cause problems |
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Ainsworth |
Strange situation attachment can be: Secure Insecure: Resistant or avoidant disorganized |
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three types of temperament |
Easy Slow-to-warm Difficult |
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three dimensions of temperament |
Negative reactivity Inhibition Self-regulation
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three elements of emotion |
Private feelings of sadness, joy, anger, disgust Autonomic nervous system arousal and bodily reactions Overt behavioral expressions (smiles, scowls, drooping shoulders) |
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Regulation |
Positive and negative adjustment Parenting plays a critical role in facilitating development of regulation Crucial to adaptive and competent development |
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Chapter 3
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Perinatal influences |
Medications given to mother during childbirth Unusual delivery Preterm delivery/prematurity:
Low birthweight: under 5.5 lbs. at birth |
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Postnatal influences |
Malnutrition Accident Illness Accidental poisoning Exposure to chemicals (air pollution , lead) |
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Family relationships |
Dominant from first days of life Enduring for most individuals Socializing |
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Parents who abuse: |
are perpetrators 80% of cases Use coercive and negative discipline techniques provide fewer explanations when disciplining more likely to have been abused themselves
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Peer interactions play role in development of |
Sociability Empathy Cooperation Morality Negotiation of conflict and competition Control of aggression Sexuality and geder roles |
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Chapter 4 |
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Observation and measurement |
Measures must be valid, reliable Naturalistic observation Interobserver reliability Observer “blindness” |
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Content validity |
refers to whether content of a measure corresponds to content of attribute of interest
how well a test measures the behavior for which it is intended |
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Construct validity |
refers to whether measure corresponds to construct concept underlying the attribute of interest
ability of a measurement tool (e.g., a survey, test, etc) to actually measure the psychological concept being studied |
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Face validity |
refers to whether measure seems appropriate to attribute of interest
extent to which a test is subjectively viewed as covering the concept it purports to measure
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Concurrent valdity |
refers to whether scores on a measure correlate with scores on another acceptable measure of the attribute of interest
a test or a measurement tool that is established by simultaneously applying a previously validated tool or test to the same phenomenon
to prove it |
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Predictive validity |
refers to whether scores on a measure predict later scores on another acceptable measure of the attribute of interest or other outcomes of interest extent to which performance on a test is related to later performance that the test was designed to predict |
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Reliability |
Replication of findings |
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Validity-internal |
Explanation judged to be correct, sound |
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Validity-external |
Generalizability – cannot be assumed |
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Research methods: Descriptive |
portray phenomenon |
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Nonexperimental |
may involve statistical and other analysis |
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Experimental |
come closest to establishing cause and effect |
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Case studies |
Descriptive, nonexperimental Focus on individual Can bridge gap between clinical practice and research Detailed report of person, treatment used Weaknesses concern reliability and validity Findings cannot be generalized |
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Correlational studies |
Nonexperimental, explore relationships between factors without exposing participants to manipulation ex. “Are X and Y related? If so, in what direction are they related, and how strongly?” Correlation coefficient Pearson r (range: +1.00 to - 1.00) can be used: positive sign means direct correlation, negative sign means indirect correlation |
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Randomized experiments |
Strongest method for inferring causal links Independent variable – controlled manipulation Dependent variable – outcome of manipulation Statistical significance |
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The Abecedarian Project |
Among first efforts to study whether at-risk children could benefit from a child- centered, stimulating environment at day care
Results of tests showed statistically significant difference in scores of treatment group |
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Single-case experimental designs |
Involve manipulation of one or a few participants Often used to evaluate effects of clinical interventions External validity not strong because of low generalizability |
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Cross-sectional |
Different groups observed at one point |
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Retrospective longitudinal |
Information about earlier characteristics, past experiences collected |
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Prospective longitudinal |
Repeated observations over time |
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Accelerated longitudinal |
Combines cross-sectional and prospective longitudinal |
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Chapter 5
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DSM Approach |
provides criteria for diagnosis of and information related to specific disorders Early versions had weak interrater reliability Over-emphasis on reliability and clarity of communication Validity of diagnoses has been questioned May not adequately consider culture, gender |
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Empirical Approaches |
Parents or others report on presence or absence of specific behaviors Responses quantified Syndromes Broadband syndromes – clusters of behaviors Internalizing-anxious, shy, withdrawn Externalizing-fighting, disobedience Narrowband syndromes Normative samples Reliable |
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Interviews |
General clinical – open-ended Structured: higher reliability, help to obtain a diagnosis Unstructured: Allow latitude Checklists/rating scales allow for comparison to norms |
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Observational Assessment |
Can occur in natural or lab setting |
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Projective tests – unconscious material |
Examples: Colors and shading Draw-a-person House-tree-person |
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Caplan’s three-pronged model |
Primary Secondary Tertiary |
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The Institute of Medicine three-part model |
Universal Selective Indicated |
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Treatment Modes |
Individual and Group Psychotherapy Play Pharmacology |
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chapter 1 |
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how common are problems |
-5.4 to 25.5% of youth aged 4-18 have problems -in us:13-22% have major emotional and conduct disorders -APA: 10% of youth have mild or moderate problems 10% have serious problems
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difficult to draw conclusions about secular trends because of.. |
variation in studies variation in methodological issues
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Impact of Gender |
-boys are at higher risk for many disorders -differences in Timing, Developmental change, expression of problems -Methodological factors/bias account for some reported differences |
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Early explanations of psychopathology |
-Adult-focused |
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Nineteenth century |
-Progress in identifying and classifying mental illness -Some childhood disorders identified |
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beginning of 20th century |
developments began to fundamentally alter how children and adolescents were viewed |
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Sigmund Freud & Psychoanalytic Theory |
-Some disorders caused by psychological events --Childhood a critical time period -Structures of mind: Id, ego, Superego -Psychosexual theory of development: Oral, Anal, Phallic, Latency, Genital |
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Behaviorism and Social Learning Theory |
-Classical Conditioning: Pavlov, Watson -Operant Learning: Skinner |
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Application of learning principles in treatment |
-Behavior modification -Cognitive behavior therapy |
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Mental Hygiene—Clifford Beers |
-Improve treatment of those with mental illness |
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Child Guidance |
-Movement began in late 1800s -Focus on assessment and treatment of children with educational problems -Later institutes addressed antisocial behaviors and emotional problems |
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Working With Youth and Their Families |
-Efforts made on interdisciplinary basis -Professional contact involves parents |
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Working With Young Clients |
-Special considerations for working with youth -Efforts to create a therapeutic alliance -Informed consent protects basic rights of youth -Working with children means working with families Multidisciplinary: Psychology, Psychiatry Social work, Special education, Pediatricians |
