Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
46 Cards in this Set
- Front
- Back
|
meta-analysis |
a set of statistical procedures for quantitatively summarizing the results of a research domain |
|
|
primary prevention |
prevention before a disorder has developed |
|
|
secondary prevention |
targeting individuals who are at high risk for developing disorder |
|
|
universal preventive intervention |
applied to an entire population (media awareness, campaigns) |
|
|
selective preventive intervention |
targets people who are high risk of developing a particular disorder |
|
|
indicated preventive intervention |
targets people who do not meet criteria for a disorder but may show detectable signs of the disorder |
|
|
risk reduction model |
reduces risks and promotes protective factors |
|
|
risk factors |
characteristics of the individual/environment that may rener a person more vulnerable to the development of a disorder |
|
|
protective factors |
characteristics that make a person less vulnerable to developing a disorder |
|
|
resiliency |
the human capacity to face, overcome and even be strengthened by the adversities of life |
|
|
resiliency model |
focuses on strengths & resources - high expectations tend to create a cycle of positive reinforcement |
|
|
home visiting programs |
at risk (low income, single teen moms) are given several interventions of pregnancy, health care & parenting |
|
|
Triple P positive parenting |
target different at-risk parents, some aspects universisal some indicative. Enhance knowledge/skill/confidence, promote safe environment for child, promote child's competence |
|
|
Incredible Years |
prevention program for children with conduct problems. Uses group discussion, videotaped examples, & behavioural rehearsals |
|
|
Olweus Bullying Prevention |
first successful school-based program that reduced bullying by 20-30% |
|
|
Fast Track |
identify children at high risk for developing conduct problems and intervene at various levels for many years |
|
|
Coping Koala |
effective treatment program for anxiety. Identification of at-risk children and treatment in group format, plus some sessions for parents |
|
|
Evidence-based practice |
the conscious, explicit, and judicious use of current best evidence in making decisions about the care of patients |
|
|
Empirically supported treatments |
treatment supported by research and specific criteria must be met |
|
|
Well-established EST |
2 in between group experiments that show efficacy OR a large series of case studies that use a good experimental design and compare intervention to another treatment
+ treatment manuals, clear sample characteristics, 2 different researchers |
|
|
Probably efficacious EST |
2 studies that show treatment better than no treatment control group OR criterion from well-established + both studies from same PI OR a few good studies + manuals & clearly established characteristics |
|
|
Promising interventions |
support from one well controlled study & one less controlled study OR positive support from a small # of case studies OR positive support from two or more well controlled studied from the same PI |
|
|
Effectiveness |
how well a treatment works in the real world |
|
|
Efficacy |
how well a treatment works under research conditions |
|
|
benchmark strategies |
using efficacy trials as a mark for whether the translation of a treatment is working in the real world |
|
|
Parent-management training |
treatment for Oppositional Defiant Disorder & Conduct Disorder teaches core parenting skills (positive involvement, skill encouragement, discipline, monitoring, problem solving) |
|
|
CWDA |
manualized group treatment involving workbooks, role playing, homework, & parent involvement. Youth learn about depression in a more teen-friendly way |
|
|
Cool Kids |
treatment to help with seperation anxiety disorder in children (cognitive restructuring, gradual exposure, response prevention, behavioural experiments, parent training) |
|
|
ACT - Acceptance & Commitment Therapy |
goal of promoting flexibility by using a balance of mindfulness/acceptance processes with commitment/behavioural changes |
|
|
Short Term Psychodynamic Therapy (STPPT) |
based on psychoanalytic theories of Freud (unconscious Ego & Id) using techniques of reflection, clarification, interpretation, confrontation, catharsis & goal setting |
|
|
Interpersonal Therapy (IPT) |
emphasis on problems with communication and on dysfunctional relationships |
|
|
Process-experiential therapy |
focus on creating awareness, reflection and expression of emotion, enhancing emotional regulation, & transforming maladaptive emotions into adaptive ones |
|
|
Cognitive Behavioural Therapy |
structured, short term psychotherapy directed towards solving current problems and modifying dysfunctional thinking and behaviour |
|
|
Clinical health psychology |
application of psychological research in efforts to promote healthy lifestyles as well as to help people adjust to health problems |
|
|
Disability |
impairment, activity limitation, and participation restriction |
|
|
Biopsychosocial model |
takes into account biological, individual, and social factors |
|
|
Goal setting - SMART |
Specific Measurable Achievable Relevant Timely |
|
|
Forensic psychology |
the application of psychological knowledge in the criminal justice & legal system |
|
|
Risk assessment |
likelihood of re-engaging in violent behaviour |
|
|
Pre-arrest |
limited involvement with investigators, managing stand-offs & hostage situations, training law enforcement |
|
|
Pre-trial |
consulting on evaluation of fitness to stand trial & criminal responsibility, evaluation of capacity to offer voluntary statement |
|
|
Pre-sentence |
evaluation of violence risk, offer suggestions about treatment & management needs |
|
|
During detention |
on going evaluation of violence risk and consultation with management strategies, delivery of individual & group therapies, training system staff |
|
|
Neuropsychology |
specializes in the assessment and treatment of patients with brain damage or dysfunction |
|
|
Psychosocial rehab |
involves integrating multiple sources of information to make real world predictions and offer practical recommendations |
|
|
Cognitive rehab |
use of methods aimed at improving cognitive function through practice of cognitive exercises |
