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;
76 Cards in this Set
- Front
- Back
Personality assessment test format - logical/content test construction
|
-content makes sense
-problems:people lie, are in denial or they don't know themselves |
|
Personality assessment test format - factor analytic test construction
|
-certain factors correlate well with one another
-statistically derived, use of factor analysis |
|
Personality assessment test format - theory-driven tests
|
-questions about childhood, etc.
-developing theories as to why the person is the way they are |
|
Personality assessment test format - empirical criterion keying
|
-statistically derived, descriminating across groups - questions unrelated to content
|
|
Objective personality assessment
|
-standardized measurement of personality - fixed listing of questions
-response types - yes/no, true/false |
|
Minnesota Multiphasic Personality Inventory (MMPI)
|
-empirical-criterion keyed
-original version by Hathaway and McKinley had 556 items and was published in 1942 -second revision by Butcher had 567 items and was published in 1982 -reduced problems with validity -create accurate and appropriate scale |
|
Problems with the MMPI
|
-narrow control sample, not generalizable
-archaic and offensive terminology -restricted content for clinical settings |
|
MMPI - three validity scales
|
L- lie/fake good - 15 items rather lose than win, etc.
F - fake bad - 60 items - try to look bad K - korrectiveness - measures persons degree of effectiveness |
|
Hypochondriasis
|
people converting stress to body sensation
|
|
Depression
|
sadness, lack energy, etc.
|
|
Hysteria
|
anxiety to stress, general anxiety, etc.
|
|
Psychopathic Deviate
|
antisocial personality disorder, killers, etc.
|
|
Masculinity-femininity
|
-test take prefers masculine or feminine
-interested in high and low scores |
|
Paranoia
|
think people are out to get them
|
|
Psychasthenia
|
general nervousness
|
|
Schizophrenia
|
halucinations, distorted perception, etc.
|
|
Hypomania
|
elevated mood, hard time planning out behavior, etc.
|
|
Social Introversion
|
information about test taker - comfortable or not comfortable in social situations
|
|
Advantages of the Personality Assessment
|
-inexpensive
-no interpretation necessary in scoring |
|
Disadvantage of the personality assessment
|
-some interpretation in what score means
-could fake responses -questions may not reflect experience of clients |
|
Projective personality assessment
|
-some interpretation required
-personality important -see how they respond to ambigous stimuli -theoretical assumptions - individuals support own personality onto ambigous stimuli;taps into unconscious -response format - focus on uniqueness, rather than normative data |
|
The Rorschach
|
-hermann Rorschach
-10 inkblots - 5 black/white, 3 black/white/red -published inkblot test in 1992 |
|
Exner's comprehensive system
|
guidelines for scoring and interpretation and ministering
|
|
Free association (phase in rorschach)
|
card given to test taker and asked "what might this be?"
|
|
Inquiry (phase in rorschach)
|
asks test taker to reflect on what they saw
|
|
"Testing the Limits" (phase in rorschach)
|
designed to push boundaries of test takers response
|
|
Scoring (projective personality assessment)
|
-location - what part of the picture were they using?
-determinants - movements, developmental quality, nad something unusual |
|
Advantages of the projective personality assessment
|
-open up dialogue
-unconventional |
|
Disadvantages of the projective personality assessment
|
-what does seeing that certain thing mean?
-only used for clinical purposes -NO normative -not very reliable at the time, also not valid |
|
Issues in personlaity assesssment
|
-privacy - online, etc.
-interpretation of personality assessments - computer-based interpretations -group differences - gender, race/ethnicity |
|
course of therapy - initial contact
|
explanation of treatment services and delineation of client's problem
|
|
course of therapy - assessment
|
evaluation of client's problem and history
|
|
course of therapy - goals of treatment
|
what the client wants to get out of treatment
|
|
course of therapy - treatment implementation
|
learn skills in session and practice them outside of session
|
|
course of therapy - termination
|
evaluation process - accomplishment of goals
|
|
course of therapy - follow-up
|
"booster" session 6-12 months later
|
|
Individual therapy
|
-adults can adequetly provide information
-children - play therapy when it's harder for children to express themselves |
|
group ttherapy
|
psychoeducational - learning new skills: peer support, developing relationships
-example: AA |
|
couples therapy
|
married and unmarried - can do it alone or together
|
|
biological interventions
|
-medication
-biofeedback -EDMR - biological treatment for PTSD |
|
social interventions
|
-community interventions
-primary: using community resources to stop something from happening (sex ed. class) -secondary: intervening when there is a problem to stop it from happening again (first DUI) -tertiary - reduce a problem when it is already in the community (halfway house) |
|
Prochasks's (2002) stages of change
|
-precontemplation - no intention or motivation to change
-contemplation - contemplating change -preparation - intends to change in the future -action - currently changing behavior -maintenance - prevention of relapse of symptoms |
|
temple university study
|
-1975 - 90 outpatients assigned treatment to behavior, psychoanalytic or wait list - all improved
|
|
smith and glass
|
1977 - S&G - psychotherapy outcome - 400 outcome studies - average outcome
|
|
overall results of comparative studies (temple, smith and glass)
|
-therapy works
-type of therapy does not matter |
|
outcome research
|
who improved, who didn't
|
|
process research
|
emphasizes relationship between therapist and client, and what happens as a result of this relationship
|
|
process variables influencing outcome
|
-therapeutic alliance
-therapist competence -client involvement -client cooperation versus resistance |
|
trends in clinical research
|
-more specific focus - treatments for specific disorders - influence on therapy versus medication
-emphasis on "emperically validated treatment -manualized treatment - consistence across patients, emphasis on process variables |
|
efficacy of therapy
|
standardized treatment, conducted within lab setting - control goes up (internal validity), applicability goes down (external validity)
|
|
effectiveness of therapy
|
done in the field, conducted in therapy settings - control goes down, applicability goes up
|
|
Dimensions (Seligman, 1944)
|
-Is the problem biologically determined?
-Is the belief underlying the problem difficult to disconfirm? -Is the belief underlying the problem general and generalizeable to many aspects of the world |
|
goals of therapy
|
-foster insight
-emotional distress/discomfort -encourage catharsis -provide new info |
|
What type of client/patient does treatment work best for?
|
want to be there
|
|
ideal client characteristics
|
-psychological variables - client distress, motivation, openness, intelligence
-demographic variables - gender, age, race, social class |
|
ideal therapist characteristics
|
-psychological variables - specific personality - empathy, warmth, genuineness, emotional stability
-demographic variables - age, sex, race |
|
clinical interpretation
|
clinicians judgement taken from client
|
|
uses of interpretation
|
-understand disorder
-treating disorder -origins of disorder |
|
levels of interpretation
|
I. little or none
II. some III. none |
|
clinical approach
|
opinion, subjective
|
|
quantitative approach
|
statistical, objective, requires a lot of data, a lot of people
|
|
practitioner scholar model
|
resulted out of vail conference (1973) - decrease emphasis on research
|
|
1st psy.d. degree
|
university of illinois
|
|
clinical scientist model
|
-scientific clinical psychology is legit form of clinical psychology
-goal is to train clinical researchers |
|
combined professional scientific model
|
training in clinical, counseling, and school psychology
|
|
graduate school
|
-GRE scores - quatitative + verbal + analytic
|
|
national licensure exam
|
-state-specific esam
-clinical hours -additional requirements -money!!! |
|
ethical standards: general principles
|
-beneficence and non-maleficence
-responsibility -integrity -justice -respect for human rights and dignity |
|
competence
|
-represent training accurately
-sensativity to cultural and social issues -be aware of one's own biases |
|
confidentiality
|
cannot disclose client information without the client's consent
-privilege is a legal term, confidentiality is not |
|
most frequent issues for clinical psychologists
|
-confidentiality
-dual or conflicted relationships -payment issues |
|
unmanaged health care
|
free-for-services tradition, pay for what you get
|
|
managed health care
|
insurance companies define appropriate reimbursement for services
|
|
health maintenance organization
|
services are restricted to specified providers
|
|
preferred provider organization
|
-contacts with outside
-services are more flexible, payment at discounted rate |
|
influence of managed health care on clinical psychology
|
-clients seen for a lower number of sessions
-treatment will be brief -clients are expected to make changes outside of session |