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25 Cards in this Set
- Front
- Back
epidemiology |
study of the prevalence of disorders in the population |
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need: |
large, representative samples -participants who comprehend surveys and provide accurate info. -informant matters |
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prevalence |
% of individuals in the population with an existing condition |
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Incidence |
# of new cases in a given time period |
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Impacts of child psychopathology |
directly impacts child and family quality of life -healthcare costs -risk of lower academic achievement -incarceration, rehab, drugs, therapy `` |
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Barriers to MH care: |
-financial hardships /affordability -lack of access to evidence-based treatments -too few youth MH service providers -stigma of diagnosis and treatment |
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caregiver reluctant to seek MH services |
-see pediatrician instead -25% visits for child behavioral and emotional problems |
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preformism |
old theory that organisms grow from pre-formed, miniature versions of themselves |
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Disproved this by: |
-systematically perturbing developing embryo
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Epigenesis (neoformism) |
organisms gradually develop from an undifferentiated mass, by a series of steps and stages |
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developmental epigenesist |
the way genetic, biological, psychological, social-familial, and cultural factors interact with each other across time to shape children's outcomes |
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Epigenetics |
control of gene expression by embryos or parts of embryos |
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Epigenome |
set of programs within a cell that tell hardware (genes in DNA) what to do and when to do it |
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Equifinality |
children with different developmental histories show similar developmental outcomes |
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Multifinality |
children with similar early experiences show different social, emotional and behavior outcomes |
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Risk factors |
factors that buffer the negative effects of risks |
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Resilience |
tendency of some children to defy odds, develop social-emotional-behavioral competence despite multiple risk factors |
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Impact of risks/protective factors depends on: |
age/developmental stage, gender, environmental context |
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Integrated science and practice |
psychology is the science of the human mind and behavior |
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Models of psychologist training |
Scientist-practitioner (Boulder), practitioner-scholar (Vali) |
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Clinical Science Model |
McFall's Manifesto -Psychologists should first and foremost be scientists -even those in applied service-delivery positions -all you do should be grounded in the best science available |
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What's the cost of ineffective interventions? |
-wasted time and money -families lose hope -can harm clients, family and society |
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Non-evidence-based approaches |
-unethical -powerful position, vulnerable clients
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Ethics |
standard of acceptable behavior -beneficence (help) and nonmaleficence (no harm) -fidelity/responsibility -integrity -justice -respect |
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Evidence-based practice |
not just a set of answers/facts, but a process of inquiry -careful, systematic, empirical investigation |