Study your flashcards anywhere!

Download the official Cram app for free >

  • Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key


Play button


Play button




Click to flip

86 Cards in this Set

  • Front
  • Back
Using qualitative research to appropriate voice of marginalized groups. Not giving voice. Disempower
Fine et al., 2000
Convergence (MM design)
Using two or more methods to measure the same phenomena, where the sequence of implementation is concurrent, with a purpose of triangulation (Greene, 2007)
Extension (MM design)
Using two or more methods to measure different phenomena, where the sequence of implementation is variable, with a purpose of expansion (Greene, 2007)
Iteration (MM design)
Sequential implementation of two or more methods, each given equal weight, for the purpose of development (Greene, 2007)
Blending (MM design)
Concurrent implementation of two or more methods, each given equal weight, for the purpose of complementarity or initiation (Greene, 2007)
Nesting (MM design)
Concurrent implementation of two or more methods, where one is given primary status, for the purposes of complementarity or initiation (Greene, 2007)
Substantive (MM design)
Sequential or concurrent implementation of two or more methods, each given equal weight, for a variety of purposes (Greene, 2007)
Mental model
constellation of assumptions, theoretical commitments, experiences, and values through which a social inquirer conducts his/her research/work (Greene, 2007)
3 types of contrasts
Regression extrapolation, normed comparison, secondary data (Shadish, Cook, & Campbell, 2002)
4 ways to improve quasiexperimental designs
Remove treatment, double pretest, switching replications, reversed-treatment controkl group (Shadish, Cook, & Campbell, 2002)
Basic requirements for all causal relationships
1) cause precedes effect, 2) cause covaries with effect, ) alternative explanations are implausible (Shadish, Cook, & Campbell, 2002)
Types of control groups cite
Kazdin, 2003
Cultural equivalence in research
Translation, conceptual, metric (Okazaki & Sue, 1995)
3 feminist epistemologies
Feminist empiricism, feminist standpoint theory, feminist postmodernists (Campbell & Wasco, 2000)
Feminist standpoint theory
claims that class, race, gender, and sexual orientation structure a person’s understanding of reality. Feminist standpoint research utilizes a variety of methodologies (e.g., both qualitative and quantitative approaches) to engage research participants (typically members of oppressed groups) in reflection on how their gender, race, social class, and sexual orientation shape their experiences in the social world (Campbell & Wasco, 2000)
Feminist postmodernists
reject the notion that there is a single truth or reality, in any form. They question whether there can ever be a feminist science, and instead view the world as endless stories or texts, many of which serve to sustain the status quo of power and oppression. (Campbell & Wasco, 2000)
Feminist empiricism
based on the ontological assumption that a real, objective world does exist; therefore, the goal of the scientist is to capture and explain that social world in such a way that does not reflect gender biases (Campbell & Wasco, 2000)
Trustworthiness criteria
Credibility, transferability, dependability, confirmability (Guba & Lincoln, 1989)
Matching constructed realities of respondents to the realities represented by the evaluator. Paralleled to internal validity (Guba & Lincoln, 1989)
How well findings transfer across context. Parallel to external validity. Differs in that the burden of proof for claimed transferability is on the receiver (opposed to on the researcher, as in positivist framework) (Guba & Lincoln, 1989)
Stability of data over time. Parallel to reliability (Guba & Lincoln, 1989)
Findings are rooted in contexts and persons other than the evaluator. Parallel to objectivity. This is not about the method, as objectivity is, but rather about the findings (Guba & Lincoln, 1989)
Authenticity criteria
Fairness, ontological authenticity, educative authenticity, catalytic authenticity, tactical authenticity (Guba & incoln, 1989)
"the extent to which different constructions and their underlying value structures are solicited and honored within the evaluation process." (Guba & Lincoln, 1989)
Ontological authenticity
the extent to which individual respondents' own emic constructions are improved, matured, expanded, and elaborated (Guba & Lincoln, 1989)
Educative authenticity
the extent to which individual respondents’ understanding of and appreciation for the constructions of others outside their stakeholding group are enhanced. (Guba & Lincoln, 1989)
Catalytic authenticity
the extent to which action is stimulated and facilitated by the evaluation processes (Guba & Lincoln, 1989)
Tactical authenticity
the degree to which stakeholders and participants are empowered to act. (Guba & Lincoln, 1989)
4 methods of evaluating clinical significance
comparison method, no longer meeting diagnostic criteria, subjective evaluation, social impact measures
4 general principles of MI
Express empathy, develop discrepancy, roll with resistance, support self-efficacy (Miller & Rollnick, 2002)
Systems of care
A philosophy that provides guidance for establishing a continuum of services and supports for youth and families and procedures for integrating them in an individualized and family driven manner (Suter & Bruns, 2009)
A specific method for selecting and implementing evidence-based treatments and other services and supports using a process engaging of families and consistent with system of care principles (Suter & Bruns, 2009)
4 levels of collaborative capacity
Member, relational, organizational, programmatic (Foster-Fishman et al., 2001)
Systems change
An intentional process designed to alter the status quo by shifting and realigning the form and function of a targeted system (Foster-Fishman et al., 2007)
3 cultural competence ingredients
Scientific mindedness (forming hypotheses), dynamic sizing (generalizing vs. individualizing), culture-specific expertise (Sue, 1998)
3 goals of CBT
Deactivate distorted modes of thinking, modify their content and structure, construct more adaptive modes (Hollon & Beck, 2004)
3 interventions in CBT
Collaborative empiricism, socratic dialogue, guided discovery (Hollon & Beck, 2004)
Collaborative empiricism
treating the patient’s beliefs like testable hypotheses (Hollon & Beck, 2004)
Socratic dialogue
the therapist asks specific questions that help the patient see the underlying dysfunction in their beliefs (Hollon & Beck, 2004)
Guided discovery
therapist helps the patient begin to modify their maladaptive assumptions, and replace them with healthy beliefs (Hollon & Beck, 2004)
5 behavioral techniques in CBT
Scheduling activities, cognitive rehearsal, self-reliance training, role-playing, diversion techniques (Hollon & Beck, 2004)
6 cognitive techniques in CBT
Cognitive restructuring, reattribution, alternative perspectives, point-counterpoint, questioning, homework (Hollon & Beck, 2004)
help client practice rational responses to automatic thoughts (Hollon & Beck, 2004)
Cognitive rehearsal
have client picture or imagine each step involved in a task (Hollon & Beck, 2004)
use to assist client in rejecting self blaming thoughts (Hollon & Beck, 2004)
10 wraparound principles
Family voice and choice, team based, natural supports, collaboration, community based, culturally competent, individualized, strengths based, unconditional, outcome based (Suter & Bruns, 2009)
4 phases of wrap
Engagement and team prep, initial plan development, implementation, transition (Walker et al., 2004)
Wrap youth...
Missed school less, were suspended less, ran away from home less, less assaultive, less likely to be picked up by police (Carney & Buttell, 2003)
Three aspects of ethnicity that account for psychological importance
Culture, identity, minority status (Phinney, 1996)
Psychological services should not be administered to the public until they have satisfied four minimal criteria:
Exact nature of services described clearly, claimed benefit stated explicitly claimed benefits validated scientifically, possible negative side effects ruled out empirically (McFall, 1991)
DBT and specific forms of psychodynamic psychotherapy seem to be superior to treatment as usual in some clinically relevant problems of borderline personality disorder (e.g., self-harm, suicidal ideation)
Leichensering, 2011
Part of CBT important for depression
Homework (Hollon & Beck, 2004)
Part of CBT important for GAD
Cog + beh (Hollon & Beck, 2004)
Part of CBT important for PTSD
Behavioral (exposure) (Hollon & Beck, 2004)
Part of CBT important for anxiety
Cog + beh (Hollon & Beck, 2004)
The most effective treatments for OCD seem to be behavioral treatments plus pharmacotherapy (SRIs)
(Kozak & Foa, 1996)
ESTs limit flexibility and innovation (cite)
Chambless & Ollendick, 2001
ESTs may not be so important, because psychotherapy generally is effective for clients generally
Chambless & Ollendick, 2001
General prevention cite
Rudkin, 2003
Empowerment is a masculine, competitive concept
Riger, 1993
Systems change
An intentional process designed to alter the status quo by shifting and realigning the form and function of a targeted system (Foster-Fishman et al., 2007)
4 parts of systems as potential root causes/targets for change
Norms, resources, regulations, operations (Foster-Fishman et al., 2007)
Coalition’s ability to affect change is
Dynamic, adjustable, transferable (Foster-Fishman et al., 2001)
4 levels of collaborative capacity
Member, relational, organizational, programmatic (Foster-Fishman et al., 2001)
26% of the difference in the rate of therapeutic success was accounted for by the quality of the alliance cite
Lambert & Barley, 2002
3 types of nonspecific factors
Facilitative conditions, therapeutic relationship, therapist variables (Lambert & Barley, 2002)
3 types of facilitative conditions for therapy
Empathy, warmth, congruence (Lambert & Barley, 2002)
2 types of therapist variables
Interpersonal style, therapist attributes (Lambert & Barley, 2002)
3 components of trauma-focused CBT with kids
Exposure/direct discussion of event, cognitive interventions, parental treatment (Cohen et al, 2000)
3 core SOC values
Community based, child centered/family focused, culturally competent (Stroul, 2002)
6 guiding SOC principles
Comprehensive, individualized, least restrictive, coordinated, involve family/youth, early identification and intervention (Stroul, 2002)
How you define a problem affects how you will treat the problem cite
Ryan, 1972
unintended functions of blame research cite
Caplan & Nelson, 1973
victim-blaming results from the inner conflict between feeling a social responsibility to help victims and a desire to maintain the status quo for one's own sake cite
Ryan, 1972
Efficacy studies omit 4 things
Not fixed duration, self-correcting, patients shop around, interested in improvement in general functioning (Seligman, 1995)
pharmacotherapy and psychotherapy can produce remarkably similar effects on functional brain activity cite
Friedman, 2002
comorbid cases outnumbered single-disorder cases. Comorbid cases were also more severely disordered than single-disorder cases cite
Newman et al., 1998
4 skills in humanistic
Genuineness, acknowledge tension, unconditional positive regard, empathetic understanding (Rogers, 2001)
primary prevention have significant positive effects—it reduced problem behaviors (e.g., internalizing & externalizing problems) and increased competencies cite
Durlak & Wells, 1997
Clinical competencies (4)
Ability to assess, conceptualize, diagnose, and revise; flexibility; interpersonal competence; use of scientific research (APA Task Force, 2006)
Addressing concerns of researchers around asking about abuse cite
Becker-Blease & Freyd, 2006
Survivors said that discussing trauma could help their own healing and help future survivors cite
DuMont & Stermac, 1996
Overwhelming majority of survivors found the interview to be a helpful, supportive, and insightful experience, even if they also said it was difficult cite
Campbell et al., 2010
Not disclosures that cause harm, but negative reactions to disclosures cite
Ullman, 2007
Mandated reporting problems cite
Melton, 2005
4 reasons why survivors participate in interviews
Help other survivors, help themselves, support research on SA, receive compensation (Campbell & Adams, 2009)