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