Psyc 356 Lecture 2

Front 1

Incidence Rates

Back 1

the extent of NEW CASES of a disorder over a specified period of time

Front 2

Prevalence Rates

Back 2

ALL CASES whether new or previous that are observed during a specified time

Front 3

Correlated Variables

Back 3

associated at a point in time with no proof that one precedes the other

Front 4

Risk Factor

Back 4

variable that precedes an outcome of interest and increases the chances that the outcome will occur

Front 5

Protective Factor

Back 5

variable precedes an outcome of interest and decreases the chances that the outcome will occur

Front 6

Wakefield’s study

Back 6

wakefield is the man who came up with the 1998 paper on autism being caused by MMR vaccines. Wakefield was completely discredited

Front 7

Moderating Variable

Back 7

a factor that influences the direction/strength of the relationship between other variables of interest (re: correlations) (Slide 12: sex of child moderates the variable)

Front 8

Mediating Variables

Back 8

the process, mechanism, or means through with a variable produces a particular outcome; describes what happens at the psychological or neurobiological level to explain how one variable results from another (re: correlations) ; sometimes account for some or all of the relationship and if removed would result in no correlation (Slide 13)

Front 9

Treatment Efficacy

Back 9

whether treatment works in controlled conditions

Front 10

Treatment Effectiveness

Back 10

whether treatment works in the field

Front 11

Real-Time prospective designs

Back 11

sample is followed longitudinally over time; time consuming and susceptible to sample attrition

Front 12

Retrospective Designs

Back 12

sample is asked for information relating to an earlier time period; highly susceptible to recall bias and distortion

Front 13

Analogue Research

Back 13

evaluation of a specific variable under conditions that
only resemble the situation to which one wishes to generalize

Front 14

Case Study

Back 14

viewed as unscientific because not generalizable ; however help us (in clinical) to understand the disorder

Front 15

Single-Case Experimental Design

Back 15

(ABAB) – used because it reintroduces the treatment for ethical reasons and lets you see if the change is really attributed to the treatment. Problems with regards to interactions and bias.

Front 16

Between-Group Comparison Designs

Back 16

compares between experimental and control groups

Front 17

Cross Sectional Designs:

Back 17

Pros: Efficient, less prone to attrition and practice effects; Cons: does not allow for inferences re individual changes and susceptible to cohort effects

Front 18

Longitudinal Studies

Back 18

Pros: good at tracking that are common to all children, good at tracking developmental tracks/trajectories. Cons: expensive, cohort effects, time commitment, aging effects, practice effects

Front 19

Qualitative Research

Back 19

Purpose: to interpret and understand phenomenon of interest in context; cons: may be susceptible to researcher’s values/interests/bias/preferences, hard to generalize

Front 20

Assent

Back 20

when a parent/guardian gives consent for a child, and the child then gives permission (e.g.: thumbs up/thumbs down for consent; parents have ultimate control)

Front 21

Idiographic

Back 21

case formulation involves a detailed understanding of the child and family as a unique entity

Front 22

Nomethic

Back 22

formulation emphasizes more general inferences that apply to broad groups of individuals

Front 23

Clinical Description

Back 23

summarizes the unique behaviours, thoughts, feelings made up with features of given psyc disorder.

Front 24

Diagnosis

Back 24

assigning formal diagnosis through analyzing and drawing conclusions

Front 25

Prognosis

Back 25

involves generating predictions regarding future behavior under specified conditions

Front 26

Treatment Planning

Back 26

involves making use of assessment information to generate a treatment plan and evaluating its effectiveness

Front 27

Clinical Interviews

Back 27

Most universally used assessment method

Front 28

Behavioural Assessments

Back 28

Used to describe antecedents (triggers), behaviours and consequences. ; can be checklists and rating scales → see slides 35-38. Involves OBSERVING the ANTECEDENTS, the BEHAVIOURS and the CONSEQUENCES (see slide 36)

Front 29

Psychological Testing

Back 29

Big part of the workload, test scores have to be interpreted based on other (and all) components of information.

Front 30

Types of testing: PROJECTIVE

Back 30

think ink blot tests. Involves having a child look at ambiguous stimuli and then responding to it

Front 31

Types of testing: Intelligence and Educational

Back 31

e.g.: WISC-IV, central component in clinical assessments

Front 32

Types of testing: Personality

Back 32

MUCH less common in children than in adults, in kids more categorical rather than personality disorders being looked at. Very few rating scales for personality disorders for children. Often assess children re the “BIG 5” factors (see slide 42).

Front 33

Types of Testing: Neuropsychological

Back 33

important in assessing children with strokes, brain trauma etc. often involves many kinds of assessments (referred to as a comprehensive battery) that measures all kinds of functions.

Front 34

Classical/Pure Approach

Back 34

assumes that every diagnosis has a clear underlying cause and that each disorder is fundamentally different.

Front 35

Dimensional Classification Systems

Back 35

assume that a # of independent dimensions or traits of behaviour exist and that all children possess these to varying degrees

Front 36

developmental norms

Back 36

typical behaviour per age group

Front 37

psychological disorder

Back 37

pattern of behavioural, cognitive, emotional or physical symptoms

Front 38

externalizing disorders

Back 38

failure to control behaviours according to others’ expectations

Front 39

internalizing disorders

Back 39

problems affecting child’s internal world

Front 40

developmental psychopathology

Back 40

study of abnormal behaviour in children
◦  considered in the context of developmental norms

Front 41

Adaptational failure

Back 41

A developmental consideration, the failure to master or progress in accomplishing
developmental milestones

Front 42

Sensitive Periods

Back 42

windows of time during
which environmental influences on development
are enhanced

Front 43

Temperament

Back 43

In child psyc more often looked at then personality; shapes the child's approach to the environment and vice-versa

Front 44

Risk

Back 44

variables that precede a negative outcome and increase the chances that the outcome will occur. typically involves acute, stressful situations, as well as chronic adversity

Front 45

Resilience

Back 45

Dynamic process, where child displays positive adaptation despite adversity that places him/her at risk for psychopathology

Front 46

multifinality

Back 46

similar early experiences lead
to different outcomes

Front 47

equifinality

Back 47

different early experiences lead
to a similar outcome