Quals: Intervention (Concepts)

Front 1

4 general principles of MI

Back 1

Express empathy, develop discrepancy, roll with resistance, support self-efficacy (Miller & Rollnick, 2002)

Front 2

Systems of care

Back 2

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)

Front 3

Wraparound

Back 3

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)

Front 4

Exosystem

Back 4

Settings in which an individual does not actively participate, “but in which events occur that affect, or are affected by, what happens in the setting containing the developing person (Bronfenbrenner, 1979)

Front 5

Macrosystem

Back 5

Consistencies of microsystems, mesosystems, and exosystems that comprise society’s culture and beliefs (Bronfenbrenner, 1979)

Front 6

4 levels of collaborative capacity

Back 6

Member, relational, organizational, programmatic (Foster-Fishman et al., 2001)

Front 7

Systems change

Back 7

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)

Front 8

4 coalition-building strategies

Back 8

Networking, coordinating, cooperating, collaborating (Himmelman, 2001)

Front 9

Psychological services should not be administered to the public until they have satisfied four minimal criteria:

Back 9

Exact nature of services described clearly, claimed benefit stated explicitly claimed benefits validated scientifically, possible negative side effects ruled out empirically (McFall, 1991)

Front 10

Efficacy studies/RCTs

Back 10

group designs in which patients are randomly assigned to the treatment of interest or one or more comparison conditions (Seligman, 1995)

Front 11

Effectiveness studies

Back 11

demonstrates that treatment works in a clinical setting under naturalistic conditions (Seligman, 1995)

Front 12

Metacognitive training

Back 12

Comprised of eight modules targeting common cognitive errors and problem solving biases in schizophrenia (Freeman, 2007)

Front 13

Associative networks

Back 13

concepts that are closely related are triggered more readily; we encode memories through these network (Foa & Kozak, 1986)

Front 14

3 kinds of info in fear network

Back 14

Info about feared stimulus, info about reaction, interpretation of stimulus and response (Cuthbert et al., 2003)

Front 15

Emotional processing of pathological fear requires

Back 15

the activation of the fear structure and then, the incorporation of corrective information (Foa & Kozak, 1986)

Front 16

2 conditions for reduction of fear

Back 16

Fear-relevant info made available then information made available must include elements that are incompatible with some of those that exist in the fear structure (Foa & Kozak, 1986)

Front 17

In CBT, disordered behaviors are reuslt of

Back 17

disordered thinking

Front 18

Humanistic believes that humans are

Back 18

pitched towards growth, so should listen to inner self (Rogers, 20010

Front 19

4 nonspecific components of humanistic

Back 19

Genuineness, acknowledge tension, unconditional positive regard, empathetic understanding (Rogers, 2001)

Front 20

Nonspecific factors (therapeutic relationship) account for much of client improvement

Back 20

Lambert & Barley, 2002

Front 21

psychology became “asocial and acultural,” because

Back 21

it began focusing on individuals and symptoms rather than environment and prevention (Sarason, 1981)

Front 22

Primary prevention

Back 22

targets people who don’t show signs of disorder – keep healthy people healthy. Reduces the incidence (number of new cases) of the disorder. (Rudkin, 2003)

Front 23

Secondary prevention

Back 23

early case-finding, reduce duration of illness (Rudkin, 2003)

Front 24

Tertiary prevention

Back 24

after the problem is developed, alleviate long-term effects (Rudkin, 2003)

Front 25

Empowerment is a _____ whereas prevention is an _____ of community psychology

Back 25

Phenomena of interest, exemplar (Rappaport, 1987)

Front 26

exemplar

Back 26

the “community’s shared examples of problem (Rappaport, 1987)

Front 27

4 parts of systems as potential root causes/targets for change

Back 27

Norms, resources, regulations, operations (Foster-Fishman et al., 2007)

Front 28

3 rules of the road to manage therapy sessions

Back 28

Keep yourself centered, follow the client's lead, be yourself (Morsund, 1993)

Front 29

4 microskills

Back 29

Paraphrase, summarize, reflect feeling, clarifying question (Poorman, 2003)

Front 30

Ideal function of observation and case studies

Back 30

Generating hypotheses (APA Task Force, 2006)

Front 31

Ideal function of qualitative research

Back 31

Describing subjective experiences (APA Task Force, 2006)

Front 32

Ideal function of systematic case studies

Back 32

Comparing clients to others with similar characteristics (APA Task Force, 2006)

Front 33

Ideal function of case studies

Back 33

Establishing causal relationships in the context of the individual (APA Task Force, 2006)

Front 34

Ideal function of public health and ethnography

Back 34

Tracking availability, utilization, and acceptance (APA Task Force, 2006)

Front 35

Ideal function of process-outcome research

Back 35

Identifying mechanisms of change (APA Task Force, 2006)

Front 36

Ideal function of meta-anaysis

Back 36

Synthesizing results and estimating effect sizes (APA Task Force, 2006)

Front 37

Ideal function of RCTs

Back 37

Drawing causal inferences (APA Task Force, 2006)

Front 38

Clinical competencies (4)

Back 38

Ability to assess, conceptualize, diagnose, and revise; flexibility; interpersonal competence; use of scientific research (APA Task Force, 2006)

Front 39

Empirically Supported Txts

Back 39

(Kendall et al., 1999): clearly specified psychological txts shown to be efficacious in controlled research with a delineated population

Front 40

Characteristics of ESTs (4)

Back 40

Designed for single axis 1 disorder, study participants are maximally homogeneous, ts are manualized, short-term, and fixed duration, outcome assessment focuses primarily on symptom that is focus of study (Westen et al., 2004)

Front 41

5 assumptions of use of RCTs to validate ESTS

Back 41

Psychological processes are highly malleable; most patients have (or can be treated as if they have) one primary problem; single disorder presentations; syndromes can be treated in isolation from PDs; RCTs are gold standard for ESTs (Westen et al., 2004)

Front 42

systematic desensitization steps

Back 42

establishing a behavior that will inhibit the undesired behavior (e.g., relaation), creating a hierarchy of feared stimuli, exposure to feared stimuli in a gradually increasing manner (Wolpe, 1958)

Front 43

3 cultural competence ingredients

Back 43

Scientific mindedness (forming hypotheses), dynamic sizing (generalizing vs. individualizing), culture-specific expertise (Sue, 1998)

Front 44

3 stages for including cultural data in a sound assessmend decision

Back 44

Identify, interpret, and incorporate cultural data (Ridley et al., 1998)

Front 45

Gray’s conceptualization of brain

Back 45

Behavioral activation system, behavioral inhibition system (Cuthbert, 2003)

Front 46

Quantitative Hierarchical Model

Back 46

Internalizing pathology can be differentiation by successive level of higher order personality hierarchy (Watson, 2005)

Front 47

Quantitative Hierarchical Model's 3 sections of internalizing disorder

Back 47

Bipolar disorders, distress disorders, fear disorders (Watson, 2005)

Front 48

specific etiology

Back 48

the causal condition which is necessary, but not sufficient, for the disorder to occur (Meehl, 1973)

Front 49

MZ > DZ

Back 49

compelling evidence for a genetic contribution

Front 50

MZ < 100%

Back 50

compelling evidence for nongenetic contribution

Front 51

Schizotaxia

Back 51

is a neural integrative defect (Meehl, 1962)

Front 52

Schizotypy

Back 52

is a personality organization (Meehl, 1962)

Front 53

Imposition of social learning history on _____ individuals results in _____

Back 53

schizotaxic, schizotypy (Meehl, 1962)

Front 54

Sensitive feature

Back 54

A feature that all individuals with a particular disorder have (Berenbaum, 1995)

Front 55

Specific etiology

Back 55

The causal condition which is necessary but not sufficient for disorder to occur (Meehl, 1962)

Front 56

much of the contribution of environment to those gene x environment interactions will be in what behavior geneticists called

Back 56

“unshared variance”, specific to the individual (Turkheimer, 2000)

Front 57

3 goals of CBT

Back 57

Deactivate distroted modes of thinking, modify their content and structure, construct more adaptive modes (Hollon & Beck, 2004)

Front 58

3 interventions in CBT

Back 58

Collaborative empiricism, socratic dialogue, guided discovery (Hollon & Beck, 2004)

Front 59

Collaborative empiricism

Back 59

treating the patient’s beliefs like testable hypotheses (Hollon & Beck, 2004)

Front 60

Socratic dialogue

Back 60

the therapist asks specific questions that help the patient see the underlying dysfunction in their beliefs (Hollon & Beck, 2004)

Front 61

Guided discovery

Back 61

therapist helps the patient begin to modify their maladaptive assumptions, and replace them with healthy beliefs (Hollon & Beck, 2004)

Front 62

5 behavioral techniques in CBT

Back 62

Scheduling activities, cognitive rehearsal, self-reliance training, role-playing, diversion techniques (Hollon & Beck, 2004)

Front 63

6 cognitive techniques in CBT

Back 63

Cognitive restructuring, reattribution, alternative perspectives, point-counterpoint, questioning, homework (Hollon & Beck, 2004)

Front 64

Point-Counterpoint

Back 64

help client practice rational responses to automatic thoughts (Hollon & Beck, 2004)

Front 65

Cognitive rehearsal

Back 65

have client picture or imagine each step involved in a task (Hollon & Beck, 2004)

Front 66

Reattribution

Back 66

use to assist client in rejecting self blaming thoughts (Hollon & Beck, 2004)

Front 67

3 parts of cognitive processing therapy

Back 67

exposure, cognitive restructuring, stress management (Resick et al., 2008)

Front 68

citizen participation

Back 68

A process in which individuals take part in decision making in the institutions, programs and environments that affect them (Wandersman & Florin, 2000)

Front 69

2 strategies of empowerment

Back 69

look to diverse local settings where people are are already handling their own “problems in living,” in order to learn more about how they do it; and, (2) find ways to publicize the methods cultivated by residents of these settings, and channel them into social policies and programs. (Rappaport, 1981)

Front 70

empowerment

Back 70

“a process of becoming able or allowed to do some unspecified thing because there is a condition of dominion or authority with regard to that specific thing as opposed to all things” (Rappaport, 1987)

Front 71

person-blame casual attribution bias

Back 71

presupposes that individuals are responsible for their problems (Caplan & Nelson, 1973

Front 72

victim-blaming results from

Back 72

the inner conflict between feeling a social responsibility to help victims and a desire to maintain the status quo for one's own sake (Ryan, 1972)