Clinical Psych Final Exam

Commonalities of Effective Therapeutic Approaches

Require a professional person, manner, setting, and fees

Social Cohesion

In group therapy, feeling accepted, cared for, secure in the therapy group

Therapy Homework

Tasks that are assigned to the client to complete before the next session; designed to apply therapeutic strategies in real-world situations

Guidelines for a Professional Setting in Clinical Practice

• An appropriate office with furniture and acoustics that are acceptable

• Will maintain proper privacy and confidentiality

• Be a welcoming, nonthreatening space

Consensuality

The idea that the impact of new information is increased because of the group "consensus"

Instillation of Hope

When group members in therapy see positive changes in other members

Universality

In group therapy, the trait of sharing issues with others, in which we find out that others struggle with the exact same kind of issues

Altruism

In group therapy, the trait of being unconditionally helpful towards others

Inattention

A core symptom of ADHD; behavior that consists of not being attentive, being able to focus on certain tasks, and being easily distracted

Hyperactivity

A core symptom of ADHD; behavior that consists of being unable to stay quiet and having excessive energy

Impulsivity

A core symptom of ADHD; behavior that consists of being unable to control one’s actions when needing to wait and interrupting others

Core vs. Associated Symptoms of ADHD

Symptoms are part of DSM 5 criteria; symptoms are commonly linked to having this disorder

Out of Seat Time (OOS)

An element to consider when assessing ADHD; the amount of instructional time a student misses when they are not in their designated seat during class

Ritalin

A fast-acting drug that is rapidly absorbed into the body

Contingency Management

Refers to changing behavior by altering the consequences that follow behavior

Token Economy

In which ‘currency’ can earn the children primarily reinforcers such as food as powerful positive reinforcers for good behavior

Counterconditioning

The process of developing a more adaptive response to environmental stimuli

Guided Self-Dialogue

A form of CBT for ADHD where the therapist models behavior for the child to have them talk themselves through performing the behavior

Premack Principle

The theory that a less-preferred activity may be strengthened by reinforcing it with the opportunity to engage in a more-preferred activity

Red Yellow Green Signs

Visual discriminative stimuli to help guide/direct behavior

Color Charting

Provides both visual prompts for self-control and reinforcement for one's efforts at following classroom rules

Big Deal Points

Provides positive reinforcement for appropriate behavior; can constitute "social skills training" depending on the target behavior used

Time Out

Provides a consequence or "response cost" and removes the child from the opportunity to earn positive reinforcement

Four Step Plan

Problem-solving, in which the child is encouraged to learn to ask him/herself to carefully plan out a solution to any assignment

Turtle Control

Consists of relaxation and pleasant imagery to help children calm down

Learning Disorder

A diagnostic term for specific problems in reading, math, or writing

Discrepancy Model

Refers to a significant difference between measured intelligence and school achievement; if found to be significantly larger than what would be expected, a learning disability is said to exist

Performance Unevenness

Refers to subtest scores on standardized IQ tests; implication is an unequal pattern of skills which translates to school

Direct Instruction

A highly structured, teacher-directed teaching method focused on explicit, step-by-step teaching, academic goals, and rapid, mastery-based learning

Dysgraphia

Writing skills, as measured by individually administered standardized tests, that are substantially below those expected

Dyslexia

Reading achievement, as measured by individually administered standardized tests of reading accuracy or comprehension, that is substantially below that expected

Dyscalculia

Mathematical ability, as measured by individually administered standardized tests, is substantially below that expected

Anorexia Nervosa

Self-induced starvation and excessive weight loss

Bulimia

Binge-eating, with feelings of lack of control, and compensating for the bingeing with an "extreme behavior"

Binge Eating Disorder

Binge eating, with feelings of lack of control, but without compensatory behavior

Body Mass Index (BMI)

A screening tool that uses a person's height and weight to estimate the amount of body fat

Compensatory Behavior

Actions performed to prevent weight gain, such as self-induced vomiting, misuse of laxatives, diuretics, fasting, excessive exercise, etc.

Remission

A period when an individual responds to treatment, either partially or fully

Main Goal of CBT for Eating Disorder

Addressing dietary restraint behaviors

Competence

• Know their limits in terms of expertise, providing only those services they really know

• When working in new or unclear areas, exercise caution

• Recognize the need for ongoing and continuing education, and keeping up with new developments in the field

Integrity

• Promote this trait in the science (research), practice, and teaching of psychology

• Always be honest and not misleading in advertising their service

• Have self-awareness of their own beliefs, values, and needs on their work, and reflect this in recognizing their limitations

• Avoid improper and potentially harmful dual relationships

Professional & Scientific Responsibility

• Uphold professional standards of conduct, respect professional obligations, accept appropriate responsibility for their behaviors and adapt their methods to the needs of different populations

• Conduct their private lives in a way such that their personal conduct or moral standards do not compromise their professional responsibilities or reduce the public's trust in psychology or psychologists

• Concern themselves about the ethical compliance of the scientific and professional conduct of their colleagues

Respect for People’s Rights and Dignity

• Respect privacy, confidentiality, self-determination, and autonomy

• Be aware of cultural, individual, and role differences, including those due to age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status

• Try to eliminate the effect of any bias based on these factors on their work

Concern for Others’ Welfare

• Seek to contribute to this trait of those with whom they work and interact professionally

• In their actions, weigh and consider this trait and rights of their patients or clients, students, supervisees, human research participants and animal research participants, with the possible benefits of such actions

• Be sensitive to real and perceived differences in power between themselves and others, and they do not exploit or mislead other people during or after professional relationships

Social Responsibility

• Make public their knowledge as opposed to keeping helpful findings "secret" or unpublished

• Be concerned about and work to mitigate human suffering

• In their research, strive to advance human welfare and the science of psychology

• Try to avoid misuse of their work

• Comply with the law

• Contribute a portion of their professional time for little or no person or financial advantage

Confidentiality

The ethical, legal, or secure practice of keeping sensitive information private and restricting access to authorized individuals only

Dual Relationships

Usually means an unethical romantic/sexual relationship between a psychologist and client

Eligible

Decision after making an oral report for child abuse; the decision that the report must have occurred within the jurisdiction of the agency

Suitable

Decision after making an oral report for child abuse; the decision that the report must describe known or suspected child abuse or neglect which meets agreed-upon guidelines and definitions

Unfounded

Decision after CPS evaluates the case of potential child abuse; the decision that is for "no credible evidence" for abuse/neglect, closing the case

Founded/Indicated

Decision after CPS evaluates the case of potential child abuse; the decision that there is credible evidence for abuse/neglect, and that action will be pursued unless perpetrators cannot be found or moved out of state

Duty to Warn

To give a warning to an intended victim that their health/safety may be in jeopardy due to a violent threat made by one of the psychologist's clients

Legal Limits to Confidentiality

• Potential harm to self or others

• Reporting child abuse

• Court orders

Ethical Limits to Confidentiality

• Informed consent

• Duty to warn

• Minimum disclosure

• Professional integrity

Psychotherapist Judgment Rule

Used to determine if a "failure to commit" was negligent

Voluntary Hopsitalization

Self-referral to hospitalization where the patient retains the right to request release, though they may be transitioned to involuntary status if they meet criteria for danger upon attempting to leave

Civil Commitment

Rightfully placing someone in a hospital against their will; usually refers to court-ordered commitment to an inpatient facility when a client does not wish to be voluntarily admitted

M’Naghten Rule

Knowing right from wrong

Durham Rule

The behavior of the product of a mental defect or disease

Insanity Defense Reform Act

Mental disorder must be severe and burden of proof is on the defense

NGRI Plea

Sentences no crime but requires referral to a facility for treatment

GBMI Verdict

Sentences crime after referral to a facility for treatment