Labs

Scientist-Practitioner Framework: Integrates psychological empirical research into clinical practice by formulating hypotheses, evaluating treatment outcomes empirically, and treating disorders as experimental inquiries.
- Clinical Benefits: Facilitates flexible, data-driven, client-tailored treatment plans and bridges research with clinical application via case reports.
Stress Coping Model (Lazarus and Folkman, 1984): Evaluates client health across biological, psychological, and social domains using three core components:
- Stressors: Life events and environmental demands.
- Mediating Processes: Appraisal and coping strategies (positive or negative).
- Outcomes: Physical and psychological adaptations resulting from coping processes.
Meihana Model (Pitama et al., 2007): Alternative framework centered on collective well-being.

Ethnographic Observations: Derived from social anthropology; utilizes qualitative immersion in a community to gather unstructured data on localized social practices and behaviors.
Research Approaches:
- Inductive Research: Qualitative approach where categories and theories emerge directly from observed data.
- Deductive Research: Quantitative approach beginning with predefined hypotheses and structured experiments.
Evaluation of Ethnography:
- Benefits: Provides in-depth, intensive data; challenges preconceived assumptions; generates novel theories.
- Limitations: Risk of narrow focus on trivial information; outcomes and category derivation can be uncertain.
Key Clinical Concept: Gender dysphoria refers to the distress accompanying incongruence between experienced/expressed gender and assigned gender.

Psychometrics: Focuses on developing and validating measurement tools for latent, unobservable psychological constructs.
Reliability (Consistency):
- Test-Retest: Score stability across two separate time points.
- Split-Half / Internal Consistency: Consistency between divided halves of a questionnaire.
- Alternate/Parallel Form: Consistency across two different versions of equivalent items.
- Inter-Rater: Level of agreement between independent observers.
Validity (Accuracy):
- Face Validity: Superficial appearance of measuring the intended construct.
- Concurrent Validity: Correlation with established measures of the same construct.
- Predictive Validity: Accuracy in predicting specified future outcomes.
- Discriminant Validity: Absence of correlation with unrelated constructs.
Diagnostic Screening Metrics:
- True Positive: Disorder present; test detects it.
- False Positive: Disorder absent; test detects it.
- False Negative: Disorder present; test fails to detect it.
- True Negative: Disorder absent; test confirms absence.
Screening Evaluation Tools: Comparative instruments include the DSM-5-TR criteria, CAGE questionnaire, units of alcohol per week, and the Rosenberg self-esteem scale; statistical analyses are conducted in Jamovi.

Oppositional Defiant Disorder (ODD): Core dimensions include angry/irritable mood, argumentative/defiant behavior, and vindictiveness (e.g., frequent tantrums, active defiance, provoking others).
- Uniquely can be context specific whereas ADHD and MDD are pervasive across all disorders
Major Depressive Disorder (MDD): Marked by persistent irritability/agitation, sadness, anhedonia, feelings of worthlessness, impaired concentration, and suicidal ideation.
Attention Deficit / Hyperactivity Disorder (ADHD): Classified into three presentations: predominantly inattentive, predominantly hyperactive-impulsive, or combined. Females frequently present with inattention, contributing to lower diagnosis rates.
Diagnostic Overlap & Misdiagnosis Risks: Shared behavioral symptoms across discrete DSM-5 categories risk inappropriate interventions and negative labeling.
Teacher Expectancy Study (Rosenthal and Jacobson, 1966):
- Evaluated whether arbitrary teacher expectations impact academic achievement.
- Teachers were falsely told that $20\%$ of randomly assigned students were identified as academic spurters via the "test of inflected acquisition."
- Standardized testing administered $4$ times across $18$ months showed labeled students achieved significantly greater academic gains than controls, illustrating the profound influence of expectancy effects.

Developmental Trajectory: ADHD affects approximately $5\%$ of school-aged children. Symptoms frequently persist into adulthood, with overt hyperactivity transitioning into restlessness and fidgeting, while inattention and impulsivity endure.
Diagnostic Criteria Adjustments: Adult presentations often use adjusted symptom thresholds (e.g., $5$ of $9$ symptoms rather than the childhood standard of $6$ of $9$ ).
Assessment Instruments:
- Young Adult Rating Scale (YARS): Self-report scale assessing ADHD construct validity via Total (YARS-T), Inattention (YARS-A), and Impulsivity (YARS-I) subscales.
- Continuous Performance Test (CPT): Objective computerized test assessing attention/vigilance via error rate (CPT-A) and impulsivity via reaction time (CPT-I).

Neuropsychological Assessment: Evaluates brain-behavior relationships and the degree of impairment from neurological damage using standardized behavioral tasks and neuroimaging (MRI, CT scans).
Clinical Conditions:
- Korsakoff / Wernicke-Korsakoff Syndrome: Thiamine deficiency caused by excessive alcohol consumption; manifests as amnesia and executive planning deficits.
- Alzheimer's Disease: Characterized by progressive memory impairment.
- Huntington's Disease: Involuntary movements paired with anterograde amnesia.
- Parkinson's Disease: Motor execution deficits and resting tremors.
- Aphasia: Impairment in speech/language (commonly secondary to stroke).
- Apraxia: Motor planning and execution deficits.
- Agnosia: Inability to recognize familiar objects or individuals.
Neuropsychological Test Battery: Includes the Brown-Peterson measure of short-term memory, letter cancellation task, hidden figures task, block arrangement, verbal fluency task, complex figure task, manual dexterity board, Purdue pegboard task, and the street map task.