CLP3305 Exam 1 Study Guide PDF

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Completed study guide for N. Wilver exam 1...

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Exam 1 Study Guide Chapter 1 1. What kinds of activities do most clinical psychologists do? Where do most clinical psychologists work?  Psychotherapy – most time spent doing this, therapy/intervention for depression, anxiety, substance use, schizophrenia, personality disorders, etc  Diagnosis/Assessment – gather information to answer question/solve problem through observation, testing, and interviewing  Clinical supervision – overseeing the clinical work of graduate students, interns, or postdocs  Research/Writing – causes of mental disorders, development/validation of assessments, evaluation of therapy techniques  Consultation – sharing expertise with another agency to aid in its functioning  Administration – client progress notes, IRB applications, committees  Most work in private practice or university psychology

2. Know the different components of a typical clinical psychology PhD program. What’s the scientist practitioner model?  Scientist practitioner model – integrates research and clinical practice that differentiates clinical psychologists from other mental health professionals (Ph.D)  Components of a Clinical Psych Ph.D. Program i. Coursework – strong scientific foundation ii. Practicum work – supervised assessment/interviewing, therapy iii. Research – Masters thesis and dissertation at minimum iv. Qualifying exam – can take many forms (oral, written, etc) v. Internship – last year of training, working full-time in a clinical setting 3. Know the differences and similarities between clinical and counseling PhD programs—focusing on what we talked about in class.  Counseling Psych Ph.D. Similarities – both require year long internship, 4-6 year program, and research dissertation

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Differences – sometimes more coursework and practicum experience is required, lower research expectations, fewer training programs and graduates

 4. Know each mental health worker that we talked about in class does and differences between these professions.  Psychiatry – attend medical school and receive psychiatric training during residency. Belief that mental disorders can be treated with medicine, so they prescribe medication instead of offering therapy  Social work – masters in social work MSW (2 years), group and individual therapy, intense involvement with the everyday lives of their clients  School Psychologist – often work with children with special needs, conduct educational assessments (IQ and achievement), develop learning programs, consult w/ teachers parents and school officials. Work in schools, daycares, and nurseries Chapter 3 5. Know the models of clinical training including the differences between them and critiques of these models. Which is the principal or most popular model?  Scientist Practitioner Model – PRINCIPAL GUIDELINE, goal to “marry” science and clinical practice. Originated at the boulder conference (1949) with the following guidelines – i. Training in university departments ii. Training for clinical psychologists as researchers AND clinicians iii. A required clinical internship iv. Competence in diagnosis, psychotherapy, and research v. Training culminates in Ph.D.  Clinical Scientist Model – Originated at manifesto for a science of clinical psych (1949), “scientific clinical psych is the only legit and acceptable form of clinical psych”, shift back to focus on research to prepare students for a research career i. Psychological services should not be administered to the public unless – 1. Exact nature of the service are described clearly 2. Claimed benefits of the service stated explicitly 3. Claimed benefits are validated scientifically 4. Possible negative side effects that outweigh any benefits must be ruled out empirically

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Doctor of Psychology (Psy.D. Degree) – compared to Ph.D. it has more emphasis on clinical work, less emphasis on research, masters thesis is often not required, qualitatively different dissertation Professional Schools – “freestanding”, offer psy.d. degrees, higher admittance rate

6. Understand details regarding similarities and differences between PhD and PsyD programs.  PsyD programs – more expensive tuition “freestanding”, higher admittance rates 7. Understand pros/cons of professional schools.  Cons of Professional Schools – higher tuition, part-time faculty, many are not accredited, little or no research training  Pros of Professional Schools – higher admittance rates, 60% of doctorates in clinical psych

Understand current issues in psychology (e.g., debate on prescription privileges, managed-care, telehealth). 

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Managed health care – profit-driven approach to healthcare, restrict types and lengths of services provided. More emphasis on research-supported and briefer interventions Prescription privileges PROS – i. Provide a wider variety of treatments for a wider variety of clients ii. Efficient and cost-effective (no need for psychologist and psychiatrist) iii. Competitive advantage over other mental health professionals iv. May be most qualified to prescribe medication Prescription privileges CONS – i. Psychological treatments de-emphasized ii. Damage relationship w psychiatry iii. Drug company sponsored research

8. Understand purpose and typical requirements for licensing.  Typical licensing requirements –

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Doctoral degree from an APA-accredited program 1-2 years postdoctoral experience Examination for profession practice in psychology (EPPP) Citizenship or residence, evidence of good moral chararecter

9. Understand the ethical principles that we talked about in class.  Culturally sensitive mental health services – clinical psychologists must be sensitive to the unique experience of each client, and continued training to understand gender and cultural diversity and how they relate to the provision of mental health services  Ethical Standard: Competence – psychologists work only within the boundaries of their competence. Required to represent training accurately, not provide services they are not trained in, and if in doubt seek supervision  Ethical Standard: Human Relations – unfair discrimination, sexual harassment, no dual relationships, willingness to terminate (if your client is doing well early be willing to end early), urgent care (make sure patients are taken care of in crisis no matter what)  Ethical Standard: Privacy/Confidentiality – obligation to protect confidential information AND discuss limits of confidentiality 10. Understand what the limits of confidentiality are and their purpose – also refer to Tarasoff case.  Limits of confidentiality – when patients are an immediate threat to themselves or others, abuse of vulnerable population, or if the court orders your records  Tarasoff Case (1976) – student met another student who became infatuated with her, he told therapist about his plans to kill her, therapist told police and they arrested him, but then let him go without warning victim/family, then he later returned to stalk and murder her. Outcome is “duty to warn” – tell people and intended victim Chapter 4 11. What is a scientific attitude?  Healthy skepticism – the idea that you demand evidence for things  Humility

12. Know the pros/cons of different research methods (e.g., case study, correlational study).  Case Studies – the intensive study and description of one person i. Pros: useful to provide descriptions of phenomena, provide disconfirming info/disprove “always” or “never”, and generate testable hypotheses ii. Cons: CANNOT develop general principles, NO causeeffect conclusions, or NOT demonstrate correlation  Correlational Methods – used to determine the degree to which variable x is related to variable y i. Cons: CANNOT determine directionality or imply causality  Experimental Methods – manipulating one variable to see how it affects another thing i. Pro: only way to determine causality and directionality ii. Parts – independent variable (manipulated), dependent variable, random assign

13. What is a correlation? What is a Pearson product-moment coefficient what does the sign/# mean?  Pearson Product-Moment Correlation Coefficient tells you how strongly variable are related  The sign shows the direction of the relationship  The number shows the strength of the relationship, -0.9/+0.9 are very strong 14. Third variable problems—all of the info we talked about in class (e.g., what is it? How do you eliminate it?)  15. How can you determine cause and effect?  By using experimental methods 16. each  

Know the components of an experiment and the role that component plays. Independent Variable – what you are manipulating Dependent Variable – how the independent variable changes/what you expect to change  Random assignment – helps to eliminate third variable problem

Chapter 5

17. Understand the three different definitions of abnormality and “take home messages” about defining abnormality.  Statistical Infrequency or Violation of Social Norms – a score that is far away from average. Violation of social norms is ritual-like behavior (excessive hand washing) i. Pros: cut-off points (objective criteria, intuitive appeal) ii. Cons: cut-off points are meaningless, cultural differences, noncomformity can be beneficial, development differences  Subjective Distress – considered abnormal if they themselves feel bad i. Pros: judgement is not required, take clients word for it ii. Cons: young children cannot distinguish subjective distress, ask yourself when does it become abnormal (where is the threshold?), lack of insight  Disability, Dysfunction, or Impairment – behavior must cause social or occupational problems to be considered abnormal (family issues, unable to get job, dependent on others, unable to attend school, etc) i. Pros: usually prompt people to come get treatment because they cause problems ii. Cons: No established standards (what is considered a problem?)  Take home messages – No single descriptive feature is shared by all forms of abnormal behavior, most of the time there is not one strict category for a person to fall into, no discrete boundary between normal and abnormal behavior, does not necessarily indicate mental illness, no single definition 18. What is a mental illness? What is a diagnosis? why do we diagnose mental illness/disorders and what are pros/cons of using diagnoses?  Mental illness – a cluster of abnormal behaviors that is associated with distress, disability, or an increased risk for problems  Why diagnose? – i. Communication – verbal shorthand, primary function, help distinguish groups, each diagnosis is a description of symptoms ii. Research – we can group individuals, compare/contrast groups iii. Examine etiology – group individuals to understand what causes certain disorders

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iv. Determine treatment – certain treatments work for certain disorders, we need to know their diagnosis in order to treat someone properly Negative consequences of diagnoses – labels can lead to stigma, diagnoses have cut-off points (some people don’t make the cut but have real problems)

19. What is the DSM and what is it used for? What is the primary difference between the DSM-IV-TR and the DSM-5?  DSM – diagnostic criteria for mental disorders, lists ~400 diagnoses, many versions, revisions needed as research evolves  Major difference between IV/V is the removal of multiaxial assessment  DSM IV Multiaxial Assessment – i. Axis I – clinical disorders (anxiety, depressive, bipolar, etc) ii. Axis II – personality disorders/intellectual disability iii. Axis III – medical conditions iv. Axis IV – psychosocial and environmental problems v. Axis V – global assessment of functioning (GAF)  DSM 5 – moved to non-axial documentation of diagnoses. Separate notations for important psychosocial and contextual factors (formerly axis IV) and disability (formerly axis V). Considers functional status separately from diagnoses/symptom status 20. Understand the diathesis-stress model of psychopathology.  Diathesis – vulnerability or predisposition (biological, psychological), may influence how they react to stress  Stress – environmental (ex: traumatic experiences), biological (ex: poor nutrition or physical ailment), interpersonal (ex: divorce or breakup), psychological (ex: negative thoughts)  Diathesis and stress are both dimensional and need to occur together...