SR Exam 2

How do "competence-promotion programs" differ from typical prevention programs?

"Competence has numerous meanings in psychology, but generally it refers to a pattern of effective adaptation in the environment, either broadly defined in terms of reasonable success with major developmental tasks expected for a person of a given age and gender in the context of his or her culture, society, and time, or more narrowly defined in terms of specific domains of achievement, such as academics, peer acceptance, or athletics." Relationships with caring adults, self-regulation, socially appropriate conduct, "Competence results from complex interactions between a child and his or her environment; thus, it will change as the child develops and changes or when the context changes." "Second-generation competence-enhancement programs shifted in focus and scope to more developmental, ecological, and multicausal models. These models were more complex, trained a wider variety of more elaborate skills over longer periods of time, linked the teaching of skills to developmental trends, and attended to the various developmental contexts for competence." "Early childhood education programs, such as Head Start, provide additional examples of preventive interventions with a competence focus. These programs have combined high-quality preschool training for children with early family-support services in an effort to promote social, emotional, motivational, intellectual, and physical development in children of poverty. Early intervention programs, such as the Perry Preschool Project with low-income African American families, the Houston Parent-Child Development Center Program with low-income Mexican American families, the Syracuse Family Development Research Project, and the Yale Child Welfare Project, targeted children's cognitive and social competence as well as parenting behaviors, family interactions, and social support. Results from these studies indicate that enhancing cognitive and social competence in children and changing patterns of interactions in the family can have long-term cumulative protective effects, resulting in prevention of anti-social behavior and delinquency."

What is the relationship between competence and resilience?

"It was probably not a coincidence that these same years witnessed the emergence of resilience as a topic of great interest to scientists and the public (Masten, 1994, in press-b). The study of resilience--how children overcome adversity to achieve good developmental outcomes--arose from the study of risk as pioneering investigators realized that there were children flourishing in the midst of adversity. These pioneers recognized that such children could teach us better ways to reduce risk, promote competence, and shift the course of development in more positive directions" I.E. Resilience creates a better understanding of how to survive in the face of adversity - this is called competence in the sense that the individual is now more knowledgeable of how to adapt to adverse environments

Know the Matics article pretty well and how he defines positive clinical psychology. Know how it's different or similar to RDoc or DSM or Clinical Psychology

Clinical derives from the Greek klinike or "medical practice at the sickbed," and psychology derives from psyche, meaning "soul" or "mind" - Although few clinical psychologists today literally practice at people's bedsides, many practitioners and most of the public still view clinical psychology as a kind of medical practice for people with sick souls or sick minds. The discipline is still steeped not only in an illness metaphor but also an illness ideology—as evidenced by the fact that the language of clinical psychology remains the language of medicine and pathology. Terms such as symptom, disorder, pathology, illness, diagnosis, treatment, doctor, patient, clinic, clinical, and clinician are all consistent with the ancient assumptions captured in the term clinical psychology and with an ideology of illness and disease (Maddux, 2002). Although the illness metaphor (also referred to as the medical model) prescribes a certain way of thinking about psychological problems (e.g., a psychological problem is like a biological disease), the illness ideology goes beyond this and tells us to what aspects of human behavior we should pay attention. Specifically, it dictates that the focus of our attention should be disorder, dysfunction, and disease rather than health. Thus, it narrows our focus on what is weak and defective about people to the exclusion of what is strong and healthy it is time for a change in the way that clinical psychology views itself and the way it is viewed by the public. We believe that the illness ideology has outlived its usefulness for clinical psychology. Decades ago, the field of medicine began to shift its emphasis from the treatment of illness to the prevention of illness; moreover, more recently, medicine has moved from the prevention of illness to the enhancement of health (Snyder, Feldman, Taylor, Schroeder, & Adams, 2000). Furthermore, over two decades ago, the new field of health psychology acknowledged the need to emphasize illness prevention and health promotion. Unless clinical psychology embraces a similar change in emphasis, it will struggle for identity and purpose in much the same manner as psychiatry has for the last two or three decades (Wilson, 1993). *We believe that it is time to abandon the illness ideology and replace it with a positive clinical psychology grounded in positive psychology's ideology of health, happiness, and human strengths.* The greater utility of the positive psychology ideology for clinical psychology is found in its expanded view of what is important about human behavior and what we need to understand about human behavior to enhance people's quality of life. Unlike a negative clinical psychology based on the illness ideology, a positive clinical psychology is concerned not just with identifying weaknesses and treating or preventing disorders but also with identifying human strengths and promoting mental health. It is concerned not just with alleviating or preventing "suffering, death, pain, disability, or an important loss of freedom" (APA, 2000, p. xxxi) but also with promoting health, happiness, physical fitness, pleasure, and personal fulfillment through the free pursuit of chosen and valued goals.

What is the two continua model? Describe how mental health and mental illness are conceptualized

Describe how mental health and mental illness are conceptualized a. Hedonic Well-Being: Feeling b. Eudaimonic Well-Being: Functioning i. Psychological Well-Being ii. Social Well-Being c. Mental Illness and Mental Health represent two different continua d. Dimensional and common factor models represent mental illness i. High or low in internalizing or externalizing symptoms e. Mental Health i. Operationalized as (positive) emotional, psychological, and social well-being f. Mental health section is made up of the eudemonic and the hedonic g. Idea of mental health is going to get operationalized as emotional, psychological, and social well-being and from that you could tell if individuals are flourishing or languishing on these and these are supposed to take place in an area that is different from mental health i. And like mental health isn't just mental illnesses with this model. I think it's even it's own continuum. Dimensional and common factor models represent mental illness ~High or low in internalizing or externalizing symptoms What would the implications for this model be on children? ~how young is too young? ~below 10- hard to conceptualize and understand ~teenagers are too hormonally unbalanced? ~don't have the tools to talk about what they are actually thinking

Ialongo article- lifespan approach, public health approach, and community epidemiology and how they influence models. Know what these 3 things are and what they belong to.

Public health approach: "An important advan-tage of the public health perspective is that the diffusion of effective programs is facilitated by partnerships fostered with the major institutions charged with the public's health, education, and welfare. Preventive intervention ef-forts are developed in conjunction with personnel from the institutions expected to implement them and are integrated into the ongoing activities of those institutions. Interventions should be developed in conjunction with personnel from the institutions expected to implement them BCPSS Lifespan approach: "individuals face specific social task demands in various social fields across the major periods of the life span" Community epidemiology: "Community epidemiology is concerned with the nonrandom distribution of a health problem or related factor in a fairly small population in the context of its environment, such as a neighborhood, school, or classroom. Community epidemiology provides a means of identifying variation in developmental paths, including the roles of antecedents, mediators, and moderators, as they vary in frequency and function within and across different subgroups and contexts of a defined population"

Unger's resiliency model

Ungar argues resilience/growth reflects one's environment not the individual Ungar argues for targeting the individual and environment, teaching specific skills (modules) ~Need homework and parental involvement ~Necessary for all child and adolescent services. ~Nine building blocks *Structure and consequences *Parent child relationships and other strong relationships *A powerful identity, sense of control, sense of belonging *Rights and responsibilities *Safety and support

What are different preventions/interventions for the PVS system?

a. A PVS prevention program would be focused on developing the constructs related to reward b. Few programs have been built to target these constructs c. However, existing prevention programs may be well-suited d. Within RDoC Model, not only monitoring symptoms but also underlying processes e. Contingency Management- ~Behavior management protocols ~Provide tangible reinforcers when target behavior is demonstrated ~Withhold incentives when target behaviors are met ~Developing a CM plan: Problem behavior Target behavior Reward Short-term/Long-term goal Monitoring Recording f. Behavioral Activation - ~Sometimes called "Reward Exposure" in emerging literature ~Treatment for depression ~An absence of environmental reinforcement: Depressed individuals may seek out non-rewarding environments ~Behavioral Activation: Teach the adolescent on the principles of behavioral activation Problem Solving Goal Setting Identifying Barriers Overcoming Avoidance Practice and Application g. Savoring interventions- ~Cognitively attending to past, present, or future pleasant experiences ~Past experiences: Spend 15 minutes for each day for three days thinking about a positive experience Each day for one week, find a memento related to a positive event that happened in the past. ~Present experiences: Mindfulness Positive Attentional Focus ~Future experiences: Best possible self

What does it mean that RDoC is a prognostic model?

a. A response to the DSM i. Little prognostic value in DSM Diagnoses b. They said the DSM has little prognostic value and doesn't even attempt to tell us how someone will be in the future and this is not helpful. It doesn't tell us what we should do to treat it. The DSM doesn't address equifinality (no talk of risk factors or protective factors) c. Want to target the risk factors for psychopathology so that we have a better chance to describe mental health and come up with preventions in the future. d. Prognostic- Predict how someone will be years later and DSM doesn't do that

How might a strength-based approach and PVS be related?

a. Both focus on self growth and self reflection and not fixing a problem b. Think gratitude intervention (have them write down 3 things they're thankful for everyday) and hope intervention. Why would gratitude intervention possibly promote PVS? It has them focus on positive aspects in their life and if you focus on that- is there a subdomain that could be heightened by that?- hedonic responses but more specifically your reward receipt (a good thing happens and you're more responsive to it) as well as habits (get in the habit of being more thankful).

How does a dimensional or common factor model differ from the DSM?

a. Dimensional: Examines symptoms on a continuum and across diagnoses b. Common Factor: Identifying factors that predict multiple symptoms c. DSM is categorical- you have it or you don't but the other two are dimensional and like everyone has it but at a different level and they don't exist separately they have some overlap DSM: rigid/doesn't look at someone across time and how they can change/develop

What are efficacy and effectiveness studies?

a. Efficacy- how much can this intervention promote the positive behavior I'm seeking to promote b. Effectiveness- so you have a treatment. How effective is it when we disseminate it? How well does it work outside a randomized control trial?

Why would someone not believe in evidence-based mental health services? What are your responses to these criticisms?

a. Eliminates Clinical Judgment (you're taking me out of the room and I have a lot of training and I have a lot of insight. Prevent and inhibits providers from doing really cutting edge stuff (because research takes like forever)) b. Prevents practitioners from delivering experimental services c. Makes treatment too cookie-cutter (a lot of people experience major depression but how each person experiences it is wildly different) d. For clients- it takes too long e. Only considers evidence from RCTs i. Controlled Trials ii. Applies to disorders not people iii. RCT is randomized clinical trial). These trials are where you take population and give half the group an experimental treatment and the other half some kind of control treatment. These trials come from controlled trials where you have all kinds of infrastructure to make sure the trial is done in a perfect way. We pay people to come. Undergrad research assistants can call them and be like hey what did you think. It's kind of like a fantasy land. It's a perfection we can't do. f. Criticisms? Individuals are really individual so it can't be studied it isn't a social science it is a humanity, the time that it takes for a process to be evidence based isn't fast enough to keep up with people who need services, could dehumanize both the provider and the patient, these disorders are real things and you study disorders and not people- so like how it's currently being studied is bad g. My response would be: I would say non-evidence based services could be dangerous because it's hard to tell what works and what doesn't and if something works is it due to an outside factor or a placebo or does it work long term and if someone comes to get help and it isn't helpful then they might not reach out for help again

What is the three legged stool? Be able to describe each component

a. Evidence-based practice is the stool and the three legs are: clinical experience, clinical research, and patient preferences b. Integrating what you know from your experiences as a provider c. "Clinical Intuition" d. Clinical experience: i. Most commonly relied on "leg" ii. Your time working within the population iii. We allow for deviations from the literature even if it's evidence based practice- this is because we can't really get a super comprehensive manual and something that works for everyone I think (this is clinical intuition) iv. This is the most commonly relied on "leg". Why? It's really easy, confirmation bias e. Patient preference: i. Preferences a bit of a misnomer- tailoring treatment to the salient parts of the patient ii. Cultural competence- understanding cultural differences or asking questions about it iii. Developmental competence iv. Level of preparedness- How prepared for change is client? What type of change? v. Why should you not always follow your patient's preferences? if they need to be pushed or motivated like with depression f. Clinical Research i. Efficacy and Effectiveness Studies ii. Reliability and validity of scales and measurements iii. Basic Research iv. Evidence Based... ~ Treatments (manual) ~ Practices (skills you use for treatment) ~ Approaches (how do you as an individual generate interventions/measure and adapt?) v. Clinical research has two branches: efficacy studies and effectiveness studies vi. Efficacy is what we'll write in our research paper- how much can this intervention promote the positive behavior I'm seeking to promote vii. Effectiveness- so you have a treatment. How effective is it when we disseminate it? How well does it work outside a randomized control trial? viii. Reliability- does it replicate/how much does it reliably measure what you intend to measure ix. Validity- is it measuring what it's supposed to measure (internal validity) ex. questionnaire about friendliness that asks if you ate dinner today is not valid x. Basic research- someone looking at neural indicators of depression and anxiety. Examining basic processes related to mental health outcomes. Usually before efficacy studies. xi. All of these types of clinical research can inform 3 different areas of applied clinical work (treatments- can drop in one of the labs a trauma focused behavior manual because of this research, practices- how do you do something like cognitive restructuring like how do you measure if you restructured it, and approaches- how do you as an individual generate evidence based solutions? How do you select what evidence based approach to do? What is your evidence based approach for selecting a measure? What is your evidence based approach if your other approach isn't working? xii. This should be the largest leg. Not intuition xiii. Why are evidence-based practice important for advocates of mental health? It could be detrimental to advocate for something that isn't evidence based because it could affect like insurance (probably need to ask)

What are the functional domains and units of analyses of RDoC? You don't have to recall each one, but know what they refer to and be able to recognize them.

a. Functional Domains: Negative valence systems 1. Acute threat (e.g., physical assault) 2. Potential threat (e.g., anxiety during times of unceratainty) 3. Sustained threat (e.g., emotional abuse, sexual harrassment) 4. Loss 5. Frustrative non-reward (e.g., aggression, how you respond when you don't get a reward) Positive valence systems Cognitive systems 1. Attention 2. Perception 3. Declarative memory 4. Language 5. Cognitive control (e.g., goal selection) 6. Working memory Systems for social processes 1. Affiliation and attachment 2. Social communication (e.g., reception of facial communication) 3. Perception and understanding of self and others Arousal/regulatory systems 1. Arousal 2. Circadian rhythms (ability to respond and regulate to environmental cues) 3. Sleep-wakefulness b. Units of Analyses i. Genes, Molecules, Cells, Curcuits, Physiology, Behavior, Self-Reports, Paradigms c. Resilience can be measured across these domains and units of analyses d. So there are five sections and across these sections there are indicators for analyses e. It's thought of as a matrix (a table) so Functional domains across the top and the units of analyses down the side. So like say what genes are associated with each of these constructs (functional domains) and what cells associated with all of these constructs etc.

What is the difference between hedonic and eudanomic well-being?

a. Hedonic well-being: feeling. Happiness (this is the opposite of distress. Your subjective feeling at a day to day level). b. Eudanomic well-being: how well you function

According to a strength-based approach, how does distress arise?

a. If you're high in a strength and in an environment that doesn't accept or foster it, this is thought to bring out distress in which you experience impairment.

What is implementation and dissemination research?

a. Implementation- I have this really good intervention, how do I implement it into the setting? Like psych building we find something how do we get it into Carle. b. Dissemination- now it's in a setting and implemented so how do I replicate it across multiple settings. (such as rural areas) c. Part of effectiveness studies. Also part of nonevidence based treatments. Evidence based treatments holds accountability for you to implement and disseminate. So great you're a master at people and you know how to fix everyone but you're one person so how helpful is that. No share your knowledge to help more people.

What does it mean that prevention programs can occur at different levels?

a. Individual or Small Group Level (If at school meeting with kids that is a small group level) b. Family Level c. Home Visits (Home visits are nurses who do home visits and that's a prevention) d. School Level (School level program would be like building a school for kids who are at risk) e. Community Level f. Government/Policy Level (University of Chicago does a program that focuses on prevention at a policy level)

What does it mean to measure resiliency "across levels"?

a. Individual- problem solving ability, optimistic outlook, temperament, emotion regulation, family- close to parents, warm and supportive environment, structured or unstructured house, community- neighborhood safety, access to social services, school involvement Could it be like look at self image and job and success with personal relation ships (holistic)

What does it mean if one is low on a given strength?

a. It's not that they can't do that or that it's a weakness it's just not their strong suite. b. Your environment doesn't foster that c. You didn't get the opportunity to develop that strength

What is the relationship between internalizing distress and PTG?

a. Longitudinally: PTSD symptoms predict PTG b. Cross-Sectionally: An inverted U, where PTG is highest during moderate levels of PTSD (An inverted U I think is an upside down U and means there is an ideal amount/certain range of PTSD severity (I think) where there is the most PTG) c. Why? Resiliency says there is no distress. The more distress you experience the less resilient you are. With growth you need to feel distressed and internalize it and process it. Individuals who are most affective following a trauma predict the most growth 6 months and 12 months later. Idea is if you aren't experiencing distress you aren't internalizing what happening. d. Basically you need to experience distress to have PTG

What are changes UIUC can make which would be in line with a strength-based approach?

a. Make more programs that promote character strengths rather than only focus on problems or stress b. Like in classes do the strengths test and focus on improvement not just avoiding mental illnesses c. Make assignments less rigid and more open so they could show their strengths ~Everyone takes a strength based test to see their own strengths ~Offer courses that promote the use of specific strengths ~Group people together based on their strengths

What does it mean if someone is flourishing? Languishing? Be able to describe different patterns of mental health as described by Keyes and why measuring flourishing is important.

a. Mental Health exists on a flourishing-languishing continuum. b. Flourishing i. High in emotional, psychological, and social well-being. All three. c. Languishing i. Low in emotional, psychological, and social well-being g. Someone high in emotional well-being but low in psychological and social well-being: our college kids. Go out and have a great time every night and enjoy it but have no idea what to do and not idea where they're going. This says they are showing that they flourish in one area but not the others not that it's a bad thing. h. Low in emotional well-being and high in psychological and social well-being? College faculty. Devoted to their job and not a ton of affect on their face but immersed in what they're doing i. Some who is high in emotional well-being and psychological well-being but low in social well-being? This would be a narcissist j. This is the dual continuum model and the last was the two continuum model k. Measuring flourishing is important because it's more than not being mentally ill it's being mentally healthy l. Mental health doesn't fluxuate but mental illness does and that proves that it's on a continuum m. Flourishing doing well in all 3 and moderate is well in some and languishing is doing poorly in all 3 n. Keyes article o. Why is measuring flourishing important? It is distinct from mental illness. Luis case example. Some people float under the radar and under the system because they don't have any problem but they aren't really enjoying life either. p. Loneliness doesn't always predict sadness but it predicts lower positive moments so flourishing would kind of detect that I think Hedonia: requires high levels in at least one area (1. regularly cheerful, calm, peaceful, satisfied, and full of life (positive affect) 2. feels happy or satisfied with life overall or domains of life (avowed happiness or avowed life satisfaction)) positive functioning (eudaimonic I think): requires high level on 6 or more symptom scales (self acceptance, social acceptance, social actualization, purpose in life, social contribution, autonomy, etc.)

How do mental health and mental illness vary across the lifespan?

a. Mental health doesn't vary but mental illness does/will decrease with age then increase a lot for the super old people

According to Steffens and colleagues (2016) why might someone with multiple identities be more creative?

a. Multiple identities are associated with more fluency and originality b. They have more of a variety of what they can draw from When people categorize themselves in terms of shared social identity (ex. "us" scientists) this structures creativity, both in terms of the way people generate and evaluate creative products b. Ingroup norms are valued more c. Especially multiple cultural identities - living abroad d. Each social identity is associated with a unique set of experiences and provides a unique lens through which to make sense of the world, being a member of many allows one to draw from all of them, allowing to produce more ideas, and more original ideas ~Cognitive Flexibility ~Persistence

What are the domains of posttraumatic growth?

a. New possibilities- as a result of going through something terrible it awakens you to new possibilities in the world b. Relating to others- after traumatic event realize how important relationships are in my life c. Personal strength- strength- a lot in cancer literature with hardiness- never thought I'd be able to get over something and now I believe I can d. Appreciation of life e. Spiritual change- belief in something existential as result of going through traumatic event

An assumption of a character strength is that it has value "in its own right". What does this mean?

a. Not a 'means to an end' b. If you are using a character strength for an ends to a mean (so like if you're really religious because you made a religion and you profit off of it) that isn't a strength. If you're doing it to get something else, then it's not considered a strength.

How might the role of the provider differ in a positive psychology approach compared to a traditional clinical psychology approach?

a. Positive Psychology: i. Employs active and reflective listening ii. Help clients clarify concerns and needs iii. Proactively offer help in response to needs iv. Promotes acquisition of competences v. Families make the decisions vi. Promotes partnership with provider b. Are these different in clinical psychology? There is a lot of overlap. They pretty much do all of this. Biggest difference is that positive psychology views themselves as consultants c. Clarify concerns and needs with the client, not identify on your own, angle is competency so want to increase client's competence d. Advantage is that it is decentralized (not in institutions) and preventative e. Disadvantages is that there is no licensing for it, should they stand alone or be incorporated in other services

What is the definition of a positive institution? What levels do they exist at?

a. Positive institutions- not really a parallel for this in clinical psychology. Idea we can assess well-being at the individual level or we can assess it within a system. So like the idea that well-being is in the settings/in the systems. Promote well-being for everyone. b. Research on the individual has increased i. Resilience/PTG ii. RDoC Positive Valence System iii. Dimensional Approaches c. Research on institutions is still missing d. Institutions i. Family ii. Schools iii. Campus ~Idea that we can assess well-being at individual level or within a system ~Exist in families, schools, and campus

How are principles and theories related? Why are these necessary for developing evidence-based services?

a. Principles: A fundamental truth or proposition that serves as the foundation for a chain of reasoning b. Theory: A system of ideas intended to explain something. c. Evidence based rationale should consist of the research evidence in their favor and the theoretical rationale d. There should be three steps to evidence-based rationale: 1. principles 2. theory 3. research

What are some implications of a stress and sensitization model within a school setting?

a. Proposes that youth from harsh environments perform worse in school because the environment may be different than their home environment b. We say what don't we try to promote the protective factors? Ellis says maybe we are paying too much attention to the individual and need to pay attention to the settings around them. This is like changing what the structure of a classroom is. c. The idea is that we're creating environments that are very structured and we aren't developing an adaptive skillset but if we change the environment for kids who have more harsh environments they would do better. d. Our current health and education prevention models are a mismatch e. Ellis and colleagues propose we alter the programs rather than the child themselves. f. Our modes of intervention for non-trauma related deficits and trauma-related deficits are the same. g. So could there be problems with changing schools for kids who experience more adversity so that they could excel too? It could make a self fulfilling prophecy, what if you think someone has a bad environment or think they don't and put them in the wrong kind of school...then you set them up for failure, how would we implement this financially h. This isn't as crazy as it seems. Research does say we should make different schools and health care and stuff like that.

What are the differences between risk, protective, and promotive factors?

a. Protective factors- things that buffer or reduce or attenuate the negative events we talked about in the first half of class (~Associated with resiliency ~Within the individual, family, and community ~Buffer/attenuate/reduce the negative effects talked about in the first half - ~NOT the opposite of a risk factor, it is on a different continuum ~Empiricism) b. **this will be on the test** protective factor is not merely the opposite of a risk factor. c. Protective factors are more predictive of the outcomes than risk factors and they can be individual or family or community related (community could have good resources like after school programs and that's how a protective factor can be within the community) d. Posttraumatic growth based on promotive factors- what predicts your ability to learn from the situation while protective factors are like what makes you resilient (theoretically these are two different things but we haven't been able to find these differences in studies) e. From google- risk factor: something that increases risk or susceptibility (Factor that increases probability of psychological distress) f. From google promotive factor: Resilience occurs when environmental, social, and individual factors interrupt the trajectory from risk to pathology. Such variables have been called promotive factors (Fergus & Zimmerman, 2005) because they are associated with positive development and help youths overcome adversity. Factors that both mitigate risk and enhance healthy development and well-being for youth (~Associated with growth ~Theoretical ~5 domains of PTG: new possibilities, relating to others, personal strength, appreciation of life, spiritual change)

What virtue is typically low in Western culture?

a. Prudence b. Modesty c. Self-Regulation d. Overall this group is Temperance

What is psychological and social well-being?

a. Psychological well-being i. Self-Acceptance: A positive and acceptant attitude toward aspects of the self in past and present ii. Purpose in Life: Goals and beliefs that affirm a sense of direction iii. Autonomy: Self-direction as guided by one's own socially accepted internal standards. iv. Positive Relations with Others: Having satisfying personal relationships in which empathy and intimacy are expressed v. Environmental Mastery: The capability to manage the complex environment according to one's own needs vi. Personal Growth: he insight into one's own potential for self-development vii. Is it possible to be really high in hedonic well-being and have low self-acceptance? This model says you can viii. So the idea is that like if you can have one of these bullets without the other then they're on different continuums b. Social well-being i. Social Coherence: Being able to make meaning of what is happening in society ii. Social Acceptance: A positive attitude toward others while acknowledging their difficulties. iii. Social Actualization: The belief that the community has potential and can evolve positively. iv. Social Contribution: The feeling that one's activities contribute to and are valued by society v. Social Integration: A sense of belonging to a community. vi. Someone high in hedonic well-being and personal well-being but low in social well-being? People who advocate for social well-being say they're low in this. So individuals who are decision makers tend to be low in this. vii. Are there individuals who don't see the power of the group and don't know how they fit in with the group? Those people would be people who are low in the strength

What are the underlying assumptions of RDoC?

a. RDoC rests on three assumptions i. Conceptualizes mental illness as brain disorders (Brain disorders- so any psychological distress has neural footprint) ii. Clinical neuroscience can be used to identify problematic circuitry (Puts forth neuroscience as predominant methological approach to understand brain disorders) iii. Biosignatures will be needed to augment treatments (e.g., physiology and genetics) (Biosignatures need to be integrated into treatments going forward)

How does resilience and posttraumatic growth differ?

a. Resiliency- your ability to remain unchanged even though you've experienced an adversity or traumatic event (The ability to succeed in spite of serious threats to adaptation or development) b. Posttraumatic growth- you are now someone different as a result of an adversity or traumatic event (called benefit finding or transformation or psychological transformation as well)

How does the dual continua model differ from strength-based or RDoC approaches? How is it similar?

a. Similarities- both a wave and away from what the individual can absolutely control and more about their environment. All three look beyond what is going wrong with the individual/doesn't focus solely on the emotional deficits of the individual. They look more broadly. b. Differences-RDoC has more to do with biology and strength based doesn't look at the negative like the distress as much, strength and RDoC look at what in the environment causes them to have the outcome but the dual continua looks more at what is the outcome/where they are c. Dual continua model- looks at flourishing vs. languishing of the individual in their environment (and in the individual). It makes people assess not just the individual but the environment too. RDoC and Character Strengths is like a vacuum and has a really narrow focus. RDoC is where you have to look at the biology- neurobiology specifically. Character strengths are a reflection of the environment but it's about what you show as an individual not really a focus on the environment. Dual continua is about the individual and the environment so it's more broad. Does well-being exist at individual and the systems level? Dual continua says both which is unique to that model. -RDoC looks at what could biologically/medically happen in the future (most different among the three), predictive, along a neurological level -Strength-based is promotive and looks at the self. Capitalize on what you're good at but not necessarily what someone is lacking -Dual continua looks at the self but also the environments/resources/external factors -Dual continua is all about the individual AND the environment (Strengths and RDoc is solely individual)

What would clinical child mental health services look like if we moved towards a dual continua model?

a. Slide 16 and 17 from 11-8-18? b. Rather than look at only the individual move towards looking at the environment as a way to treat them c. Look at their strengths not just what is wrong with them ~Positive psychology is moving away from treating illness, promotes overall health ~Look at the child's emotional/social/psychological well-being, hedonic well-being (feeling), eudaimonic well-being (functioning) ~Each are a different continuum of flourishing/languishing

What are the three proposed pathways concerning PTG?

a. Strength through Suffering i. Represented through personal strength and new possibilities. ii. "I never knew I had it in me" iii. Strength through suffering is like I thought if this happened I would never survive and I couldn't stand it but now it did and here I am standing and I am tough and I can get through hard things b. Psychological Preparedness i. Rebuilding of a viable assumptive world ii. Understand that trauma happens and you are prepared for it to happen again. iii. Why is this not resilience? It's not your views of yourself that are changing but it's your view of the world changing iv. doesn't reflect change in yourself but a change in your view of the world. I understand that bad things happen in the world and I'll be prepared next time it happens. c. Existential Reevaluation i. Represented through greater appreciation of life, relating to others, and spiritual change. ii. We are naturally guided to fulfill our full potential. Therefore, PTG represents our continued striving towards this goal. iii. The trauma is the spur to refocus us on this path. iv. we start believe there is something beyond us and the metaphysical world that is guiding us and there must have been a reason that we experienced this adversity. d. Not everyone goes down every path and some people go down a couple or all. These are how we grow from trauma/the paths we take to grow after trauma. These are steps to post traumatic growth. e. These aren't resiliency because they are all new thoughts. They should make you resilient down the line but the development of these qualities are the growth. f. No preferred path or dominate path.

What are some things UIUC could do to become a more "positive" environment?

a. Strength-Based Advising b. Build students' hope by teaching (Build students' hope by teaching- like give students opportunities where they can teach (from actually being TA to like small group discussions)) c. Promote an academic explanatory style i. Tie advising to test taking. d. Incorporate peer advising i. Promotes growth in both the mentor and the mentee. e. Strength-Based Learning i. Better path towards authentic motivation/school satisfaction. f. Establish a community within the classroom? (A community within the classroom means how do we make students like us here the 30 of us feel like we're part of a group together ) g. Build positive emotions by connecting students to their interests h. Spark curiosity by designing meaningful assignments. i. Provide timely and frequent feedback. j. Solutions- smaller classrooms, continuity in the classrooms, cultural housing or like dorms with themes like dorm floors dedicated to certain groups of people

What are some strengths and limitations of taking an RDoC approach to mental health?

a. Strengths- they are still working towards the best way to help people, pretty easy to learn, can apply resiliency to the domains, makes psychology interdisciplinary (connects it to medicine), more precise treatments (have risk profile you know how to treat them), more concrete/tangible b. Limitations- no biological proof wouldn't be able to help (the matrices is biological), if there isn't biological proof then it doesn't exist, genetic testing could lead to self fulfilling prophecy

What are some changes a middle school could make to adopt a positive psychology model? What are some outcomes they could measure?

a. Teacher-Student Level i. Connect lesson plan to students overarching personal and professional goals ii. Increase interpersonal contact and support within the classroom. iii. Teacher continuity (Teacher continuity- you have the same teacher. Stop having them specialize to a grade but have the same teacher in like 1st, 2nd, 3rd, and 4th grade. So less changes in who your teacher is.) b. School Level i. Begin monitoring school satisfaction ii. Provide more opportunities for students to display and present strengths and interests. iii. Social emotional learning

What is the dual continua model?

a. The Individual i. Flourishing-Languishing ii. Psychological Distress b. The Environment i. Resources ii. Problems

What is the positive valence system?

a. The constructs that underlie engagement in positive environmental situations and contexts i. One's ability to take advantage of a positive environment and opportunity ii. The ability to regulate behaviors for reward achievement.

What does it mean that there are developmental and cultural differences for certain strengths?

a. The gap between U.S. youth and adults is greater than in other countries b. Also after 9/11 people's differences changed but that didn't happen after the tragedy in Madrid c. U.S. Youth are higher in... i. Hope ii. Teamwork iii. Zest d. U.S. Adults are higher in... i. Appreciation of beauty ii. Authenticity iii. Leadership iv. Open-Mindedness e. So like other countries the youth and adults are more similar in strengths

How does the specialization and sensitization hypothesis differ from a "deficit" model for psychopathology?

a. The hypotheses explains how positive outcomes emerge from harsh environments c. The hypotheses distinguishes from posttraumatic growth because there is no "struggle" d. Specialization: Develop an adaptive set of skills to survive these environments e. Sensitization: These skills are most adaptive in similar environments. f. He differentiates what he does from PTG because he denies that there is any struggle that leads to these positive qualities and instead these factors are adaptive and it's how you cope with your environment h. Deficit looks at like if you're experiencing distress then there is something wrong with you and the others say you're in the wrong environment Deficit Model: according to the deficit model, psychopathology is the result of the individual's dysfunction and distress, which are attributed to some deficiency within the individual

What is "belief in a just world" and what does it have to do with PTG?

a. The underlying belief in why PTG occurs is because your belief in a just world shatters (this is like the belief that things happen and there are consequences and things that happen because that is what is right and fair and what should happen. Or even better that things happen for a reason and that things that happen in our world are just and fair and what should happen.) b. Underlying belief in a just world is that a trauma would not happen so after it does then that belief is shattered c. Your idea in a just world has to change in order for distress or growth to happen. That is the mechanism of growth

How are theories and research related? Why are these necessary for developing evidence-based services?

a. Theory: A system of ideas intended to explain something. Theory- your conceptual model. Why you think these two things would exist in the world b. Research: A systematic investigation into and study of materials and sources to establish new facts. c. Evidence based rationale should consist of the research evidence in their favor and the theoretical rationale d. There should be three steps to evidence-based rationale: 1. principles 2. theory 3. research

Why are youth exposed to childhood adversities less likely to receive empirically-based mental health care?

a. They experience the worst events so they're also in positions to receive services from people who aren't prepared to treat them, less access and trust in empirically-based services. Underprivileged so don't have access to empirically-based services. b. Poverty is a big predictor of childhood adversities. Might be that they're disconnected to healthcare systems more broadly. Poverty also means they probably have less access to services. BUT that's not the whole truth. To learn how to do evidence based services you need to go to grad school at the very least- ideally a PhD. If you're out on the job market with a PhD you get a better paying job. In undergrad people don't get the training for evidence based services. So the person with the graduate degree is too expensive. Evidence-based services takes education and training. Kids exposed to childhood adversities are less likely to go to places like the hospital with the funding to get these evidence-based trained individuals. They have more access to like positive psychology people like life coaches and people with minimal training and they aren't evidence based. It's mainly because they systems they belong to probably can't afford individuals that are trained in evidence-based services.

What does it mean for something to be trait-like?

a. Trait-like is an individual difference. Doesn't mean it's permanent. It just means without a significant life event we expect this predisposition to stay similar over time. Different from a symptom. A symptom we expect to change over time regardless or a major intervention.

Why is the positive valence system especially relevant to depression?

a. Tripartite Model for Depression and Anxiety- leading example and explanation for why some people develop depression and why some develop anxiety and why some develop both. Negative affect in both anxiety and depression. Positive affect (reward regulation) is specific to those with depression b. Negative Affect: Both Anxiety and Depression high c. Positive Affect: Depression Low (PVS) d. Psychophysiological Arousal: Anxiety High; Depression Low (NVS/Arousal) e. So I think it is just that people with depression in particular struggle with their positive valence system f. Individuals with depression report less positive affect and worse reward learning. i. Inflexible thinking- Inflexible thinking is like the root of rumination so they get stuck on something and can't think past it g. Majority of research posits deficits in PVS predicts depression. i. Anhedonia and reward learning predict prospective depression ii. Mediate the association between parental depression and youth depression iii. Mediate and moderate the association between stress and depression

Define universal, selective, indicated, and tertiary approaches.

a. Universal: i. Reduces or eliminates a disorder across an entire population. ii. Ex. no smoking ads or campaigns, vaccines, social emotional learning programs we talked about last time, say no to drugs campaign. Anything we think everyone would benefit from iii. Criticized for being overly inclusive. iv. Evidence that it promotes certain protective factors in the short-term. v. Mixed Evidence for long-term outcomes vi. Usually don't work. Doesn't pinpoint the problem and if you already have this problem it might not work for you, the it won't be me mentality vii. Most of this is in social-emotional learning classes and what kids do when you're leaving the program they do really healthy things but 3, 6, 9 months out it's hard to find things that stuck b. Selective i. Secondary focuses on early identification and treatment of the disorder. ii. Selective focuses on targeted high risk populations as determined by biological, psychological, or social factors iii. Examples of selective prevention efforts. free lunch programs, dating violence prevention programs, after school programs iv. Effective in reducing at-risk health consequences. v. ADHD would be a group that is at risk biologically and kids with depressed moms (they are more at risk biologically then anything else/biological path ways were the strongest path way) vi. Rumination is a psychological risk factor. Screen middle schoolers and if they're high in cognitive vulnerability they enter a prevention program vii. Social factors- what we're doing for our projects c. Indicated: i. Indicated Preventions target individuals at highest risk for developing the disorder based on subclinical signs ii. Examples- Indicated are people who are just below the cut off and they're showing signs but not enough for the intervention (these are kind of dying off because like if someone is showing distress from depression symptoms just give them the prevention whether they have depression or not) iii. Most common form of prevention in mental health ex: an intervention program for someone showing early signs of substance abuse d. Tertiary: i. Tertiary prevention emphasizes the reduction of disorder-related impairment and disability. ii. Tertiary Examples- veterans coming back from the war with PTSD and we do job training for them now (doesn't treat PTSD just trying to prevent impairment in what we think would result from PTSD) iii. This is when someone has a disorder and you're trying to prevent an outcome that isn't in the disorder iv. Most vulnerable to develop depression during adolescence 14-18 most vulnerable period for onset of depression. So now people are doing prevention programs for depression for kids who have anxiety at 11, 12, and 13 v. Tertiary- See this in pediatric populations with different medical preventions. Ex. Loyola has a very famous summer camp where kids with cystic fibrous fly in and it's a social-emotional camp for those kids

What would it mean for us to shift from a prevention to promotive framework? What are some barriers to this shift?

a. What would prevention programs focused on promotive factors look like? Like promoting strengths kids already have and the outcome/what you hope to achieve could be happiness or social well being or self understanding. Think dual continua model. What they really look for is eutonomia and positive outcomes. You want these things because eutonomic well-being is really important in adolescents b. What would screening look like? Screen for strengths not what they lack in c. What would be preventing/what are you preventing? Anhedonia (the absence of happiness kind of. A lack of feeling definitionally I think but this is also kind of like lacking happiness.) Maybe like mismatch between character strength and your environment d. University of Indiana Emmins- he has them start every day by writing a gratitude letter (and it's super young kids like 5th graders) and later they show higher levels of dispositional gratitude. That's a strength so that's a way to get to eutonomic well-being e. Barriers: negativity bias- people are more concerned with things that aren't working for them than things that they're already doing well but can improve on, people go to therapy when things aren't going well not really to be a better person, money for research, money to pay for it when you have no problem (would insurance even pay for it? Would people pay for it?)

What are some of the components of the PVS?

b. Hedonic responses, reward learning, and habit c. Initial and Sustained Responsiveness to Reward Attainment: Hedonic Responses Reward Learning: Ability to adapt behavior to acquire a reward once a learning pattern is recognized. Habit: Ability to make behaviors routine ~Reward valuation/expectancy ~Willingness to work: ability to overcome to obtain reward ~Action selection: ability to make the best decision

Remind yourself what's a mediator and what's a moderator and how that would relate to applied services. How does a mediator and a moderator impact interventions?

• Mediators: Explanatory variables which describe why the Independent Variable (X) relates to the Dependent Variable (Y) • Moderators: Third variables which attenuate or exacerbate the relationship between X and Y. "Identifying mediators and moderators is essential for prevention researchers who want to help the largest number of people with a judicious use of resources. Knowing for whom the treatment works and understanding mechanisms of change in prevention programs will allow prevention scientists to develop the most effective programs for the largest number of people across all levels of risk."