PSY 603 Final Exam

Spouse observation checklist

-A type of participant observation method, where the observer is another person (spouse) -Spouses are asked to record the occurrences of behaviors that happened during the day for 7 days at the end of each day

Characteristics of Child (PSI)

-Adaptability (how well child can change from one task to another without upset) -Demandingness (how demanding parent thinks child is) -Mood (how moody parent thinks child is) -Distractibility/hyperactivity -Acceptability-child to parent (does child's characteristics match parent expectation) -Child's reinforcement of parent (does parent get positively reinforced by child

Unobtrusive observation

-Choose between this & participant observation -There is no interaction between the observer & the person(s) being observed -No interaction between you (the observer) & the clients you are observing -The individual's behavior is not affected by the observation itself bc person is not as aware that they are being observed -Hoping for less reactivity of behavior -Behavior wont change as much since they do not realize they are being watched e.g. a clinician observes the behavior of a child & parents thru a one-way mirror -Child & parent not as aware that therapist is watching them -Would want parent to know that this kind of observation might be used during treatment in informed consent, but not realize when it is happening

Assessment of Parenting (Why is it important)

(1) Questions of Abuse -Assess multi-dimensionally -Assess if they are at risk of abuse happening E.g. high stress, poor parenting skills -Identify early and intervene to prevent abuse from occurring (2) Determine at-risk families -Interviews (3) Evaluate need for parenting skills intervention -Self-Report measures (4) May reveal individual child or parenting problems E.g. depression, externalizing disorder

8. Schizophrenia (Sc)

-Not the case that individuals that produce elevations on this scale always have a psychotic disorder -Many items on this scale concern neurological-type symptoms (difficulty thinking/concentrating) -Also look into possibility of sub abuse High scores -May indicate a psychotic disorder -Confusion, poor decision making & judgment, feelings of alienation, feeling of inferiority/damage

6. Paranoia (Pa)

-Originally designed to identify persons w paranoid conditions or paranoid states -Contains items that tap overtly psychotic symptoms, sensitivity to criticism, & self-righteousness/tendency to dichotomize High score -Tendency to dichotomize others (either w me or against me) -Easy to attribute negative motives to others & become suspicious of them -Suspiciousness, hostility, poor insight -Blaming others -Rigidity (dichotomize others/moral superiority over others) -Projection

Draw a person (meaning)

Size -self-esteem, feelings of adequacy, depression -big: expansive, grandiose -small: inferior, timid, depressed Stroke/line quality: Control vs. Impulsivity -controlled line: very controlled in life w good impulse control -sketchy line: hesitant, timid, insecure -disintegrating line: psychosis Degree of detail -Sparse --> depression -Extreme detail may reflect obsessiveness, preoccupation w specific part of body (if detailed) -Bizzareness (x-ray/transparency) could indicate psychosis

9. Hypomania (Ma)

-Originally developed to identify persons experiencing hypomanic symptoms such as: euphoria (expansive/euphoric mood), increased irritability, excessive unproductive activity, grandiose ideation High scores -May be indicative of bipolar disorder -Can become easily bored -Difficulty inhibiting impulses bc of high energy levels -May be irritable -Personality, difficulties w/ attention/impulse control, or bipolar disorder Mod scores -A restless, enthusiastic, energetic, narcissistic person -Aspirations may be grandiose Mod scores

3. Hysteria (Hy)

-Used to identify certain personality traits related to histrionic traits -Looks at physical complaints & denial of emotional/psychological problems High score -Often associated with histrionic traits -Superficial, attention seeking, childish, naive, very concerned w appearances, immature -HPD maybe -Vagueness in way incidents/events described -Lack of psychological insight -Difficulty accepting responsibility 4 behavior

Projective test

-a measure that consists of a relatively unstructured task that uses ambiguous stimuli -The way a person perceives & interprets the stimuli or structures the test situation will reflect fundamental aspects of personality & psychological functioning e.g. concerns, needs, conflicts, desires, feelings, preoccupations etc -Can be a very rich source of info; can make normative comparisons 4 certain projective tests, but many are interpreted in a qualitative way based on unique aspects of an individual's response

TAT (Thematic Apperception Test)

-a projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes -may reveal some of the dominant drives, emotions, sentiments, complexes, & conflicts of personality; X ray of personality bypassing certain conscious & unconscious defenses -ability to expose underlying tendencies that subject is unwilling to admit or cannot admit bc they are unconscious of them

CTS (Scales)

(1) Negotiation -Assesses more positive ways of handling conflict (2) Psychological Aggression (3) Physical Assault (4) Injury -Minor & Severe (5) Sexual Coercion -Minor & Severe

Domains of cognitive functioning (neuropsychologist)

(1) General Intelligence -Specific measures within intelligence batteries localize to different parts of the brain to get an overview of client's overall functioning (2) Executive functioning -Attention, working memory, mental flexibility, higher order thinking -GI and Ef compared to see strengths & weaknesses, if GI higher --> executive dysfunction (3) Language (4) Learning & memory -verbal & nonverbal learning & memory (5) Visual spatial -understanding of visual info within time & space (6) Visual-motor integration/Sensorimotor -low scores--> inability 2 write efficiently (7) Fine motor functioning -fine motor skills (8) Achievement -Academic achievement testing; look for discrepancy between all other scores & ability to perform on school-based tasks (9) Social Emotional

IPV (interview strategies)

(1) Interview members of couple separately -when asking questions about violence in relationship -if member of the couple is a victim, unlikely to report in presence of abuser -interview victim first, and if both commit abuse, interview partner experiencing greatest violence first (2) Begin by asking what conflict looks like in their relationship (3) Ask directly about IPV (from either partner) (4) Use clear, specific language -e.g. physical violence (5) Questions should focus on concrete examples about specific behaviors to minimize possibility of misunderstanding (6) Get specific descriptions of behaviors (7) Ask about psychological/verbal abuse (8) Determine frequency and last episode of abuse to understand cycle of violence in relationship and where clients are now (9) Ask about use of weapons, injuries sustained, medical treatment received, and worst episode of violence (10) Inquire who each client thinks is responsible for IPV to determine -perpetrator ability to take responsibility -victim self blame (11) Ask if client feels safe if questions about violence are asked of partner -if not, refrain from asking questions until safety issue is addressed (12) Ask if client feels safe if reported violence is discussed as part of therapy

CTS (how revision improved)

(1) Items added to provide better coverage of construct assessed -Improved content validity and reliability (2) Inclusion of new scales -Assessing sexual coercion and injuries resulting from partner assaults (3) Improved distinction between minor and severe violence

FES (Domains)

(1) Relationship -Cohesion: degree of commitment and support the family members provide for one another -Expressiveness: extent to which family members are encouraged to express their feelings directly -Conflict: Amount of openly expressed anger and conflict among family members (2) Personal Growth -Independence: extent to which family members are assertive, self-sufficient, and make their own decisions -Achievement: how much activities are cast into an achievement-oriented or competitive framework such as succeeding in school/work -Intellectual-Cultural: measures level of interest in political, intellectual, or cultural activities -Active-Recreational: measures amount of participation in social or recreation activities -Moral-Religious: assesses emphasis on ethical and religious issues and values within the family (3) System Maintenance -Organization: refers to how much planning is put into family activities and responsibilities -Control: refers to how much set rules and procedures are used to run family life

Observational measures (Disadvantages in couple/family functioning)

(1) Some of these tasks can be highly reactive -Once a family/couple knows we are watching them, they may change their behavior and not interact with each other as they normally would -Might not see the same level of certain behaviors that we would see in home enviro, but may see similar patterns of behavior even if they are less intense when we watch them interact (2) Takes more time to set up -May require use of recording material or learning particular coding system -When clinician is very busy and trying to decide on assessment measures to give, might seem easier to just give a questionnaire -But can be great value to videotape family/couple interacting with each other and show them the tape bc harder to deny certain patterns of behavior is one is seeing them with their own eyes

MMPI (when to use?)

(1) To assess and diagnose mental illness -Can be a good starting point if suspect some kind of personality disorder, psychosis, depression, etc. -MMPI by itself should not be used to make any diagnoses, more comprehensive evaluation required (2) If treatment is not going anywhere, and you think it's bc of client's personality traits -Can be helpful to let the client know some of the traits that they're endorsing that might not be allowing treatment to progress (3) In legal cases, including criminal defense, child custody disputes, Job applications (truck drivers, firefighters), Disability to ensure condition is not being faked for $, Worker's comp

Developmental (Assessment)

-Used to assess developmental milestones & identify delays in development -Completed by developmental pediatrician, licensed neuropsychologist, psychologist w specific training -mix of having child do specific motor/speech task & asking parents qs about meeting developmental milestones

Kinetic Family Drawing

-A form of projective drawing that may provide valuable info on how client views their family life -usually used with childre -provide blank sheet of paper & pencil & instruct client to: "Draw a picture of everyone in your family, including you, doing something. Try to draw whole people, not cartoons or stick ppl. Remember, make everyone doing something---some kind of action" -pulls 4 depictions of relationships, as opposed to drawing a picture of one's family that is static -find out identity, age, relation to client and attributes of each person depicted in drawing

MMPI (info it can give)

-A wide range of self-descriptions to give quantitative measurement of an individual's level of emotional adjustment & attitudes towards test taking -Yields a tremendous amount of info relevant to understanding wide range of symptoms & experiences of client

0. Social Introversion (Si)

-Assess introversion vs. extraversion High scores -Discomfort in social situations -Shy, lacking confidence, withdrawn, indecisive, insecure, heightened sensitivity 2 rejection, serious/standoffish, irritable/anxious/moody -Compliant/overly accepting of authority -Probably do not have strong social networks -Need time 4 therapeutic relationship 2 develop

Marital Status Inventory

-Assesses couple's commitment to their relationship -Asks about steps taken towards separation/divorce -According to Gottman, a score that is equal to or greater than 4 is an indicator of concern -means respondent is "emotionally out the door" and seriously in danger of leaving the marriage

FAM III (Family Assessment Measure)

-Based on the process model of family functioning that provides information on a family's strengths and weaknesses -Task Accomplishment + Contributors to Task performance: (1) Role performance (2) Affective expression (3) Involvement (4) Communication (5) Control (6) Values and norms

Advantages (FES)

-Can get a sense of how someone actually sees their family, how they would like their family to be, how they expect a new family to be like -Both normal families not seeking treatment and distressed families are included in normative data (Real form) -Normal families are very representative as they are taken from many different kinds of families such as multigenerational families, racial minority families, and families of all age groups from all areas of the country -Distressed families are also drawn from several sources -In general validity and reliability are good

Kinetic family drawing (how used w families)

-Can have family members each work on their own drawing and then discuss similarities & differences; discussions about diff perceptions about relationships/closeness & cohesiveness in family -Can have the family collectively work on one drawing, on a large piece of paper, deciding ahead of time who will draw which person and doing what -helpful to do when have children/adults bc most adults cant draw better than kids, so equalizing 4 kids

Projective tests (typically scored?)

-Can make normative comparisons 4 certain projective tests, but many are interpreted in a qualitative way & are more based on the unique aspects of an individual's particular response -Although many have formal scoring systems, most clinicians utilize informal, qualitative methods 4 interpretation

Natural observation

-Choose between this & contrived observation -Observations that take place in naturally occurring settings e.g. observing a child on the playground; observing family interactions within their home

Informal observation

-Choose between this & formal observation -Less structured; occurs whenever professional makes notes of a client's behavior in informal way -Types of behaviors or how to be recorded/how they will be evaluated are not predetermined -Observations typically take the form of rough notes Adv -Can do this on the fly, do not need a lot of set up, equipment, or training to do Disadv -Might vary from client to client how you do observations as well as quality of information you get might be highly variable across clients

Direct observation

-Choose between this & indirect observation -First-hand observation of client behavior e.g. clinician observes a child's behavior in the classroom; sit as unobtrusively as possible in the back of room & observe child in classroom or playground Adv -You are in greater control of what you are observing & the quality of the observations that you are making

Indirect observation

-Choose between this & indirect observation -Relies on reported observations of behavior by others who have direct contact with the client e.g. clinician asks parent to observe a child client's behavior during dinner; asking teacher of child client to make observations of child in classroom Disadv -Reliant on other person who is making the observations in terms of amount of info gathering & quality of it -Can have some influence over this if you give clear & precise directions to those observers what kind of data you are interested in getting

Formal observation

-Choose between this & informal observation -Highly structured process in which the observer determines ahead of time the precise behaviors to be observed, how the behaviors will be recorded, etc. -Typically uses well-trained rater and sophisticated procedures for monitoring and recording behaviors -Sophisticated procedures for also setting up the scenario & evaluating whether it be in real time or watching videotape after -Trained to use a particular rating system -Frequently utilizes standardized rating scales Adv -Can comprehensively assess a lot of info bc determining beforehand what we want to look 4 and record Disadv -Time consuming -Many coding systems were developed in research settings so quite lengthy and may be difficult to use

Contrived observation

-Choose between this & natural observation -Observations that occur in a laboratory or other contrived setting that is meant to mimic a real life situation e.g. observe a couple in your office after you ask them to talk about a conflict area & try to come 2 a resolution -Contrived bc couple would not necessarily be naturally having that discussion at the exact time & place -Hoping with contrived observational task that it has ecological validity (generalizes well to real life behavior)

Participant observation

-Choose between this & unobtrusive observation -The observer both watches & interacts with the client as part of the observation -Observer watches & participates e.g. doing puzzle with children & parent as you observe them -The observer may be clinician or another person e.g. spouse observation checklist Adv -Able to get info you otherwise wouldn't be able to get bc you wouldn't as a therapist be hiding out in someone's house & observing them interact w their partner -But by giving them the checklist, you are gaining access to a lot of info/activities that is available when not seeing couple Disadv -Can be harder for spouses to make accurate observations of what's going on if items on checklist are vague e.g. clear: "my spouse packed me lunch" e.g. vague: "my spouse tried to cheer me up"

Self-Monitoring

-Client records specific behaviors themselves -Can ask client to record antecedents & consequences of behavior to assist in a functional analysis -Can make rating system as simple or elaborate as we want; but make sure not to make it too elaborate as it may be hard for client to comply Adv -Can help client become more aware of certain key behaviors that might become focus of treatment -Good for knowing context in which certain behaviors occur; gives therapist info about behaviors happening outside session e.g. individual having panic attacks -Want them to record during week when they had panic attacks, specific symptoms they had (checklist), scenario they were in, consequences of panic attack & bring logs into next session

TAT (Disadv)

-Clinicians do not consistently use the same interpretative system; use own qualitative analysis --> value of data dependent on their skill -Ongoing questions about reliability & validity -Some questions about incremental validity; does it really add significantly more info than what is obtained by other methods?

Communication (FAM III)

-Contributor to Task performance; Process model of family functioning -Ability to effectively send & receive messages regarding a range of issues (emotions, practical, etc) High score: -Communications are insufficient, displaced, or masked -Lack of mutual understanding among family members -Inability to seek clarification in case of confusion Low score: -Communication characterized by sufficiency of information -Messages direct & clear -Receiver is available & open to messages sent -Mutual understanding exists among family members

Affective Involvement (FAM III)

-Contributor to Task performance; Process model of family functioning -Degree and quality of family members' involvement with each other -overly engaged to overly distant -Want a good level of involvement so they can achieve certain tasks High scores: -Affective Expression: inadequate affective communication involving insufficient expression, inhibition, overly intense emotions inappropriate to situation -Involvement: absence of involvement among family members; involvement may be narcissistic; family members may exhibit insecurity and/or lack of autonomy Low scores: -Affective expression: affective communication characterized by expression of full range of affect, when appropriate and with correct intensity -Involvement: empathic involvement; family member concern for each other leads to fulfillment of emotional needs & autonomy; nurturance & support

Role performance (FAM III)

-Contributor to Task performance; Process model of family functioning -Roles are adopted by family members and these are agreed upon and integrated -Assessment of how well the family agrees upon these roles and integrates them into family functioning to achieve task performance High scores: -Insufficient role integration, lack of agreement regarding role definitions -Inability to adapt to new roles required in the evolution of the family life cycle -Idiosyncratic roles Low scores: -Roles are well integrated; family members understand what is expected, agree to do their share and get things done -Adapt to new roles required in development of family -No idiosyncratic roles

Control (FAM III)

-Contributor to Task performance; Process model of family functioning -Strategies/techniques used to influence one another to ensure tasks are accomplished; can be constructive or maladaptive High scores: -Patterns of influence do not allow family to master routines of ongoing family life -Failure to perceive and adjust to changing life demands -may be extremely predictable (rigid, unflexible, not spontaneous) or, at the other extreme, chaotic -Control attempts are destructive or shaming -Characterized by overt and covert power struggles Low score: -Patterns of influence permit family life to proceed in consistent manner -Able to shift habitual patterns of functioning to adapt to change demands -Control style is predictable yet flexible enough to allow 4 spontaneity -Control attempts are constructive, educational, & nurturing

Values and Norms (FAM III)

-Contributor to Task performance; Process model of family functioning -The family's implicit and explicit rules and normative standards of behavior -Level of disagreement about these among individual family members High score: -Components of the family's value system are dissonant resulting in confusion and tension -Conflict between the family's values and those of culture as a whole -Explicitly stated rules are subverted by implicit rules -Degree of latitude is inappropriate Low score: -Consonance between various components of the family's value system -Family's value are consistent with their subgroup and the larger culture to which the family belongs -Explicit & Implicit rules are consistent -Family members function comfortably within the existing latitude

Time sampling

-Count a subset of occurrences of a behavior within a slice of time -Select an interval of time (5 mins) & divide the interval into smaller coding intervals (30 sec) -Intervals can be short -Record occurrence of behavior for each small coding interval -So, every 30 seconds, record if behavior occurred or not; on grid with boxes representing each 30 sec interval, make an X in the box if the behavior occurs or doesnt -Whole interval recording vs. Partial interval recording Adv -Good for high-rate behaviors & those without a clear start or end -Also good for when an individual does not have the ability to wait for a long time 2 watch 4 the occurrence of behavior bc can sample some time, & record whether behavior occurred e.g. teacher records instances of talking out of turn with classmate

Event recording

-Count every instance of the behavior as it occurs -Good for behaviors w clear beginning & end e.g. record the number of times a child gets up & leaves the seat without permission; when observing child w impulse control issues in classroom Adv -good for low-to-medium rate behaviors w clear start & end Disadv -If the behavior is happening too much it becomes too hard to count, so not best method -If behavior is happening 2 infrequently, would have to wait 4 a very long time b4 see an instance 2 count, so not best method

Personal Characteristics of Parent (PSI)

-Depression/guilt (does parent have depression/guilt about parenting) -Attachment to child (emotional closeness parent feels to child) -Sense of competence as a parent -Social Isolation -Relationship spouse/partner (do they feel that their partner is supporting them enough) -Role restriction (parenting restricts freedom?) -Parental health

1. Hypochondriasis (HS)

-Detects various personality characteristics that are often consistent with, but do not necessarily indicate diagnosis of, hypochondriasis -Hypochrondriasis: people w excessive concerns about physical health even in the face of no evidence objectively documenting any serious health concerns High scores: -Tend to be preoccuppied with illness & disease & to be stubborn, pessimistic, narcissistic, & egocentric

MMPI (how was it created?)

-Development of measure began in 1939 Needed an instrument for: -Routine assessment of adult psychiatric patients -Assessing change produced as a result of psychotherapy or other life experiences -Wanted an instrument that was efficient to use and covered a lot of psychiatric syndromes since existing measures at the time were narrow in scope -Also wanted to develop a measure whose intent was obvious to patients taking it

Projective drawings (Adv)

-Easy to administer -Liked by most clients -Useful with gaurded, evasive, non-talkative clients -May help reveal problems, conflicts, disturbances not readily apparent from overt behaviors -One of the few psychodiagnostic tests requiring client to graphically produce something -Clients intending to dissimulate are not likely to know how to fake good or fake bad -Can be sensitive to changes in treatment -Can serve as a springboard 4 discussion w client

Task Accomplishment (FAM III)

-FAM III; Process model of Family Functioning -Primary goal of family is to accomplish various tasks that fulfill needs of members -Biological (food/shelter) -Psychological (security/autonomy) -Social (cohesiveness) -Developmental (of family members) -Tasks vary depending upon life cycle stage of family High scores: -Failure of some basic tasks -Inability to respond appropriately to changes in family life cycle -Problems in task identification, generation of potential solutions, and implementation of change -Minor stresses may precipitate crisis Low scores: -Basic tasks consistently met -Flexibility and adaptability to change in developmental tasks -Functional patterns of task accomplishment maintained even under stress -Task identification shared by family members, alternative solutions explored and attempted

FES (Family Environment Scale)

-Family assessment that looks at behavior as an interaction between an individual and their environment -Real form: filled out about family as it is in reality -Ideal: filled out about how you would like your family to be -Expected: filled out in cases where there might be families coming together through marriage or adoption

Level 1 feedback

-First present information most consistent with client's current view of themselves

Psychoeducational (Assessment)

-Focus on academic achievement & cognitive testing -Ideal 4 diagnosing learning disorders & areas of academic weakness -Different from psychological b scores interpreted differently & used 2 guide recommendations differently -Looks to see if there is a sig difference between achievement scores & cognitive abilities -Provides accommodations 4 students/special ed -school psychologist

Psychological (Assessment)

-Focuses on social-emotional functioning & cognitive abilities -Usually a mix of cognitive & emotional tests -completed by licensed psychologist -used for a variety of reasons but most often used to clarify diagnoses (DSM-5)

Projective drawings (Disadv)

-Formal scoring systems often note used -Validity of single-sign interpretations questionable; dont ask what signs mean, but what they could mean -Wide variability in how drawings are interpreted -Evidence of validity mixed

Parent-child observation (what to look for)

-Formal: asking parent and child to engage in activity together -Informal: observe as they are sitting in waiting room or are in office together (1) Are the child's attempts to gain attention or solicit help noticed? How are they responded to? (2) What is the general emotional tone for the parents' behavior toward the child and vice versa? (3) What are the parents' reactions to the child's positive emotional expressions? (4) What are the parents' reactions to the child's negative emotional expressions (5) How do parents set limits of discipline the child? Is this done in a consistent manner? (6) What are the child's reactions to praise, limit setting and discipline, frustration, novelty? (7) Are there recurring themes or topics in the parent-child interactions? e.g. continuously seeing child try to get parent's attention and parent consistently ignoring them

Gottman's Emotional Communication Game

-Give a slip of paper where each has a statement & a feeling written on it -Each partner both takes turns reading the sentence in the feeling & the other person needs 2 guess what emotion is being portrayed -Nearly all conflicts are played out in communication -Purpose is to sensitize them to the processes of emotional communication, miscommunication, & repair (processing it) -Can be good to use when couples are having a hard time effectively communicating with one another; or when they are struggling with affective communication, constantly misunderstanding each other which results in conflict

Projective test (why are they given)

-Helpful to give if a client is defensive, unable, or unwilling 2 disclose info related to emotional experiences, symptoms, behavior, etc. bc easier to hide feelings on objective measurs -Track treatment progress; some methods quick & easy 2 give and can be used to track treatment progress -Helpful in providing info to plan treatment & track progress Obtain info about: -Personality dynamics -Way of viewing oneself/the world -Conflict areas -Defense mechanisms -Interpersonal functioning -Reality testing (ability to see things the way most people see things) -Thought processes -Affective control

Projective drawings (sign vs holistic)

-Holistic approach is better bc validity of single-sign interpretation is questionable -Better to rely on overall impression of drawing (holistic) than to overly interpret what individual elements of a drawing mean -Don't ask what sign means, but what they could mean -Dont assume a particular element of a drawing always means a particular thing, frame a hypothesis

Four Horsemen of the Apocalypse

-Identified by John Gottman, these are important qualities to look for when observing marital interactions (1) Criticism -Verbally attacking personality or character (2) Contempt -Attacking sense of self with an intent to insult or abuse (3) Stonewalling -Withdrawing to avoid conflict & convey disapproval, distance, & separation (4) Defensiveness -Victimizing yourself to ward off a perceived attack & reverse the blame -Take into consideration that it might not be intentional -Behavioral predictors of divorce/breakup

4. Psychopathic Deviate (Pd)

-Indicator of person's general level of social adjustment High scores -Can indicate serious problems obeying social norms & acting out in antisocial ways (cheating, stealing, sexual acting out, lying) -Immature, egocentric, hostile & aggressive, impulsive, need 4 immediate gratification, constant boredom, substance abuse -projection

CTS (limitations)

-Instructions are to consider acts that occur in the context of conflict, so may exclude unprovoked acts done out of pure hostility -Limited set of violent acts may leave out important experiences Does not include: -Context, including initiator of violence -Relative size and strength of individuals involved -Circumstances under which acts happen -Sequence of events -Size, weight, strength of differences between men and women can complicate interpretation of minor vs. severe acts of physical violence -Issue of relative size and strength of ppl involved is important as men are typically larger & stronger than women -differences could underestimate amount of violence man is perpetrating against women, and overestimate violence perpetrated by women

Neuropsychological (Assessment)

-Integrated brain behavior relationship; focuses on brain behavior relationships -Identify areas of cognitive dysfunction that are often secondary to a medical condition -Completed by a neuropsychologist who has met adequate training

Code-type

-MMPI -Looking at scales in combination together -2 or 3 scales that you are putting together & talking about as one -Take 2 highest elevations, put them together to determine a better personality presentation, as opposed to each scale individually -First number listed is highest elevated scale, followed by 2nd highest & 3rd highest

Validity Scale F (Infrequency)

-MMPI validity scale -Detects faking bad; looks to see whether individuals are faking or exaggerating symptoms -Consist of a pool of items endorsed by less than 10% of subjects in normative sample -Item content varied; highly correlated with scale 8, so if someone actually experiencing psychosis, may produce elevation on F scale -High F scores typically accompanied by elevations on several clinical scales Scores 100+ -likely indicate invalid profile; for psychiatric inpatients, invalidity may not be reached until even higher Moderate scores (80-99) -Can indicate exaggeration of problems as a plea for help or malingering (purposefully producing psychiatric symptoms for some secondary gain like trying to go on disability, stay in hospital, involved in court case etc) -Can also reflect significant levels of psychopathology Scores between (65-77) -May be associated with unconventional & unusual thoughts (moody, unstable, opinionated etc) -Mild elevations can also reflect problems in certain areas e.g. unusual feelings that were triggered by some life circumstances such as grief -Not necessarily faking bad

Validity Scale L (Lie)

-MMPI validity scale -Faking good; Measures a rather naive and unsophisticated way of trying to present oneself favorable -All keyed in false direction in lie scale, so if somebody also has nay-saying bias (likes to answer false to a lot of things) will be elevated on this scale High scores -Suggest possibility that test taker is not being honest & the resulting profile may not be valid Mod scores -Can indicate that the test taker was somewhat defensive, is overly conventional, socially conforming, rigid, moralist Very low scores -Can be produced by individuals who are overly critical of themselves or who are exaggerating problems & negative characteristics -Opposite of trying to present selves in overly positive light

Validity Scale K (Correction)

-MMPI validity scale -More sophisticated scale to detect psychological defensiveness -Items were selected by comparing the responses of known psychiatric patients who still managed to produce normal MMPI profiles and "true" normals who also produced normal profiles -Used as correction factor for certain scales; if you produce elevation on K might suppress level of scores on other clinical scales -Corrects for any other elevated or highly endorsed symptoms; oftentimes you will see this elevated with L -Bc lying about symptoms, trying to minimize it, or maybe also being defensive -Elevated in individuals with sub abuse/alc; along w defensiveness, reluctance to acknowledge problems High scores -Suggest a response set that likely invalidates the profile -May be presenting self in overly positive light Mod scores -Indicate that the subject's defensiveness needs to be taken into consideration when interpreting the clinical scales (reluctance to acknowledge difficulties/problems) -Can also suggest ego strength & psychological resources (someone who feels good about themselves) -Sometimes can't tell if dealing with someone who is defensive in a problematic way or has good psychological resources; need additional info

T-JTA (Criss-cross profile info)

-May be taken on self or by one person on another -Great bc gives us an idea of how individuals see own personality & how someone who knows them well sees their personality & vice versa; good for couples work -Provides interpersonal perception -Complete Criss-Cross results include 5 profiles: 2 Self-Test Profiles: 1 from me about me, 1 from partner about me = 2 about me 2 On-Another Profiles: 1 from me about partner, 1 from partner about partner = 2 about partner (4) 1 Couple profile: superimposes my evaluation of my personality w my partner's evaluation of their personality

Conflict Tactics Scale (CTS)

-Measures extent to which members of a couple use specific tactics, including physical violence, during time of conflict -Asks respondent to indicate how often various behaviors occurred when the couple has had differences in the past year -Measures tactics used by both members of the couple

PSI (information it yields)

-Measures stress in parent-child system based on parent's view of: (1) Characteristics of child (2) Personal Characteristics of parent (3) Interaction between child and parent -Assesses life stressors/situations directly related to role of parent -Includes defensive responding scale (validity scale)

Communication Patterns Questionnaire (CPQ)

-Most widely used measure of demand-withdraw pattern of communication Yields information on: -Constructive communication -Mutual avoidance (of problem) -Self-demand/partner-withdraw pattern -Items dealing with mutual threat (both partners threaten each other) -Items dealing with mutual blame -Items dealing with verbal and physical aggression Inquired about different communication patterns that may occur at three different phases of conflict: (1) When conflict arises (2) During conflict (3) After discussion of conflict

Level 2 feedback

-Move into providing feedback/information on areas that are slightly discrepant with certain aspects of client's view of themselves -When first presented with info that is consistent with view of themselves, makes it more likely that they will begin to accommodate new information that is somewhat discrepant with their self view

CBCL (multicultural norms)

-Multicultural norms also available based upon data collected in many different societies -Table that lists diff countries & which mean group to consult -comparison to more than one group can also be made if child e.g. lives in one country in group 1 but from another country in group 2 Group 1 Norms -Combine data from societies whose mean scores were more than 1SD below the omnicultural mean (avg of avg scores) -Looked at avg scores obtained across many of these countries & compared to omnicultural mean Group 2 Norms -Combine data from societies whose mean scores were +1SD of omnicultural mean Group 3 Norms -Combine data from societies whose mean scores were more than 1 SD above omnicultural mean

CBCL (Child Behavior Checklist)

-Multidimensional measure of child problems, competencies, & adaptive functioning; gathering info from many sources Asks about common symptoms: -feeling lonely/not getting along w others -problems concentrating -difficulties controlling worry -getting into fights 8 syndrome scales -Anxious/depressed -Withdrawn/depressed -Somatic complaints -Social problems -Thought problems -Attention problems -Rule-breaking behavior -Aggressive behavior -higher scores concerning Competencies -Activities: chores child has, participation in sports, etc. & frequency + quality of participation -Social: participation in organization, # of close friends & weekly contacts w them -School: rating of performance in academic subjects, special ed or other services, grade repetition -low scores concerning Grouping scales -Internalizing vs. Externalizing -higher problems more problematic -can have combo DSM-Oriented Scales -Affective problems -Anxiety problems -ADHD problems -Conduct problems -ODD problems -Somatic problems

Beta press

-Need press theory -Is one's interpretation or perception of an environment E.g. If I am overly suspicious might believe that other people are out to harm me and not to help me, they do not want to support me, and that they will try to trick or thwart me Describe those aspects of my environment as beta presses Aspects of my environment that are more of my interpretations and impressions, not necessarily aspects of objective reality

Alpha press

-Need press theory; presses are behaviors that are influenced by certain things that happen in the environment -Referred to some kind of real objective aspect of one's enviro E.g. If i live in an environment where I am surrounded by friendly and cooperative people who generally want to help me Describe those aspects of my environment as alpha presses since they are real and objective characterizations of my environment

CBCL (validity scales)

-No validity scales to tap into whether trying to present selves or child in overly positive or negative light Very low scores -could reflect faking good/defensiveness/misunderstanding High scores -could reflect faking bad/exaggeration/misunderstanding

FES (how scale scores work)

-Not a uniform meaning for higher scores in FES -Higher scores arent always better or worse, depends on particular scale you are looking at -Cohesion scale, better to have a higher score than lower bc that means there is more cohesiveness within family unit -Conflict scale, higher score not a good thing bc would mean more overt conflict within family -Achievement-Orientation, higher score not necessarily a good thing or bad thing, depends on context -E.g. Casting achievement in school/work competitive framework might work for some families, but also might be detrimental to other families -Important to look for whether or not a particular individual in family holds same values prevalent in rest of the family

T-JTA (Taylor-Johnson Temperament Analysis Scale)

-Personality inventory used extensively as a diagnostic instrument to: -Assess individual adjustment -Determine therapeutic goals -Evaluate progress & change -Use directly w/ clients in counseling; help them understand why they may behave & interact w others in particular ways -Measure of common personality traits, not personality pathology -Measures 9 common personality traits 4 the assessment of individual adjustment: 1. Nervous --> composed 2. Depressive --> Lighthearted 3. Dominant --> Submissive 4. Expressive-Responsive --> Inhibited (5) Sympathetic --> Indifferent (6) Hostile --> Tolerant (7) Self-disciplined --> Impulsive (8) Active-Social --> Quiet (9) Subjective --> Objective

TAT (Adv)

-Potential to access deeper, more covert structures of personality; yield rich info about many aspects of clients life -Lower susceptibility to dissimulation (faking good/bad); clients do not know what constitutes a good or bad story -Ability to potentially offer insight into a number of facets of psychological functioning; wide band approach giving info about many factors -Particularly good at evaluating interpersonal processes bc cards depict ppl socializing -how will i see myself in relation to others? -what different things do i expect will happen in different kinds of relationships

Disadvantages (FES)

-Problems with moral-religious emphasis scale, as items dealing with religion phrased in Judeo-Christian perspective E.g. item on scale has to do with viewing the bible as an important book in one's household, may be true for christian family, but not other religions -Might have a family with a strong religious orientation but score on scale might not be elevated indicating that is strongly emphasized bc of limitations of how items phrased on particular scale -Normal family normative data does not have specific demographic info provided -Distressed family normative data has limited normative data for african american & latino families

Harris-Lingoes Subscales

-Provide info concerning the kinds of items that clients endorsed for clinical scales that are elevated -Bc use criterion-keyed method, can have heterogeneous content, some items related to construct being measures while others do not -So these subscales provide info regarding kids of items client endorsed responsible 4 producing elevation on that particular scale -Important bc elevation on a scale with heterogeneous content, such as Schizophrenia scale, might make someone assume the respondent might have a psychotic disorder -However, upon further inspection of the specific items endorsed, one might find that elevations on the scale were not related to psychotic-like symptoms, but symptoms that could be consistent with another clinical disorder -A reminder that one should not assume that the scale name is the most likely clinical condition someone may have if elevated -Points out complexity of some of these scales & that many diff clinical pops may produce elevations on scale 8, including individuals with BPD & PTSD -Gives more nuanced info about elevations on a particular scale

Duration recording

-Record how long a behavior occurs each time it happens -Also helpful to choose this 4 behaviors with a clear beginning & end, so not ambiguous about when to start counting e.g. how long a child tantrums; -Can do event recording 4 number of tantrums; gives info like child within 2 hr period had 3 tantrums -But duration recording might give us different & valuable info e.g. if we determine the child tantrums for 15-20 minutes each time they have a tantrum, very different from a child who has 3 tantrums in a 2 hr long period that are each 5 minutes long

Global (Macro) Observation

-Take 10 minute interaction between couple & make a global rating on different variables based on entire 10 min interaction e.g. make ratings on how angry each member of the couple seemed overall in entire 10 min interaction Adv -Easier to make kinds of ratings Disadv -Can miss on some of the fine grained moment 2 moment back & forth interchanges harder 2 capture when making overall rating

Microanalytic observation

-Take a particular interaction, like a 10 min discussion between members of a couple -Then videotape discussion, & break down that 10 minutes into 20 sec coding intervals -Every 20 sec of the 10 min interaction, might rate a number of different variables -Can rate them using event recording (# of times), duration recording (how long in 20 sec did behavior occur), qualitative rating of behavior each 20 seconds -Breaking down interaction into very small units & making a recording for each unit Adv -Detailed info -Pick up on interesting patterns Disadv -Harder to learn -More time intensive to apply

7. Psychasthenia (Pt)

-Taps obsessive worrying/preoccupations; lacking in self confidence, have self doubt, difficulties decision making, many fears -Good indicator of psychological turmoil & discomfort High scores -Neat & meticulous, introspective, reliable, persistent, shy & unassertive -Low self confidence, self blame, heightened sensitivity, lookout for bad things to happen, stay in head, remain in therapy a long time

Rating scales

-Time of observational recording method that is helpful for evaluating qualities of specific behaviors e.g. likert scales, semantic differential scales -Anxious <--> calm -Sad <--> happy -Important to have the behavior being rated clearly defined e.g. 5 point likert scale (1) behavior is not there at all (3) moderately there (5) strongly there -Want clear definitions of moderate, strong, & specific behavior that you are looking for Adv -Good for qualitative dimensions Disadv -If not clearly defined, raters can make different evaluations of same sample of behavior

Partial interval recording

-Type of time sampling -Behavior has to be present for part of that small 30 second coding interval for us to code it as present during the internal

Whole interval recording

-Type of time sampling -Record only if the behavior occurs during a small coding interval for the entire coding interval -If behavior was present for entire 30 seconds -If less than 30 seconds, don't record it as being present

MMPI (empirical keying method)

-Used empirical keying method to create -Rather than selecting items to go on measure that seem to be related, looked at items ability to discriminate between groups of individuals known to differ on a particular psychiatric condition e.g. -Two groups of individuals: (1) Criterion: MDD, Comparison: Normal -Test item: I wish I could be as happy as others seem to be -If MDD answer one way (True) and normal answer the other way (False), then can be a good discriminator between MDD and non-MDD and can go on scale -Test item: I sometimes tease animals -Although on the surface seems like it has nothing to do with MDD, if both groups answer differently, still a good differentiator between the two groups and can put item on depression scale -MDD answer item False more often than normal controls

Neuropsychological Assessment goals

1. Identifying focal cognitive impairment/weakness 2. Describe current neuropsychological status secondary to medical diagnosis 3. Quantifying treatment effects on cognitive status 4. Diagnostic information--identifying brain dysfunction vs. psychiatric diagnosis or reversible causes of cognitive dysfunction 5. Exploring social/emotional variables on the impact of functioning

TAT (interpretations)

1. Main hero: person most frequently referred to in story 2. Needs/drives of hero 3. Views of the world 4. Significant conflicts: occurring between characters 5.Anxieties 6. Superego functioning: degree of appropriateness, severity, consistency, and delay of consequences of punishable behavior in stories 7. Reality testing 8. Judgment 9. Regulation of impulses 10. Object relations: overall quality of relationships among characters 11. Thought processes: coherent? 12. Defensive functioning 13. Synthesis integration: can needs & conflicts be reconciled 14. Dealing w barriers 15. Mastery-competence (ability 2 resolve conflicts)

Draw a person

1. provide a blank sheet of paper & a pencil (vertically oriented) 2. instruct client 2 draw a person, not stick figure 3. after person is drawn, instruct top draw a person of opposite sex on 2nd piece of paper 4. then ask client 2 draw picture of themselves 5. ask client to make up story about each person drawn 6. answer questions in a nondirective manner; "its up to you"

Observational measures (Advantages in couple/family functioning)

Advantages (1) Can see moment to moment interchanges between members of a couple or a family -Understand context in which conflict or problem solving communication takes place (2) Difficult for them to report what their usual nonverbal behavior is while interacting with each other -Can greatly affect the quality of communication, but is something that individuals are often not aware of despite 60% of communication taking place nonverbally

TJTA (Attitude validity scale)

Attitude Scale: -Reveals how a respondent's attitude at the time of the test influences the way they answered the questions On Criss-cross test: -High attitude score: suggests that a respondent tended to give answers that would put the person being described in favorable light Low attitude score: may reflect negative or critical bias towards the person being described; not uncommon when there is hostility or conflict among couples seeking therapy

CBCL (diff forms)

CBCL for ages 11-18 -Parent form -Teacher form -Youth self report form -CBCL for ages 1.5-5

TAT (basic instructions)

Client is presented with card, asked to make up story that includes: (1) What led up to the scene (2) What characters are thinking and feeling (3) How the story will end -No time limit -Responses can be tape-recorded, need to be verbatim as possible -Note both verbal & nonverbal behaviors 2 each card -Note general emotional tone as client tells story

2. Depression (D)

High scores -Can signal a clinical depression; assess for suicidality -Pessimism, lack of self-confidence, tendency to give up easily & feel easily overwhelmed by life -Elevated scores on scale 2 best single predictor of level of dissatisfaction

5. Masculinity/femininity (MF)

Higher scores for both men & women -Indicate nontraditional gender attitudes and behaviors

House Tree Person Test

House -may symbolize self, mother, attitude about home life & family relationships -should be place of nurturance, comfort, & safety Tree -may symbolize the self, father, feelings about inner strengths/weaknesses Person -representation of self (as perceived or ideal; self concept

PSI (Parent-Stress Index)

Measure that is used for: -Family functioning and parenting skills evaluation -Early identification of dysfunctional parent-child systems -Prevention programs aimed at reducing stress -Intervention/treatment planning -Assessment of child abuse risk -Forensics -Research -Designed for parents of younger children to pre-teens (1 months-12 years)

TJTA (Mid count validity scale)

Mid count scale: -Most questions are T/F, but there is a 3rd option they can choose if they are unable 2 decide if it applied to themselves or their partner (I am not sure response) -On Criss-Cross test: Excessive Mids: may indicate a lack of understanding of the person being described, suggesting a need 4 achieving a better awareness/understanding of the significant other -Look to see if midcounts tend to be falling on a particular scale bc may indicate an area that individual doesn't feel certain about themselves or partner -5 + mids cause for concern/ conflict in area