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| Question | Answer |
| idiographic | understand child as an individual |
| nomothetic | approach where you accumulate info for a given problem and determine the GENERAL CATEGORY of problems to which the presenting problem belongs to, emphasis on the broad general inferences that apply to large groups of people (ex. every kid with depression) |
| 3 steps of assessment | diagnosis, prognosis + treatment |
| multi-method assessment approach | approach that emphasizes the importance of obtaining info from different informants and using a variety of methods to collect info |
| comprehensive assessment | assessment that requires that some consideration be given to evaluate child's strength/weakness in areas from basic language |
| clinical INTERVIEW | the most used mean of assessment |
| benefits of clinical interview | provides lots of info in short amount of time |
| disadvantages of semi-structured interviews | loss of spontaneity between clinician and patient, the patient may also hold info that they might consider irrelevant to what the clinician is asking |
| ABC assessment | assessment that includes antecedent or events that immediately precedes behaviour, behaviour of interest, and consequences or events that follow a behaviour |
| behaviour/functional analysis | general approach to organizing and using assessment info in terms of ABC |
| goal of assessment | to identify as many factors as possible that might contribute to child's behaviour |
| advantages of checklists and rating scale | allows comparison of child's answer to a standard answer, gives clinician an overall picture of the kid, effective, fast, not costly |
| disadvantage of behavioural observation and recording | provides ongoing but BIASED info to clinicians (since child might know that he/she is being filmed or watched) |
| test | set of tasks given under standard condition with purpose of assessing some aspect of the child's knowledge, skills or personality |
| developmental testing | used to assess infants and young children, and are generally carried out for the purpose of screening, diagnosis, and evaluation of early treatment |
| intelligence testing | test the intelligence (IQ) derived from 4 different areas (verbal, perceptual, memory, processing speed) |
| projective testing | present the child with AMBIGUOUS stimuli and child has to describe what he/she is seeing, the clinicians try to understand what the child is thinking/seeing/feeling based on what the child says ***experts question the validity and reliability of this method |
| neuropsychological assessment | link brain functions with objective measures of behaviour known to depend on an intact CNS |
| dimensional classification | type of classification good for clinical practice |
| categories | type of classification good for RESEARCH purposes |
| DSM | multiaxial system that consists of 5 axes |
| axis 1 | (axis of DSM) clinical disorder or condition (except for intellectual disability and personality disorder) |
| axis 2 | (axis in DSM) personality disorder and intellectual disability |
| axis 3 | (axis in DSM) general MEDICAL condition (physiological/biological factors) |
| axis 4 | (DSM axis) psychological and environmental problems that may affect diagnosis, treatment and prognosis (like negative life events, death of a loved one, etc) |
| axis 5 | (DSM axis) overall level of functioning |
| criticisms of DSM | focuses on description of symptoms, lack of emphasis on situational and contextual factors, use of a classification system |
| maintenance | effort to increase adherence to treatment over time to prevent relapses |
| cultural hypothesis | treatment is likely to be more effective when it's compatible with the culture of the child's culture |
| psychodynamic treatments | type of treatment that views child psychopathology as determined by underlying unconscious and conscious conflict, focus is on helping child develop awareness of unconscious factors that may be contributing to his/her problems |
| behavioural treatments | type of treatment that focuses on changing the child's environment by working with parents and teachers |
| cognitive treatments | • View the abnormal child behavior as the results of deficit and/or distortions in the child’s thinking, including perceptual biases, irrational beliefs, and faulty interpretations • Therefore, if we change the cognition, clinician also expects child’s behavior to change |
| CBT (cognitive-behavioural treatment) | • View psychological disturbances as the result of both faulty thought patterns, and faulty learning and environmental experiences • Way children and parents think about their environment determines how they will react to it • Major goal of this type of treatment is to identify maladaptive cognition and replace them with more adaptive ones |
| client-centered treatment | • View the child psychopathology as the result of social or environmental circumstances that are imposed on the child and interfere with his or her basic capacity for personal growth. • Therapist relate to child in empathetic way |
| combined treatment | • Refers to the use of >2 treatment, each of which can stand on its own as a treatment strategy. |
| confirmatory bias | this is an issue with unstructured interview, you tend to selectively collect info to confirm your diagnostic decisions |
| low-base rate | an issue with the observational approach, you may have to sit there for days until you see the behaviour you were looking out for |
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