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UCD / Psychology / PSY 168 / What is the definition of homicidality?

What is the definition of homicidality?

What is the definition of homicidality?


School: University of California - Davis
Department: Psychology
Course: Abnormal Psychology
Professor: Eva schepeler
Term: Fall 2016
Tags: abnormal, Pyschology, humanistic, Existential, Models, assessment, and Diagnosis
Cost: 25
Name: Week 2 Material
Description: This covers the Humanistic Existential Models lecture as ell as the first lecture on Assessment and Diagnosis
Uploaded: 10/03/2016
6 Pages 49 Views 2 Unlocks

Wednesday, September 28, 2016 6:12 PM

What is the definition of homicidality?

3. Humanistic-Existential Models

a. Founders

i. Humanistic Model: Abraham Maslow; Carl Rogers

ii. Existential ideas go back to European philosophers of the 1800's & 1900's

b. Principles and concepts

i. Develop ones full potential, live in authentic self-determined life

ii. New Definition of "psychological health"

iii. Self-actualization, creativity, love, authenticity

1) Has been termed "positive psychology" (Studying what's good for people

2) People who are depressed remember memories in a far darker light

iv. Freedom of choice (vs. determinism)

1) Therapist helps client construct meaning of living for themselves.

2) Need to get individual to search for and find values to live for.

What are the characteristics of speech?

3) Therapist must be able to put themselves In clients shoes to help them form the framework. v. Take responsibility for one's life and choices We also discuss several other topics like What is the diffuse away from synaptic cleft?

1) Important for people to not settle in to victim role.

2) Does not help people to reinforce the "victim" role.

3) People will only feel better if they have some sense of control in their lives.

vi. Face fears, come to terms w/inevitability of death.

vii. Establish meaning and purpose for oneself in one's life

1) Joining groups that focus on same values helps

c. Carl Rogers "Client-Centered Therapy

i. Non Directive approach

1) Establish repoire, but don't give advice.  


Don't have to agree, but let them know you value them for what's on their mind,  acknowledge their feelings and respect them.

What is the diathesis-stress model?

ii. Unconditional positive regard


Ex. If kid comes in upset and angry, don't yell instead say something like "Wow, what could  have happened? Tell me"

iii. Reflection (and validation) of feelings

1) Help acknowledge the anger rather then tell them to calm down.  iv. Active listening

v. Empathy for client We also discuss several other topics like What can we learn from a correlation?

d. Therapy Applications

i. Individuals who are inhibited or have low self-esteem

ii. Individuals w/no actual skill defecit.

iii. "Growth therapy" to develop one's fuller inner potential.

iv. Less helpful for:

1) Emergency situations requiring decisive action

2) Psychotic conditions and other sates of poor judgement

a) i.e Trying to jump out a window, kill oneself.

4. Cognitive Models

a. Basic Assumption:


It is not what happens to us that causes us negative emotions but how we think about, and  interpret, what happens to us.

ii. Internal causal relationship (can't see the "silver lining"

b. Founders

i. Albert Ellis: Rational-Emotive therapy (RET); video in lcass

ii. Aaron Reck: Cognitive Therapy

 Abnormal Psch 168 Pae 1

ii. Aaron Reck: Cognitive Therapy

c. Applications of cognitive therapy, examples

i. Depression (to correct negative thinking patterns

ii. Many anxiety disorders (esp. GAD, social phobia, panic disorder

iii. Eating disorders (e.g., to reconstruct all or nothing thinking)

iv. Some personality disorders (e.g., to work on black and white thinking; reframe irrational thinking) 5. Group Models We also discuss several other topics like Define karma.

a. Advantages of Group Therapy:

i. Group reduces sense of isolation

ii. Emotional support from group, group cohesiveness

iii. Interpersonal learning

iv. Practice new skills

v. Education

Also, cheaper than individual therapy

b. Applications of group therapy, for example

i. Panic disorder

ii. Eating disorder

iii. Substance abuse treatment

iv. Anger management

v. Many other disorders

6. Couples Therapy

a. Aspects of couple's therapy:

i. Teach clear, direct communication

1) Ex. No more calling each other names, no more dropping "breakup" or "divorce"  

ii. Teach problem identification and problem solving

1) Figure out the problems, then discuss ways to implement new problem solving methods 2) Pros and Cons of addressing issues.

iii. Identify and understand mutual needs

1) Needs for physical closeness, feeling of not being heard, feeling of connectedness


Sometimes if people grew up differently, it may help identify why their needs are the way  they are.

a) Ex: Only child wants more attention because they didn't get so much growing up.

7. Family Systems Models

a. Basic idea:  

i. Families are interdependent systems.

b. Concepts:

i. Identified patient, scapegoat, symptom barer; pathological families. We also discuss several other topics like What are the three types of reactions of autonomic?


Ex. Dad drinks, mom thinks he doesn't do enough. Dad stops drinking, takes charge, Mom is  upset because no longer in charge.

ii. Dysfunctional families (ex. Enmeshed and disengaged families) 1) Molest issues, no privacy, one kid is a bed wetter, abuse issues. c. Applications:

i. Anxiety disorders in children (Ex. Separation anxiety)

1) Possible that mom is actually a worrier, which transfers to the child.


"Don't worry I'll be right here when you get out" could transfer to child as something  to worry about.

ii. Eating disorders in adolescents

iii. Acting out behavior in children

8. Socio-Cultural/Multi-Cultural Models

a. Idea:

b. Implications and Interventions, ex.

i. Prevention of psychological disorders in the first place

ii. Ealy interventions We also discuss several other topics like What was the purpose of the law? what was the point in giving it?

iii. Community education

 Abnormal Psch 168 Pae 2

iii. Community education

iv. Self-help and support groups  

1) Talking to people in self-help can help people identify symptoms and possible diagnosis' v. Understanding the meaning of the symptoms w/in a cultural context If you want to learn more check out What are the four jobs of psychology?

1) Understand what it means.  

2) What is "hearing voices" in their culture


Need to put yourself in the framework if you want the patient/people to work with the  western system.

4) So many cultural and language obstacles.

9. Bio-Psycho-Social Model:

a. Integration of the various approaches

10. Diathesis-Stress Model:

a. Psychological disorders result from a combinations of predispositions that meet w/ stress factors i. Examples: Hear voices. Eating disorder. Anxiety.

 Abnormal Psch 168 Pae 3

Assessment and Diagnosis Wednesday, September 28, 2016 7:25 PM

1. Intake Assessment

a. Reasons For Referral and Assessment

i. "What brought you here?"

ii. Find out "chief component"


Ask questions - "How's your sleep?" "Have you been eating okay?" "Are you working?"  "Do you concentrate okay?" etc;

b. History of current problem

i. Precipitants, stressors, symptoms, duration of symptoms, etc.


Ex. Q's: "What caused current episode?" "Has this happened before?" "Have you ever  been on any medication for this?" "What was the reason for the first episode"

c. Client Social History

i. Current living situation/marital status/employment status/financial circumstances


Examples - Small number of serious relationships, don't stay long at job --> Figure out  if person had problems w/ committing.  

d. Family History

i. History of abuse - physical, sexual

ii. Psychiatric history

1) Maybe parents or grandparents have history of depression/psychosis/bi-polar e. Legal history

i. Have a right to their records

ii. Maybe it's something with child custody or DUI or in the middle of law suit. f. Support Network

i. Ask about any friends or family

ii. A part of a church or outside support group

iii. Any other agencies?

g. Medical and psychiatric History

i. History of medical illness (surgeries, past diagnosis)

ii. Psychiatric History inpatient/outpatient history. Treatment?)


If they don't know maybe ask about rumors or characteristics of said family  members

2) Be very "Matter-of-fact"

iii. All current medications (including dosage, effectiveness, side effects) h. Substance abuse history


Assess for each substance and when substancec was last used (including alcohol,  coffee, cocaine, marijuana, prescription drugs, etc;)

1) Don't be judge mental

ii. Ask about any former alcohol/drug treatment

1) Self-diagnosed over the counter and/or under the counter d

i. Diagnostic Impressions (DSM-V diagnosis)

j. Recommendations

2. Mental Status Exam

a. General Appearance and behavior

i. Grooming (neat, unkept, odiferous, etc;)  

1) Mark notes how they look/smell.

2) Also make sure you look put together otherwise could defer ppl.

ii. Facial expression (happy, tense)

iii. Activity level (overactive, underactive)

1) Could be  

iv. Posture (erect, relaxed, slouched)

 Abnormal Psch 168 Pae 1

iv. Posture (erect, relaxed, slouched)

v. Gait (natural, stiff, shuffling)

vi. Mannerisms (tics, grimacing, tremors(

vii. Attitude (friendly, aloof, hostile, dramatic)

b. Characteristics of speech

i. Speech (soft, loud, stuttering)

ii. Quality (coherent, vague, rambling)

iii. Rate (even, slow, pressured, rapid)

iv. Content (clear, flight of ideas, rhyming, neologisms, circumstantial.

c. Affect and Mood

i. Affect (appropriate, depressed, flat, labile)

ii. Mood (cheerful, anxious, sad, angry)

d. Characteristics of thoughts

i. Content (ideas of reference, obsessions, phobias, fantasies, grandiosity)

ii. Paranoid Ideation

iii. Delusions

iv. Hallucinations

e. Orientation

i. Are they oriented to place, time, self

ii. Consciousness (clear, clouded confused)

f. Memory (impaired/unimpaired)

i. Immediate

ii. Recent Past

iii. Remote Past

iv. Attention Span

v. Concentration

g. Intellectual Functioning

i. General intelligence (average, above, below)

ii. Judgement (good, some, poor)

h. Insight

i. Awareness of illness (Aware, limited, denies)

1) Are they aware? How aware?

ii. Motivation for treatment (yes, no, ambivalent)

iii. Knowledge of illness (symptoms, medications, side effects)

i. Somatic (Vegetative") Symptoms

i. Appetite  

1) Increase, decrease, no change  

2) Any weight change? How many lbs?

j. Suicidality

i. Ideation? (in present, in past, current plan?)

ii. History of attempts (when, how, why)

iii. Current suicide risk?  

1) Have the planned it out?  

k. Homicidality

i. Ideation? (present/past/current plan?)

ii. History of attempts  

1) When, how, why

iii. Current homicide risk?

1) How often do they fantasize?

2) Have it planned out?

a) Know direct details?

3. Main Data Collection Methods in Clinical Practice

a. Clinical (diagnostic) Interview w/ Client

i. Are they making sense? Coherent sentences, follows logical thoughts.

 Abnormal Psch 168 Pae 2

i. Are they making sense? Coherent sentences, follows logical thoughts.


Keeps a normal timeline, not flying all over the place (one minute says he's been like  this forever, next minute says he's never been like this)

b. Behavior Observation

 Abnormal Psch 168 Pae 3

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