New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

CLP3305 Week 3 of Lecture Notes: 2/1, 2/3, & 2/5

by: Courtney Adams

CLP3305 Week 3 of Lecture Notes: 2/1, 2/3, & 2/5 CLP3305

Marketplace > Florida State University > Sociology > CLP3305 > CLP3305 Week 3 of Lecture Notes 2 1 2 3 2 5
Courtney Adams
GPA 3.8

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

These are thorough notes from Dr. Sullivan's fourth week of lectures. Enjoy and feel free to reach-out with any questions or if you need a study buddy!
Clinical and Counseling Psychology
Dr. Sullivan
Class Notes
25 ?




Popular in Clinical and Counseling Psychology

Popular in Sociology

This 5 page Class Notes was uploaded by Courtney Adams on Saturday February 6, 2016. The Class Notes belongs to CLP3305 at Florida State University taught by Dr. Sullivan in Spring 2016. Since its upload, it has received 29 views. For similar materials see Clinical and Counseling Psychology in Sociology at Florida State University.


Reviews for CLP3305 Week 3 of Lecture Notes: 2/1, 2/3, & 2/5


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 02/06/16
Clinical Psychology CLP3305 2/1/16 Most common ethical incidents 1. Confidentially 2. “Boundary Issues”: blurred, dual or conflicted relationships 3. Payment: You can charge them for a “no show” fee as long as you let them know before charging and it is clearly stated in the documents they signed Professional Issues  If you have a friend or family member that you are concerned about, “plant the seed” o Let them know the specific resources available for them to get help  Three steps 1. Plant the seed 2. Gain that person’s trust 3. Don’t judge Chapter 4: Research methods in clinical psychology Research and ethics (in relation to adults)  Must be interesting to you  Choose something timely (something in the news that matters) o Ex: autism, bullying, sexual harassment  IRB: your study has to be submitted to IRB and they have to approve it before you start  Informed consent ** o The researcher is required to inform the participant of any risk, limitations, discomforts, etc. o The researcher is also required to inform the participant that they have the freedom to withdraw from the study  Confidentiality ** o The only place you have the participant’s name is on the informed consent agreement o Everywhere else in the study, the participant’s identity will be protected  Deception/Lying o The research is allowed to lie, BUT only when the IRB approves  Debriefing o The researcher is required to inform the participant the idea behind the study, why it is important and what they were specifically testing Clinical Psychology CLP3305  Fraudulent Data o Common o Some people submit made up findings o But very counterproductive because you want to publish the experiment so other people can replicate it and get close to the same results 2/3/16 Chapter 5: Diagnosis and classification of psychological problems Abnormal Behavior  Statistical infrequency (#s) or violation of social norms ** o Advantages of this definition  Cutoff points  Appeal  We like #s (ex: IQ) o Problems with this definition  Choice of cutoff points  Ex: at what point do you get a ticket when the speed limit is 70? 71? 75? 85?  Close calls are so frustrating  Number of deviations  Ex: why is a 90 an A?  Cultural and development relativity  #s are good but they aren’t everything o We need to pay attention to the #s but also the culture (BOTH)  Subjective distress o Keyword - Subjective: exactly how much stress so you need and everyone has a different threshold o Advantages of this definition  It seems reasonable to think that adults can assess when they are stressed and that they can share this information AND ARE MOTIVATED TO DO SO  Works when people are motivated to make a change  When the patient is stressed, they will be more motivated to fix the problem and more likely to change with therapy o Problems with this definition  Not everyone that is diagnosed as “disordered” reports they are stressed Clinical Psychology CLP3305  Doesn’t work for people that don’t care, people that are delusional, and people that are in denial o Schizophrenic: these people know there is a problem, but they think the problem is YOU (not themselves) o Substance Abuse/Eating Disorder: People diagnosed with either of these are in denial, “If I wanted to quit, I could” o Antisocial people: People that don’t care about anyone but themselves  How mush stress is abnormal?  Disability, dysfunction, or impairment o Must create some degree of social or occupational problems with the person  “Be all that you can be”  People fitting in this category are NOT being all that they can be  They are hurting themselves o Advantages of this definition  Little inference required o Problems with this definition  Who establishes the standards for social or occupational dysfunction?  “Are you playing God”  It’s your views to think the patient is at fault for hurting himself or herself. Who says he/she needs family/friends, social atmosphere, school, work, etc?  Take home message: Abnormal behavior does not necessarily indicate mental illness 2/5/16 Mental illness  DSM5: updated version of the book that all psychologists follow (Basically a book of all the disorders and their numbers) o The syndrome, cluster of abnormal behaviors o A mental disorder represents a dysfunction within an individual  This means it is not a societal issue o Not all “outliers” (both ends of the bell curve) are signs of mental disorders Clinical Psychology CLP3305  The importance of diagnosis 1. Treatment has to match the problem  Shows what mode of treatment would be most effective 2. Insurance purposes 3. Communication:  Between professionals: when one uses a term in the book and the other knows exactly what he/she is referring to  Between client and therapist: as a therapist, you are required to tell the client what their diagnosis is but sometimes you would rather not because the client may start to fill that role 4. “Normalizing”: Lets the patient know that other people feel exactly what and how they feel. Shows them that they are not alone 5. Allows distinctions to be made 6. Research  Co-morbidity: multiple diagnosis **DON’T have to know the multiaxal assessment system of diagnosis**  General Issues in classification o Quality vs. Quantity  Quality: “black vs. white,” you either have it or you don’t  Quantity: the reality is that everyone experiences it, BUT the key is how much you experience it  “Quantity is the key” o Bases of categorization  Classify psychiatric patients  Heterogeneity: sometimes can be a problem because most of the time when someone is diagnosed with a problem they are grouped within that category  You have to be careful. Everyone in a category isn’t the same o Pragmatics of classification  Everything in the DSM5 is covered by insurance. So you have to be careful what you classify as a condition o Reliability  Goes hand in hand with validity  Refers to consistency of diagnosis Clinical Psychology CLP3305  Key word – Consistency: basically a second opinion o Both people should come up with the same diagnosis  Negatives to Diagnosing o For some clinicians classifying people may become more satisfactory than trying to relieve their problems *** o Classifications can be harmful  Self Fulfilling Prophecies: the diagnosis becomes the clients identity, consumes their life, becomes who they are  Gives the client an excuse: “No, I cant do this because I am Schizophrenic”  Diathesis-stress model: works under all models and included BOTH nature and nurture o Environmental stress then causes the disorder


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Anthony Lee UC Santa Barbara

"I bought an awesome study guide, which helped me get an A in my Math 34B class this quarter!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"


"Their 'Elite Notetakers' are making over $1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.