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lecture 7

by: Olivia Lee

lecture 7 PSY 35000 - 002

Olivia Lee
GPA 3.65

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Abnormal Psychology
David Rollock
Class Notes
25 ?




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This 14 page Class Notes was uploaded by Olivia Lee on Monday February 8, 2016. The Class Notes belongs to PSY 35000 - 002 at Purdue University taught by David Rollock in Fall 2015. Since its upload, it has received 22 views. For similar materials see Abnormal Psychology in Psychlogy at Purdue University.

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Date Created: 02/08/16
Chapter 3: Diagnosis Class #7 January 27 , 2016 Behavioral Assessment • Key Question: – What are the problematic behaviors, and what seems to trigger them? • Direct observation • A, B, C’s • Helpful for child or nonverbal patients • Self-monitoring Projective T ests • Roarshock? Test: pull out subconscious information • Projective versus objective Objective T ests • Key Question: – What symptoms/traits are present, and how severe are they? – No white/black answer of the patients answer: analyst must try to piece together the answer – Can be helpful to diagnose psycosis – Unreliable: clinician can interpret the answers very differnetly • Standardized: can interpret score directly • Empirical: data driven, line up with many types of measures • Brief • Minimal inference/interpretation • Examples: – Personality assessments, symptom questionnaires, IQ tests Intelligence T esting: different kind of object test • “IQ” tests: many modules: takes a long time – WAIS, WISC – Overall score, plus specific subscores: • Designed to predict school performance – Is this “intelligence?” – Detemine if one cognitive aspect is worse than another aspect • Assesses: – Verbal ability, attention, memory, spatial reasoning, etc. – But NOT: adaptability, problem solving, generating novel ideas Neuropsychological T esting: old • Assesses broad range of motor and cognitive abilities – Behavioral tests, not directly“neural” • Target specific types of brain damage – Memory, concentration, attention, language • Goal: Rule out organic brain damage/ malfunction within the brain – Why might this be important? – -huntingtons disease + depression usually go hand in hand Psychophysiological Assessment: MRI Carlson, Foti et al., 2011, NeuroImage MRI • fMRI:how active different parts of the brain are • MRI: structural regions of the brain • EEG: electrode: change In blood flow: blood flow to part of brain- that part of the brain is doing a lot of work • No brain scan can diagnose a disorder Classifying Disorders • Goals of diagnostic classification: label that best captures what the patient is experiencing – Description – Etiology: what causes this? – Prognosis what is the course of this illness? – Treatment selection – Stimulate research • DSM-5 – Diagnosing Psychological Disorders • BUT… – harmful in some wayications: inherit judgement that can be – Di• Rosenhan (1973)end to “stick” – Stigma, bias – Labels that can be de-humanizing • Remember: – We use diagnoses to classify disorders, not people – Use language carefully – “John is a person with cancer” vs. “John is a cancer” Categorical vs. Dimensional Approaches • Classical categorical approach – Assumption of disease model – Strict boundaries – Distinct diseases with distinct causes • Dimensional approach – Instead of “Do you have this disorder?”, ask “What symptoms are present and how severe are they?” – Most psychological disorders – but at the end of the day, must make a categorical decisions • DSM – Started as categorical, now slowly shifting toward a hybrid model – Example: autism spectrum DSM Disorders • Specific diagnoses grouped into larger categories – Anxiety Disorders • Specific phobia, panic disorder, generalized anxiety disorder – Depressive Disorders • Major depression, dysthymia – Eating disorders • Anorexia, bulimia – Bipolar Disorders – OC Disorders – Trauma-related disorders – Psychotic disorders – Substance-related disorders – Personality disorders – Etc, etc, etc… DSM Dilemmas • Comorbidity – Disorders ought to be distinct…. • Reliability vs. validity • Political influences • DSM is imperfect, but is a work in progress


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