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361 - 5

by: Tricia Mae Fortuna
Tricia Mae Fortuna
GPA 3.49

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About this Document

Disorders across Lifespan. Clinical Assessments and Diagnosis.
Abnormal Psychology
Class Notes
equifinality, multifinality, clinical, assessment, Diagnosis, Reliability, validity, standardization, interviews, mental, status, exam, unstructured, structured, semi-structed
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This 1 page Class Notes was uploaded by Tricia Mae Fortuna on Friday September 23, 2016. The Class Notes belongs to 361 at Towson University taught by DR. ERIN GIRIO-HERRERA in Fall 2016. Since its upload, it has received 5 views. For similar materials see Abnormal Psychology in Psychology (PSYC) at Towson University.


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Date Created: 09/23/16
9/20/2016 Why should we think about disorders across the life span?  Equifinality: a maladaptive behavior or disorder may have several different causes  Multifinality: similar history but different outcomes  Can you think of an example? o Equifinality – Depression: Neurotransmitters and stress o Multifinality – ADHD: one got more disorders and ended up in prison; one became a CEO of a company Chapter 3: CLINICAL ASSESSMENT Clinical Assessment and Diagnosis  Clinical Assessment: systematic evaluation and measurement of biological, social, and psychological factors  Diagnosis: To determine if the problem meets the diagnostic criteria Three Concepts to determine the value of the assessment:  Reliability: Consistency – the degree to which the assessment is consistent o Over time o Across Raters – consistent with raters (teacher, parents, etc.)  Validity: Measures what it supposed to measure o Use Depression scale to measure depression o Concurrent Validity: the scale used is the current scale (at the same time) o Predictive Validity: predict the future (predict the literacy of 4-year olds)  Standardization: following the protocol/procedures of a test the same way Assessment  Clinical Interviews o Mental Status Exam  Unstructured: Client leads discussion  Do not ask clients same questions  Semi-structured: great variability across semi-structured  Most are carefully phrased and tested to obtain most important aspects of particular disorders  EX: Anxiety Disorders Interview Schedule (ADIS)  EX: Children’s Interview for Psychiatric Syndromes (P-ChIPS)  Structured Interview: Clinician asks same question to all clients; no skipping questions  EX: Computerized Diagnostic Interview Schedule for Children (DISC)  Physical Exam  Behavioral Assessment  Psychological testing (cognitive, emotional, behavioral)  Neuropsychological Testing  Neuroimaging  Psychophysiological Testing


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