PSYC 4620 Lecture 5 Outline of Last Lecture I. Practices, Classifications, Diagnoses and Research (Chp 3&4)a. Principles and practicesb. Developmental pathwaysc. CoherenceOutline of Current Lecture I. Practices, Classifications, Diagnoses and Research (Chp 3&4)a. Principles and practicesb. Developmental pathwaysc. CoherenceII. Terms relevant to pathwaysIII. Diagnostic Systemsa. Dimensionalb. CategoricalIV. Classification, Assessment, Diagnosis and Interventiona. Reliabilityb. Validityc. Transactional Approachd. Co-morbidityV. Research Methodsa. Observationb. Correlational Studiesc. Experimental StudiesCurrent LectureI. Practices, Classifications, Diagnoses and Researchd. Coherencei. Continuity of development is seen in consistency of adaptation to relevant developmental tasks and issues, not identical behaviors over time1. Reflects the logical links between early developmental variables and later outcomesII. Terms relevant to pathwaysa. Competence – is the child developing according to typical normsThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. Effective functioning in relation to relevant developmental tasks and issuesb. Risk – increased vulnerability to disorder (not being competent)i. Nonspecific risk – increased vulnerability to any or many kinds of disordersii. Specific risk – increased vulnerability to one particular disorderc. Resilience – adaptation (or competence) despite adversityi. Reflects the combined contributions of protective factors from the individual themselves, their family and across social levelsd. Protective Factors – individual, family and social characteristics that are associated with positive adaptationi. Stable family lifeii. Well developed coping skillsiii. Healthy relationships/support systemsiv. High self esteem (intelligence/attractiveness)v. SES (along with where they live)vi. Gendere. Canalization – it is hard, but not impossible to change (one’s pathway), once started, due to genes or a major environmental eventi. Canals generally get deeper as development continuesii. Consider the Marble Metaphor: a marble (child) will continuously follow the path it starts on (genetic disposition), unless some major change occurs to bump the marble to a different spot on its epigenetic landscapef. Developmental Cascades – effects that spread across levels, domains and over time (may be positive or negative)i. Mentor Kelly’s story1. Drug addicted, high school dropout went to get GED and then went through college is now one of the most respected psychologists g. Gene-by-Environment (gXe) interactions – consider the role of genetics in influencing children’s vulnerability to particular risk factorsIII. Diagnostic Systemsa. Dimensionali. Sometimes called empirical (bottom-up) or the “look and see” modelii. Pros1. Data driven2. More effective3. Hones in on real markers (actual symptoms)4. More reliable treatments5. Far more individualized6. Cuts down on comorbiditya. Not treating symptoms that are not presentiii. Cons1. Takes a lot longer, more time consumingb. Categoricali. Sometimes referred to as top downii. Somebody decides what a diagnosis will be in terms of a group consensusand those symptoms are then set as criteria for the diseaseiii. Pros1. Current used model (DSM IV)2. Insurance will pay for this diagnostic system3. Cheaper4. Quicker, requires less timeiv. Cons1. Misdiagnoses2. So black and white it is easy to not get diagnosed because you do not meet a specific criterion3. Must meet a certain # of criteria to be diagnosed (which means noservice or accommodations if not)VI. Classification, Assessment, Diagnosis and Interventiona. Reliability – whether different clinicians classify children into the same categoriesi. Interrater reliability – two or more clinical psychologists come to the same conclusion (same diagnosis)ii. Cross-Time reliability – a child is similarly classified by the same clinician over time (measurement of an assessment)1. If the child is still diagnosed with a disorder over timea. Good if child has gone without treatmentb. Bad if child has undergone treatmentb. Validity – whether the classification gives us true-to-life, meaningful informationi. Internal validity – etiology or core patterns (causes of a disorder)ii. External validity – implications of the disorder (generalization)c. Transactional Approach – focus on what happens when youth comes in contact with others and with environment (bidirectional)d. Co-morbidity – meeting diagnostic criteria for two or more DSM disorderi. Concurrent – two disorders met at the same timeii. Successive – two disorders diagnosed back to backiii. Homotypic – two disorders diagnosed within the same classification (anxiety/anxiety)iv. Heterotypic – two disorders diagnosed with different classifications (anxiety/depression)IV. Research Methodsa. Observationi. Natural and other settingsii. Assessment measures to test hypotheses and design interventionsb. Correlational Studiesi. Descriptive studies which include surveys, case studies and comparative studiesii. How are variables related directionally without manipulationc. Experimental Studies i. Manipulates variables (correlational and causal)1. Operational definition and random assignmentd. Time span of Inquiryi. Longitudinal – issue within a child/children over timeii. Cross-Sectional – specific point across various