CLIN311 Midterms Reviewer:

5D in Abnormal Psychology:

Disstress-Suffering of a Person

Dysfunction-Disrupts Daily Living

Deviance-Unusual (weird) behaviors or something that defies societal norms.

Danger-Poses a danger to self or others

Duration-Behavior persist over a specific or a long period of time.

Example: Persistent Depressive Disorder(Dysthymia) with Melancholic Features

Disstress-the client experiences extreme loss of motivation(Avolition), Inability to feel

happy(anhedonia), and a state of psychological misery or sadness(dysphoria).

Dysfunction- the client experiences sleeping problems such as sleeping most of the day(Hypersomia)
and a lack of appetite(Anorexic appetite) making him lethargic most of the day.

Deviance- the client later on refused to go to school and isolate himself on his room every day.

Danger- The client exhibits suicidal thoughts (suicidal ideation) from time to time.

Duration-The client experiences all stated behaviors for about 2 years now.

4P Factor Model

Predisposing-History or Past Experiences

Perpetuating-Cycles, Maintains or worsen the disorder.

Precipitating-Triggers

Protective-Coping
Example: Persistent Depressive Disorder(Dysthymia) with Melancholic Features

Predisposing-the client has a history of getting bullied in early school years.

Perpetuating-The client refuse to get help from people around him and becomes extremely hostile
towards mental health professinals.

Precipitating-a combination of a faulty SLC6A4 or serotonin transporter gene(Biological), Lack of Self-

esteem(Psychological), and a history of bullying from his peers earlier in school(Social) makes the client
very succeptible to the disorder.

Protective-Withrawal from the school and isolating in a room might be the clients way of coping to the
bullying that he experienced. Furthermore, suicidal ideation might be the clients way of coping due to
the extreme distress that he experienced from the disorder.

Typical Behavior-Normal Behavior

Atypical Behavior-Unusual Behavior or abnormal behavior

 Note: Typical and atypical can vary depending on the cultural, social and individual differences.
A behavior that is atypical in one culture might be typical in the other. That’s why it is important
to exercise differential diagnosis.

Differential Diagnosis- a systematic method of diagnosisng disorders to avoid misdiagnosing.

Eating Disorders-Characterized by a persistent and extreme change in eating behavior.

 People with eating disorders exhibit an extreme patterns of eating that negatively affects their
health and impairs their daily functioning.

Types of Eating Disorders:

Anorexia Nervosa-Characterized by self-starvation and extreme weight loss.

 Anorexia Nervosa has 2 types

1)Restricting Type-Purposefully Limiting Food Intake

2)Binge-Purging Type- Eating too many foods and vomit them later

Bulimia Nervosa-Almost same as Binge Purging Type of Anorexia the Only difference is that Bulimic
People are normal weight while Anorexic people are typically thin and underweight.
Binge Eating Disorder(Food Addiction)-Eating Large Amount of Food.

 Unlike in Anorexia and Bulimia, in BED People have no motivation to lose weight.
 Binge Eating Disorder is the Most Common Eating Disorder

PICA-Characterized by eating nonfood substances like chalk, dirt, soil etc.

Rumination Disorder-Characterized by persistent Re-chewing of food that has been previously

swallowed.

Avoidant Restrictive Food Intake Disorder(ARFID)-Characterized by Extreme Piky Eater(sobrang

mapili sa pagkain) that causes malnutrition and other medical condition to the person because

he or she eats only one thing.

Other Specified Feeding or Eating Disorders(OSFED)-eating disorders that do not meet the full criteria
of the eating disorders mentioned earlier or has a similar symptomps but not specified.

Examples are:

 Atypical Anorexia Nervosa-Same symptoms but without weight loss.

 Low Frequency Bulimia Nervosa-similar symptomps but has a shorter duration.
 Low Frequency Binge Eating Disorder- similar symptops but duration is shorter.
 Night eating syndrome-reccurent eating at night, disrupts sleep just to eat food at night even
with dinner.

DSM4 Multi Axial System(No longer used in DSM 5)

Axis I(Clinical Disorders)-all major mental illness such as depression(Mood) disorders,

schizophrenia(psychotic) disorders, anxiety disorders.

Axis II(Personality and Mental Retardation)-all personality disorders, learning disorders, and
intellectual disability.
Axis III(General Medical Conditions)-all medical conditions that can influence a behavior.

Such as:
*Diabetes *Autoimmune Diseases such as Rheumatoid arthritis
*Thyroid Diseases *Neurological Diseases such as Parkinson disease
*Hypertension(Highblood)
*Sclerosis
*Heart(cardiovascular) diseases

Axis IV(Psychosocial and Environmental Problems)- social or environmental problems that can
contribute to the mental disorder.

Such as:
*Death of a Loved One *Exposure to Violence or Trauma
*Loss of Job/Unemployment *Major life transitions such as retirement or moving
*Financial Problems *Lack or Social Support
*Educational Problems
*Legal Issues
*Family Problems

Axis V(Global Assesment of Functioning)- it is not a diagnosis classifications anymore but a rating scale
of an individual’s level of functioning.

Rating is as follows:

100(No symptopms)

90(Good Functioning, Minimal Symptomps)

80(Noticeable Symptomps as expected reactions to stressors)

70(Mild Symptopms, Mild Dysfunction)

60(Moderate Symptomps, Moderate Dysfunction)

50(Serious Symptopmps, Serious Dysfunction)

40-30(Lost in Touch with Reality due to hallucinations and delusions)

20 Below(Extreme danger, characterized by serious suicidal act or extreme hostility to others

New Disorders that is Added to DSM 5:

 Premenstrual Dysphoric Disorder(PMDD)-Severe menstrual syndrome that severely affects the

psyche of a person.
 Disruptive mood Dysregualtion Disorder(DMDD)-Excessive Tantrums of Childrens 6-18 years of
age.(still subject to change in newer dsm as it is a possible overdiagnosis)
 Binge eating Disorder(BED)-Food addiction
 Mild Neurocognitive Disorder-Mild Decline of Cognitive functioning
  Somatic Symptopm Disorder-Physical manifestations of Psychological Distress that cannot be
explained by a medical condtion.
 Hoarding Disorder-a psychiatric condition in which a person collects too much items with little
to no monetary value and has a difficulty throwing away with his or her possessions.

 Clinical Interview is only as good as the interviewee.

Clinical Interview General Skills: Important Behavioral Observations:

*Establishing Rapport(positive relationship) * Clothing

*Being Self Aware *Grooming and Hygiene

*Good Listening Skills *Posture (both standing and sitting includes)

*Gait or Balance (the way client walks)

General Structure of an Interview: *Speech (Vocal qualities and Paralinguistics)

1)Why are you here? *Facial Expression

2)Temporal Cause of the clients Story *Gestures(hand and arm Movement)

3)Review of Bio psychosocial Factors *Proximity or Distance

4) In depth Psychological History *Eye Contact

5)Medical History *Level of Attention, Arousal or Alertness

6)Early Development *Need for repetition

7)Cultural History

8)Family History

9)Psychosocial Support systems

10)School History

11)Work History

12)Legal History

Things to consider in clinical Interview

 NO imposing to client. Solutions must come from the client itself and not the therapist.
 as a therapist avoid countertransference as possible.
 always promote the welfare of the client
 interview must be done in a private environment wherein the client can feel safe.
 uphold privacy and confidentiality.
  therapist must talk less and listen more
 Ask for Clarification to verify(paraphrase and summarize)
 Confrontation is used when the answers are inconsistent.
 Interview environment must be free from any objects that can serve as a trigger
 Acknowledge Cultural differences
 Clinical Interview questions must be simple and avoid jargon.

Countertransference- when the therapist transfers the negative emotion that he or she have to the
client.

Types of Interview(Structure)

Structured- follows a standard or criteria. Uses close ended questions(YES/NO) and the responses are
expected.

Ex. Rate yourself from 1-5, Are you okay?, How many hours did you sleep last night?

Unstructured-Doesn’t follow a criteria and has a total freedom in questioning. Uses open ended
questions(Reflective). Responses are unexpected.

Ex. How do you feel about him/her? , What do you feel right now?, when did you start feeling that?

Semi-Structured- Combination of the two.

Types of Clinical Interview:

Intake Interview (Psychological Assessment)-goal is to answer the referral question but not diagnose.

Diagnostic Interview- goal is to diagnose a person.

Crisis Interview- a quick form of psychological assessment used to evaluate and support quickly a
person who is in crisis(extreme psychological distress) or those who pose a danger to self or others. A
good example to this is the suicide hotline.

Clinical Interview Pragmatics:

 Notes
 Audio and Video Recordings(with consent ofc).

 Mental status Exam(MSE) usually used first in clinical settings to provide a quick assessment on
how a person functions. However mse alone cannot be used as a means to diagnose or to
answer a referral questions.
Respectful in Counseling: * Youth/Peer based Intervention is a type of an psychological

R-Religion/Spiritual Beliefs intervention that uses young people(youth) or peers as a

E-conomic Status means of support the wellbeing of a person making it a

S-exual Identity very accessible type of intervention. However in some cases

P-sychological Development it doesn’t really work. the following factors might be at play

E-thical Development such as:

C-Cultural Dispositions *Training or Level of Proficiency of handling the situation

T-rauma *Level of rapport

F-amily History *Cultural Competence of the Person and Cultural Influence

U-nique physical characteristics *Available Resources(such as time)

L-anguage, Location and Residence *Behavioral Changes

Psychometric Properties:

Reliability-Consistency

Validity-Accuracy

Utility-Usefulness

Intelligence-Ability to Learn ,Understand, and apply knowledge.

 Charles Spearman Two factor Theory- intelligence is comprised of a single factor which is the
G(general intelligence).

 Cattell Two fluid and Three stratum theory- Intelligence is Comprised of 2 components which is
the GF(fluid intelligence) and GC(cystalized intelligence).

 Gardener Theory of Multiple intelligence- intelligence is not a singular and has different types
such as:
*Verbal Linguistic
*Logical Mathematical
*Bodily Kinesthetic
*Intrapersonal
*Interpersonal
*Visual Spatial
*Musical
*Naturalistic
  Alfred Binet is the First person to measure intelligence.
 David Wechsler WAIS(Wechsler adult intelligence scale) and WISC(Wechsler intelligence scale
for children) is the most widely used intelligence scale to this day.
 WAIS age range is 16-90 while WISC is 6-16 years of age.

Subsets of Weschler Intelligence Test:

Vocabulary-Define or Explain a meaning of a specific word. Measures verbal comprehension, language

development and general knowledge.

EX:

What does Linguistics Means?

Define Aubergine?

Similarities-identification of similarity of 2 or more concepts. Measures abstract thinking and

categorization skills.

EX:

How are Door and Window alike?

How are Philippines and Japan alike?

Information-Series of specific questions about knowledge on different topics. Meausres Verbal

comprehension, Memory, and General Knowledge.

EX:

What is the biggest planet in the solar system?

What is SLC6A4 Gene?

Comprehension-Explanation or interpretation of concepts. Measures Reasoning, awareness, and

decision making process.

EX:

Why it is important to consider the statistical method used in data analysis?

What are the advantages of SCED over the traditional experimental research design?
Block Design-Recreate a specific pattern design of colored blocks. Measures visual motor coordination,
spatial perception, and abstract reasoning.

Picture Completion-Identify what is missing on a specific picture. Measures attention to detail and visual
motor skills.

Matrix Reasoning-Identify what is missing on a set of pictures(matrices) and select the missing piece
from the options provided. Measures visual spatial processing, Logical reasoning, and non-verbal
problem solving skills.
Coding-fill in the blanks using a symbol with their corresponding numerical value.Measures Visual motor
coordination, Attention and processing speed.

Symbol Search-Identify if the given symbol appears on the set of symbols. Measures Visual Scanning,
attention to details, and processing speed.

Working Memory Index-Measures how many information you can recall.

Processing Speed Index- Mearures how fast can you recall those information.

Types of Memory:

Short Term Memory-Stores small information for a short period of 15-30 without rehearsal(repetition)

Long Term Memory-Stores Large information for a long period of time

Sensory Memory-stores information temporarily that comes from the 5 senses

Working Memory-Part of short term memory that holds information to prevent forgetting.

Implicit Memory/Procedural Memory/Muscle Memory-Unconscious memory on how to perform

specific things

Semantic Memory-General knowledge and facts about the world

Episodic Memory-Personal experiences

Prospective memory-Planning Future actions or intentions

Components of Standford-Binet 5th generation test(SB5):

Fluid Reasoning-Problem solving, Thinking and Resoning ability.

Knowledge-General information accumulated over time.

Quantitative Reasoning-Mathematical and Numerical Problem solving ability.

Visual Spatial Processing-ability to identify,visualize, and create patterns.

Working Memory-Ability to hold information into the short term memory.

Intelligence Test-Measures an individual’s intellectual ability, intellectual potential and general

cognitive abilities.

Neuropsychological Test- Measures Specific cognitive functions and identify brain function impairments
such as neurological disorders.

 Halstead Reitan Battery-Neuropsychological battery of 8 standardized test for ages 15 years or

older.

Achievement Test-Measures what you have learned or master in specific areas of knowledge.

Aptitude Test-Measures a person’s potential to develop or perform well on specific areas.

 Achievement is all about what you learned ,aptitude is all about specific potentials and
intelligence is all about how well you apply.

Test user Qualifications/Level of Administration of Psychological Test:

Level A-No special training required. Includes Self Report Test, aptitude and achievement test.

Level B-Requires Masters Degree. Includes Intelligence Test and Structured Personality Test

Level C- Requires Masters Degree and Advanced Specialized Training. Includes Projective Test.

Behavior -an observable and measurable action(either consciously or unconsciously) in response to a

certain stimuli(APA, 2018).

Trait -the combination of behaviors and it is also the building block of a person’s personality(Worthy et.
al., 2018 ; Johnson, 2019). For a behavior to be considered as a trait, it must have these three
characteristics: it must be consistent, Stable and can vary from person to person(Worthy et. al., 2018).

Personality – is the Complex combination of Traits, characteristics and Behaviors which are long lasting
and makes a person’s identity unique from others. There are a lot of theories that can explain the
personality but all of them shared a common building blocks of it such as traits, including the ways we
cope to life’s challenges, our interest, drives or our motivations, values, self-concept or our beliefs, our
abilities and skills, and lastly our emotional patterns(APA, 2018).
Structured Test(Objective Test)- Follows a criteria and uses evidence based practices to analyze
personality.

Types:

 Minnesota Multiphasic Personality Inventory (MMPI)

 Myer Briggs Type Indicator(MBTI)-also known as 16 personality test
 NEO-PI-R(OCEAN) also known as Big 5 Personality Test

Consist of the FF:

Openness-Open to New experiences(Innovative)

Conscientiousness-Self Discipline and Responsibility(Diligent)

Extraversion-Outgoing and Energetic(Sociable)

Agreeableness-Empathy and Compassionate(Considerate)

Neuroticism-Sensitivity to Negative Emotions(Emotionality)

 Personality Assesment Inventory(PAI)

Million Clinical Multiaxial Inventory (MCMI)

Unstructured/Subjective Test(Projective Test)- doesn’t follow a criteria and it’s based on the theory of
Freud which is highly bounded by the unconscious mind.

Types:

Rorschach Inkblot Test-a projective and unstructured type of personality test Developed by Herman
Rorschach designed to test their personality characteristics based on their responses into the inkblot
images.

Thematic Apperception Test(TAT)-a projective and unstructured type of personality test developed by
Henry Murray and Christiana Morgan that uses vague images and asking them to create the stories
about the images that they see.

Sentence Completion Test/Rotter Incomplete Sentence Blank(RISB) test-a projective test developed by
john d. rotter . Uses series of incomplete sentences and ask clients to complete them.

Draw a Person Test-a projective test in which clients are asked to draw a person which is then analyzed
and interpreted.

Behavioral Assessment/Naturalistic Observation-a psychological evaluation that involves observing an

individual’s behavior to understand and identify specific behavioral problem or patterns.

“He who knows too much is an idiot as he lacks something that a stupid will do and he
who use what he knows is stupid because he lacks something that an idiot would know”
-Bataller (2024)