| a. on a continuum. | ||
| b. in a thematic approach. | ||
| c. resulting from personality development. | ||
| d. the marks of disease burden and progression. |
| a. reliability | ||
| b. diagnosis | ||
| c. validity | ||
| d. assessment |
| a. somatic | ||
| b. environmental | ||
| c. familial | ||
| d. moral |
| a. Greek period | ||
| b. The Renaissance | ||
| c. The 18th century | ||
| d. The 19th century |
| a. Diagnosis | ||
| b. Assessment | ||
| c. Psychotherapy | ||
| d. Research |
| a. Scholar-Practitioner | ||
| b. Scientist-Practitioner | ||
| c. Clinical-Scientific | ||
| d. Scholar-Scientist |
| a. A clinical psychologist cannot prescribe medication. | ||
| b. A clinical psychologist is more interested in the treatment of mental illness. | ||
| c. A clinical psychologist usually takes a more collaborative as opposed to an expert approach. | ||
| d. A clinical psychologist has a degree in medicine. | ||
| e. A and C only |
| a. Diagnosis provides a language that allows for communication between practitioners. | ||
| b. Diagnosis facilitates research of mental illness. | ||
| c. Diagnosis may suggest a mode of treatment. | ||
| d. Diagnosis does not convey useful information between the clinician and patient. |
| a. Explanations for stigma stem, in part, from the misguided split between mind and body first proposed by philosopher John Locke. | ||
| b. Stigma is manifested by bias, distrust, or stereotyping. | ||
| c. Patient access to resources and opportunities is increased because of stigma. | ||
| d. Stigma cannot be overcome by using research, finding causes and effective treatments for mental disorders, or reviewing historical contexts to see patterns of stigma development. |
| a. Description, explanation, change of human functioning, diagnosis | ||
| b. Description, explanation, prediction, change of human functioning | ||
| c. Diagnosis, explanation, assessment, change of human functioning | ||
| d. Diagnosis, explanation, prediction, change of human functioning |
| a. There have been many breakthrough findings, which have changed the field. | ||
| b. There has been a slow and gradual accumulation across studies. | ||
| c. There has been little progress in the science of clinical psychology. | ||
| d. Clinical psychology shares its progress in research with social psychology. |
| a. Dysfunction | ||
| b. Nervous breakdown | ||
| c. Impairment | ||
| d. Distress |
| a. 5 percent | ||
| b. 10 percent | ||
| c. 15 percent | ||
| d. 30 percent |
| a. 40 percent | ||
| b. 30 percent | ||
| c. 20 percent | ||
| d. 10 percent |
| a. Danger | ||
| b. Distress | ||
| c. Dysfunction | ||
| d. Desire |
| a. treatment | ||
| b. prevention | ||
| c. maintenance | ||
| d. remission |
| a. Jean Piaget | ||
| b. Erik Erikson | ||
| c. John Bowlby | ||
| d. B.F. Skinner |
| a. Anxiety, disturbances of thought and perception, dysregulation of mood, and cognitive dysfunction | ||
| b. Anxiety, depression, psychosis, neurosis | ||
| c. Anxiety, depression, disturbed appetite, loss of interest | ||
| d. Depression, agitation, loss of reality, interpersonal dysfunction |
| a. Recovery movement | ||
| b. Consumer movement | ||
| c. Holistic movement | ||
| d. Rejuvenation movement |
| a. Negative symptoms are responsible for much of the chronic and long-term disability of the disorder. | ||
| b. Negative symptoms have the most detrimental impact on the patient. | ||
| c. Negative symptoms are the most obvious of the symptoms and include hallucinations and delusions. | ||
| d. Both A and C |
| a. The Psychological Model of Disease | ||
| b. The Biological Model of Disease | ||
| c. The Biopsychosocial Model of Disease | ||
| d. The Integrationist Model of Disease |
| a. Social Learning Theory | ||
| b. Cognitive-Behavioral Theory | ||
| c. Integrationist Theory | ||
| d. Psychodynamic Theory |
| a. ego, id | ||
| b. reality principle, ego | ||
| c. reality principle, id | ||
| d. conscience, ego ideal |
| a. Therapist | ||
| b. Empathy, therapeutic alliance, and creating an atmosphere of acceptance and belonging | ||
| c. Physical attractiveness of the therapist | ||
| d. Therapist availability during times of crises |
| a. Gestalt, perceptions | ||
| b. Interpersonal, dichotomies | ||
| c. Cognitive-behavioral, logical inconsistencies | ||
| d. Humanistic, ego defenses |
| a. Bias is reflected in over-diagnosis or misdiagnosis of mental disorders. | ||
| b. Clinician bias is most apparent for African Americans with anxiety and bipolar disorder. | ||
| c. Clinician judgment does not play a huge role in mental disorder diagnosing. | ||
| d. Bias does not exist in the clinical setting. |
| a. Personal, cognitive, and environmental activities | ||
| b. Cognitive, emotional, and behavioral activities | ||
| c. Emotional, behavioral, and familial activities | ||
| d. Personal, cognitive, and emotional activities |
| a. Her race, gender, and educational status | ||
| b. Her gender, age, and socio-economic status | ||
| c. Her socio-economic status, educational status, and marriage status | ||
| d. Her race, gender, and socio-economic status |
| a. Client-centered therapy | ||
| b. Psychodynamic therapy | ||
| c. Existential therapy | ||
| d. Cognitive-behavioral therapy |
| a. Recovery effect | ||
| b. Law of probability effect | ||
| c. Placebo effect | ||
| d. Treatment effect |
| a. The processes of change are activities or experiences that promote change in thoughts, feelings, behaviors, or relationships. | ||
| b. The self-efficacy construct is used independently from the temptation measure. | ||
| c. The stages of change state that time required for progressing to the next stage is variable, but the set of tasks and the order of the stages are constant. | ||
| d. Decision making involves constant and careful weighing of the pros and cons of a new behavior. |
| a. Cognitive-behavioral therapy | ||
| b. Psychodynamic therapy | ||
| c. Eclectic therapy | ||
| d. Humanistic therapy |
| a. Interpersonal therapy | ||
| b. Feminist therapy | ||
| c. Behavioral therapy | ||
| d. Multi-modal therapy |
| a. Ego analysis | ||
| b. Psychoanalysis | ||
| c. Object relations | ||
| d. Interpersonal therapy |
| a. Empowering people, including them in the planning, agenda setting, and implementation of aspects regarding community psychological development | ||
| b. Working toward individual goals within the community | ||
| c. Separating groups to determine psychological issues and treatment | ||
| d. Providing psychotherapy at an individual level |
| a. Cognitive and behavioral ramifications of brain deficits and abnormalities | ||
| b. Right-hemisphere and left-hemisphere differences | ||
| c. Perceptual signs of disease diagnosis | ||
| d. Genetic trends in mental disorders |
| a. Primary | ||
| b. Secondary | ||
| c. Tertiary | ||
| d. Quaternary |
| a. Sigmund Freud | ||
| b. Jean Piaget | ||
| c. Anna Freud | ||
| d. Erik Erickson |
| a. Community psychology | ||
| b. Counseling psychology | ||
| c. Health psychology | ||
| d. Medical psychology |
| a. Co-occurrence of disorders, marriage status, and occupation | ||
| b. Socioeconomic status, isolation, and education | ||
| c. General medical conditions, comorbidities, and marriage status | ||
| d. Bereavement, comorbidities, and the number of medications taken |
| a. There is some continuity of temperament across the lifespan. | ||
| b. Temperament is highly changeable across the lifespan and is therefore not a good predictor of outcome. | ||
| c. Temperament can be modified during development, particularly through the interaction with a primary caregiver. | ||
| d. Both A and C |
| a. There is sufficient evidence to support the use of most psychopharmacological therapies for children and adolescents with mental disorders. | ||
| b. Only in the case of ADHD medications is there adequate evidence to support the conclusion that these therapies are safe and efficacious for children and adolescents. | ||
| c. Drug companies are generally enthusiastic about conducting research on the use of psychopharmacology with children. | ||
| d. Psychopharmacologic and psychotherapeutic treatments should never be combined when treating children or adolescents with mental disorders. |
| a. Head Start Program | ||
| b. Carolina Abecedarian Project | ||
| c. Primary Mental Health Project | ||
| d. FastTrack |
| a. An early intervention program that has traditionally targeted young children in disadvantaged environments | ||
| b. A treatment program that has traditionally targeted young children with behavioral difficulties | ||
| c. A prevention program that targets teens with learning disabilities | ||
| d. A treatment program that focuses on behavioral coping strategies in youth and adolescents |
| a. Health psychologist | ||
| b. Forensic psychologist | ||
| c. Community psychologist | ||
| d. Neuropsychologist |
| a. hyper arousal, Generalized Anxiety Disorder | ||
| b. recurrent thoughts, Social Phobia | ||
| c. dissociation, Posttraumatic Stress Disorder | ||
| d. dissociation, Generalized Anxiety Disorder |
| a. Sadness, happiness | ||
| b. Obsessions, compulsions | ||
| c. Fear, tension | ||
| d. Anxiety, fear |
| a. GABA | ||
| b. Serotonin | ||
| c. Norepinephrine | ||
| d. Adrenaline |
| a. Situationally permitted | ||
| b. Unexpected panic | ||
| c. Situationally predisposed | ||
| d. Situationally uncued |
| a. Biopsychosocial model | ||
| b. Medical model | ||
| c. Stress-diathesis model | ||
| d. Integrative model |
| a. Cognitive dysfunction of GAD | ||
| b. Emotional dysregulation of GAD | ||
| c. Behavioral perspective of GAD | ||
| d. Existential view of GAD |
| a. Generalized Anxiety Disorder | ||
| b. Separation Anxiety Disorder | ||
| c. Depression | ||
| d. Obsessive-Compulsive Disorder |
| a. Social Phobia | ||
| b. Agoraphobia | ||
| c. Generalized Anxiety Disorder | ||
| d. Obsessive-Compulsive Disorder |
| a. Systematic desensitization | ||
| b. Flooding | ||
| c. Modeling | ||
| d. Exposure |
| a. Low self-esteem and social inhibition | ||
| b. Shyness and social inhibition | ||
| c. Neuroticism and shyness | ||
| d. Shyness and neuroticism |
| a. Generalized | ||
| b. Separation | ||
| c. Specific | ||
| d. Phobic |
| a. A greater likelihood of reversed vegetative symptoms | ||
| b. Later age of onset | ||
| c. Less frequent episodes or reoccurrences | ||
| d. Lower familial prevalence |
| a. Minor Depression, Major Depressive Disorder | ||
| b. Bipolar I Disorder, Bipolar II Disorder | ||
| c. Hypomania, Mania | ||
| d. Mania, Bipolar II Disorder |
| a. Prior suicide attempt, gender, age | ||
| b. Gender, prior suicide attempt, history of depression | ||
| c. History of depression, prior suicide attempt, stressful life event | ||
| d. Age, history of depression, stressful life event |
| a. Major Depressive Disorder | ||
| b. Generalize Anxiety Disorder | ||
| c. Schizophrenia | ||
| d. Dysthymia |
| a. In children, depression can be accompanied by externalizing behavior, such as an increase in aggressive acts. | ||
| b. When accompanied with psychotic features, depression in children and adolescents is often marked by delusions as compared to hallucinations in adults. | ||
| c. Associated anxiety symptoms are more common in depressed children and adolescents than in adults with depression. | ||
| d. Both A and C |
| a. In 2003, 30% of individuals were misdiagnosed with depression before receiving the diagnosis of bipolar disorder. | ||
| b. In 2003, 17.5% of the population was diagnosed with bipolar disorder. | ||
| c. In 2003, 17.5% of individuals who had been previously diagnosed with bipolar disorder were subsequently misdiagnosed with unipolar depression. | ||
| d. In 2003, 30% of the individuals who had been previously diagnosed with bipolar disorder were subsequently misdiagnosed with unipolar depression. |
| a. socioeconomic status. | ||
| b. incarceration. | ||
| c. depression. | ||
| d. prior suicide attempt. |
| a. Comorbid existence of depression and anxiety | ||
| b. A combination of dysthymia and major depressive disorder | ||
| c. Comorbid existence of depression and substance abuse | ||
| d. A combination of dysthymia and substance abuse |
| a. MAOI | ||
| b. Tricyclics | ||
| c. SSRI | ||
| d. Benzodiazepines |
| a. Insomnia and sleep issues play a large role in the clinical presentation of depression in older adults. | ||
| b. Depression may be harder to diagnose as it can occur within a complex medical and psychosocial context, which is particular to older adults. | ||
| c. Many older patients do not meet the full criteria for Major Depressive Disorder but instead meet criteria for Minor Depressive Disorder. | ||
| d. Suicidal thoughts and depression are a normal part of old age. |
| a. Major Depressive Disorder | ||
| b. Late-Onset Depression | ||
| c. Bipolar Disorder | ||
| d. Schizophrenia |
| a. paranoid personality disorder | ||
| b. schizoid personality disorder | ||
| c. schizotypal personality disorder | ||
| d. anti-social personality disorder |
| a. more, more | ||
| b. more, less | ||
| c. less, less | ||
| d. equally, equally |
| a. Latinos | ||
| b. African-Americans | ||
| c. Native Americans | ||
| d. Asian-Americans |
| a. Skills training | ||
| b. Anti-psychotic medications | ||
| c. Family therapy | ||
| d. Journaling |
| a. It is not a systematic approach; therefore, there is variety in how the treatments are delivered. | ||
| b. These approaches often lack empirical support and are based on idiosyncratically obtained information (e.g., a clinicians own knowledge). | ||
| c. It may not fit perfectly with the needs and characteristic of all individuals with schizophrenia. | ||
| d. There really are no downsides to this approach as it provides the most control and consistency. |
| a. Kyle experienced a quick progression of symptoms and neurological problems. | ||
| b. Kyle experienced a gradual development of symptoms, but these symptoms will likely be less acute in nature. | ||
| c. There is no evidence that suggests any differences in the course of the illness. |
| a. Schizophrenia: paranoid type | ||
| b. Schizophrenia: disorganized type | ||
| c. Schizophrenia: catatonic type | ||
| d. Generalized Anxiety Disorder with psychotic features |
| a. Shrunken ventricles | ||
| b. Abnormal cortical laterality | ||
| c. Increased cerebral size | ||
| d. Localized dysfunction to the right hemisphere |
| a. Negative symptoms | ||
| b. Positive symptoms | ||
| c. Psychotic symptoms | ||
| d. Paranoid delusions |
| a. Affective flattening | ||
| b. Avolition | ||
| c. Alogia | ||
| d. Hallucinations |
| a. Neuroleptic doses are lower in patients with late-onset schizophrenia. | ||
| b. As per etiology, there is a much greater genetic component to late-onset schizophrenia than early onset schizophrenia. | ||
| c. Negative symptoms are less pronounced in patients with late-onset schizophrenia. | ||
| d. Both A and C |
| a. Many of the anti-psychotic medications only work on positive symptoms. | ||
| b. Anti-psychotic medication works well enough that psychotherapy is not recommended. | ||
| c. There is a portion of the schizophrenic population that does not benefit from medication treatment. | ||
| d. Both A and C |
| a. GABA | ||
| b. Dopamine | ||
| c. Serotonin | ||
| d. Acetylcholine |
| a. 3 | ||
| b. 7 | ||
| c. 10 | ||
| d. 15 |
| a. ADHD | ||
| b. Schizophrenia | ||
| c. Autism | ||
| d. Depression |
| a. A bad attitude | ||
| b. Oppositional Defiant disorder | ||
| c. ADHD | ||
| d. Autism |
| a. Multimodal treatment | ||
| b. Medication treatment | ||
| c. Cognitive-Behavioral treatment | ||
| d. Punishment and negative reinforcement |
| a. The hyperactivity associated with ADHD occurs frequently and across most settings. | ||
| b. The hyperactivity associated with ADHD is qualitatively different and is characterized by such behaviors as calling out in class. | ||
| c. The hyperactivity associated with ADHD interferes with functioning (e.g., poor performance at school, difficulties with peers, etc.) | ||
| d. Both A and C |
| a. 12 years | ||
| b. 17 years | ||
| c. 21 years | ||
| d. An average would not be representative of the disorder as the age of onset is variable. |
| a. Contingency upon biological brain markers | ||
| b. Dependency on genetic risk factors and familial expression | ||
| c. Reliance on the exclusion of other dementia causes | ||
| d. Patient recognizing cognitive dysfunction |
| a. Memory loss | ||
| b. Lack of executive functioning | ||
| c. Loss of language skills | ||
| d. Both B and C |
| a. It is difficult to diagnose. | ||
| b. There are no obvious biological markers for the disease except that which can be determined post-mortem via an autopsy. | ||
| c. It is a normal part of aging. | ||
| d. Both A and B |
| a. The stigma of mental health problems , inability to find culturally competent services, and financial dependency on other family members | ||
| b. The inability to find culturally competent services, cultural lack of understanding and knowledge of mental health disorders, and avoidance of dealing with mental health issues | ||
| c. The cultural lack of understanding and knowledge of mental health disorders, financial dependency on other family members, and avoidance of dealing with mental health issues | ||
| d. The stigma of mental health problems, inability to find culturally competent services, and cultural lack of understanding and knowledge of mental disorders |
| a. increases, equal | ||
| b. decreases, higher | ||
| c. disappears, lower | ||
| d. does not change, higher |
| a. psychosomatic, less | ||
| b. depression, less | ||
| c. somatization, more | ||
| d. anxiety, more |
| a. Autonomy | ||
| b. Confidentiality | ||
| c. Beneficence and non-maleficence | ||
| d. Fairness and equality |
| a. As you are bound by confidentiality regardless of the situation, you schedule another appointment with your client to try to intervene and reduce the intensity of the homicidal thoughts of your patient. | ||
| b. Assess the perceived risk and the likelihood that your client will harm this other individual. If you decide that your client poses an imminent risk to the other individual, take reasonable steps to protect and warn the other individual. | ||
| c. Meet with the client | ||
| d. Both A and B |
| a. African Americans | ||
| b. Latinos | ||
| c. Native Americans | ||
| d. Asian Americans |
| a. Any individual involved in the collection or storage of information throughout the course of clinical treatment | ||
| b. Any party privy to protected information, including friends and family | ||
| c. Only mental health care providers, as opposed to all health care providers | ||
| d. Only those individuals employed in state and federal settings |
| a. Characteristic modes of expressing suffering sanctioned by cultural norms | ||
| b. Characteristic symptoms of particular diagnostic criteria | ||
| c. Distress as it is characterized by the age group in which it is experienced | ||
| d. Distress as it is characterized by disparate cultural groups |
| a. Mistrust, clinical bias, and autonomy | ||
| b. Cost, clinical bias, and service availability | ||
| c. Clinical bias, mistrust, and service availability | ||
| d. Mistrust, cost, and clinical bias |
| a. A tendency not to dwell on morbid or upsetting thoughts | ||
| b. A tendency to turn to religious figures in the face of adversity | ||
| c. A tendency to disclose to family members and friends the difficulties that they are experiencing | ||
| d. A tendency to use emotion-focused coping and express negative emotions |
| a. Currently, there is no national standard for confidentiality law. | ||
| b. The state laws sometimes contradict the national standards. | ||
| c. Each state has laws that establish confidentiality rules and exceptions. | ||
| d. Both A and C |