EXAM FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY (EPPP)

Transcription

1 EXAM FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY (EPPP) Association for Advanced Training in the Behavioral Sciences STUDY PACKAGES ONLINE MOCK EXAMS WORKSHOPS STUDY TOOLS YOUR ROADMAP TO SUCCESS Congratulations on taking the first step toward a fulfilling career! This short and simple guide is designed to introduce you to some of the many services that AATBS offers to help you in every step of your career from test prep, to continuing education. Your goal is to pass the EPPP our goal is to get you there. Let s get started!

2 ABOUT AATBS The leader you can trust The Association for Advanced Training in the Behavioral Sciences (AATBS) seeks to enhance the skills of mental health professionals through highly effective education on content and conceptual knowledge relevant to their professions. We specialize in preparation for mental health licensure examinations and continuing education. AATBS has helped hundreds of thousands of mental health professionals throughout the United States and Canada since our inception in Our EPPP preparation materials are well-known as the unrivaled standard in the field. As a result of our commitment to quality, our materials are renowned for their exceptional level of accuracy and highest standards of effectiveness, and are always current to the existing form of the exam. Customers find our service to be notably courteous and responsive. We work with diligence to provide you with the quality you deserve leaving you completely satisfied with our services. ONLINE PROGRAMS Study on the go All the content of our physical materials combined with the convenience of an online format, available whenever and wherever you are. Our online offerings are sure to become an essential part of your exam preparation! Study smart and on your own terms with our online flashcards, then gain experience and build stamina with TestMASTER. TESTMASTER - 1,800+ questions - Detailed rationales - Domain quizzes Hands down, the best way to prepare for an exam is to practice with exam questions! TestMASTER consists of full-length online practice exams that reflect the format and the current content of the exam. 1 3 EASY STEPS TO GET STARTED Take a practice test under timed conditions. You can take one for free at DOMAIN QUIZZES - 11 quizzes - 1,000 additional questions 11 quizzes that correspond to the 11 domains of the Study Volumes. There are unique questions per Domain Quiz not found in any other program. Take a Domain Quiz after reading a chapter or the beginning of your next study session. 2 3 Analyze your results. Take a look at your score. How far away are you from your target? (Don t be worried if you re nowhere near passing. This is only the first step.) Which questions were easiest? Which questions were hardest? Identifying your weakest domains will give you a starting point for your studies. Know your options and begin to craft a study plan. We can help. Call us at ONLINE FLASHCARDS cards - Organized by 11 content domains - Multiple study modes Make studying convenient and easy. Study on the go, whenever and wherever you get a moment with our online flashcards. Organized by 11 content domains, you can choose to view by content area or view randomly. Multiple study modes along with a timer and score keeper means you always know how you re doing with your study plan. MOCK EXAMS

3 Test Prep Materials PACKAGES Prepackaged materials for success We provide a wealth of materials and study options for your exam prep success, so we ve conveniently packaged the best study options to provide you with what you need no matter your learning style. Online mock exams, live workshops, comprehensive study volumes, and expert phone consultation are just some of the items included to make your study experience successful. STUDY PACKAGE COMPARISON CHART BRONZE SILVER GOLD PLATINUM Access to online materials: 4 Months STUDY TOOLS Access to online materials: 6 Months Access to online materials: 9 Months Access to online materials: 12 Months Comprehensive Study Volumes Exam Strategies Package (Book + Audio) Audio Lectures Color-coded Flashcards Online Flashcards ONLINE TEST PROGRAM Assessment Exam TestMASTER (online mock exam program) Section Quizzes Domain Quizzes Final Exam WORKSHOPS Statistics & Test Construction Webinar Online EPPP Self-Paced Workshop Choose Live 4-Day EPPP Workshop One Choose One 10-Session Small-Group Online Coaching EXPERT PHONE CONSULTATION AATBS PASS GUARANTEE From study volumes to mock exams, phone consultations, flashcards, and a workshop, the Gold Package provides everything your study plan needs. OUR GUARANTEE The Gold Package includes the exclusive AATBS EPPP Pass Guarantee WORKSHOPS Statistics & Test-Construction Webinar -or- Live 4-Day Workshop 10-Session Small-Group Online Coaching -or- Online EPPP Self-Paced Workshop STUDY MATERIALS Exam Strategies Package Six Comprehensive Study Volumes ADDITIONAL STUDY TOOLS Audio Lectures Plus, expert one-on-one consultation! YOU WILL PASS WITH US For decades we have been crafting a tried and true study plan. Qualify for our guarantee and, if you don t pass the EPPP, you ll receive more time with our practice exams. Refer to our website for more information. Our helpful expert consultants are happy to assist you. ONLINE MOCK EXAMS Section Quizzes Domain Quizzes TestMASTER Includes 8 exams & Assessment Exam STUDY PACKAGES

4 1 3 STUDY MATERIALS Gather the right supplies Here s where the road to success can get rough. Studying for the EPPP won t be the most fun you ve ever had and it may not be the least stressful part of your career thus far, but at least you have a choice of how you prepare. Here are just a few options available to you. For more information, visit us at AATBS.com. 1 COMPREHENSIVE STUDY VOLUMES - 6 Comprehensive books - Organized by 11 domains - Up-to-date with the latest exam info 2 4 Looking for a high-quality, concise, yet thorough review of the terms, concepts, theories, and research addressed in the EPPP? Each book also includes learning tools to help you master the content and content reviews to reinforce the information you ve just read. Regularly updated to reflect the most current EPPP questions, you can be sure you re studying the most current information. 2 COLOR-CODED FLASHCARDS cards - Portable & convenient - Color coded by 11 domains Flashcards are the must-have portable study tool. Easily customize your study organize by domain, level of difficulty, or degree of familiarity, or just put in a random order to quiz yourself throughout your study process. 3 AUDIO LECTURES I passed the EPPP on my first attempt, and I found the AATBS study materials to be extremely helpful. What I found especially helpful was the diversity of materials; it helped to supplement the study volumes with the audio lectures & flashcards. But what was most helpful of all was TestMASTER. I HIGHLY recommend AATBS for anyone preparing for professional licensure in the behavioral sciences. - William Beverly, PhD - Audio review - Enhance understanding - Sample questions 4 EXAM STRATEGIES PACKAGE - Exam Strategies Book - Exam Readiness Lectures - Increase skills and motivation Our Audio Lectures are like having your own private lectures wherever you go! Maximize study time with listening to audio files when reading from a book isn t possible (e.g., while exercising, commuting to work). The Exam Strategies Book presents the U-Pass method, integrating test-taking strategies and beneficial techniques for exam success. Use the readiness lectures to learn additional study tips! STUDY TOOLS

5 WORKSHOPS Stop and regroup Looking for a pit stop to regroup and refocus your studies, or are you just starting out and don t know where to begin? If you need a proven effective way to begin or conclude your EPPP studies, consider a workshop. Begin your studies with a discussion on study plans, test-taking strategies, and an overview of exam questions. Or, conclude your studies with a workshop to consolidate your long-term study and preparation, and give yourself a helpful boost to confidently sit for your exam. INSTRUCTORS We know the way Our expert instructors are the missing link in many students study processes. With a combined experience of almost a century, nothing prepares you for the EPPP quite like studying with one of our instructors. Our rigorous selection process ensures that only the most qualified and engaging are available to you in our workshops and webinars. MEET SOME OF OUR INSTRUCTORS STRATEGIES WORKSHOP try it free - Free online - Study strategies - Taught by exam experts This free online workshop is the perfect introduction to candidates preparing for the EPPP. Examine sample test questions, discuss study plans, and learn what you need to know about the EPPP. Michael Kerner, PhD Educational Director - Comprehensive EPPP Overview Workshop Ellen Stein, PhD - Comprehensive EPPP Overview Workshop Mitch Handlesman, PhD - Comprehensive EPPP Overview Workshop Marie Fox, PhD - Comprehensive EPPP Overview Workshop LIVE 4-DAY EPPP WORKSHOP - Exclusive handouts - Extensive overview of exam materials - Comprehensive rationales explained Demystify the exam process with this workshop that focuses on the most emphasized terms and concepts you will find on the EPPP. With comprehensive handouts and practice exam questions, your instruction will be directly related to questions similar to recent exams with information that is consistently updated. This workshop is taught over four days, Thursday to Sunday. WORKSHOP LOCATIONS Lynn Surrey, PhD - Comprehensive EPPP Overview Workshop Dayan Edwards - Small-Group Online Coaching Alden Hori, PhD - Statistics & Test Construction Workshop Los Angeles New York Miami San Diego Las Vegas Boston San Francisco Detroit Chicago Dallas 10-SESSION SMALL-GROUP ONLINE COACHING - Small-group coaching - Studying strategies - EPPP overview Our online coaching will help you pass the EPPP by helping you stay focused while preparing for the exam, answering your questions, and providing you with information on studying and test-taking strategies, reducing anxiety, and maintaining motivation. Group coaching is taught over 10 one hour sessions. CONSULTANTS Help for when you re lost Our consultants can map out a focused study plan tailored to your specific needs or guide you along the way, so you can spend time working only on those areas that are most difficult for you. Our educational consultants are specially trained in effective preparation techniques and the demands of the EPPP. Assistance is available through our toll-free telephone support service to help answer any questions you may have, Monday Friday, 7am 5pm (PT). Visit aatbs.com/epppworkshops to learn more about our workshops and view upcoming times and locations WORKSHOPS Call us for guidance to start, continue, or complete your journey toll free

6 PRELICENSURE Preparing yourself ONLINE COURSES The path to licensing success begins with our Prelicensure Online Courses. Courses are designed to fulfill the California State Board licensing prerequisites for mental health professionals. Our courses are highly engaging and taught by experts in the field. Textbooks and reading materials are included. View all prelicensing courses at CONTINUING EDUCATION Stay the course CE COURSES Keep the momentum going with our CE courses! With over 300 courses, you have a variety of options, and courses are online and self-paced, so you can study when it s convenient for you! We offer courses on a wide range of mental health field topics. Learn More at The Association Membership Benefits for Every Stage of Your Career The Association Membership includes exclusive offers and benefits for every stage of your career. Save with exclusive licensure exam study packages, register for online CE courses free with your membership, and stay informed with webinars on trending mental health topics. At The Association, you become a member of the newest hub for mental health professionals. Learn more at We offer courses on a wide range of mental health field topics Diagnosis and Treatment Theory and Practice Child Development Geriatric Issues Supervision and Prevention Treatment of Abuse Crisis Intervention Health Behavior Intervention Human Diversity Neuropsychology Medical Errors Developmental Psychology Health Psychology Law & Ethics Call or Visit aatbs.com Copyright 2017 by Association for Advanced Training in the Behavioral Sciences All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means electronic, mechanical, photocopying, recording, scanning, or otherwise without the prior written permission of the Publisher. Parts of this book have been previously published in other AATBS publications and on the AATBS.com website.

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8 EXAM FOR PROFESSIONAL PRACTICE IN PSYCHOLOGY (EPPP) Association for Advanced Training in the Behavioral Sciences FREE SAMPLE QUESTIONS MATERIALS FLASHCARDS

9 SAMPLE QUESTIONS Test your readiness 1 When calculating the F-ratio for the one-way analysis of variance, which of the following provides an estimate of variability due to a combination of treatment effects plus error? A. MSW B. MSB C. MSX D. MSF EXPERT STUDY TIP Set an alarm to signal a study break. This will help you focus more on the material in front of you. 2 B IS CORRECT The F-ratio is calculated by dividing a measure of treatment effects plus error (MSB) by a measure of error only (MSW) to obtain an estimate of treatment effects. A is incorrect; MSW (mean square within) is a measure of error only. C is incorrect because MSX is not one of the terms used to calculate the F-ratio. D is incorrect because MSF is not one of the terms used to calculate the F-ratio. An 18 year old who has received a diagnosis of ADHD is likely to obtain the highest score on which of the following WAIS-IV Indexes? 3 In the context of incremental validity, the positive hit rate is calculated by: A. dividing the true positives by the false positives. B. dividing the true positives by the total positives. C. dividing the total positives by the true positives. D. dividing the total positives by the false positives. A. Verbal Comprehension B. Working Memory C. Processing Speed D. Perceptual Reasoning B IS CORRECT The positive hit rate is calculated by dividing the number of true positives by the total number of positives. It is the proportion of people who would have been selected on the basis of their predictor scores and were also successful on the criterion. A IS CORRECT Individuals with ADHD usually score highest on the Verbal Comprehension Index, followed by the Perceptual Reasoning, Working Memory, and Processing Speed Indexes. The impact of ADHD on WAIS-IV scores is reported in the test s Technical and Interpretive Manual and listed in the section on the WAIS-IV in the Psychological Assessment chapter of the study materials. 4 A 4-year-old child uses the word doggie to refer to the family dog but not to refer to the neighbor s dog or to other dogs that she encounters. This is an example of: A. overextension. B. underextension. C. an error in syntax. D. a pragmatic error. EXPERT STUDY TIP Take advantage of your natural biorhythms by scheduling study sessions for times you re most awake. B IS CORRECT Young children make a number of predictable errors during the process of acquiring language. Underextension occurs when a child uses a word too narrowly like the child described in this question. A is incorrect because overextension occurs when a child uses a word too broadly (i.e., to refer to irrelevant or dissimilar objects or events). For example, a young child might refer to all furry, four-legged animals as doggies. C is incorrect because a syntax error is an error in sentence structure. For example, when children first begin to construct sentences, they often put words in the wrong order. D is incorrect because, with regard to language, pragmatics refers to social language skills and include adjusting language based on the situation, and using appropriate strategies for gaining attention and interrupting, and making appropriate eye contact during conversations. SAMPLE QUESTIONS SAMPLE QUESTIONS

10 5 6 As part of an assessment center, a small group of managerial candidates is given one or more problems to solve in a limited period of time that are similar to problems they re likely to encounter on the job. While they discuss the problem(s), trained assessors observe and evaluate each candidate s performance. This describes which of the following? A. Leaderless group discussion B. In-basket test C. Trainability test D. Quality circle A IS CORRECT As its name suggests, a leaderless group discussion involves having a small group of participants work together without an assigned leader to solve a job-related problem or discuss a job-related issue. It is often included as one of the evaluation techniques in an assessment center. For the exam, you want to be familiar with the four techniques listed in the answers to this question. B is incorrect; the in-basket test is another technique included in an assessment center. It requires each candidate to take action on letters, memos, brief reports, etc. that are typical of those actually encountered by managers. C is incorrect because, when work samples include a structured period of learning and evaluation, they are referred to as trainability tests. D is incorrect because a quality circle is an OD intervention (not a technique used in assessment centers) that involves having a small voluntary group of employees who work together meet regularly to discuss job-related problems and solutions. Histrionic Personality Disorder and Dependent Personality Disorder share several characteristics. However, people with Histrionic Personality Disorder are more likely to: 7 Eliana, age 32, tells you that she often has trouble concentrating on her work and falling asleep at night because she s constantly worrying about having cancer. She states that her older sister had surgery for breast cancer last year and her mother s sister and uncle both had lung cancer. Eliana says she gets a physical exam every six months and has been reassured by the doctor that she s okay, but she knows that, for some people, there are no symptoms of cancer until it s too late to do anything about it. Eliana also tells you that she keeps checking her breasts for lumps and gets scared whenever she coughs because she thinks it might be an early sign of lung cancer. Eliana s symptoms are most suggestive of which of the following DSM-5 disorders? A. Body Dysmorphic Disorder B. Somatic Symptom Disorder C. Hypochondriasis D. Illness Anxiety Disorder D IS CORRECT Illness Anxiety Disorder is characterized by a preoccupation with having a serious illness, an absence of somatic symptoms or the presence of mild somatic symptoms, a high level of anxiety about one s health, and performance of excessive health-related behaviors (care-seeking type) or maladaptive avoidance of doctors, hospitals, etc. (care-avoidant type). A is incorrect because Body Dysmorphic Disorder is characterized by a preoccupation with a defect or flaw in appearance that appears minor or is unobservable to others. B is incorrect because Somatic Symptom Disorder involves the presence of somatic symptoms, while Illness Anxiety Disorder is characterized by the absence of somatic symptoms or the presence of only minimal symptoms. Eliana is worried about her health but does not actually have physical symptoms. C is incorrect because Hypochondriasis is a DSM-IV-TR diagnosis. A. exhibit excessive emotionality and active demands for attention. B. exhibit a strong need for reassurance and approval from others. C. respond to abandonment with feelings of emotional emptiness, anger, and self-injurious behaviors. D. respond to abandonment with submissiveness and a search for a replacement relationship. 8 According to, a person s perception of the magnitude of a stimulus is directly proportional to the logarithm of the actual magnitude of the stimulus. A. Fechner s Law B. Stevens s Power Law C. Weber s Law D. Gerstmann s Law A IS CORRECT As described in the DSM-5, a characteristic that distinguishes Histrionic Personality Disorder from Dependent Personality Disorder is that the former is characterized by flamboyance, exaggerated emotionality, and excessive attention-seeking. Being familiar with the core features of Histrionic and Dependent Personality Disorders would have helped you identify the correct answer to this question. B is incorrect because a strong need for reassurance and approval from others is characteristic of both Histrionic Personality Disorder and Dependent Personality Disorder. C is incorrect because responding to real or imagined abandonment with feelings of emotional emptiness, anger, and self-injurious behaviors is characteristic of Borderline Personality Disorder. D is incorrect because responding to abandonment with submissiveness and a search for a replacement relationship that can provide support is characteristic of Dependent Personality Disorder. A IS CORRECT The description in this question describes the prediction made by Fechner s Law regarding the relationship between the actual intensity of a physical stimulus and perception of that intensity. For the exam, you want to be familiar with the three psychophysical laws listed in the answer choices. B is incorrect because Stevens s Power Law predicts that perceived intensity of a stimulus is an exponential function of the actual intensity of the stimulus. C is incorrect because Weber s Law predicts that the greater the intensity of a stimulus, the greater the increase in stimulus intensity needed for the increase to produce a just noticeable difference in intensity. D is incorrect because there is no Gerstmann s Law. Instead, there s a Gerstmann s syndrome that you want to be familiar with. It is caused by damage to the left parietal lobe and its symptoms are finger agnosia, right-left confusion, agraphia, and acalculia. SAMPLE QUESTIONS SAMPLE QUESTIONS

11 9 10 When conducting Seligman s Positive Psychotherapy (PPT), a client is asked to keep a daily journal in which he/she lists: A. three good things that happened each day. B. three good and three bad things that happened each day. C. his/her thoughts about the good and bad things that happened each day. D. at least one positive activity that he/she will engage in the following day. A IS CORRECT Although Positive Psychotherapy does not entirely ignore negative events, as its name implies, it focuses primarily on positive events. Knowing that the name of the daily journal is the blessings (gratitude) journal may have helped you identify the correct answer to this question (see, e.g., M. E. P. Seligman, T. Rashid, and A. C. Parks. Positive psychotherapy. American Psychologist, 61, , 2006). Dr. Billie Bloom requires students in his introductory psychology class to participate in a university-sponsored research project as a requirement for the course. This is: 12 In classical conditioning, occurs when human or animal subjects are unable to form an association between a new neutral stimulus and a unconditioned stimulus because the new neutral stimulus provides redundant information (i.e., it provides the same information as the original conditioned stimulus). A. overshadowing B. blocking C. experimental neurosis D. reciprocal inhibition B IS CORRECT Blocking occurs when an association between a CS and a US has been made and, subsequently, the presence of the CS blocks an association being made between a new neutral stimulus and the US when the CS and the new neutral stimulus are presented together prior to the US. For the exam, you want to be familiar with the terms listed in the answers to this question. These are described in the Learning Theory chapter of the written study materials. 11 A. unethical under any circumstances. B. ethical as long as the research exposes students to minimum risk. C. ethical as long as students are given a choice of completing an alternative assignment. D. ethical as long as students are made aware of this requirement before they enroll in his class. C IS CORRECT This issue is addressed in Standard 8.04(b) of the APA s Ethics Code, which states, when research participation is a course requirement or an opportunity for extra credit, the prospective participant is given the choice of equitable alternative activities. Research on the impact of downsizing indicates that which of the following is a key contributor to survivor syndrome? A. The lack of adequate outplacement programs B. Perceived unfairness and inequity in the layoff procedures among employees C. The adoption of a Theory Y management style by supervisors during the layoff process D. A preexisting sense of learned helplessness among employees 13 Which of the following methods was used to choose items to include in the Kuder Occupational Interest Survey s occupational scales? A. Empirical criterion keying B. Factor analysis C. Logical content D. Theoretical A IS CORRECT Development of the occupational scales of the KOIS involved including items in each scale that distinguished between different occupational groups. This is referred to as empirical criterion keying. The methods listed in the answers to this question are used to develop interest, personality, and other types of tests and are described in the Psychological Assessment chapter of the written study materials. B IS CORRECT Survivor syndrome refers to characteristic symptoms exhibited by individuals who remain on-the-job during downsizing. Providing information to employees about the purpose of layoffs, steps taken to avoid or minimize layoffs, and how layoff decisions are made has been found to be an effective way for minimizing negative reactions among downsizing survivors. A is incorrect because outplacement programs are important for the adjustment of individuals who have been laid off rather than for those who are still on the job. EXPERT STUDY TIP Ensure you are studying current and effective materials. Our content volumes in our study program are updated regularly to adjust to any changes in your licensure exam. SAMPLE QUESTIONS SAMPLE QUESTIONS

12 14 15 As reported by the Centers for Disease Control (CDC), the largest number of reported cases of chlamydia and gonorrhea is for: A. males ages 15 to 19. B. males ages 20 to 24. C. females ages 15 to 19. D. females ages 20 to 24. C IS CORRECT The largest number of reported cases of these two sexually transmitted diseases is for females ages 15 to 19, followed by females ages 20 to 24. The CDC notes that the higher rates for females (versus males) may be due to several factors, including biological differences that place females at greater risk for sexually transmitted diseases and the fact that females are more likely to seek medical testing. The 2008 national survey data is the CDC s most recently published data on rates of sexually transmitted diseases. When a predictor s reliability coefficient is.75, its criterion-related validity coefficient can be: A. no less than.75. B. no greater than.75. C. no less than the square root of.75. D. no greater than the square root of.75. D IS CORRECT As indicated by the formula in the Test Construction chapter of the written study materials, a test s criterion-related validity coefficient cannot exceed the square root of its reliability coefficient. Knowing the formula for the relationship between reliability and validity would have allowed you to identify the correct answer to this question. WANT MORE QUESTIONS? Take a free practice test under timed conditions. Visit SAMPLE CONTENT Taken from our materials I. The Classification of Mental Disorders: DSM-5 The Classification of Mental Disorders: DSM-5 KEY CONCEPTS FOR THIS SECTION: DSM-5 Diagnostic Uncertainty Outline for Cultural Formulation ABNORMAL PSYCHOLOGY Key Concepts are printed in bold in the text and are included in the Glossary. In the United States, the most widely used diagnostic classification system is presented in the American Psychiatric Association s Diagnostic and Statistical Manual of Mental Disorders (DSM); and the current version, the DSM-5, was published in It utilizes a categorical approach that divides the mental disorders into types that are defined by a set of diagnostic criteria and requires the clinician to determine whether or not a client meets the minimum criteria for a given diagnosis. To allow for individual differences in symptoms, the DSM-5 includes a polythetic criteria set for most disorders that requires a client to present with only a subset of characteristics from a larger list. As a result, two clients can have somewhat different symptoms but receive the same diagnosis. In contrast to previous versions of the DSM, the DSM-5 provides a nonaxial assessment system in which all mental and medical diagnoses are listed together with the primary diagnosis listed first. Psychosocial and contextual factors and level of disability are then listed separately, with psychosocial and contextual factors being indicated using International Classification of Diseases (ICD) codes and disability being assessed with the World Health Organization Disability Assessment Schedule and/or other relevant measure. A. DSM-5 s Diagnostic Categories The DSM-5 contains separate chapters for the 19 diagnostic categories listed in Table 1 as well as chapters for Other Mental Disorders, Medication-Induced Movement Disorders and Other Adverse Effects of Medication, and Other Conditions That May be a Focus of Clinical Attention. It provides the equivalent ICD-9-CM and ICD-10-CM codes, when applicable, for each diagnosis and condition. Association for Advanced Training Page 1 SAMPLE CONTENT

13 Abnormal Psychology The Classification of Mental Disorders: DSM-5 Psychology Written Psychology Written Abnormal Psychology The Classification of Mental Disorders: DSM-5 Table 1: DSM-5 Diagnostic Categories Neurodevelopmental Disorders Schizophrenia Spectrum and Other Psychotic Disorders Bipolar and Related Disorders Depressive Disorders Anxiety Disorders Obsessive-Compulsive and Related Disorders Trauma- and Stressor-Related Disorders Dissociative Disorders Somatic Symptom Disorders Feeding and Eating Disorders Elimination Disorders Sleep-Wake Disorders Sexual Dysfunctions Gender Dysphoria Disruptive, Impulse Control and Conduct Disorders Substance Related and Addictive Disorders Neurocognitive Disorders Personality Disorders Paraphilic Disorders When using the DSM-5, diagnostic uncertainty about a client s diagnosis is indicated by coding one of the following: Other specified disorder is coded when the clinician wants to indicate the reason why the client s symptoms do not meet the criteria for a specific diagnosis (e.g., other specified depressive disorder, recurrent brief depression ). Unspecified disorder is coded when the clinician does not want to indicate the reason why the client s symptoms do not meet the criteria for a specific diagnosis. In addition, the specifier provisional may be used when the clinician does not currently have sufficient information for a firm diagnosis but believes the full criteria for the diagnosis will eventually be met. B. Assessment Measures The DSM-5 includes the following assessment measures: Cross-cutting symptom measures are designed to be used in the initial patient interview and during treatment to monitor progress. They provide information on mental health domains that are important across the psychiatric diagnoses. Level 1 cross-cutting symptom measures assess 13 domains for adults and 12 domains for children and adolescents and are useful for identifying areas that require additional evaluation. Level 2 cross-cutting symptom measures provide in-depth information on specific domains (e.g., anxiety, depression, substance use) to help guide diagnosis, treatment planning, and follow-up. The text version of the DSM-5 includes several cross-cutting symptom measures and additional measures are available on the American Psychiatric Association s Website. Disorder-specific severity measures correspond to DSM-5 s diagnostic criteria. Some of these measures are self-report instruments that are completed by the individual, while others must be completed by the clinician. Like the cross-cutting measures, these measures are designed to be administered during the initial interview and then at regular intervals during treatment to monitor the client s progress. A Clinician-Rated Dimensions of Psychosis Symptom Severity measure is included in the text, and a number of other severity measures are available online. The World Health Organization Disability Assessment Schedule, Version 2.0 (WHODAS 2.0) is included in the text and is also available online. It is used to assess level of disability in six domains: understanding and communicating, getting around, self-care, getting along with people, life activities, and participation in society. Personality inventories measure personality traits in five domains: negative affect, detachment, antagonism, disinhibition, and psychoticism. Inventories for adults, children, and adolescents are available online. C. Cultural Formulation The DSM-5 provides three tools to help clinicians consider and understand the impact of a client s cultural background on diagnosis and treatment. 1. Outline for Cultural Formulation: The Outline for Cultural Formulation provides guidelines for assessing four factors: the client s cultural identity; the client s cultural conceptualization of distress; the psychosocial stressors and cultural factors that impact the client s vulnerability and resilience; and cultural factors relevant to the relationship between the client and therapist. 2. Cultural Formulation Interview (CFI): The CFI is a semi-structured interview consisting of 16 questions designed to obtain information on the client s views regarding the social/cultural context of his/her presenting problems. It focuses on four domains: cultural definition of the problem; cultural perceptions of cause, context, and support; cultural factors affecting self-coping and past help seeking; and cultural factors affecting current help seeking. Two versions of the CFI are included in the text: a version that is used to interview the client and a version that is used to interview an informant who has knowledge about the client s problems and life circumstances. 3. Cultural Concepts of Distress: The DSM-5 defines cultural concepts of distress as the ways that cultural groups experience, understand, and communicate suffering, behavioral problems, or troubling thoughts and emotions (p. 758). It also distinguishes between three types of cultural concepts: Cultural syndromes are clusters of symptoms and attributions that co-occur among individuals from a particular culture and are recognized by members of that culture as coherent patterns of experience. Cultural idioms of distress are used by members of different cultures to express distress and provide shared ways for talking about personal and social concerns. Finally, cultural explanations refer to the explanatory models that members of a culture use to explain the meaning and causes of symptoms, illness, and distress. The CFI is useful for obtaining information on a client s cultural concepts of Page 2 Association for Advanced Training Association for Advanced Training Page 3 SAMPLE CONTENT SAMPLE CONTENT

14 Abnormal Psychology The Classification of Mental Disorders: DSM-5 distress, and the DSM-5 includes a Glossary of Cultural Concepts of Distress that describes several culture-specific syndromes for example, ataque de nervios is a syndrome recognized by members of certain Latino cultures that is characterized by screaming, crying, trembling, and aggression and a sense of being out of control and often occurs in reaction to a stressful event involving the family. Study Tip: Abnormal Psychology is heavily emphasized on the EPPP, so be sure to allot adequate study time to this chapter. About two-thirds of the questions will be application items and will either provide a list of symptoms and ask for the most likely diagnosis, name a disorder and ask for its symptoms, or ask how two disorders differ in terms of symptoms. Useful study strategies for these items include writing summaries or recording verbal summaries of the diagnostic criteria for the major disorders (those listed as key concepts at the beginning of each section) and frequently reviewing the summaries and relating the diagnostic criteria and associated features of the major disorders to examples in your clinical practice. The Study Aid provided in the Appendix is an active study tool that will help you remember the information you ll need to answer exam questions on the key concepts covered in this chapter. Programmed Review Psychology Written The DSM-5 utilizes a (1) approach that divides the mental disorders into types that are defined by a set of diagnostic criteria. To allow for symptom heterogeneity, the DSM includes a (2) criteria set for most disorders. In contrast to the previous version of the DSM, the DSM-5 provides a (3) assessment system. Uncertainty about a person s diagnosis is indicated by coding (4) when the clinician wants to indicate the reason why the client s symptoms do not meet the criteria for a specific diagnosis. The DSM-5 includes several assessment measures including (5) symptom measures that are designed to be used in the initial client interview and during treatment to monitor progress as well as (6) severity measures that correspond to DSM-5 diagnostic criteria. To help clinicians consider and understand the impact of a client s cultural background on diagnosis and treatment, the DSM-5 includes an Outline for (7) that provides guidelines for assessing the client s cultural identity, the client s cultural conceptualization of distress, the psychosocial stressors and cultural factors affecting the client s vulnerability and resistance, and cultural factors relevant to the therapist-client relationship. It also includes a section on cultural concepts of distress that distinguishes between three types of concepts: cultural syndromes, cultural idioms of distress, and cultural (8). Answers: (1) categorical; (2) polythetic; (3) nonaxial; (4) other specified disorder; (5) cross-cutting; (6) disorder-specific; (7) Cultural Formulation; (8) explanations Fact Versus Expert Witness: A fact witness is a person who testifies as to what he/she has seen, heard, or otherwise observed regarding a circumstance, event or occurrence as it actually took place... Fact witnesses are generally not allowed to offer an opinion, address issues that they do not have personal knowledge of or respond to hypothetical situations (APA, 1998, p. 7). An expert witness is a person who by reason of education or specialized experience possesses superior knowledge respecting a subject about which persons having no particular training are incapable of forming an accurate opinion or deducing correct conclusions (Nolan & Nolan-Haley, 1990, p. 578). A person who has been qualified as an expert witness by the court is allowed to offer opinions and provide testimony based on hypothetical scenarios. Acturial Versus Clinical Prediction: Actuarial predictions are based on empirically validated relationships between test results and target criteria and make use of a multiple regression equation or similar technique, while clinical predictions are based on the decision-maker s intuition, experience, and knowledge. Studies comparing the two methods have generally found that the actuarial method alone is more accurate than clinical judgment alone. Autism Spectrum Disorder: For a diagnosis of Autism Spectrum Disorder, the individual must exhibit (a) persistent deficits in social communication and interaction across multiple contexts as manifested by deficits in social-emotional reciprocity, nonverbal communication, and the development, maintenance, and understanding of relationships; (b) restricted, repetitive patterns of behavior, interests, and activities as manifested by at least two characteristic symptoms (e.g., stereotyped or repetitive motor movements, use of objects, or speech; inflexible adherence to routines, or ritualized patterns of behavior); (c) the presence of symptoms during the early developmental period; and (d) impaired functioning as the result of symptoms. The best outcomes are associated with an ability to communicate by age 5 or 6, an IQ over 70, and a later onset of symptoms. Delirium: A diagnosis of Delirium requires (a) a disturbance in attention and awareness that develops over a short period of time, represents a change from baseline functioning, and tends to fluctuate in severity over the course of a day and (b) an additional disturbance in cognition (e.g., impaired memory, disorientation, impaired language, deficits in visuospatial ability, perceptual distortions). Symptoms must not be due to another Neurocognitive Disorder and must not occur during a severely reduced level of arousal (e.g., during a coma), and there must be evidence that symptoms are the direct physiological consequence of a medical condition, substance intoxication or withdrawal, and/or exposure to a toxin. Ethical Violations By Colleagues: Standard 1.04 encourages psychologists to handle ethical violations informally by discussing the matter with the offender when an informal resolution appears appropriate ; while Standard 1.05 states that psychologists make a formal report to the Ethics Committee, state licensing board, or other appropriate authority when the problem involves substantial harm and is not appropriate for an informal resolution or has not been resolved satisfactorily by an attempt at an informal resolution. These Standards also require that, before psychologists take any action, they must consider the issue of client confidentiality. Informed Consent And Assent: Standard 3.10 states that when psychologists conduct research or provide assessment, therapy, counseling, or consulting services in person or via electronic transmission or other forms of communication, they obtain the informed consent of the individual or individuals using language that is reasonably understandable to that person or persons. It also states that for persons who are legally incapable of giving informed consent, psychologists nevertheless (1) provide an appropriate explanation, (2) seek the individual s assent, (3) consider such persons preferences and best interests, and (4) obtain appropriate permission from a legally authorized person. Beck Depression Inventory-II: The BDI-II contains 21 items that address the mood, cognitive, behavioral, and physical aspects of depression. The examinee rates each item in terms of severity on a 4-point scale that ranges from 0 to 3. The following score guidelines are often used: 0 to 13 = minimal depression; 14 to 19 = mild depression; 20 to 28 = moderate depression; and 29 to 63 = severe depression. Schizotypal Personality Disorder: Schizotypal Personality Disorder is diagnosed in the presence of (a) pervasive social and interpersonal deficits involving acute discomfort with and reduced capacity for close relationships and (b) eccentricities in cognition, perception, and behavior as manifested by the presence of at least five symptoms - e.g., ideas of reference; odd beliefs or magical thinking that influence behavior; bodily illusions and other unusual perceptions; is suspicious or has paranoid ideation; inappropriate or constricted affect; lacks close friends or confidants other than first-degree relatives; excessive social anxiety. Page 4 Association for Advanced Training SAMPLE CONTENT FREE FLASHCARDS

15 PSYCHOLOGY Ethics and Professional Issues PSYCHOLOGY Ethics and Professional Issues Ethical Violations By Colleagues Fact Versus Expert Witness PSYCHOLOGY Ethics and Professional Issues Informed Consent And Assent PSYCHOLOGY Psychological Assessment Acturial Versus Clinical Prediction The Association Membership Benefits for Every Stage of Your Career The Association Membership includes exclusive offers and benefits for every stage of your career. Save with exclusive licensure exam study packages, register for online CE courses free with your membership, and stay informed with webinars on trending mental health topics. At The Association, you become a member of the newest hub for mental health professionals. Learn more at PSYCHOLOGY Psychological Assessment PSYCHOLOGY Abnormal Psychology - DSM-5 Beck Depression Inventory-II Autism Spectrum Disorder PSYCHOLOGY Abnormal Psychology - DSM-5 PSYCHOLOGY Abnormal Psychology - DSM-5 Call or Visit aatbs.com Schizotypal Personality Disorder Delirium Copyright 2017 by Association for Advanced Training in the Behavioral Sciences All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means electronic, mechanical, photocopying, recording, scanning, or otherwise without the prior written permission of the Publisher. Parts of this book have been previously published in other AATBS publications and on the AATBS.com website. FREE FLASHCARDS

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