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Lifespan Psychopathology --
Johnson
Examples of
Test Questions
Disclaimer
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It
should be noted that these questions are presented simply to provide students
with a general idea of the types of questions that may be seen on midterm and
final exams that may relate to different topics. While it is possible that some of these questions, or
some variants on
these questions, may appear on exams, there is no assurance that this will be
the case and there will clearly be questions on the exams other than those
listed here. The following questions are not presented as study questions and,
in no way, represent the full range of topics and issues that may be considered
when preparing questions for the midterm and final exams.
Note that in taking the
exams you should answer all parts of multiple part questions and that you
are held accountable for information from in class presentations, in class
discussions, and required readings; there may be questions based primarily on
required readings that are not specifically discussed in class.
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Discuss
at least three alternate ways of attempting to conceptualize the nature of
child psychopathology. In your answer, indicate, 1) the basic nature,
functions, and limitation of models of psychopathology, 2) the essential
defining features of the three "models" you choose to discuss, and
3) give an example of how the adoption of different models of
psychopathology has resulted in different approaches being taken to the
understanding, assessment, and treatment of at least one type of child
psychopathology.
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Discuss
in detail the importance of developmental factors as they relate to
childhood psychopathology. In your answer be sure to consider the
implication of developmental factors as they relate to assessment.
treatment, research, and a general understanding of deviant child behavior.
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To
what extent and in what ways is knowledge of normal child development
relevant to our understanding of childhood psychopathology? In your
answer, comment on developmentally oriented criteria that can be used to
distinguish between normal and abnormal child behavior and give examples of
how such criteria might be used within the context of clinical assessment.
Also comment on the ways in which symptoms of certain forms of child
psychopathology may change over time as a function of developmental factors.
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In
considering various forms of psychopathology researchers have often focused
on the role of social and psychological variables. In recent years, however,
many studies have been conducted which have investigated the role of
biological factors as they relate to different forms of
child/adolescent psychopathology (e.g., mental retardation,
ADHD,
autism, anorexia nervosa, etc.). Discuss the evidence that biological
factors contribute to childhood psychopathology. In your answer you
should cite evidence related to the role of such factors in a range of
disorders with "biological' being considered in the broad sense of the
word (e.g., genetic, structural, biochemical, etc.). Critically evaluate the
research findings you cite.
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With
children termed hyperactive, hyperkinetic, minimally brain damaged, or ADHD
it is commonly assumed that the basis for their problem is some sort of
neurological impairment. What evidence is there that such children actually
are brain damaged? What evidence is there that other biological factors play
a contributing role? In your answer be sure to cite relevant research along
with any critique of these studies necessary to place the findings you cite
in perspective.
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Briefly,
comment on what is currently known regarding the prognosis for children with
ADHD.
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Over
the years considerable attention has been given to the role of child
temperament as a risk factor for child and adolescent adjustment problems.
With regard to this issue, a) indicate those temperament dimension which
appear to differentiate between children with "easy" and
"difficult" temperament, b) indicate the behavioral
characteristics associated with each of these dimensions, and c) briefly,
indicate what is meant by the concept of "goodness of fit" as it
relates to the concept of temperament and why "Goodness of fit" is
important.
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To
what does the term "comorbidity" refer? What relevance does
comorbidity have to the approach the clinician takes, or should take, to
child assessment and treatment?
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What
are the essential features that distinguish between Oppositional Defiant
Disorder and Conduct Disorder? What should you do (in terms of making a
diagnosis) if your child patient meets criteria for both?
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Briefly,
note four "types" or dimensions of delinquency that have been
highlighted in multivariate investigations of delinquents and list
characteristics associated with each of these dimensions. Indicate the
importance of considering such dimensions when working with a delinquent
population, either clinically or in terms of research.
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Discuss in some detail the ways in the which the DSM
diagnostic classification has treated the classification of childhood
anxiety disorders over the years, particularly as we have moved from DSM III
to DSM III-R to DSM IV. Comment on the rational for these changes.
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Considering
information presented in class and material from your readings, highlight
the primary issues that should be considered in a comprehensive assessment
of a child suspected of displaying a specific phobia.
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List those features that most clearly differentiate
between normal fears and childhood phobias.
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Briefly,
summarize available evidence that supports the possible role of biological
factors of various sorts as contributors to childhood obsessive compulsive
disorder.
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Briefly,
describe pharmacological and behavioral treatments of enuresis and comment
on what is known regarding the efficacy of each. Which of these approaches
are more effective than individual psychotherapy?
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You
are a clinical child psychologist who has been referred a child age 10 who
is said to have encopresis. Indicate the types of information you might want
to get from an initial assessment, prior to the beginning of therapy and
briefly comment on the general approach you would likely take with regard to
intervention (and how this might be determined by assessment information).
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Considering
the topics covered to this point in the terms, develop what you consider to
be a legitimate (worth a total of points) that relates to
a topic not touched on by other questions on this exam and which is designed
to assess the degree to which you have a command of material from the
required readings, as opposed to material presented in class,. Provide what
you consider to be an appropriately detailed answer to this question.
Grading will consider both the nature of the question and your answer.
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In
recent years there has been increased emphasis on those approaches to
psychological intervention that are considered to have been empirically
validated or are empirically supported. Indicate what it takes, in the way
of evidence, for a psychological treatment to be considered empirically
supported. What approaches for the treatment of child and adolescent
disorders are currently viewed as empirically supported interventions.
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Briefly
discuss the most popular behavioral and pharmacological approaches to the
treatment of enuresis. Indicate which of these approaches you believe is
generally preferable and why.
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What
are the differences between primary and secondary enuresis and
between
continuous
and discontinuous encopresis.
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What
are the primary defining features of Munchausen's Syndrome by Proxy? What
are the various ways in which symptoms of this disorder can be displayed?
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Considering
parent-child dyads, in which a child seems to show evidence of health
related problems, list five clues that may suggest the presence of
Munchausen's by Proxy.
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In
class we discussed
the
issue of pre-transplant evaluations for children and adolescents. Describe
the major issues that need to be addressed in conducting these types of
evaluations.
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You
are treating a 6-year-old boy in play therapy for oppositional-defiant
disorder and ADHD. Your first two sessions have been difficult for you because
you find that he is consistently noncompliant with your therapy activities due
to his hyperactivity. Thus far, your approach has been to chase him around the
room and try to redirect him but this isn't working. Describe strategies that
you might use with this child in order to better facilitate your therapeutic
goals.
You
are treating a 14-year-old male with depression who is verbal and active in
his therapy. During your session with this young man, you synthesize several
statements he has made in session into a single interpretation that you
personally feel is critical to his treatment. This is the first time you have
made this connection for him. However, he quickly dismisses your brilliant
comment but stays on the general topic you are discussing. How do you handle
this situation?
You
are terminating individual therapy with a 12-year-old girl whom you have been
treating for depression for the past six months. It is your final session of
planned termination. Considering what you know about the termination process,
describe your plan of activities and/or points of discussion that might be
important to include in this session.
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