Abnormal Psychology Canadian 6th Edition Flett Test Bank€¦ · Flett, Kocovski, Davison, Neale: Abnormal Psychology, Sixth Canadian Edition Testbank Bloom’s: Comprehension 5)

Flett,Kocovski,Davison,Neale:AbnormalPsychology,SixthCanadianEdition Testbank

Chapter3ClinicalAssessment,Classification,andDiagnosis

Questiontype:True/False1)Clinicalassessmentisacompletelyobjectiveprocess.Answer:FalseSectionReference:ClinicalAssessment,Classification,andDiagnosisDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge2)Therapeuticassessmentandclinicalassessmentarethesamething.Answer:FalseSectionReference:ClinicalAssessment,Classification,andDiagnosisDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension3)Ifapersonobtainsasimilarscoreonthesametesttakentwice,thetestissaidtohaveinternalconsistencyreliability.Answer:FalseSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension4)Predictivevalidityisakindofcriterionvalidity.Answer:TrueSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.

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Bloom’s:Comprehension5)Atestcanbereliablewithoutbeingvalid.Answer:TrueSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:HardLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension6)Themannerinwhichaclinicalinterviewisconductedcanimpacttheinformationobtained.Answer:TrueSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge7)Lackofawarenessofassessmenttechniquesisonereasoncliniciansdonotengageinevidence-basedassessment.Answer:FalseSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension8)Testnormsrepresenttheaveragescoreonapsychologicaltest.Answer:FalseSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension


9)TheMMPI-2canbeusedasadiagnosticmeasure.Answer:TrueSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge10)Intelligencetestsarebasedontheassumptionthataperson’sintellectualfunctioningcanpredictsuccessinschool.Answer:TrueSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge11)Ifoneparticulargroup(e.g.,Inuit)scoreinanabnormalmanneronanIQtest,itmeansthegroupisabnormal.Answer:FalseSectionReference:CanadianPerspectives3.1Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension12)Acognitivetherapistwillpayparticularattentiontoaclient’snegativethoughts.Answer:TrueSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge13)CTandMRIscanscanassessforstructuraldamageinthebrain.


Answer:TrueSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge14)fMRIhasbeenusedtodiagnoseschizophrenia.Answer:FalseSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:K15)ImagingstudiescanbeusedtoconfirmdiagnoseslikeADHDanddementia.Answer:TrueSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge16)Neurologistsandneuropsychologistsspecializeindisordersofthecentralnervoussystem.Answer:TrueSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge17)Psychophysiologicalassessmentmeasuresarousal.Answer:TrueSectionReference:3.3BiologicalAssessmentDifficulty:Easy


LearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge18)DSMstandsforDiseaseandStatisticsManual.Answer:FalseSectionReference:3.4Diagnosis:WhyitMattersDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge19)TheInternationalStatisticalClassificationofDiseases,Injuries,andCausesofDeath(ICD)wasthefirstattemptatclassifyingmentalillnessbytheAmericanPsychiatricAssociation.Answer:FalseSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge20)DSM-5usesasimilarmultiaxialsystemfordiagnosisasDSM-IV-TR.Answer:FalseSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension21)TheDSMisbasedonamedicalmodelofdisease.Answer:TrueSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge


22)DSMV-codesarefordisordersthatrequirefurtherstudy.Answer:FalseSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge23)Stigmatizationisapotentialconsequenceofbeingdiagnosedwithmentalillness.Answer:TrueSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension24)TheDSM-5isbasedondimensionaldiagnosticcriteria.Answer:FalseSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge25)Whentwoindependentraterscomeupwiththesamediagnosisforaclient,thediagnosisissaidtohaveconstructvalidity.Answer:FalseSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis26)Whenpsychologistsfindthatpeoplewhoexperiencedelusionsandhallucinationshaveschizophrenia,thediagnosisissaidtohaveconstructvalidity.


Answer:TrueSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis27)Asperger’ssyndromeisadiagnosisinDSM-5.Answer:FalseSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge28)WhiletheDSM-5wasnotabletofullyembraceadimensionalapproachtodiagnosis,wherepossible,dimensionalratingsexisttoindicateseverity.Answer:TrueSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge29)Non-suicidalself-injuryisnotadisorderonitsown,asitisasymptomofborderlinepersonalitydisorder.Answer:FalseSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension30)AccordingtoCanadianstatistics,ratesofautismareincreasing.Answer:True


SectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:KnowledgeQuestionType:MultipleChoice31)Theprocessofclinicalassessmentinvolvesa)conductingindividualandgrouppsychotherapy.b)figuringoutclients’issuesandwhatmightimprovetheirconditions.c)testingthereliabilityandvalidityofaclient'spresentingsymptoms.d)alloftheabove.Answer:bSectionReference:ClinicalAssessment,Classification,andDiagnosisDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge32)Themannerinwhichclinicalassessmentiscompleteddependson:a)Thepresentingproblemb)Thetheoreticalorientationoftheclientc)Thetheoreticalorientationofthetherapistd)WhetherthetherapistusesastructuredinterviewornotAnswer:cSectionReference:ClinicalAssessment,Classification,andDiagnosisDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension33)Dianewastakingapersonalitytest.Thetesthasitemsthatareallcloselyrelatedtooneanother.Thisisanexampleof:a)Externalvalidity


b)Internalconsistencyreliabilityc)Internalvalidityd)Test-retestreliabilityAnswer:bSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application34)JimwasgivenanintelligencetestinMarch,andre-administeredthesametestoneyearlater.Hisscorebothtimeswasthesame.Thisindicatesthattheintelligencetesthasa)hightest-retestreliability.b)highinter-rateragreement.c)internalconsistency.d)noneoftheabovearecorrect.Answer:aSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:EasyLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application35)EstherwasgivenamemorytestinJanuaryandadministeredadifferentmemorytestoneyearlater.Shescoredalmostidenticallyonbothtests.Thisindicatesthatthememorytestshavea)hightest-retestreliability.b)highinter-rateragreement.c)alternate-formreliability.d)noneoftheabovearecorrect.Answer:cSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application


36)Dr.XandDr.Yarediagnosingapatient.AfteradministeringtheSCIDforDSM-5,Dr.XdecidesthepatientissufferingfromschizophreniawhileDr.Ydecidesthepatientissufferingfromschizoaffectivedisorder.Thiskindofdisagreementisanexampleof:a)Lowcontentreliabilityb)Lowpredictivereliabilityc)Lowtest-retestreliabilityd)Lowinter-raterreliabilityAnswer:dSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application37)Dr.Huisconcernedaboutcheatinginhisabnormalpsychologyclass.Hedecidestogivetwodifferentversionsofhisfinalexamandfindsthatstudentsperformedbetterononeversionthantheother.Heconcludesthatthestudentswhodidpoorlymusthavecheatedoffstudentswiththeotherform.Thisconclusionis:a)Correct–goodforhimforcatchingthecheatersb)Incorrect–therearetoomanyotherfactorsthatcouldhaveinfluencedthedifferencec)Incorrect–hemaynothavemadesureeachversionofthetestwasequivalentd)Inconclusive–basedonthislimitedinformation,hecouldberightorwrongAnswer:cSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:HardLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis38)Youaredesigninganewscalethatmeasuresadolescentproblemeatingbehaviours.YoudecidetoadministeryourtestwiththeEatingDisordersInventory,a'goldstandard'measurementinstrument.Thisinanexampleof:a)Casevalidityb)Contentvalidityc)Concurrentvalidityd)Constructvalidity


Answer:CSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application39)ManygraduateschoolapplicantsarerequiredtotaketheGraduateRecordExamination(GRE).IftheapplicantsweresuccessfulandtheuniversityweretocorrelatethescoresontheirGREwiththeirfirstyeargradepointaverage(GPA),ahighcorrelationwouldindicate:a)Highconcurrentvalidityb)Highpredictivevalidityc)Highcontentvalidityd)HighconstructvalidityAnswer:bSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis40)Joanwastakingatesttomeasurelevelsofdepression.Alloftheitemscoveredthesymptomsthataretypicalofdepression.Thisinventorywouldbesaidtohave:a)Highdiscriminantvalidityb)Highcontentvalidityc)Highcriterionvalidityd)HighcasevalidityAnswer:bSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application41)‘Criterion’validityrefersto:


a)Whetherameasureadequatelysamplesthedomainofinterestb)Themeasurementoftwoobservablebehavioursatthesamepointintimec)Thedegreetowhichameasurecorrelateswithotherscales/inventoriesd)Thedegreetowhichitdiffersfromotherscales/inventoriesAnswer:cSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:HardLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension42)Edappearstohavesocialphobia;thedeterminationofthisdiagnosiswasmadebyhisscoresonaparticularmeasureofsocialfear.Scoreslikehishavebeenshowninthepasttoberelatedtosocialphobia,aswellascorrelatedwithavarietyofmeasuresofsocialandoccupationaldisabilityassociatedwithsocialphobia.ThemeasureEdtookwouldbesaidtohave:a)Highconstructvalidityb)Highcontentvalidityc)Highcriterionvalidityd)HighstatisticalvalidityAnswer:aSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application43)Dr.Burnsisconcernedaboutwhetherhisinterpretationsabouthisclient,Lisa,aretrulyrepresentativeofherandhowsheinteractswithherworld.Heseemstobeconcernedabout:a)Predictivevalidityb)Concurrentvalidityc)Casevalidityd)ActualvalidityAnswer:cSectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:Medium


LearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application44)Unlikeaconversationwithyourfriend,aclinicalinterviewerwouldfocusona)structure.b)howthepersonresponds.c)objectivity.d)howthepersonuseshumour.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension45)Becauseintervieweesoftenhavedifficultyrecountingintenselypersonalmatters,itisimportantthatinterviewersa)haveaclearparadigm.b)establishrapport.c)bealerttosituationalfactors.d)structuretheinterview.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension46)Whichofthefollowingistrueregardinginterviewingtheclient?a)Itenablesonetoobtainvastamountsofinformation.b)Itistoosubjectivetobeofmuchvalueinassessment.c)Itprovidesthemostvalidinformationintheassessment.d)Behaviouralcliniciansconsideritunnecessary.Answer:a


SectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension47)Whatistheinfluenceofadoptingaparadigmwhenconductingaclinicalinterview?a)Itguidesthecontentofthequestionsasked.b)Itspecifieshowtheinterviewerobtainsinformation.c)Itdirectsthewaytheinformationwillbeinterpreted.d)Alloftheabove.Answer:dSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:C48)Insomemeasure,theinformationcollectedbyclinicalinterviewersduringanassessmentislimitedby:a)Whattheclinicalinterviewersarelookingforb)Themoodoftheclinicalinterviewersc)Theclients’readinessforpsychotherapyd)Thetherapists’acceptanceoftheclients’readinessforpsychotherapyAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension49)Thepsychodynamicclinicianconductingtherapyassumesthat:a)Peoplearenotawareofwhatistrulybringsthemtotherapyb)Peoplewillresolvetheirproblemsbyobservingtheirbehaviourc)Peoplearefairlyateasetodivulgepersonalmattersfromthestartd)Noneoftheabove


Answer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension50)Thereliabilityandvalidityofaclinicalinterviewincrease:a)Withthenumberofmeetingtheclinicianhaswiththeclientb)Withtheleveloftrusttheclienthasintheclinicianc)Whentheclinicianrevealspersonalinformationaboutoneselfd)WhentheinterviewisunstructuredratherthanstructuresAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension51)Dr.BradleywasconductingaclinicalinterviewwithHarold.Wheninterviewedtogetherwithhisfather,Haroldstatedthathehadneverdrunkalcohol.However,wheninterviewedlateralone,Haroldadmittedthathegotdrunkeveryweekend.Thisexampledemonstratestheproblemofa)unconsciousfactorsimpactingtheinterviewprocess.b)theimpactofsituationalfactorsonthevalidityofaclinicalinterview.c)lackofstandardizationofinterviewquestions.d)toomuchstructureintheinterviewprocess.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application52)Inaclinicalinterview,Dr.CarlsonasksMariatodescribeherearlyrelationshipwithhermother,andshefindsoutthatMariawasabusedasachild.Dr.BrysonlaterinterviewsMaria,andaskswhatthoughtsshehasbeenhavingaboutherupcomingjobpromotion;hediscoversthatMariaisveryanxiousaboutnotbeingabletoperformwell.Theseexamplesillustratethe


importanceof_______________inclinicalinterviews.a)situationalfactorsb)environmentalfactorsc)paradigmsd)structureAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application53)Atauniversitycounsellingcentre,whichquestionismostlikelytoelicitthemosthonestresponse?a)“Howoftendoyousmokepot?”askedbya55yearoldmaletherapistb)“Howoftendoyousmokepot?”askedbya60yearoldfemaletherapistc)“Howoftendoyousmokepot?”askedbya30yearoldmaletherapistd)“Howoftendoyousmokepot?”askedbya45yearoldfemaletherapistAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application54)Whichofthefollowingisastructuredinterview?a)MMPIb)SCIDc)TATd)RorschachAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge


55)WhatcharacterizestheSCID?a)Itisaprojectivepersonalitytest.b)Itisanon-structuredinterview.c)Ithasabranchingsystem.d)Ithaspoorreliability.Answer:cSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension56)OntheStatisticalClinicalInterviewDiagnosis(SCID),theseverityofasymptomisindicatedby:a)Evaluatingtheclient’snon-verbalresponsesb)Askingtheclienttodescribethesymptomc)Attributingascorebetween1and3d)HowoftenthesymptombotherstheclientAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge57)AclinicianusestheSCIDdiagnosticinterviewtodetermineifMaryissufferingfromobsessive-compulsivedisorder(OCD).ThecliniciandecidesthatalthoughMaryhassomesymptomsrelatedtoOCD,theydonotreachthelevelsofseverityordurationrequiredforadiagnosis.InspectionofherSCIDratingscoreslikelyrevealed:a)ShemetthecriteriaforOCDnototherwisespecified(NOS)b)Onlyscores=1c)Somescores=2d)Numerousscores=3Answer:c


SectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis58)Whenaclientisattributedascoreof1ontheSCID,whatdoestheclinicalinterviewerdo?a)Skiptothenextquestionb)Administeranothertestc)Reviewthequestiontoensureaccuracyd)AskthesamequestionadifferentwayAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application59)Rogers(2003)arguesforimportanceandutilityofproperstructuredinterviewsbecause:a)Researchisshowingtheytendtohavepoorreliabilityb)Researchisshowingthatonlyhalfofdepressioncasesaredetectedinprimarysettingsc)Researchisshowingtheytendtohavepoorvalidityd)ResearchisshowingthattoomanycasesofdepressionaredetectedinprimarysettingsAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge60)Economicpressures,suchasreimbursementforalimitednumberofsessions,hasleadclinicianstouse__________whenengaginginassessment.a)evidence-basedassessmenttoolsb)best-practiceguidelinesc)unstructuredclinicalinterviewsd)whatevertoolstheinsurancecompanyrequests


Answer:cSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis61)Thecallforusingevidence-basedassessmenttechniquesparallelsthegrowthintheareaof:a)Evidence-basedpersonalitytestsb)Evidence-basedtreatmentsc)Evidence-basedclinicalinterviewsd)Evidence-basedbehaviouralchecklistsAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension62)Youhavedevelopedanewpersonalityinventorythatwillbeusedtomatchroommatesinordertominimizeconflict.Beforeyoucanmarketthetest,youmustadministerittoseveralhundredindividualstoestablishnorms.Thisphaseoftestdevelopmentisreferredtoas:a)Branchingb)Psychometricsc)Validationd)StandardizationAnswer:dSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application63)YoudecidethatyouwishtousetheMMPItoformascalewithintheinstrumenttodistinguishpotentialprofessionalwrestlersfromthosewithoutthepotentialtobewrestlers.UsingthesamemethodasthatusedtodeveloptheMMPI,youwould


a)identifyitemsthatwereaboutwrestling.b)identifyitemsthatdistinguishprowrestlersfromnon-wrestlers.c)findalltheitemsthatwrestlersansweredastrueregardingthemselves.d)lookforconsistencyamongitemsendorsedbywrestlersastrue.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application64)TheMMPIisanexampleofa(n)a)projectivetest.b)personalityinventory.c)intelligencetest.d)structuredclinicalinterview.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge65)WhichofthefollowingwasnotachangemadeintherevisedversionoftheMMPI?a)Increaseracialrepresentativenessinthenormsample.b)Altertheformatforansweringquestions.c)AlterthenormsampletoreflectthecompositionoftheUS.d)Alteritemstomakethecontentmorecurrent.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge


66)WhichofthefollowingisapossiblelimitationofcomputergeneratedscoringoftheMMPI?a)Thecompetencyoftheprofessionalreadingthescorereport.b)Thecompetencyoftheprofessionalwhodevelopedthecomputer-generatedreport.c)Theabilityofthecomputertohandlerespondentswho'fake-bad.'d)Theusefulnessofthecomputer-generatedreportindevelopingcomprehensivereports.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension67)ComparedtotheoriginalMMPI,theMMPI-2a)isalmostidentical.b)hasamuchlargerandmorediversestandardizationsample.c)hascompletelynewscalesandnorms.d)hasturnedouttobemuchlessvalidatdiscriminatingpsychiatricpatients.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge68)Computerscorereportsarequitepopularinscoringwhichofthefollowinginstruments?a)TATb)WechslerIntelligenceScaleforChildren,ThirdEditionc)MMPI-2d)Halstead-ReitanAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge


69)RevisionoftheMMPIwiththenewMMPI-2involved:a)Deletingthemaritalproblemsscaleb)Addingtheschizophreniascalec)AddingtheTypeBbehaviourscaled)DeletingitemswithobjectionablecontentAnswer:dSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension70)Takentogether,the?Scale,Lscale,FscaleandKscaleoftheMMPI-2aretermed:a)Validityscalesb)Contentscalesc)Personalityscalesd)HypotheticalscalesAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge71)TheMMPIdetectsindividualsattemptingtofakethetestbya)includingspecialscalestodetectlying.b)inferringthelyingbehaviourfromanswersleftblank.c)re-administeringthetest.d)examininghighlyunusualresponses.Answer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge


72)ThespecialscalestodetectlyingintheMMPIareconsidered:a)Reliabilityscalesb)Validityscalesc)Fakingscalesd)NoneoftheaboveAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:C73)WhichofthefollowingisthebestexampleofanitemthatmightbeincludedintheMMPIliescale?a)"SometimesIfeelnauseousfornoapparentreason."b)"Ienjoyreadingdetectivenovels."c)"Ihaveneverusedafoulword."d)"Ioftenwalkafterdinner."Answer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis74)HowdoestheMMPIattempttodetermineifaparticularpersonisrespondingtothetestinavalidway?a)Byhavingalargeenoughstandardizationsample.b)Byconductingtheinterviewinastructuredandstandardizedway.c)Byincludingspecialvalidityscalestodetectresponsebiases.d)Byprovidingambiguousstimulisothepersondoesnotknowwhichanswerisrightorwrong.Answer:cSectionReference:3.2PsychologicalAssessment


Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension75)OntheMMPI,someonewhoisoveranxious,worrying,andfullofself-doubtswouldlikelyscorehighonthesubscaleassessing:a)Hysteriab)Psychastheniac)Devianced)InfrequencyAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis76)TheKscaleandthe“cannotsay”scalearemeasuresfrom:a)TheMMPI-2b)TheThematicApperceptionTestc)TheBlackiePictureTestd)TheNEO-PI-RfivefactorinventoryAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge77)TheMMPI-2RestructuredClinicalscalesisamuch___________testthantheMMPI-2.a)moredetailedb)morefocusedonsexualdysfunctionc)longerd)shorterAnswer:d


SectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge78)SomeresearcherssuggestthattheMMPI-2RestructuredFormis:a)MuchmoreaccurateatdiagnosingpersonalitydisordersthantheMMPI-2b)SodifferentfromtheMMPI-2thatit’smorelikeanewtestthanarevisionc)PrettymuchthesameastheMMPI-2,sojustamoneygrabd)ThereisnoMMPI-2RestructuredForm;thereisaMMPI-2RestructuredClinicalscaleAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension79)ThestimulusmaterialsintheThematicApperceptionTestareambiguousto:a)Increasethelikelihoodthattheindividualisgivingresponsesthatunconsciouslymediatedb)Increaseprecisionc)Increaserapportd)Creatediscomfortintheclientandtherebyencourageacloserrelationshipwiththe

therapistAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension80)Theprojectivehypothesisassumesthata)responsestohighlystructuredtasksrevealhiddenattitudesandmotivations.b)preferencesforunstructuredstimulirevealunconsciousmotives.c)unstructuredstimuliprovokeanxiety.d)responsestoambiguousstimuliareinfluencedbyunconsciousfactors.


Answer:dSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge81)Theprojectivehypothesisisderivedfromwhichparadigm?a)Learningb)Cognitivec)Psychoanalyticd)Diathesis-stressAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge82)Dr.GallagherwasinterpretingtheresultsofaRorschachtest,andreportedthattheclientwasprobablyfixatedattheanalstagebecausehesawbathroomitemsinmanyofthecards.Thisisanexampleofa)theprojectivehypothesis.b)theunreliabilityoftheRorschach.c)theExnerscoringsystem.d)standardizedinterpretation.Answer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application83)TheRorschachInkblotTestisanexampleofa(n)a)intelligencetest.


b)diagnosticinventory.c)personalityinventory.d)projectivetest.Answer:dSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge84)Basedontheprojectivehypothesis,projectivetests’realpurposesare:a)Bestmadecleartotheclientsb)Tobypassclients’repressionc)Toaddressthecomplexcausesofdistressd)NotreallycleartopsychologistsAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension85)Youarebeingtested,andtheexaminerisshowingyoupicturesandyouareaskedtotellcompletestoriesaboutthephotos.Youareprobablytaking:a)TheRorschachb)TheMMPI-2c)TheThematicApperceptionTestd)TheWechslerAdultIntelligenceScale-IIIAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application86)Criticsoftheprojectivetestshavebeenandremainparticularlyconcerned:


a)Abouttheiruseintheclassroomb)Aboutunder-pathologizingtherespondentsc)Thatonethirdofforensicpsychologistsusethemd)ThatjudgesoftenrequirethemaspartofamentalhealthevaluationAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge87)Intelligencetestswereoriginallydevelopedforthepurposeofa)determiningwhichpsychiatricpatientscouldbenefitfrom"talk"therapy.b)predictingwhichchildrenhadspecialacademicneeds.c)identifyinggiftedchildren.d)segregatingpeopleoflowintelligencesotheywouldnothavechildren.Answer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge88)Culturalbiasisproblematicinassessmentinthat:a)Mostpsychologicaltestshavebeenrenderedinvalidwhenusedwithdifferentculturesb)Alackofawarenessofculturalfactorscancreatedifficultiesinreachingconclusionsfrom

assessmentc)Clinicianscannotbeawareofdifferentculturesinevaluationd)CulturaldifferencescloudobjectivityAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension


89)IthasbeenarguedthatmanyofthequestionsontheWechslertestsofintelligenceareproblematicforCanadiansbecauseoftheculturallyspecificAmericancontent.ResearchershavefoundthatCanadiansscore____________thanAmericansonthesetests.a)lowerb)higherc)aboutthesamed)nocomparisonmadeAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension90)Tomhasbeentestedtodeterminewhetherheissufferingfromdementia.Whichofthefollowingtestswasmostlikelyadministeredtohim?a)TheThematicApperceptionTestb)TheMMPIc)TheWAISd)TheRorschachAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application91)Averageintelligenceisassociatedwithascoreofapproximately:a)130b)70c)100d)AverageintelligencecannotbedeterminedAnswer:cSectionReference:3.2PsychologicalAssessment


Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge92)Tosaythatintelligencestestshavegoodcriterionvaliditymeansthat:a)Theycandistinguishgiftednessandmentalretardationb)Theycandifferentiatepeoplewithdifferentoccupationsc)Theycannotpredicteducationalandvocationalattainmentd)TheycannotdistinguishpeopleatthehighandlowendsoftheintelligencespectrumAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension93)ApersonmusthaveanIQof________inordertobeconsideredintellectuallygifted.a)70b)100c)130d)150Answer:cSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge94)ApersonisgiftedifheorshehasanIQscoreof130.Thescoreof130correspondsto:a)Themeanscoreobtainedbyfamous“geniuses”b)Onestandarddeviationabovethemeanc)Twostandarddeviationsabovethemeand)ThreestandarddeviationsabovethemeanAnswer:c


SectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension95)JustinandJeromearebothingrade9andaretiedforbeingatthetopoftheirclass.Attheendoftheyear,theteachersdecidetheyneedtodeclareoneboy“thebest,”sotheydecidetousetheboys’IQscoresasthetie-breaker.Whiletheirschoolgradesareidentical,Justin’sIQscoreis15pointshigherthanJerome’s.Whatisthemostlogicalexplanation?a)Justinprobablycheatedonthetestb)Jeromewassickonthedayofthetestc)JeromeisBlackandJustinisWhited)JustinisBlackandJeromeisWhiteAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application96)BeforetakinganIQtest,Milawastoldthatgirlstypicallydopoorlyonthemathsection,butexcelonvocabulary.Milaisplanningonbeingascientistandthinksofherselfasgoodatmath.Accordingtotheconceptofstereotypethreat,herscoreonthetestwillshow:a)Similarlygoodscoresonvocabularyandmathb)Betterscoresonvocabularythanmathc)Betterscoresonmaththanvocabularyd)SimilarlypoorscoresonvocabularyandmathAnswer:bSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application97)Traditionallyignoredinoriginalintelligencetests,thereisgrowinginterestin__________aspectsofintelligencetopredictfuturesuccess.


a)academicachievementb)abstractreasoningc)socialcomprehensiond)emotionalAnswer:dSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension98)Highlevelsofemotionalintelligencehavebeenassociatedwith:a)greaterlevelsofsubjectivewell-beingb)reducedpronenesstodepressionc)socialinteractionsd)AandBonlyAnswer:dSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension99)Ahighlevelofemotionalintelligenceislinkedwith:a)Higherlevelsofanxietyb)Greatersusceptibilitytodepressionc)Greaterlevelsofsubjectivewell-beingd)LowerlevelsofintelligenceAnswer:cSectionReference:3.2PsychologicalAssessmentDifficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension100)ACanadianstudyofInuitchildrenusingtheWISC-R'soriginalnormsfoundthattheir


intelligencescoreswere:a)Between90and95b)Between80and90c)Between70and80d)Under70Answer:dSectionReference:CanadianPerspectives3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge101)AccordingtoWilgoshetal.(1986)study,whatpercentageofInuitchildrenwouldbeclassifiedasmentallyretardedbasedontheirverbalIQscoresalone?a)25b)40c)60d)75Answer:dSectionReference:CanadianPerspectives3.1Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge102)Zachary,ahunterfromtheJamesBayarea,wasgiventheKohsBlockstestandcompletedthetestsofastthathisIQwent“offthescale”(exceeded180)onallsevenexamples.WhatdoesthistellusaboutIQtests?a)Thescalewasinvalidb)IQscalesrequireagreaterrangetocapturealllevelsoffunctioningc)IQtestscanbebiasedinfavouroftheInuitduetotheirspecializedskillsd)BecauseoftheirtendencytogetlowerIQscores,Inuit'sperformancescoresareoften

adjustedupwardAnswer:cSectionReference:CanadianPerspectives3.1


Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis103)Resultsfromthe“InuitNormingStudy”indicatedthatover_____ofchildrenattainedaverbalIQscoreoflessthan70.a)2%b)10%c)50%d)75%Answer:dSectionReference:CanadianPerspectives3.1Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge104)WhenInuitchildrenandnon-InuitchildrenscoreradicallydifferentlyonIQtests,thebestexplanationmaybethat:a)Inuitchildrenarelessintelligentthannon-Inuitchildrenb)Inuitchildrendidnotunderstandthequestionsc)Inuitchildrenhaddifficultywiththelanguageofthetestd)Non-InuitchildrenprobablycheatedAnswer:cSectionReference:CanadianPerspectives3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension105)Resultsofthe“InuitNormingStudy”suggestthatmanyofthechildreninthisstudyweremisclassifiedasmentallyretarded.ThismisclassificationwaslikelyrelatedtoallofthefollowingEXCEPT:a)Issueswithlanguage(e.g.,Englishisasecondlanguage)b)Culturallyirrelevantquestionsc)ThelackofspecialeducationprogramsintheNorth


d)Thenumberofquestionsthechildrencouldn’tanswerAnswer:cSectionReference:CanadianPerspectives3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension106)Whichofthefollowingisleastlikelytobeusedinbehaviouralassessment?a)Projectivetestsb)Clinicalinterviewsc)Self-reportinventoriesd)PhysiologicalmeasuresAnswer:aSectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge107)WhatisakeypurposeofPerson'scognitivebehaviouralcaseformulationapproach?a)Tocreateatheorytoexplainrelationsamongclient'sproblems.b)Toformulateanindividualdiagnosis.c)Toidentifyautomaticthoughts.d)Tobeabletocompleteassessmentanddiagnosisinonesession.Answer:aSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension108)ThefivecomponentsofthePersons’caseconceptualizationapproachare:a)Problemlist,diagnosis,underlyingmechanisms,strengthsandassets,treatmentplanb)Problemlist,diagnosis,workinghypothesis,strengthsandassets,treatmentplan


c)Possibleorigins,developmentalschemas,workinghypothesis,strengthsandassets,treatmentplan

d)Possibleorigins,diagnosis,weaknessesandstrengths,symptoms,treatmentplanAnswer:bSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge109)InPersons’caseconceptualizationapproach,aproblemlistiscreatedforthepurposeof:a)Ensuringsignificantproblemsarenotmissedb)Generatingideasaboutcausalrelationsc)Findingthemesd)AlloftheaboveAnswer:dSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension110)WhatisPersons'andDavidson'sviewaboutmakingdiagnoses?a)Diagnosisisanecessarycomponentofanytreatmentplanb)Diagnosisisnothelpfulbecauseitprecludesgreaterunderstandingoftheindividualc)Itisnotrequiredbutishelpfulforcaseformulationd)ItmustbedoneonlyafteraworkinghypothesisisestablishedAnswer:cSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension111)InPersons’caseconceptualization,theWorkingHypothesisdoesallofthefollowing,EXCEPT:


a)Describestheoriginsoftheproblemsb)Delineatesthepossiblerelationshipsbetweenproblemsc)Describesactivatingsituationsd)Givesinformationabouttheindividual'sstrengthsandweaknessesAnswer:dSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension112)Persons’caseconceptualizationaboutStrengthsandAssetscomprise:a)Socialskills,senseofhumour,financialresources,socialsupport,stablefriendshipsb)Socialskills,senseofhumour,financialresources,socialsupport,stablelifestylec)Socialskills,senseofhumour,logicalthinking,socialsupport,stablelifestyled)Socialskills,senseofhumour,logicalthinking,socialsupport,stablefriendshipsAnswer:bSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge113)The________isthe“heart”ofPersonsandDavidson'scognitive-behaviouralcaseformulation.a)Psychiatricdiagnosisb)Workinghypothesisc)Planofactiond)SchemaAnswer:bSectionReference:FocusonDiscovery3.1Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Knowledge


114)AccordingtoPersonsandDavidsonandtheircognitive-behaviouralcaseformulationapproach,whichofthefollowingispartofthetreatmentplan?a)Goalsb)Modalityc)Obstaclesd)AlloftheaboveAnswer:dSectionReference:FocusonDiscovery3.1Difficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension115)PersonsandDavidson's(2001)cognitive-behaviouralcaseformulationapproach:a)RequiresaDSMpsychiatricdiagnosisb)Determinesonetreatmentgoalc)Determinesonemainproblemd)DeterminesaworkinghypothesisAnswer:dSectionReference:FocusonDiscovery3.1Difficulty:MediumLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension116)WhatarethetwomostimportantcomponentsoftheTreatmentPlanphaseaccordingtothePerson'scaseconceptualizationapproach?a)Goalsandobstaclesb)Modalityandfrequencyc)Initialinterventionsandgoalsd)ModalityandobstaclesAnswer:aSectionReference:FocusonDiscovery3.1Difficulty:Medium


LearningObjective:3.2Describepsychologicalassessment.Bloom’s:Comprehension117)WhichismostsimilartoanX-ray?a)MRIb)EEGc)CTscand)PETscanAnswer:CSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension118)PETistoCTscanasa)structureistofunction.b)functionistostructure.c)cognitiveistobehavioural.d)projectiveistoobjective.Answer:bSectionReference:3.3BiologicalAssessmentDifficulty:HardLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Analysis119)PETandMRIarespecifictypesofa)projectivetests.b)personalityinventories.c)neuropsychologicaltests.d)neurologicaltests.Answer:dSectionReference:3.3BiologicalAssessment


Difficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension120)FunctionalMRI(fMRI)differsfromordinaryMRIinthata)fMRIrecordsmetabolicchangesinthebrain.b)ordinaryMRIcanonlybedoneannually.c)fMRIreliesuponotherteststoassessbrainfunction.d)ordinaryMRIisinvasive.Answer:aSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension121)TheCTscansusedinastudyconductedinLondonOntariobyMallaandcolleagues(2002)demonstratedthatpatientswithafirstepisodeofschizophreniahad__________oftheventriclesandcorticalsulci.a)minorenlargementb)minorconstrictionc)extensiveenlargementd)extensiveconstrictionAnswer:aSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:K122)InafMRIstudyconductedinBritishColumbia,abnormalitiesinthelimbicsystemandfrontalcortexwerefoundin___________.a)criminalswithpsychopathyb)non-criminalswithpsychopathyc)criminalwithoutpsychopathyd)non-criminalswithoutpsychopathy


Answer:aSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge123)TheMRI(magneticresonanceimaging)testissuperiortoaCTscan(i.e.,computerizedaxialtomography)because:a)Itislessexpensiveb)Patientsfinditlessanxiety-provokingc)Itdoesnotrelyontheuseofradiationd)AlloftheaboveAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension124)Dr.Jamesonwasreadingastudyandwassurprisedtolearnthatcriminalpsychopathyisassociatedwithabnormalitiesinthelimbicsystemandfrontalcortexwhenprocessingaffectivestimuli.Thisfindingwaslikelysupportedby:a)CTscandatab)MRIdatac)fMRIdatad)TheHalstead-ReitanTestAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Application125)AstudybyMallaandcolleagues(2002)foundenlargedventriclesandcorticalsulciinfirst-episodeschizophreniapatientsusingwhichofthefollowingmethods?


a)Computerizedaxialtomography(CTscan)b)Singlephotonemissioncomputerizedtomography(SPECT)c)Functionalmagneticresonanceimaging(fMRI)d)Positronemissiontomography(PETscan)Answer:aSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge126)AstudybyBentalebandcolleagues(2002)ofauditoryhallucinationsinschizophreniafoundincreasedmetabolicactivityintheleftprimaryauditorycortexandtherightmiddletemporalgyrussing:a)Computerizedaxialtomography(CTscan)b)Singlephotonemissioncomputerizedtomography(SPECT)c)Functionalmagneticresonanceimaging(fMRI)d)Positronemissiontomography(PETscan)Answer:cSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge127)AstudybyHentschelandcolleagues(2005)ofmemorydifficultiesinauniversityclinicfound:a)Changesindiagnosisinlessthan5%ofcaseswiththeuseofMRIandneuropsychological

statusfindingsb)Changesindiagnosisinabout10%ofcaseswiththeuseofMRIandneuropsychological

statusfindingsc)ChangesindiagnosisinoveraquarterofcaseswiththeuseofMRIandneuropsychological

statusfindingsd)ChangesindiagnosiswiththeuseofneuropsychologicalstatusfindingsbutnotMRIresultsAnswer:c


SectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge128)Paulus(2008)evaluatedwhetherneuroimagingcancontributetothediagnosisandtreatmentofanxietydisorders.Heconcluded:a)fMRIhaspotentialasaclinicaltoolforsuchpurposeb)Neuroimagingforstudyinggroupswillneedspecificityandsensitivityforindividualusagec)Moreresearchisneededinidentifyingspecificpsychologicalcriteriad)AlloftheaboveAnswer:aSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension129)Whichofthefollowingistrueaboutbiologicalassessments?a)Theyleadtomoreaccuratediagnosisofpsychopathologyb)Theyarethebasisofpsychopathologicaldiagnosisc)Theyhelpestablishpsychopathologicaldiagnosisd)AandConlyAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension130)Dr.LeeassessesthepossibilitythatJoehasbraindamagebymeasuringJoe'sperformanceonanumberoftasksincludingcopyingsymbols,rememberingnumbers,andrecognizingnonsensesyllables.Whichkindofassessmentisillustratedhere?a)Physiologicalassessmentb)Neurologicalassessmentc)Psychologicalassessment


d)NeuropsychologicalassessmentAnswer:dSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Application131)Whichofthefollowingisagoalofneuropsychologicaltesting?a)Todescribestrengthsandweaknessesb)Toprovidetreatmentrecommendationsc)Todeterminewhetherpsychologicaldeficitsarepresentd)ToestablishbaselinemeasurementsAnswer:bSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension132)TheHalstead-Reitanbatteryassesses:a)Personalityb)Familyfunctioningc)Copingskillsd)BrainDamageAnswer:dSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge133)TheLuria-Nebraskaneuropsychologicalbatteryissuperiortoneuropsychologicalexaminationbecauseitcanassessdeficitsin:a)Thecognitivedomain


b)Themotordomainc)Thesensorydomaind)AlloftheaboveAnswer:aSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge134)TheHalstead-ReitanandLuria-Nebraskaarespecifictypesof:a)Personalityinventoriesb)Intelligencetestsc)Neuropsychologicalassessmentsd)NeurologicalproceduresAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge135)Twopeopleofthesameage,SarahandLinda,wereadministeredtheLuria-Nebraskaneuropsychologicaltestbattery.SarahgraduatedwithaPh.D.,whileLindadidnotcompletehighschool.Assumingallotherfactorsequal,thescorestheyreceiveontheLuria-Nebraskaa)shoulddiffer.Sarahshouldscorehigherbasedoneducation.b)shoulddiffer.Lindashouldscorehigherasitisnotbasedoneducation.c)shouldnotdiffersinceitcontrolsforeducationlevel.d)Itisimpossibletopredictthedifferences.Answer:cSectionReference:3.3BiologicalAssessmentDifficulty:HardLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Analysis


136)Pearlhasbeenquiteforgetfullately,inadditiontoexperiencingmoodchanges.HerdaughterwantshertobeevaluatedforAlzheimer’sDisease.Whichprofessionalshouldsheconsultwith?a)Familydoctorb)Neurologistc)Psychiatristd)PsychologistAnswer:bSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Application137)WhatwastheemphasisinpreeminentCanadianpsychologistDonaldHebb'stheoryofbiologicalpsychology?a)Theroleofneurotransmittersb)Theroleofbiofeedbackc)Theroleofbehaviourd)TheroleofbrainlesionsAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:HardLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge138)Inregardstobrain-behaviourrelationships,Rourke(2008)raisedthefollowingquestion:a)Whethertheroleofneurotransmitterscanpredictformsofpsychosocialfunctioningin

individualsb)Whetherformsofpsychosocialfunctioningofindividualscanbepredictedbyneurological

analysisc)Whetherneuropsychologicalanalysisofindividualscouldpredictformsofpsychosocial

functioningd)WhetherpsychosocialfunctioningcouldpredictneurotransmitterlevelsAnswer:c


SectionReference:3.3BiologicalAssessmentDifficulty:HardLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge139)TheCanadianStudyofHealthandAging(CSHA)isthelargestepidemiologicalstudytouseneuropsychologicaltestsinordertoexplore:a)Dementiab)Geriatricdepressionc)Braininjuryd)NormalagingAnswer:aSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge140)Dr.Johnsonwantstoexpandthefieldofneuropsychologicaltestingsothatmorepeoplecanbenefitfromit.Whichofthefollowingwillhavethebiggestimpact?a)Havingneuropsychologicaltestingcoveredbymedicare.b)Conductingbaselinetestingonalladultsatthetimeoftheir60thbirthday.c)Establishingnormsforethnic/racialminorities.d)Establishingnormsforuniversitystudents.Answer:cSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Analysis141)Psychophysiologyisthestudyofa)somatictreatmentsforpsychologicalproblems.b)theneurologicalbasisofpsychologicalproblems.c)bodilychangesassociatedwithpsychologicalevents.


d)phenomenasuchasextrasensoryperception.Answer:cSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge142)Whichofthefollowingassesseschangesintheautonomicnervoussystem?a)Positronemissiontomography(PET)b)Event-relatedpotentials(ERP)c)Electrocardiogramd)Luria-NebraskabatteryAnswer:cSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension143)Underwhichcategoryofbiologicalassessmentmethodsdoevent-relatedpotential(ERP)andelectroencephalogramfall?a)Brainimagingb)Neurochemicalc)Neuropsychologicald)PsychophysiologicalAnswer:dSectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension144)Anelectrocardiogramassessesthefunctioningof:a)Thebrain


b)Theheartc)Theskind)TherespiratorysystemAnswer:bSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge145)Anelectroencephalogramassessesthefunctioningof:a)Thebrainb)Theheartc)Theskind)TherespiratorysystemAnswer:aSectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Knowledge146)Theassessmentofintellectualfunctioningandrelatedprocessesinpatientswhohaveexperiencetrauma(e.g.,stroke)andasresult,lackcommunicationabilitiesisamajorproblemfacingclinicians.Onesolutiontothisproblemistheuseof____________toexaminecognitivefunctioning.a)cognitiveevent-relatedpotentialsb)nonlanguage-basedtoolsc)magneticresonanceimagingd)computedtomographyAnswer:aSectionReference:CanadianPerspectives3.2Difficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension


147)Ernest(featuredinthecasestudyinyourtextbook)thoughtthathebecameimpotentbecause:a)Hiswifeconstantlyemasculatedhimb)Hewasnolongerphysicallyattractedtohiswifec)Hewasdrinkingheavilyalmostnightlyd)Hereallywantedtostartafamilyandwas“tryingtoohard”Answer:cSectionReference:3.4Diagnosis:WhyItMattersDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Application148)ThecaseofErnest,thecasestudyinyourtext,illustratesthat:a)Biologicalandcontextualfactorscanlieattheheartofdiagnosisb)Mostdisordersstemfromunhappinessininterpersonalrelationshipsc)Menoftenturntodrugsoralcoholtodealwithproblemslikeimpotenced)MedicationcantreatmostpsychologicaldisordersAnswer:aSectionReference:BriefCaseExample(ErnestH)Difficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension149)Whyarediagnosingandclassificationofmentaldisorderssoimportantforclinicians?a)Theyallowmentalhealthprofessionalstocommunicateefficiently.b)Theyhelppatientsseekcausesofandtreatmentsformentaldisorders.c)Theyenablecomparisonsbetweenphysiologicalandpharmacologicaltreatments.d)Theyhelptherapistsdesignnewtreatmentplansforestablisheddisorders.Answer:aSectionReference:3.4Diagnosis:WhyitMattersDifficulty:EasyLearningObjective:3.4Explainwhydiagnosismatters.


Bloom’s:Comprehension150)In2013,theDSM-5waspublishedbythea)AmericanPsychopathologicalandStatisticalAssociation.b)WorldHealthOrganization.c)CongressofMentalScience.d)AmericanPsychiatricAssociation.Answer:dSectionReference:3.4Diagnosis:WhyitMattersDifficulty:EasyLearningObjective:3.4Explainwhydiagnosismatters.Bloom’s:Knowledge151)ThelettersintheabbreviationDSMreferstoa)DiseasesandSymptomsoftheMind.b)DiagnosticandStatisticalManual.c)DiseasesandSymptomsManual.d)DisordersandSymptomsManual.Answer:bSectionReference:3.4Diagnosis:WhyitMattersDifficulty:EasyLearningObjective:3.4Explainwhydiagnosismatters.Bloom’s:Knowledge152)JeanisworkingonanadvertisingcampaignfortheDSM-5.Whoshouldshetargetheradstowards?a)Clinicalpsychologistsb)Pharmaceuticalindustryrepresentativesc)Judgesd)AlloftheaboveAnswer:dSectionReference:3.4Diagnosis:WhyitMatters


Difficulty:MediumLearningObjective:3.4Explainwhydiagnosismatters.Bloom’s:Application153)Bytheendofthe19thcentury,peoplerealizedthat:a)Mostmentalillnesseswerecausedbyphysicalillnessesb)Bloodlettingwasthemosteffectivemeansoftreatingmentalillnessc)Opiumwaseffectiveattreatingallmentalillnessesd)DifferentillnessesrequireddifferenttreatmentsAnswer:dSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge154)The19thcenturyeffortsatdevelopingaclassificationschemeformentalillnesswasa)neverratified.b)basedlargelyupontheideasofEmilKraeplin,astheyaretoday.c)drivenbyempiricalobservations.d)alloftheabovearecorrect.Answer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge155)Despiteattemptsatdevelopingaclassificationsystemformentalillnessinthelate1800s/early1900s:a)Consensuscouldnotbereachedb)TheFrench,theBritish,andtheAmericanseachthoughttheirsystemwasbestandshouldbeuniversallyadoptedc)TheFrench,theBritish,andtheAmericanshadnomeanstocommunicateeachone’ssystemtopeopleintheothercountriesd)Therewastoomuchdebateoverterminology(e.g.,insanevs.mentallyill)


Answer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge156)TheInternationalStatisticalClassificationofDiseases,Injuries,andCausesofDeatha)untilrecently,wasonlyusedbyphysicians.b)currentlylistsmentaldisordersaswellasphysicalailments.c)ispublishedbytheWorldHealthOrganization.d)Alloftheabovearecorrect.Answer:dSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension157)WhatwasoneofthemaincriticismsofthefirstWHOclassificationsystem?a)Itwassimplyalistingofpotentialbehavioursandsymptomswithoutadiagnosis.b)Itlisteddiagnosesbutnobehavioursorsymptomswhichdefinedthedisorders.c)Itwasadimensionalratherthancategoricalapproach.d)Itwasacategoricalratherthandimensionalapproach.Answer:bSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension158)ThefirsteditionoftheDSMwaspublishedbecause:a)AmericanpsychiatristswereleftoutofthedevelopmentoftheICDb)AmericanpsychiatristsbelievedAmericansexperiencesmentalillnessdifferentlythanEuropeans


c)ThementalhealthdisorderssectionintheICDwasnotwidelyacceptedd)TherewasnomentalhealthdisorderssectionintheICDAnswer:cSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge159)TheWorldHealthOrganization(WHO)publishedanewclassificationsystemin1969thatwas__________DSM-II.a)similartob)morespecificthanc)lessspecificthand)divergentfromAnswer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension160)Whatsweepingchangetodiagnosis(thatwasintroducedinDSM-III)waseliminatedinDSM-5?a)HavingtheclinicalconditionsonAxisIb)Havingamultiaxialsystemc)Havingdiagnosesforsexualdysfunctionsd)HavingtoconsidermedicalconditionsAnswer:bSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge161)TheDSM-IVprovidesdiagnosesalongfiveareas.Theseareasarecalled


a)axes.b)classifications.c)multipledimensions.d)differentialdiagnoses.Answer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:K162)InadditiontohavingPanicDisorder,Tonyhashypertension.Thecliniciandiagnosinghimthinksthathismedicalconditionisaffectinghispsychiatricsymptoms.Where,ifatall,wouldhishypertensionbeincludedintheDSM-IVdiagnosis?a)AxisIIb)AxisIIIc)AxisIVd)ThemedicalconditionwouldnotbeincludedintheDSM-IVdiagnosis.Answer:bSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Application163)Josehasamajordepressionandhasmultiplesclerosis.Hewouldbediagnosedona)AxisI:majordepressionandAxisIII:multiplesclerosisb)AxisI:majordepression;AxisII:multiplesclerosisc)AxisI:majordepressionandmultiplesclerosis.d)AxisII:majordepressionandAxisIII:multiplesclerosisAnswer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Application


164)ThepurposeofAxisIVistoa)identifypersonalitydisorders.b)determineacutedisturbance.c)evaluateenvironmentalandpsychosocialproblems.d)accountformedicalproblemsaffectingmentaldisorders.Answer:cSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension165)WithoutAxisIV,whichofthefollowingwouldnotbeincludedintheDSM-IVdiagnosis?a)Adevelopmentaldisorderb)Alcoholismc)Diabetesd)HomelessnessAnswer:dSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Analysis166)WhatwasPaulaCaplan'smajorcriticismoftheDSM?a)NotenoughCanadianpsychologistssatonthedecisionmakingcommittees.b)Peoplewithdivergentviewpointswerenotincludedindecisionmakingcommittees.c)Thereasonsfordiagnosticchangeswerenotalwaysmadeexplicit.d)Alloftheabove.Answer:bSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.


Bloom’s:Comprehension167)CanadianpsychologistPaulaCaplan'smaincriticismofpastandcurrentversionsoftheDSMisthat:a)Decisionsregardingthemanualaremadebypeoplewithsimilarviewpoints.b)Themultiaxialclassificationsystemdoesnotadequatelycapturecertaindisorders.c)ItislessaccuratethantheICDintermsofdiagnosing.d)Itspsychometricpropertiesarepoor.Answer:aSectionReference:3.5ABriefHistoryofClassificationDifficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge168)TheDSMisnotuniversallyembracedbymentalhealthprofessionals,inpartbecauseitwas:a)Basedonjustonetheoreticalperspectiveb)Developedbyaselectgroupofpsychiatristsonlyc)Basedonamedicalmodelofdiseased)DesignedtocorroboratephysicalevidenceofamentalhealthdisorderAnswer:cSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension169)Hollyisapeereducatoratheruniversity.Whenpeopleaskherwhatamentaldisorderis,shetellsthemthataccordingtotheDSM-5,a)thelabel“mentaldisorder”isstigmatizingandshouldnotbeused.b)amentaldisorderisthepolaroppositeofmentalwellbeing.c)amentaldisorderisdefinedbythepersonwiththedisorder–itisahighlysubjective

departurefromone’snaturalstateofbeing.d)nodefinitionadequatelyspecifiespreciseboundariesfortheconcept.


Answer:dSectionReference:3.5ABriefHistoryofClassificationDifficulty:HardLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Application170)Whichofthefollowingisacomponentofthedefinitionofamentaldisorder?a)Nonoticeabledifferenceinsocialfunctioningb)Decliningvolumeofindustriousoutputc)Significantdistressinimportantactivitiesd)IncreasedexistentialangstAnswer:cSectionReference:3.5ABriefHistoryofClassificationDifficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:C171)WhichdemographicsareconsideredtheheaviestInternetusers?a)Collegestudentsb)Highschoolandcollegestudentsc)25-35yearoldsd)AlloftheaboveAnswer:aSectionReference:StudentPerspectives3.1Difficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Knowledge172)InternetAddictionDisorderis:a)ListedinDSM-5asadisruptive,impulse-control,andconductdisordersdisorderb)ListedinDSM-5asanobsessive-compulsiveandrelateddisordersdisorderc)ListedinDSM-5asaconditionforfurtherstudyd)NotlistedinDSM-5,butInternetgamingdisorderis


Answer:dSectionReference:StudentPerspectives3.1Difficulty:HardLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Knowledge173)WhyaretherapistsinAsiatrainedtoscreenforInternetAddictionDisorderascomparedtotherapistsinWesterncountries?a)InternetuseismorevisibleinAsia.b)AsianInternetusersgotoInternetcafes.c)WesternersusuallyuseInternetathome.d)AandBonly.Answer:dSectionReference:StudentPerspectives3.1Difficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Analysis174)WhichofthefollowingistrueaboutBlock’s(2008)researchonInternetAddictionDisorder(IAD)?a)IADcontainsexcessiveuse,tolerance,withdrawalsymptoms,andpositiveconsequences.b)About86%ofthosediagnosedwithIADalsohaveanotherDSMdiagnosis.c)SimilarratesofIADarefoundinmalesaged16-29and30-39.d)HefoundthatIADisnotreallyadisorder.Answer:bSectionReference:StudentPerspectives3.1Difficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension175)Somekindofclassificationsystemmaybeneeded,despitelimitations,inordertoa)avoidstigmatizingpeoplewhohaveproblems.


b)ruleoutpossiblemedicalconditions.c)minimizeunnecessarytreatmentdrivinguphealthcosts.d)studycausesandtreatmentofvariousproblems.Answer:dSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.4Explainwhydiagnosismatters.Bloom’s:Comprehension176)Whatisthevalueofclassification?a)Tohelpunderstandcausesandtreatmentsofmentaldisorders.b)Togiveresearcherschoicesofwhattoinvestigate.c)Todeterminethatmentaldisordersarerealentities.d)Todetermineanon-negotiablenumberofsymptomsforeachdiagnosis.Answer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.4Explainwhydiagnosismatters.Bloom’s:Comprehension177)Oneofthegeneralcriticismsofclassificationisthatwhenpeopleareassignedalabel,informationaboutthemasindividualsis:a)Biasedb)Cumbersomec)Lostd)StigmatizedAnswer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension178)Devonisconcernedaboutsomeofthethingshehasbeenexperiencinglately.He


sometimesseesthingsthatheknowsareimpossible–likealeprechaunstandingnexttohisbedatnight.Hehasalsobeenhearingvoicesthatareunfamiliarandheisn’tsureanyoneelsehearsthem.Heisworriedabouttellingthisinformationtoanyone,though,ashedoesn’twanttobelabeledwithadisorderlikeschizophrenia.Devon’sconcernsaremostlikelyabout:a)Needingmedicationb)Beingstigmatizedc)Beinginstitutionalizedd)ThehighcostofmentalhealthcareAnswer:bSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Application179)Addingathresholdorcuttingpointtoadimensionalsystema)resultsinamoreaccurateclassificationofdiseasesanddisorders.b)resultsinamoreuser-friendlyapproachtodiagnosingillnesses.c)resultsinacategoricalsystem.d)resultsinincreasedprevalenceratesforpsychologicaldisorders.Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension180)AnalternativetotheDSMhasbeensuggestedwherediagnosesarebasedupona)exclusivelytheory-drivencriteria.b)ratingsalongquantitativedimensions.c)anaccumulationofsymptomsthatdescribedifferentdiagnosticentities.d)noneoftheabovechoiceshavebeensuggestedasalternativestotheDSM.Answer:bSectionReference:3.6IssuesintheClassificationofAbnormalBehaviour


Difficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension181)TheDSM-5isanexampleofwhichapproachtoclassification?a)Categorical.b)Dimensional.c)Quantitative.d)Atheoretical.Answer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge182)Dr.Klineclassifiedherpatientsaccordingtohaircolour.Somewereclassifiedasblonde,somebrunette,somered-haired.Thisisanexampleofaa)continuousclassification.b)etiologicalclassification.c)categoricalclassification.d)dimensionalclassification.Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:HardLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Analysis183)Youarerelyingonadimensionalclassificationschemeandworkwithindividualswhostrugglewithdelusions.Yourdiagnosesaregoingtobebasedupon:a)Thepresenceorabsenceofdelusions.b)Thesocialconsequencesofdelusions.c)Theunderlyingcausesofdelusions.


d)Theseverityofdelusions.Answer:dSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Application184)Researchonwhetherdepressionisadiscreteentityorpartofacontinuumfound:a)Substantialevidenceofcontinuity.b)Someevidenceofcontinuity.c)Evidenceofbothcontinuityanddiscontinuity(i.e.,adiscreteentity).d)Evidencethatdepressionisdiscreteandcategorical.Answer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Knowledge185)Peoplewithsymptomsofdepressionbutnotenoughsymptomstomeetthethresholdfordepression:a)Canstillhavesignificantimpairmentandtheystillwarranttreatment.b)Aredeemedtonothavesignificantimpairmentanddonotwarranttreatment.c)Arenotvalidcandidatestobeincludedinresearchondepression.d)Arenotreliablecandidatestobeincludedinresearchondepression.Answer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension186)WhenDr.Smithdiagnosesapatientwithschizophrenia,andDr.Jonesdiagnosesthatsamepatientwithobsessive-compulsivedisorder,wewouldsaythatDr.SmithandDr.Joneshave


a)lowvalidity.b)lowreliability.c)lowaccuracy.d)lowcriteria.Answer:bSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Application187)Inordertostudythereliabilityofadiagnosticcategory,wewouldstudywhethera)itacknowledgestheuniquenessofeachindividual.b)ithasexplicitlystatedcriteria.c)patientswiththelabelrespondtotreatmentthesame.d)diagnosticiansapplyitconsistently.Answer:dSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension188)Accordingtotheauthors,reliabilityformostcurrentdiagnosticcategoriesis:a)Goodb)Averagec)Poord)NonexistentAnswer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension189)Mr.andMrs.ThompsontooktheirsonPetertoapsychologistandweretoldthathewas


learningdisabled.TheylaterwenttoapsychiatristforasecondopinionandweretoldthatPeterwasmentallyretarded.Thisdemonstratestheproblemofa)highvalidity.b)stigmatization.c)unreliability.d)lackofvalidity.Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Application190)Whichofthefollowingsituationsismostsimilartotheconceptofreliabilityinmakingpsychiatricdiagnoses?a)Youseeidenticaltwinswhohaveidenticalmannerisms.b)AfterwatchinganewT.V.show,youandafriendindependentlydecidethatitislousy.c)You'renotsurewhattimeabaseballgameisonandguessitisat1:00.YoulookintheT.V.

guideanditis,infact,at1:00.d)Youmeetsomeonenewatapartyanddecideshe/heisashyperson.Sureenough,she/he

hardlyspeakstoanyoneattheparty.Answer:bSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis191)ReliabilityhasbeenimprovedintheeditionsoftheDSMsinceDSM-IIIbya)providingextensivetheoreticalbackgroundforclinicians.b)morediagnosestochoose.c)clearguidelinesforidentifyingsymptomsassociatedwithdisorders.d)elaboratedecisiontreesthatdecreasethelikelihoodonemightdiagnosemultipleconditions.Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviour


Difficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension192)________measurestheproportionofagreementoverandabovewhatwouldbeexpectedbychance.a)Sensitivityb)Specificityc)Inter-raterreliabilityd)KappaAnswer:dSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension193)Justbeforehedied,severalphysiciansweretreatingJoeforastroke;anautopsyshowedhehadAlzheimer'sDisease.Joe'sphysiciansshowed:a)Neitherreliabilitynorvalidity.b)Validitybutnotreliability.c)Reliabilitybutnotvalidity.d)Bothreliabilityandvalidity(despiteverybadluck).Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis194)Avalidclassificationsystemisonethata)hasclearcriteriaformakingdiagnoses.b)ensuresthattwoormorepeoplewillagreeonaclassification.c)leadstoaccuratepredictionsandstatements.d)hasaclearpurpose.


Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:EasyLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Comprehension195)Constructvalidityofadiagnosisreferstoa)diagnosesthatariseduetoknownmedicalfactors.b)theconsistencyofdiagnosingthesamecondition.c)aninferenceregardingadiagnosisbasedonasetofobservedsymptoms.d)thelikelihoodthattwodiagnosticianswouldcomeupwiththesamediagnosis.Answer:cSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:EasyLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Knowledge196)NelsonrecentlymovedtoCanadafromZimbabwetoattenduniversity.Hehasbeenhavingtroublewiththetransition,particularlytheweather,andmentionstoafriendthathethinksheis“thinkingtoomuch.”Hisfriendrecommendsthathetriestorelaxandtakesometimeoffstudying.HisfriendislikepreviousversionsoftheDSM,inthathe:a)ThinkshavingtroubleadjustingtoaCanadianwinterisanormaltransitionb)Doesn’trealizethatinNelson’sculture,“thinkingtoomuch”isawayofexpressinga

psychologicalproblemlikedepressionoranxietyc)Doesn’trealizethatNelsondoesn’tknowhowtorelaxd)ThinksthatmenshouldavoidproblemsratherthandealwiththemAnswer:bSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Application197)Overtheyears,theDSMhasaddedafairamountofdetailtothediagnosticcriteria.This,inadditionto___________,hasmadediagnosismorereliable.


a)standardizedinterviewsb)bettertrainingforpsychologistsc)underemphasizingtheroleofcultured)bettermedicationsAnswer:aSectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Comprehension198)WhichofthefollowingisanexampleofhowcultureisconsideredinDSM-5?a)Thedescriptionsofdisordersincludediscussionofhowsymptomsmaydiffercross-culturally.b)Oneaxisisdevotedtoratingtheperson'slevelofacculturationinthemainstreamculture.c)TheintroductorymaterialcautionsprofessionalsnottoapplyDSMdiagnosestopersonsfrom

othercultures.d)CultureisnotmentionedintheDSM-5.Answer:aSectionReference:FocusonDiscovery3.2Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge199)Anxietyaboutthepenisrecedingintothebodyistermeda)Amok.b)GhostSickness.c)Dhat.d)Koro.Answer:dSectionReference:FocusonDiscovery3.2Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).


Bloom’s:Knowledge200)WhichtermisnotusedinDSM-5?a)Culturalsyndromesb)Culture-boundsyndromec)Culturalidiomsd)CulturalexplanationsAnswer:bSectionReference:FocusonDiscovery3.2Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge201)VcodesinDSM-5referto:a)Significantfactorsthatcanhaveastronginfluenceontreatmentb)Agibberishcodethatisusedforbillinginsurancecompaniesc)Awaytoclassifygeneralmedicalconditions(i.e.,theoldAXISIII)d)VcodesarenotavaliddiagnosticconditioninDSM-5Answer:aSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension202)Mackenzierecentlybrokeupwithherboyfriendandwhileshe’sbeenfeelingdown,shedoesn’tmeetthediagnosticcriteriafordepression.Hertherapistneedstoputadiagnosticcodeonherinsuranceform,though,sosheshould:a)DiagnoseMackenziewithdepressionanywayb)DiagnoseMackenziewithanxiety(abouttherelationship)c)WritedownaVcodetoindicatethatMackenzieisshowingsignsofimpairmentd)WritedownthatMackenzieistoopoortopay,sotheinsurancecompanyshouldanyway


Answer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Application203)OneofthemainobjectivesoftherevisionoftheDSM(toDSM-5)wasto:a)EnsurethattheDSMhaddefinitionsforallknownmentalhealthdisordersb)Reducethenumberofdisorderstojustthosecommonlyseeninclinicalpracticec)BringtheDSMandICDinlinewitheachotherd)IncreasethefinancialstabilityoftheAPAAnswer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension204)DSM-5waspublishedin2013,butworkonitbeganin:a)1994b)2000c)2008d)2010Answer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge205)InDSM-IV-TR,eachdiagnosticcategoryalsohadadiagnosisof“nototherwisespecified.”Inwhichdiagnosticcategorywasthatthemostfrequentdiagnosis?


a)AnxietyDisordersb)EatingDisordersc)MoodDisordersd)SomatoformDisordersAnswer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension206)InDSM-5the“nototherwisespecified”diagnosiswaseliminatedinfavourofa)“otherspecified”disorder.b)“unspecified”disorder.c)onlydiagnosingdisordersastheyarewritten.d)botha&b.Answer:dSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension207)DSM-IV-TRisbasedonacategoricaldiagnosticsystem.DSM-5isbasedona____________diagnosticsystem.a)categoricalb)dimensionalc)structuredd)halfcategorical,halfdimensionalAnswer:aSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Knowledge


208)HowdidtheInternetplayaroleinthedevelopmentofDSM-5?a)DevelopersoftheDSM-5wereabletosearchoutobscuredisordersmoreeasily.b)Developerswereabletoreachouttomentalhealthpractitionersforinputmoreeasilyc)Membersofthepublicwereinvitedtocommentonproposedchangesd)MembersofthepublicwereabletocommentonproposedchangesAnswer:dSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:HardLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension209)InpreviouseditionsoftheDSM,suicidewasconsideredinthecontextof:a)Alldisordersb)Anxietyc)Depressiond)SuicidalbehaviourAnswer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.5Describethehistoryofclassification.Bloom’s:Comprehension210)InDSM-5,childrenwhowerediagnosedwithAsperger’ssyndromeinDSM-IV-TRwouldnowbediagnosedwith:a)Asperger’ssyndromeb)Autismc)Autismspectrumdisorderd)EitherAutismspectrumdisorderornothingAnswer:dSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:Hard


LearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge211)Bellaisa10yearoldgirlwhodoesn’tseemtohaveoutgrownthe“terribletwos”–shehastempertantrumsonaregularbasis.Whatdiagnosisisshemostlikelytogetwhenshevisitsapsychologist?a)Autismb)Conductdisorderc)Disruptivemooddysregulationdisorderd)PremenstrualdysphoricdisorderAnswer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Application212)Beinginterestedinepidemiologymeansthat:a)Onestudiesthepresenceofmorethanonedisorderinagivenpopulation.b)Onefocusesonthedevelopmentofdisorderinagivenpopulation.c)Onestudiesthefrequencyanddistributionofadisorderinagivenpopulation.d)Noneoftheabove.Answer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:AN213)Determiningtheproportionofapopulationthathasadisorderatagiventimeiscalled:a)Comorbidity.b)Prevalence.c)Epidemiology.


d)Noneoftheabove.Answer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge214)Theconceptofcomorbidityinabnormalpsychologymeansthat:a)Aclientisdiagnosedwithatleasttwomentaldisorders.b)Aclientisdiagnosedwithonementalandonephysicaldisorders.c)Twoclinicianshavetodiagnoseaclientwiththesamedisorder.d)Twoclientsarediagnosedwiththesamedisorderbythesameclinician.Answer:aSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge215)Whatisthechallengeposedbycomorbidity?a)ItmakestreatmentplanningmoreHardb)Iteffectsthecomplianceofclientstotreatment.c)Itcomplicatesthecoordinationofthedeliveryofservices.d)Alloftheabove.Answer:dSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension216)Evidence-basedtreatmentliteraturehasbeencriticizedfor:


a)Makingitimpossibleforclinicianstocomparetreatmentefficacy.b)Excludingparticipantsthathavecomorbidityconditions.c)Presentingresultsinawaythatthegeneralpopulationcannotuse.d)Beingtoovague.Answer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge217)Theproportionofapopulationthathasadisorderatanygiventimeisreferredtoas:a)Incidence.b)Prevalence.c)Occurrence.d)Frequency.Answer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge218)Janehasalwaysbeengenerallymentallyhealthy,butsinceherhusbanddiedthreemonthsago,sheconstantlyfeelsdown.ShegoestoseeapsychologistwhodiagnosesheraccordingtoDSM-5.Janeisdiagnosedwith:a)Bereavementb)Depressionc)Sadness,nototherwisespecifiedd)Sheisnotdiagnosed–sheishavinganormativeresponseAnswer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:Medium


LearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Application219)OneofthebigchangestotheDSM-5wassupposedtobeadimensionalsystemfordiagnosingpersonalitydisorders.Whydidn’tthishappen?a)Personalitydisordersarebettersuitedtocategoricaldiagnosisb)Thedimensionalsystemcouldnotaccountforallpersonalitydisordersc)ThedimensionalsystemwasnotwellthoughtoutandwouldbeHard

LearningObjective:Bloom’s:touseinclinicalsettings

d)MembersoftheworkinggroupresignedandtherewasnotimetoproposenewdiagnosesAnswer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge220)ThedimensionalapproachtoPersonalityDisordersis:a)ListedinDSM-5asneedingfurtherstudyb)HowpersonalitydisordersarediagnosedinDSM-5c)Notausefulwaytoconceptualizepersonalitydisordersd)Essentiallythefive-factormodelofpersonalityAnswer:aSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:HardLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge221)AllenFrances,chairofDSM-IV,hasbeenverycriticaloftheprocesssurroundingDSM-5forbeing:


a)Toocautiousindeterminingnewdisordersb)Tooslowtorespondtotheneedsofitsconstituentsc)Tooquicktolabelnormativebehaviourasabnormald)ToolongaprocessAnswer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge222)AllenFranceshassuggestedthatsomeofthechangesinDSM-5reflect“diagnosticinflation,”whichis:a)Makingadiagnosisinordertogetpaidb)Labelingnormalbehaviourasabnormalc)Offeringadiagnosisratherthanallowingproblemstoresolveontheirownd)AlloftheaboveAnswer:dSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge223)Researchers(Ouelette-Kunzetal.)arefindingthatdespiteclaimsofdiagnosticinflation,thisdisorderisontherise:a)Asperger’ssyndromeb)Autismc)Conductdisorderd)OppositionaldefiantdisorderAnswer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation


(DSM-5).Bloom’s:Knowledge224)DespitealloftheeffortstoimprovetheDSM,recentresearchsuggeststhatasmanyas________practitionersdonotusetheDSM.a)1in5b)2in7c)3in10d)4in15Answer:cSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge225)Karineisanursepractitionerworkinginapsychiatricsetting.ShewaslookingforwardtothereleaseofDSM-5,butnowfindsthatshedoesn’tuseit.Sheis:a)Inthemajorityofpractitionerswhodon’tthinkthenewmanualisanygoodb)Inaminorityofpractitionerswhodon’tthinkthenewmanualisanygoodc)Arogue–youhavetousetheDSMinmentalhealthsettingsd)Probablynotverygoodatherjobifshecan’tusethestandardmanualinthefieldAnswer:bSectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Application226)Non-suicidalself-injuryislistedinDSM-5as:a)Afactorassociatedwithbipolardisorderb)Afactorassociatedwithdepressionc)Adisorderinitsownrightd)Aconditionforfurtherstudy


Answer:dSectionReference:StudentPerspectives3.2Difficulty:EasyLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Knowledge227)Approximatelywhatpercentageofuniversitystudentshaveengagedinnon-suicidalself-injury?a)5%b)10%c)14%d)18%Answer:cSectionReference:StudentPerspectives3.2Difficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Knowledge228)WhenSallybecomesoverwhelmedwithlife,shemakessmallcutsonherarmsandstomachwitharazor.Lately,shehasbeenengaginginthisbehaviouronceeveryfewweeks.Sallyisanidealcandidateforwhichproposeddiagnosis?a)Borderlinepersonalitydisorderb)Persistentcomplexbereavementdisorderc)Suicidalbehaviourdisorderd)Non-suicidalself-injuryAnswer:dSectionReference:StudentPerspectives3.2Difficulty:EasyLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Application229)ResearchoutofBrockUniversityindicatesthatengaginginnon-suicidalself-injury


a)ismorelikelytoberelatedtosuicidalbehaviouriftherearealsopastattemptsatsuicide.b)ismorelikelytoberelatedtosuicidalbehaviourforundergraduatesthangraduatestudents.c)ismorelikelytoberelatedtosuicidalbehaviourforgraduatestudentsthanundergraduates.d)isunrelatedtosuicidalbehaviour.Answer:aSectionReference:StudentPerspectives3.2Difficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Knowledge230)Afterabadbreak-up,Mikeattemptedsuicide.It’sbeenayearsincethenandMikeisdoingreallywell.AccordingtocriteriaproposedinDSM-5,Mikecouldbediagnosedwith:a)Adjustmentdisorderb)Relationshipproblemsc)Suicidalbehaviourdisorderd)Non-suicidalself-injuryAnswer:cSectionReference:StudentPerspectives3.2Difficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:APQuestionType:Essay231)Howaretheconceptsofreliabilityandvaliditysimilaranddifferent?Canameasurebeoneandnottheother?Explain.SectionReference:3.1ReliabilityandValidityinAssessmentDifficulty:HardLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis232)Clinicalinterviewsaredescribedasthecornerstoneofassessment–why?Whatinformationisgatheredduringaninterview?How?


SectionReference:3.2PsychologicalAssessmentDifficulty:EasyLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis233)Areprojectivetestsevidence-basedassessments?Whyorwhynot?SectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Analysis234)YouaretravelingwithPsychologistsWithoutBorderstosub-SaharanAfricaandareaskedtoadministertheWechslerAdultIntelligenceScale(WAIS)whiletheretohelpdeterminepeople’seligibilitytoattenduniversityinCanada.Howwouldyouadminister,score,andinterprettheresults?SectionReference:3.2PsychologicalAssessmentDifficulty:HardLearningObjective:3.2Describepsychologicalassessment.Bloom’s:Application235)Whatarethedifferenttypesofbrainimagingtechniquesandhowdotheyinformassessmentofpsychologicalproblems?SectionReference:3.3BiologicalAssessmentDifficulty:EasyLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension236)Discussthedifferencesinneurological,neuropsychological,andpsychophysiologicalassessment.SectionReference:3.3BiologicalAssessmentDifficulty:MediumLearningObjective:3.3Compareandcontrastdifferenttypesofbiologicalassessment.Bloom’s:Comprehension


237)WhywastheprocessofrevisingtheDSM(fromDSM-IV-TRtoDSM-5)sotimeconsumingandcontroversial?BesuretoincludeadescriptionofeachofthefiveconstituenciesoftheDSM.SectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Analysis238)Describeadimensionalapproachtodiagnosis.Explainhowsuchadiagnosticapproachwouldbeeithersuperiororinferiortothecurrentapproachtodiagnosis.SectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:HardLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Evaluation239)Whatarethecriticismsofclassification?HowwouldyourecommendreformingtheDSM-5toaddressthesecriticisms?SectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:HardLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Evaluation240)DoyouagreewiththeauthorsoftheDSMthatInternetaddictiondisorderandnon-suicidalself-injurydonotwarrantinclusionintheDSM?Whyorwhynot?Sections:StudentPerspectives4.1&4.2Difficulty:MediumLearningObjective:3.6Discussissuesintheclassificationofabnormalbehaviour.Bloom’s:Evaluation241)HowisdisruptivemooddysregulationdisordercharacterizedandwhyisitacontroversialdiagnosisinDSM-5?SectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation


(DSM-5).Bloom’s:Comprehension242)HowisAsperger’sDisorderdiagnosedinDSM-5?Whyisthispotentiallyproblematicand/orcontroversial?SectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:MediumLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension243)WhatareV-codesandconditionsforfurtherstudyintheDSM-5?Howaretheysimilarordifferent?SectionReference:3.7TheDiagnosticSystemoftheAmericanPsychiatricAssociation(DSM-5)Difficulty:HardLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Analysis244)Discusstheimportanceofestablishinghighinter-raterreliabilityinadiagnosticmodel.Aspartofthisdiscussion,indicatesomelimitationsthatremainevenwhenhighinter-raterreliabilityhasbeenestablished.SectionReference:3.6IssuesintheClassificationofAbnormalBehaviourDifficulty:MediumLearningObjective:3.1Differentiatebetweenreliabilityandvalidityinassessment.Bloom’s:Analysis245)HowareculturalconsiderationsdifferentinDSM-5fromDSM-IV?SectionReference:FocusonDiscovery3.2Difficulty:HardLearningObjective:3.7DescribethediagnosticsystemoftheAmericanPsychiatricAssociation(DSM-5).Bloom’s:Comprehension


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