ABNORMAL PSYCHOLOGY 14TH EDITION KRING JOHNSON - TEST BANK

Package Title: Chapter 3, Testbank Course Title: Kring, Abnormal Psych 14e Chapter Number: 3 Question Type: Multiple Choice 1. Having a correct diagnosis for Aaron from the clinical case will help clinicians to a) Give Aaron an IQ test b) Describe base rates, causes and treatments. c) Identify what kind of insurance coverage Aaron has. d) Know if other members of Aaron’s family have the same psychological disorder Answer: b Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Easy Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Knowledge 2. Having a diagnosis provides clinicians with information about all of the following EXCEPT: a) rates. b) causes. c) treatment protocols. d) stigma. Answer: d Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Easy Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity, and distinguish the different types of reliability and validity. Bloomcode: Knowledge 3. One would expect items on a depression assessment measure to have a) interrater reliability. b) alternate-form reliability. c) internal consistency reliability. d) external reliability. Answer: c Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Analysis 4. If Shaniqua wants to be sure her bathroom scale has test-retest reliability, she should a) weigh herself today and then eat a lot; get on the scale again and see if her weight changes. b) get on and off the scale repeatedly and see if it shows the same weight each time. c) ask others to weight themselves later that day. d) buy a second scale and see if they both give her the same weight when she steps on them. Answer: b Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 5. If Jose wants to know if the scale he uses to weigh his tomatoes at the grocery store has alternate-form reliability, he could a) take them home and weigh them again in an hour. b) weigh the tomatoes on two other scales in the produce department and see if they weighed the same. c) ask another shopper what she thinks the tomatoes weigh. d) take the tomatoes and put them on and off the scale several times and see if they weigh the same each time. Answer: b Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 6. An example of a test that has predictive validity is a) an eye exam. b) a midterm exam. c) an IQ test. d) a preference test. Answer: c Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 7. Jim was given an intelligence test in March and readministered the same test one year later. His score both times was the same. This indicates that the intelligence test has a) high test-retest reliability. b) high interrater agreement. c) internal consistency. d) none of the above. Answer: a Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 8. Generally, it is impossible for measures to be a) reliable but not valid. b) valid but not reliable. c) neither reliable nor valid. d) both reliable and valid. Answer: b Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Analysis 9. Britney was taking a test to measure levels of depression. All of the items covered typical symptoms of depression. This inventory would be said to have a) high construct validity. b) high content validity. c) high criterion validity. d) high statistical validity. Answer: b Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 10. Jackson appears to have social phobia. This diagnosis was made by looking at his scores on a particular measure of social fear. Scores like his in the past have been shown to be related to social phobia, and also correlated with a variety of measures of social and occupational disability associated with social phobia. The measure Jackson took would be said to have a) high construct validity. b) high content validity. c) high criterion validity. d) high statistical validity. Answer: a Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Difficulty: Medium Learning Objective: Describe the purposes of diagnosis and assessment, and distinguish the different types of reliability and validity. Bloomcode: Application 11. The letters in the abbreviation DSM refer to a) Diseases and Symptoms of the Mind. b) Diagnostic and Statistical Manual. c) Diseases and Symptoms Manual. d) Disorders and Symptoms Manual. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 12. The DSM-5 was released in a) 2016. b) 2015. c) 2014. d) 2013. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knoweldge 13. Schizophrenia was once known as a) psychonaturalism. b) schizoid prixat. c) tripolar disorder. d) dementia praecox. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 14. The highest priority of the DSM-5 is that it a) is reliable. b) is useful to clinicians. c) is shorter than the DSM-IV-TR. d) is bilingual. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 15. What does the WHO stand for a) World Health Organization b) A famous British Rock Band c) World Harmony Organization d) World Health Occupation Answer: a Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 16. In what year did the WHO publish the ICD a) 1959. b) 1969. c) 1979. d) 1989. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 17. What does ICD stand for a) Intercontinental Classification of Disease. b) International Classification of Disorders. c) Intercontinental Classification of Disorders. d) International Classification of Disease. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 18. The DSM-5 codes are similar to those in the WHO and the __________. a) ICD. b) APA. c) ADA. d) PPA. Answer: a Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 19. The DSM-5 is organized according to a) comorbidity. b) shared etiology. c) severity. d) both a and b. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 20. Which of the following is NOT a new diagnosis in the DSM-5? a) Disruptive mood dysregulation disorder. b) Premenstrual dysphoric disorder. c) Illness anxiety disorder. d) Bipolar disorder. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 21. Culture shapes all of the following EXCEPT: a) language used to describe symptoms. b) expression of symptoms. c) commonness of the symptoms. d) etiology of the symptoms. Answer: d Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 22. In what year did the American Psychiatric Association publish an extensively revised DSM-III a) 1960 b) 1970 c) 1980 d) 1990 Answer: c Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 23. In 1994, the DSM-IV was published by the a) American Psychopathological and Statistical Association. b) World Health Organization. c) Congress of Mental Science. d) American Psychiatric Association. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 24. In 2000, the DSM-IV-TR was published a) to clarify issues surrounding prevalence rates, course, and etiology. b) to describe diagnoses in objective terms. c) to include response to treatment in the descriptions of diagnoses. d) for use by laypersons as well as professionals. Answer: a Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 25. Major improvements since the DSM-III include all of the following EXCEPT: a) more specific diagnostic criteria. b) more extensive descriptions of diagnosis on Axes I and II. c) decrease in diagnostic categories. d) more emphasis on laboratory findings and results from physical exams. Answer: c Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 26. Previous editions of the DSM were criticized for their a) lack of attention to childhood disorders. b) lack of attention to cultural and ethnic variations in psychopathology. c) inability to accurately diagnose individuals with schizophrenia. d) overemphasis on mood disorders. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 27. Which of the following statements is TRUE? a) Culture can have a large influence on which symptoms of a given disorder are expressed. b) For most diagnoses in the DSM-5, it is advised not to consider cultural context. c) All symptoms of psychiatric disorders manifest themselves in similar ways across cultures. d) The DSM-II was the first edition of the DSM to consider cultural and ethnic variations in psychopathology. Answer: a Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 28. How many cultural concepts of distress appear in the DSM-5 a) 8. b) 9. c) 10. d) 11. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 29. Which of the following is a culture-bound syndrome listed in the DSM- 5 that involves individuals in Japan, Taiwan, and South Korea shutting themselves in their room for at least six months and refusing to socialize with anyone? a) ghost sickness b) Dhat c) Hikikomori d) Koro Answer: c Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 30. The DSM-5 includes approximately __________ different diagnostic categories. a) 350 b) 500 c) 100 d) 50 Answer: a Section Reference: Diagnosis Difficulty: Hard Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 31. Some critics of the DSM-5 believe that a) there are not enough different diagnoses. b) the DSM-5 has pathologized too many problems without good justification. c) there is not enough comorbidity in diagnoses. d) another diagnostic category should be added titled “Conditions that may be a focus of clinical attention in elderly populations.” Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 32. Comorbidity refers to a) the likelihood that a given psychological disorder will result in death. b) how long a person is expected to live with a given psychological disorder. c) the presence of a second diagnosis. d) the absence of an clinical disorder. Answer: c Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Comprehension 33. True or False: Comorbidity refers to the presence of a second diagnosis a) True. b) False. Answer: a Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 34. The DSM-5 is an example of which approach to classification? a) Categorical b) Dimensional c) Quantitative d) Atheoretical Answer: a Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Comprehension 35. Which of the following is an example of something using a dimensional classification system? a) gender b) college major c) telephone number d) grade point average Answer: d Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Application 36. Dr. Kline classified her patients according to hair color. Some were classified as blonde, some brunette, and some red haired. This classification is an example of a a) continuous classification. b) etiological classification. c) categorical classification. d) dimensional classification. Answer: c Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Applied 37. You are relying on a dimensional classification scheme and work with individuals who struggle with delusions. Your diagnoses are going to be based upon the __________ of delusions. a) presence or absence b) social consequences c) underlying cause d) severity Answer: d Section Reference: Diagnosis Difficulty: Hard Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Synthesis 38. The fact that SSRIs often relieve symptoms of anxiety as well as depression suggests to some clinicians and researchers that a) SSRIs are inadequate drugs for depression. b) anxiety and depression should be part of the same diagnostic category. c) anxiety should be treated with anxiolytics. d) depression should be a dimensional diagnostic system. Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 39. What is one reason categorical systems are popular? a) Freud was a proponent of such a system. b) They define a certain threshold for treatment. c) They describe the degree to which an entity is present. d) It is more helpful to know severity of a symptom than whether or not it is present. Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 40. Caleb went to see two different psychologists about his depressive symptoms. One told him that he suffered from major depressive disorder and the other told him that he had bipolar disorder. This is an example of a problem with __________ a) interrater reliability. b) content validity. c) internal consistency. d) construct validity. Answer: a Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Applied 41. When Dr. Smith diagnoses a patient with schizophrenia and Dr. Jones diagnoses that same patient with obsessive-compulsive disorder, we would say that Dr. Smith and Dr. Jones have a) low construct validity. b) low inter-rater reliability. c) low content accuracy. d) low criteria. Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Applied 42. In order to study the reliability of a diagnostic category, we would study whether a) it acknowledges the uniqueness of each individual. b) it has explicitly stated criteria. c) patients with the label respond to treatment in the same way. d) diagnosticians apply it consistently. Answer: d Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Comprehension 43. Reliability, as used in diagnosis, is the same as a) agreement. b) validity. c) judgment. d) utility. Answer: a Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Comprehension 44. If a diagnosis helps clinicians make good predictions and informs them of the likely course of the disorder, psychologists would say that the diagnosis has a) interrater reliability. b) construct validity. c) test validity. d) internal consistency. Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Applied 45. Which of the following situations is most similar to the concept of reliability in making psychiatric diagnoses? a) You see identical twins that have identical mannerisms. b) After watching a new TV show, you and a friend independently decide that it was lousy. c) You're not sure what time a baseball game is on and guess it is at 1:00 pm. You look in the TV guide and it is, in fact, at 1:00 pm. d) You meet someone new at a party and decide that she/he is a shy person. Sure enough, she/he hardly speaks to anyone at the party. Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Applied 46. A valid classification system is one that a) has clear criteria for making diagnoses. b) ensures that two or more people will agree on a classification. c) leads to accurate predictions and statements. d) has a clear purpose. Answer: c Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 47. In clinical interviews, most clinicians pay particular attention to a) manner of responding. b) truthfulness. c) childhood. d) current social functioning. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 48. Which of the following is the most important in a clinical interview? a) Time of day b) Location of interview c) Rapport established by interviewer d) Structured instrument used by interviewer Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 49. Which of the following is a structured interview? a) SRRS b) SCID c) ADE d) Rorschach Answer: b Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 50. Which of the following is a problem with using unstructured clinical interviews in diagnosis? a) The person being assessed feels less comfortable opening up than in structured interviews. b) They require less clinical expertise than structured interviews. c) There is poor inter-rater reliability. d) They can only be conducted by psychiatrists. Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 51. Which of the following is NOT a measure of psychological stress? a) List of Threatening Experiences b) Psychiatric Epidemiological Research Interview Life Events Scale c) Life Events and Difficulties Schedule d) Thematic Apperception Test Answer: d Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 52. According to Hans Selye, the__________ describes the biological response to sustained high levels of stress a) general adaptation syndrome b) general anxiety syndrome c) anxiety adaptation syndrome d) stress response syndrome Answer: a Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 53. Phase 2 of Hans Selye’s General Adaptation Syndrome is a) alarm reaction. b) resistance. c) exhaustion. d) none of the above. Answer: b Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 54. The current conceptualization of stress emphasizes how we perceive or __________ the environment in order to determine whether a stressor is present. a) detail b) investigate c) appraise d) elicit Answer: c Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Comprehension 55. An advantage of the Life Events and Difficulties Schedule (LEDS) over other life stress assessments is that it a) is a very structured interview. b) takes less time to complete. c) allows the evaluation of life events in the context of a person’s unique life circumstances. d) relies less on determining when an event actually occurred. Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 56. The Life Events and Difficulties Schedule (LEDS) has led researchers to conclude that a) life events are robust predictors of several psychological and medical symptoms. b) stress is mediated by one’s childhood experiences. c) a given life event has the same impact across individuals. d) the correlation between life events and stress is low. Answer: a Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Comprehension 57. Self-Report Stress Checklists are less time consuming than conducting interviews, but they are problematic as well. Which of the following problems apply to these checklists? a) Variability in how people interpret events. b) Recall and forgetting. c) Biased responses based on current mood. d) All of the above. Answer: d Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 58. You have developed a new personality inventory that will be used to match roommates in order to minimize conflict. You are almost ready to market the test, but first must administer it to several hundred individuals to establish normative data. This phase of test development is referred to as a) branching. b) psychometrics. c) validation. d) standardization. Answer: d Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 59. You decide that you wish to use the MMPI to form a scale within the instrument to distinguish potential professional wrestlers from those without the potential to be wrestlers. Using the same method as that used to develop the MMPI, you would a) identify items that were about wrestling. b) identify items that distinguish pro wrestlers from non-wrestlers. c) find all the items that wrestlers answered as true regarding themselves. d) look for consistency among items endorsed by wrestlers as true. Answer: b Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 60. The MMPI is an example of a(n) a) projective test. b) personality inventory. c) intelligence test. d) structured clinical interview. Answer: b Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 61. One reason for revising the MMPI was to a) make scoring easier and more reliable. b) accommodate changes in DSM criteria. c) improve acceptability. d) reduce possibilities for cheating. Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 62. Which of the following was not a change made in the revised version of the MMPI? a) Increase representation from different racial groups in the norm sample. b) Alter the format for answering questions. c) Alter the norm sample to reflect the composition of the US. d) Alter items to make the content more current. Answer: b Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 63. Which of the following is a limitation of computer generated scoring of the MMPI? a) Interpretation of the scores still relies on the competence of the psychologist. b) Difficulty in using the program. c) Ability of the computer to handle respondents who “fake bad.” d) Usefulness of computer-generated report in developing comprehensive reports. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 64. The MMPI detects individuals attempting to fake the test by a) including special scales to detect lying. b) inferring the lying behavior from answers left blank. c) re-administering the test. d) examining highly unusual responses. Answer: a Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 65. Which of the following is an example of an item that might be included in the MMPI lie scale? a) “Sometimes I feel nauseous for no apparent reason.” b) “I enjoy reading detective novels.” c) “ have never used a foul word.” d) “I often walk after dinner.” Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 66. The projective hypothesis assumes that a) responses to highly structured tasks reveal hidden attitudes and motivations. b) unstructured stimuli reveal conscious motives. c) unstructured stimuli provoke anxiety. d) responses to ambiguous stimuli are influenced by unconscious factors. Answer: d Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Comprehension 67. The stimulus materials in the Thematic Apperception Test are ambiguous a) to increase the likelihood that the individual is not giving responses that are consciously mediated. b) for greater precision. c) to increase rapport. d) to create discomfort in the client and thereby encourage a closer relationship with the therapist. Answer: a Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Comprehension 68. The Rorschach Inkblot Test is an example of a(n) a) intelligence test. b) diagnostic inventory. c) neuropsychological test. d) projective test. Answer: d Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 69. The Rorschach ink blot test is scored using a) Exon scoring system. b) Exner scoring system. c) Exeter scoring system. d) Extreme scoring system. Answer: b Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied Question Type: True/False 70. True or False: a good clinical interview requires great skill a) True. b) False. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied Question Type: Multiple Choice 71. You are being tested by an examiner who is showing you pictures about which you are asked to tell complete stories. You are probably taking a) the Rorschach. b) the MMPI-2. c) the Thematic Apperception Test. d) The Wechsler Adult Intelligence Scale–III. Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 72. Intelligence tests were originally developed for the purpose of a) determining which psychiatric patients could benefit from “talk” therapy. b) predicting which children have special academic needs. c) determining the age at which a child should enter school. d) segregating people of low intelligence so they would not have children. Answer: b Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 73. Intelligence tests are based on the assumption that a detailed sample of a person’s current intellectual functioning can predict a) brain dysfunction. b) innate aspects of IQ. c) cognitive effectiveness. d) academic potential. Answer: d Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 74. The construct validity of intelligence tests is limited by a) how psychologists define intelligence. b) the nature of the population tested with the instruments. c) their generally low reliability. d) none of the above. Answer: a Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Comprehension 75. Two children are administered the same IQ test. Assuming all factors to be equal except racial differences between the children, what factor has been found to explain any difference in scores between these children? a) Stereotype threat b) Attention difficulties c) Both stereotype threat and attention difficulties d) None of the above Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 76. Average intelligence is associated with a score of approximately a) 130. b) 70. c) 100. d) Average intelligence cannot be determined. Answer: c Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 77. A group of 8th grade boys and a group of 8th grade girls are administered the same math test. According to the __________ phenomenon, the girls might perform more poorly than the boys. a) stereotype threat. b) standardization. c) gender awareness. d) self-monitoring. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 78. Awareness of stereotypes tends to develop a) in infancy. b) between ages 6-10. c) in early adolescence. d) between ages 4-5. Answer: b Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 79. Compared to traditional personality assessment, behavioral assessment a) does not use self-report data because of its lack of reliability. b) relies more heavily on self-report data. c) focuses on situational determinants rather than traits. d) focuses on what a person says, rather than how it is said. Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 80. Why do behavioral assessors sometimes set up contrived situations in which to observe behavior? a) They do not think the setting is an important influence on people’s behavior. b) Such assessments avoid the problem of reactivity. c) They want to see how people respond in unusual situations. d) It is often difficult to control the conditions in natural settings. Answer: d Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 81. What behavioral assessment procedure is associated with the most reactivity? a) Self-monitoring b) Personality inventory c) Projective test d) Structured clinical interview Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Analysis 82. Joe's therapist has him keep a log of everything he eats as part of a weight-loss program. This is an example of the behavioral assessment technique of a) self-monitoring. b) reactivity. c) direct observation. d) cognitive observation. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 83. Miranda is trying to quit smoking. As part of her behavioral assessment, she is asked to maintain a diary and record what occurred before, during, and immediately following each time she smoked a cigarette, in real time. In order to do this, she had structured record sheets for each day. This type of assessment is referred to as a) ecological momentary assessment. b) self-report. c) direct observation. d) behavioral interview. Answer: a Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 84. Cognitive assessment measures are usually used to a) identify psychopathology. b) explore the projective hypothesis. c) test theories about how people think. d) measure people’s intelligence. Answer: c Section Reference: Psychological Assessment Difficulty: Easy Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Knowledge 85. Xavier is recording his thoughts each time he feels depressed. This is also referred to as a __________ assessment. a) projective b) behavioral c) cognitive d) neuropsychological Answer: c Section Reference: Psychological Assessment Difficulty: Medium Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Applied 86. An example of a self-report cognitive assessment consistent with Beck’s theory of depression is a) Internal-External Attribution Questionnaire. b) Dysfunctional Attitude Scale. c) Attributional Style Questionnaire. d) Cognitive Thought Record. Answer: b Section Reference: Psychological Assessment Difficulty: Hard Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Bloomcode: Evaluation 87. Which is most similar to an X-ray? a) MRI b) EEG c) CT scan d) PET scan Answer: c Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Analysis 88. PET and MRI are specific types of a) projective tests. b) personality inventories. c) neuropsychological tests. d) brain imaging tests. Answer: d Section Reference: Neurobiological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 89. Functional MRI (fMRI) differs from ordinary MRI in that a) fMRI records metabolic changes in the brain. b) ordinary MRI can only be done annually. c) fMRI relies upon other tests to assess brain function. d) ordinary MRI is invasive Answer: a Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Analysis 90. fMRI measures blood flow in the brain, called the BOLD signal, which stands for a) Blood Oxygenation Life Designs. b) Blood Oxygenation Level Dependent. c) Barium Oxygenation Light Designs. d) Barium Oxygenation Level Dependent. Answer: b Section Reference: Neurobiological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 91. PET is to CT scan as a) structure is to function. b) function is to structure. c) cognitive is to behavioral. d) projective is to objective. Answer: b Section Reference: Neurobiological Assessment Difficulty: Hard Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Synthesis 92. A common method assessing neurotransmitters is a) analyzing metabolites. b) CT scan. c) X-ray. d) measuring dopamine. Answer: a Section Reference: Neurobiological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 93. One of the problems with measuring metabolites from blood or urine is that a) the presence of a given metabolite tends to be overestimated. b) this type of measuring does not reflect levels of neurotransmitters in the brain. c) the presence of a given metabolite tends to be underestimated. d) blood and urine samples are not always easy to collect. Answer: b Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Analysis 94. One of the major problems with drawing conclusions from metabolite studies is that a) they are inaccurate. b) metabolite levels change significantly over time. c) they are correlational. d) they provide little data. Answer: c Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Analysis 95. Current results from brain imaging studies a) are useful in diagnosing psychopathology. b) indicate that most disorders affect only a tiny portion of the brain. c) suggest that most psychopathology is due to deficits in the frontal lobe. d) are not strong enough for these methods to be used in diagnosing psychopathology. Answer: d Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Applied 96. Which kind of assessment is illustrated here? Dr. Lee assesses the possibility that Joe has brain damage by measuring his performance on a number of tasks including copying symbols, remembering numbers, and recognizing nonsense syllables. a) Physiological assessment b) Neurological assessment c) Psychological assessment d) Neuropsychological assessment Answer: d Section Reference: Neuropsychological Assessment Difficulty:Medium Learning Objective: Understand key approaches to neurobiological assessment.Bloomcode: Applied 97. Which of the following are designed to measure behavioral disturbances resulting from brain dysfunction? a) Brain imaging techniques b) Electrocardiograms c) Neuropsychological tests d) Neurotransmitter assessment Answer: c Section Reference: Neuropsychological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 98. Which of the following specializes in medical diseases that affect the nervous system? a) Neuropsychologist b) Neurologist c) Psychiatrist d) Psychologist Answer: b Section Reference: Neuropsychological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 99. The Halstead-Reitan and Luria-Nebraska are specific types of a) personality inventories. b) intelligence tests. c) neuropsychological assessments. d) neurological procedures. Answer: c Section Reference: Neuropsychological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 100. Sarah and Carrie, at the same age, were administered the Luria-Nebraska test battery. Sarah graduated with a Ph.D., while Carrie did not complete high school. Assuming all other factors equal, the scores they receive on the Luria-Nebraska a) should differ. Sarah should score higher based on education. b) should differ. Carrie should score higher as it is not based on education. c) should not differ since education level is controlled for. d) It is impossible to predict the differences from the information provided. Answer: c Section Reference: Neuropsychological Assessment Difficulty: Hard Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Evaluation 101. Why should we not expect a one-to-one relationship between psychological and physical measures of brain functioning? a) They cannot measure brain functioning during normal daily activity. b) Little is known about the functioning of individual neurons. c) Psychological measures have low reliability and validity. d) People differ in how well they cope with brain dysfunctions. Answer: d Section Reference: Neurobiological Assessment Difficulty: Hard Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Synthesis 102. Psychophysiology is the study of a) somatic treatments for psychological problems. b) the neurological basis of psychological problems. c) bodily changes associated with psychological events. d) phenomena such as extrasensory perception. Answer: c Section Reference: Neurobiological Assessment Difficulty: Easy Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Knowledge 103. A problem with some psychophysiological assessments is a) clients are unwilling to have the electrodes attached for measurement. b) the measures do not differentiate clearly between emotional states. c) each instrument determines the base rate of reliability. d) the assessments are highly dependent on situational factors, rather than enduring features. Answer: b Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Analysis 104. Which of the following is NOT an important reason why someone would fail to show an emotional response to evocative words when undergoing an fMRI assessment? a) They might not have paid attention. b) They might not have understood the words. c) They might be distracted by the loud noises of the machine itself. d) Evocative words alone should not produce an emotional response. Answer: d Section Reference: Neurobiological Assessment Difficulty: Medium Learning Objective: Understand key approaches to neurobiological assessment. Bloomcode: Applied 105. Jose, a Puerto Rican living in New York, was being assessed by Dr. Jones, a doctor born in the U.S. Jose casually states that he feels there are spirits surrounding him. Dr. Jones may a) misdiagnose him as having schizophrenia if he fails to take cultural factors into account. b) ignore this information if he fails to take cultural factors into consideration. c) correctly diagnose him as having schizophrenia despite any cultural factors. d) None of the above. Answer: a Section Reference: Cultural and Ethnic Diversity and Assessment Difficulty: Medium Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment. Bloomcode: Applied 106. If a clinician is informed that a prospective client, who is seeing things that are not actually there, is African-American and in a lower income bracket, the clinician may be more likely to a) suggest a diagnosis of mood disorder. b) suggest a diagnosis of schizophrenia. c) suggest that there is a good prognosis for treatment. d) recommend a second opinion. Answer: b Section Reference: Cultural and Ethnic Diversity and Assessment Difficulty: Hard Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment. Bloomcode: Synthesis 107. Based on the available research, if a Hispanic client is being examined by an assessor from a different cultural background, the examiner should a) schedule fewer sessions to remain objective. b) refer the client to a psychiatrist. c) obtain a different test battery. d) schedule additional sessions to ensure adequate rapport. Answer: d Section Reference: Cultural and Ethnic Diversity and Assessment Difficulty: Medium Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment. Bloomcode: Analysis 108. The best way for clinicians to avoid bias in the diagnosis of patients from ethnic minority groups is to a) avoid seeing such patients in their practice. b) avoid diagnosing such patients. c) employ only those personality measures that have been specifically designed for that ethnic group. d) learn to consider and test alternative hypotheses when evaluating clients from different ethnic groups. Answer: d Section Reference: Cultural and Ethnic Diversity and Assessment Difficulty: Medium Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment. Bloomcode: Analysis 109. There were ___ axes in the DSM-IV-TR while ___ is/are used in the DSM-5 a) 5, 2 b) 5, 0 c) 5, 3 d) 3, 2 Answer: b Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge Question Type: True/False 110. True or False? The DSM-5 includes a severity scale for most diagnoses. Answer: False Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge 111. True or False? One significant change from the DSM-IV-TR and the DSM-5 is the inclusion of a severity scale for each diagnosis. Answer: False Section Reference: Diagnosis Difficulty: Easy Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Knowledge Question Type: Essay 112. Critically consider methods for clinicians to be more culturally sensitive in their assessment procedures. Answer: Section Reference: Cultural and Ethnic Diversity and Assessment Learning Objective: Discuss the ways in which culture and ethnicity impact diagnosis and assessment. Difficulty: Medium Bloomcode: Analysis 113. Discuss the methods used to develop the scales on the MMPI-2. Answer: Section Reference: Psychological Assessment Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Difficulty: Medium Bloomcode: Analysis 114. Compare the relative contributions to assessment of personality by objective and projective assessments. Answer: Section Reference: Diagnosis Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Difficulty: Medium Bloomcode: Analysis 115. Describe three types of validity and the means of identifying each for an assessment instrument. Answer: Section Reference: Cornerstones of Diagnosis and Assessment: Reliability and Validity Learning Objective: Describe the purposes of diagnosis and assessment Difficulty: Hard Bloomcode: Evaluation 116. Describe a dimensional approach to diagnosis. Explain how such a diagnostic approach would be either superior or inferior to the current approach to diagnosis. Answer: Section Reference: Diagnosis Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Difficulty: Hard Bloomcode: Synthesis 117. Discuss the importance of establishing high interrater reliability in a diagnostic model. As part of this discussion, indicate some limitations that remain even when high interrater reliability has been established. Answer: Section Reference: Diagnosis Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Difficulty: Hard Bloomcode: Evaluation 118. What are the criticisms of classification? How would you recommend reforming the DSM-5 to address these criticisms? Answer: Section Reference: Psychological Assessment Learning Objective: Describe the goals, strengths, and weaknesses of psychological approaches to assessment. Difficulty: Hard Bloomcode: Synthesis 119. Given the cultural differences noted in making different diagnoses, what does this say about the DSM 5 in general? Does this reflect anything important about the validity of the diagnoses? Answer: Section Reference: Cultural and Ethnic Diversity and Assessment Learning Objective: Understand the ways in which culture and ethnicity impact diagnosis and assessment. Difficulty: Hard Bloomcode: Synthesis 120. What are the pros and cons of having a diagnostic system? Answer: Section Reference: Diagnosis Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Difficulty: Medium Bloomcode: Analysis Question Type: Multiple Choice 121. All of the following are changes that were made in the DSM 5 EXCEPT: a) New diagnoses b) Combining diagnoses c) Removal of the multiaxial system d) Grouping disorders based on age-related conditions Answer: d Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis 122. All of the following are new chapters in the DSM-5 except: a) Depressive Disorders b) Childhood Disorders c) Neurocognitive Disorders d) Somatic Symptom Disorders Answer: b Section Reference: Diagnosis Difficulty: Medium Learning Objective: Identify the basic features, strengths, and weaknesses of the DSM, and concerns about diagnosis more broadly. Bloomcode: Analysis Package Title: Chapter 7, Testbank Course Title: Kring, Abnormal Psych 14e Chapter Number: 7 Question Type: Multiple Choice 1. A disorder that involves repetitive thoughts and behaviors that are so extreme as to interfere with everyday life is called: a) generalized anxiety disorder. b) post traumatic stress disorder. c) obsessive-compulsive disorder. d) social phobic disorder. Answer: c Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the obsessive-compulsive and related disorders. Bloomcode: Knowledge 2. Conditions that are triggered by exposure to severely stressful events are referred to as a) trauma-related disorders. b) generalized anxiety disorder. c) obsessive-compulsive disorder. d) somatoform disorder. Answer: a Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the obsessive-compulsive and related disorders. Bloomcode: Knowledge 3. One way in which the DSM-5 differs from the DSM-IV-TR is that the DSM-5 a) makes OCD and trauma-related disorders part of the anxiety disorders category. b) makes OCD and trauma-related disorders their own category. c) eliminates OCD and trauma-related disorders. d) none of the above. Answer: b Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the obsessive-compulsive and related disorders. Bloomcode: Analysis 4. Which of the following disorders is NOT part of the DSM-5’s OC-related and trauma-related disorders chapter? a) body dysmorphic disorder b) hoarding disorder c) obsessive-compulsive disorder d) panic disorder Answer: d Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the obsessive-compulsive and related disorders. Bloomcode: Knowledge 5. Intrusive, irrational, and unwanted thoughts are called a) irrational beliefs. b) generalized anxiety. c) obsessions. d) compulsions. Answer: c Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the obsessive-compulsive and related disorders. Bloomcode: Knowledge 6. Oscar feels the urge to turn a light switch on and off 12 times before leaving a room. This would be referred to as a) an irrational belief. b) generalized anxiety. c) an obsession. d) a compulsion. Answer: d Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Application 7. Which of the following is an obsession? a) repeatedly checking that the water is turned off. b) humming a tune over and over. c) having a recurring fear that one is giving others illnesses when they actually are not. d) having excessive worry over finances. Answer: c Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Application 8. Which of the following is a compulsion? a) A persistent fear of getting dirty. b) Having persistent doubts about whether the stove was turned off that morning. c) Persistent checking for one’s keys. d) Persistent thoughts about harming one’s spouse. Answer: c Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Application 9. People who compulsively check their appearance and spend countless hours staring at themselves in the mirror will likely be diagnosed as having a) obsessive-compulsive disorder b) body dysmorphic disorder c) generalized anxiety disorder d) specific phobia Answer: b Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Application 10. The most common foci for obsessions include all of the following EXCEPT a) contamination. b) travel. c) sexual or aggressive impulses. d) symmetry or order. Answer: b Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Comprehension 11. Commonly reported compulsions include all of the following EXCEPT a) pursuing cleanliness and orderliness by requesting help from others. b) performing repetitive, magical protective acts. c) repetitive checking to ensure that certain acts are carried out. d) engaging in elaborate rituals. Answer: a Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Medium Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Comprehension 12. A common symptom associated with OCD is a) trying unsuccessfully to suppress, ignore, or neutralize the obsession. b) self-soothing. c) insecurity and separation anxiety. d) volatile mood swings. Answer: a Section Reference: Clinical Descriptions of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Knowledge 13. OCD tends to begin a) between middle childhood and adolescence. b) between adolescence and middle adulthood. c) between infancy and middle childhood. d) between middle childhood and early adulthood. Answer: d Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Knowledge 14. OCD tends to be a) more common in men than in women. b) more common in women than in men. c) as common in men as it is in women. d) most common in older men. Answer: b Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Knowledge 15. How is body dysmorphic disorder similar to OCD? a) both engage in compulsive behaviors b) both have obsessive preoccupations c) both spend inordinate amounts of time of their obsessions d) all of the above Answer: d Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Analysis 16. Approximately __________ percent of people diagnosed as having body dysmorphic disorder are unable to work. a) 10 b) 25 c) 40 d) 65 Answer: c Section Reference: Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders Difficulty: Easy Learning Objective: Explain the symptoms and epidemiology of the Clinical Descriptions and Epidemiology of the Obsessive-Compulsive and Related Disorders. Bloomcode: Knowledge 17. Body dysmor