Kazdin and Weisz Questions
Professor Horan
Fall 2005
Claudia M. Lara
1. The formal delineation of psychotherapy has been around for 100 years. T (p. 3)
2. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) is the most
commonly used diagnostic system. T (p.3)
3. The diagnostic criteria for major disorders differ depending on age. F (p.4)
4. Externalizing disorders are problems who are directed toward the environment and
others. T (p.5)
5. One out of five children meets the criteria for mental disorder and impairment. T (p.7)
6. Most individuals meet diagnostic criteria for only one mental disorder. F (p.7)
7. Among children who meet criteria for one disorder, about half meet the criteria for a
second disorder. T (p.7)
8. Distinction between delinquency and mental disorder is very clear.
F (p. 8)
9. The therapist may work more closely with a third party (e.g. parents) than with the
child themselves. T (p. 9)
10. The goal of therapy is to improve functioning in both interpersonal and intra personal
spheres and reduce maladaptive behaviors. T (p. 9)
11. Psychotherapy may include biological interventions (e.g. medications). F (p. 10)
12. Some of the problems present in adolescence are common to some degree as a part of
development. T (p.10)
13. Children are considered to be reliable self -reporters in early childhood. F (p.11)
14. Culture and parental standards influence the perception of child adjustment. T
(p. 12)
15. Psychotherapy should only be directed towards the child and not include the
treatment of parents and teachers. F (p.13)
16. Getting a child to come to treatment is not an obstacle in psychotherapy. F (p. 14)
17. About half of child patients drop out of treatment prematurely and against the advice
of the therapist.
T (p. 15)
18. Behaviors that are developmentally normal at a younger age can become atypical at a
later age. T (p.21)
19. Developmental issues do not to be addressed before designing a treatment strategy for
adolescents. F (p.21)
20. A different version of the same treatment can be used to effectively treat a wider
range of children and adolescents. T (p.22)
21. During adolescence, relations with the parents are most likely to be considered in
treatment. F (p.22)
22. Authors of books or meta-analyses are more likely than authors of empirical paper to
consider developmental issues within cognitive behavioral therapies. T (p.23)
23. Many effective psychotherapies for adolescents are adaptations of either treatments
for adults or young children. T (p.23)
24. Cognitive behavioral techniques do not require complex symbolic processes;
therefore it is unimportant that the patient have a high level of cognitive development. F
(p.24)
25. As children progress through adolescence, the peer group takes a more significant
role than the parents. T (p.24)
26. A mediator is a variable that specifies a mechanism by which a predictor has an
impact on an outcome. T (p.27)
27. Vygotsky suggested that psychological processes have no social basis. F (p. 27)
28. It is possible that more advanced cognitive abilities in children and adolescents can
exacerbate some types of psychopathology. T (p. 27)
29. Assessing development in children and adolescents is very straight forward and
reliable. F (p.27)
30. Therapy might have to be given to a child or adolescent intermittently at different
periods when the child experiences prior trauma. T (p.30)
31. Knowledge of developmental norms serves as a good basis on which to make good
diagnostic judgments. T (p.30)
32. The frequency and nature of most psychological disorders does not vary as a function
of age. F (p. 32)
33. Equifinality is the process by which a single disorder is produced via different
pathways. T (p.33)
34. There is no potential in integrating developmental research into clinical practice. F
(p.37)
35. Informed consent is the key defense against harm in a research design. T (p.60)
36. The use of psychotropic drug treatments in children and adolescents has been
statistically proven safe. F (p.60)
37. The boundaries between ethical issues and legal issues in mental health are often
unclear. T (p.61)
38. The Belmont Report is the historical starting point for ethical principles in human
research. T (p.61)
39. Four major principles dictate ethical practice in research with human beings. F
(p. 61)
40. The Code of Federal Regulations on the Protection of Human Subjects was the first
research guidelines issued. T (p.62)
41. It is important to have a balance between risk and benefit for research project to be
considered ethical. T (p. 63)
42. Informed consent is considered the foundation of ethical practice in research with
children and adolescents. T (p.65)
43. Obtaining consent from children and adolescents can become complex, because it
may also involved the parent and/or guardian. T (p. 65)
44. Every state considers an adolescent a legal adult at the age of 18. F (p.65)
45. In research with children the risks and benefits should be weighed out by the
participant and not the investigator. T (p.67)
46. The use of placebos in research with children and adolescents is controversial. T
(p.67)
47. In the last five years the trials of treatment for children and adolescents has doubled.
F (p.68)
48. Confidentiality is an obligation of the researcher since information about the children
and adolescents may affect them negatively. T (p. 71)
49. The number of adolescents suffering from depression has risen in both clinical and
research settings. T (p.148)
50. Rates of depression are significantly higher for boys than for boys.
F (p. 148)
51. Interpersonal Psychotherapy for depressed adolescents (IPT-A) is an adaptation of
Interpersonal Psychotherapy for Adults. T (p.149)
52. The focus of Interpersonal Psychotherapy is to reduce depressive symptoms and to
help in interpersonal interactions.
T (p.149)
53. Interpersonal experiences may have an effect on depressive symptoms. T (p.149)
54. Research shows that there is a difference between adolescent and adult depressive
symptoms. F (p.149)
55. The overall goals and problem areas in both adult and adolescent interpersonal
psychotherapy are the same.
F (p.150)
56. The involvement of a parent or guardian in IPT-A is critical in the outcome of the
treatment. T (p.150)
57. Adolescents whose families are supportive of treatment are more willing to
participate and finish the treatment. T (p.151)
58. IPT-A is suitable for adolescents who have histories of severe interpersonal problems.
F (p.151)
59. The three phases of treatment in IPT-A are: initial phase, middle phase, and
termination phase. T (p.151)
60. Grief is considered a problem in an adolescent when it becomes abnormal and/or is
prolonged. T (p.155)
61. It is important to encourage the adolescent to explore his of her feelings relating to
their problems is critical. T (p.157)
62. Interpersonal deficits in adolescents do not usually impede on developmental tasks.
F (p.157)
63. Adolescents from single-parent families have a greater probability of suffering from
depression. T (p.158)
64. The efficacy of IPT-A has been demonstrated in two controlled clinical trials. T
(p.162)
65. IPT-A aim to reach a broader range of adolescents by providing treatment in
community-based settings. T (p.162)
66. Child aggression has become a central focus of interventions because of its
relationship with negative behaviors like delinquency. T (p.263)
67. Aggression usually begins in adolescence rather than early childhood. F (p.263)
68. There is no common definition for aggressive behavior. T (p.263)
69. Adolescent anti-social behaviors are though to be a result of a combination of familial
and personal factors. T (p.256)
70. Academic progress has no effect on aggressive behavior. F (p.264)
71. Aggressive children have trouble interpreting information, and therefore respond in
non traditional ways. T (p.264)
72. Aggressive children demonstrate deficiencies in the amount and quality of solutions
generated in problem solving. T (p.265)
73. Children are confident that aggressive solutions will lead to negative consequences.
F (p.265)
74. Children become less hostile as they are more physiologically aroused. F (p.265)
75. Parenting styles have an effect on adolescent antisocial behavior in both direct and
indirect ways.
T (p.265)
76. The Anger Coping Program believes group therapy is less beneficial for antisocial
children. F (p.265)
77. Children with poor social skills seem to benefit the most from the Anger Coping
Program. T (p.266)
78. Assessment instruments can help with individualizing treatment goals for a child’s
specific difficulties. T (p.256)
80. The Anger Coping Program uses cognitive-behavioral techniques in treatment. T
(p.267)
81. Rigid adherence to treatment goals in the Anger Coping Program is necessary.
F (p.267)
82. Positive feedback is included in every therapy session in the Anger Coping Program.
T (p.271)
83. The Coping Power Program is an extension of the Anger Coping program that
includes a parent component. T (p.271)
84. The Anger Coping Program has been shown to only have a immediate effect on
adolescents. F (p.276)
85. Adolescents treated for aggression do not only show improvement in behavior but
also show improvement in academic work. T (p.277)
86. It is known that contextual factors have an effect on a child’s level of aggression.
(p.277)
F
87. Booster interventions can play an important role in maintaining positive effects on
aggression. T (p.278)
88. Ongoing training is necessary for practitioners of the Anger Coping Program so they
may cope with unexpected problems that arise in treatment. T (p. 279)
89. About one percent of all adolescent girls ages 15-19 suffer from anorexia nervosa.
T (p.358)
90. A good indicator that anorexia nervosa is present in females is amenorrhea. T (p.359)
91. Most adolescents with eating disorders do not meet full criteria for anorexia nervosa
or bulimia nervosa. T (p.359)
92. Most adolescents that fall in to the diagnosis of eating disorder not otherwise
specified are not impaired emotionally. F (p.359)
93. Children and adolescent usually reach the later stages of starvation more rapidly than
adults. T (p.359)
94. A practitioner should wait to intervene until a child or adolescent meet the full criteria
for anorexia nervosa and bulimia nervosa. F (p.359)
95. Family therapy has been proven to be the most effective intervention for adolescents
with eating disorders. T (p. 360)
96. Behavioral Family Systems Therapy (BFST) is made up of a team that includes a
therapist, pediatrician and a dietician. T (p.360)
97. BFST focuses on the fact that families are responsible for the behaviors associated
with anorexia nervosa. F (p.360)
98. The length of BFST varies depending on amount of weight to be gained and the
severity of the eating disorder. T (p.361)
99. Families are best engaged in the treatment when the adolescent and parent are seen
together for the first sessions. F (p.361)
100. Weighing the adolescent in every session is an important part of the treatment. T
(p.360)
101. Typically, an adolescent beginning treatment expresses a great deal of anger and
refuses to commit to making changes in their eating habits. T (p.363)
102. Most parents do not commit to therapy if the anorexic adolescent has objections. F
(p.363)
103. Parents have total control over what the anorexic child eats through the whole
treatment process. F (p.365)
104. Cognitive distortions about food intake and body shape are treated through cognitive
restructuring. T (p.366)
105. Most anorexic patients must consume about 5,000 calories daily to gain one pound
per week. T (p.366)
106. About 50% of the time cognitive restructuring exercises fail to change the
adolescents’ cognitions. T (p.367)
107. When the adolescent has maintained the targeted weight for at least 3 months, the
therapist plans for termination of treatment. T (p. 368)
108. Ethical constraints prevent including placebo control groups which are necessary to
demonstrate the effectiveness of BFST. T (p.372)
109. BFST is currently the best evidence-based psychotherapy for the treatment of eating
disorders. T (p.372)
110. Hispanic youth present the highest prevalence rates of depression and substance
abuse. T (p.425)
111. Adherence to more traditional Hispanic cultural values is associated with higher risk
of drug use among the Hispanic youth. F (p.425)
112. Culturally competent mental health professionals have a positive effect on the
treatment of Hispanic youths. T (p.425)
113. The growth rate of the Hispanic population in the U.S. is seven times more than any
other minority population. T (p.426)
114. The most common psychological symptoms among Hispanic youth include anxiety,
depression, and conduct disorders. T (p.429)
115. Older Hispanic adolescents identify psychologically with cultural role models. F
(p.432)
116. Culturally sensitive services enhance the effectiveness of any psychological
treatment. T (p.433)
117. In 1998, The Journal of Clinical Child Psychology devoted an entire issue to
reporting on empirically supported youth treatments. T (p.448)
118. Much research has been done on the ways therapist behavior relates to treatment
persistence and outcome. F (p.449)
119. The course of research on child and adolescent treatments is noteworthy; it has
grown especially in the last few decades. T (p.449)
120. A great deal of research needs to be done in the area of child and adolescent
psychology. T (p. 449)