Clinical Skills: Developmental Psychology – Lecture 1 (UNIVERSITY OF AMSTERDAM)

There are several characteristics of early adolescence (i.e. 10 – 14):

  • Heightened emotionalism; more sensitive reactions.
  • Very focused on satisfying immediate needs; acting impulsively; here and now focus.
  • Separation from parents; peers become very important.
  • Do not want to stand out; want to belong to the group; sensitive to peer pressure.

There are several characteristics of middle adolescence (i.e. 14 – 16):

  • Inclined to take risks and experiment; sensation seeking.
  • Pay little attention to consequences of behaviour.
  • More individualization.
  • Mood swings.

There are several characteristics of late adolescence: (i.e. 16 – 22)

  • Increasingly self-aware.
  • More of an identity; less susceptible to peer pressure.
  • More responsible for themselves and others.
  • Thinking more often wins from feelings; more future-oriented.
  • Increasingly good at self-reflection.
  • Sometimes for a brief moment very immature.

Resistance of treatment often stems from the fear that the meaning of behaviour (e.g. undesirable behaviour) will not be recognized. The clinician needs to name what one observes (1), switch off judgement (2), ask how one can help (3) and state that the opinion of the client matters (4).

Observation uses a person as an instrument and can serve as a diagnostic technique when observation is used with the aim of drawing conclusions. There are several benefits of observation:

  • It can offer explanations.
  • Current behaviour is the best predictor of future behaviour.
  • It provides a relationship between research data and help-seeking parents.

There are also several problems with observation:

  • Selectivity
  • Subjectivity
  • Determining what is abnormal.
  • Instability of perception.

There are several types of observation:

  • Participatory observation.
  • Self-observation.
  • Systematic observation.
  • Descriptive observation.

Treatment effects are determined by:

  • Technique and model factors (25%).
  • Client variables and extra-therapeutic events (40%).
  • Expectancy and placebo effects (15%)
  • Therapeutic relationship (30%).

A scientist-practitioner works as a clinician and uses conversation skills (1), psychodiagnostics (2) and treatment (3) based on science.

The regulatory cycle focuses on decision making and change. It is purposeful and directional and includes problem-solving. There are several steps:

  1. Problem recognition
    This includes recognizing the problem and this is a big part of the intake.
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Summaries & Study Note of JesperN
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“Clinical Skills: Developmental Psychology – Course summary (UNIVERSITY OF AMSTERDAM)"

This bundle contains everything you need to know for the course "Clinical Skills: Developmental Psychology" given at the University of Amsterdam. It contains all the lectures and the following chapters of the books:

Clinical assessment