This summary of the course 'Psychological Assessment' (part of the majors Clinical, Developmental, Medical and Forensic Psychology as well as Cognitive Neuropsychology at Tilburg University) consists of two parts: The content of the lectures and a summary of the relevant book chapters of 'Psycholog...
Psychological Assessment (500196-B-6): Summary of book and lectures
Psychological Assessment summary book+lectures
Psychological Assessment: Summary including all Lectures and Book Chapters 1-6, 8-12
Alles für dieses Buch (4)
Schule, Studium & Fach
Tilburg University (UVT)
Psychologie
Psychological Assessment (500196B6)
Alle Dokumente für dieses Fach (8)
Verkäufer
Folgen
vanessanring
Deine Reviews
Inhaltsvorschau
Psychological Assessment
Lecture 1 .................................................................................................................................................. 3
The diagnostic cycle ............................................................................................................................ 3
Intake ................................................................................................................................................... 4
Possible obstacles................................................................................................................................ 6
Lecture 2 .................................................................................................................................................. 6
Clinical interview ................................................................................................................................. 6
Phases of the intake interview ............................................................................................................ 7
Interpreting interview data ................................................................................................................. 7
From complaint to problem analysis ................................................................................................... 9
Diagnostic scenario/ case conceptualization ...................................................................................... 9
Problem analysis.................................................................................................................................. 9
Lecture 3 ................................................................................................................................................ 11
Formulation of a diagnostic hypothesis ............................................................................................ 11
Behavioral observation...................................................................................................................... 12
Observation in the Diagnostic Cycle .................................................................................................. 12
Systematic observation ..................................................................................................................... 13
Procedures......................................................................................................................................... 13
Threats to reliability .......................................................................................................................... 14
Lecture 4 ................................................................................................................................................ 14
Explanation analysis .......................................................................................................................... 14
Interpretation of test results ............................................................................................................. 15
Intelligence testing ............................................................................................................................ 15
Lecture 5 (7) .......................................................................................................................................... 17
Explanation analysis .......................................................................................................................... 17
Lecture 6 (8) .......................................................................................................................................... 18
Chapter 1: The diagnostic process ........................................................................................................ 23
Steps in the diagnostic process ......................................................................................................... 23
Five basic questions in clinical psychodiagnostics............................................................................. 24
The diagnostic cycle .......................................................................................................................... 25
The diagnostic process: from application to report .......................................................................... 25
Chapter 2: Diagnostic quality ................................................................................................................ 27
Quality requirements for frames of reference, models and tests .................................................... 27
The quality of the diagnostic process ................................................................................................ 29
Diagnostic quality: accountability to the public, the scientific community and the client ............... 31
Chapter 3: The interview ....................................................................................................................... 31
, The role and purpose of the interview in the diagnostic cycle ......................................................... 31
Requirements for the interview ........................................................................................................ 32
The content of the interview ............................................................................................................. 32
Rating scales and structured interviews ........................................................................................... 33
The actual implementation of the interview .................................................................................... 34
Potential obstacles during the interview .......................................................................................... 35
Other interviews during the intake phase......................................................................................... 35
Reporting ........................................................................................................................................... 36
Chapter 4: Behavioral observation ........................................................................................................ 36
Unstandardized observation ............................................................................................................. 36
Standardized observation ................................................................................................................. 37
Standardized observation of specific phenomena ............................................................................ 38
Conclusion ......................................................................................................................................... 39
Chapter 5: Indirect methods ................................................................................................................. 40
Characteristics of indirect methods .................................................................................................. 40
Types of indirect methods ................................................................................................................. 40
Interpreting and interpretation processes ........................................................................................ 42
Evaluating and using indirect methods ............................................................................................. 42
Chapter 6: Intelligence and intelligence tests ....................................................................................... 42
Introduction....................................................................................................................................... 42
Intelligence tests ............................................................................................................................... 43
Intelligence tests in actual practice ................................................................................................... 46
Chapter 8: Personality questionnaires .................................................................................................. 48
Characteristics and principles of personality questionnaires ........................................................... 48
Several personality questionnaires ................................................................................................... 48
The use of personality questionnaires in health care ....................................................................... 50
Chapter 9: Questionnaires for measuring problem areas..................................................................... 51
General psychopathology questionnaires ......................................................................................... 51
Specific questionnaires...................................................................................................................... 52
The use of general psychopathology questionnaires in health care................................................. 54
The use of specific questionnaires in health care ............................................................................. 54
Chapter 10: Computer-assisted clinical diagnostics .............................................................................. 54
Advantages and disadvantages of computer-assisted diagnostics ................................................... 55
Equivalence of computer-based tests and paper-and-pencil tests................................................... 56
Adaptive testing ................................................................................................................................ 56
Online tests........................................................................................................................................ 56
,Chapter 11: Ethical aspects and the reporting of diagnostics ............................................................... 56
Ethical guidelines for diagnostics ...................................................................................................... 56
Reporting of diagnostics .................................................................................................................... 57
Chapter 12: Dynamic personality diagnostics ....................................................................................... 59
Descriptive diagnostics vs. structural diagnostics ............................................................................. 59
The importance of trait models for personality diagnostics ............................................................. 59
The rationale behind the Dynamic Theory-driven Profile Interpretation (DTP) of the Dutch Short
Form of the MMPI (NVM) ................................................................................................................. 59
The method of the Dynamic Theory-driven Profile Interpretation of the NVM ............................... 60
Studies into the value of the DTP of the NVM .................................................................................. 61
Limitations ......................................................................................................................................... 61
Lecture 1
The diagnostic cycle
• The goal of psychological assessment depends on the referral question and help request
o Know the referrer
▪ Referrer vs. client’s requests
o Answer specific questions and make clear, specific, and reasonable recommendation
▪ To help improve functioning
o Evaluate the individual in a problem situation so that the information derived from
the assessment can help with the problem
o Test scores are means to generate and evaluate hypotheses
o Focus: problem-solving and decision-making
Where is our expertise?
• Experts in human behaviour
, o Problem areas, possible causes and explanations
• Sensitive to diverse contextual and cultural backgrounds
• Ethical issues
• Communication competency (and rapport)
• Knowledge about testing
• Integrating test scores
o Incremental and conceptual validity
• Cost-effectiveness and clinical relevance
• Knowledge about evidence-based treatments
Expertise and risks
• Attitude, contact, tuning, unbiased and active listening of the professional in the service of a
good relationship between professional and client
• Professionals and clients each have their own perspective on what constitutes good care
• Risk: thinking to be a guru or a prophet and to have really understood the other
o Losing the passion for what really is the gist of the job
▪ i.e., understanding one’s own complexity and the complexity of the other
Where are we?
• Continually changing perceptions
o Clinical judgement
• Type of questions asked, initial impression, liking/ disliking, overinterpretation, type of
rapport, theoretical perspectives, choice of tests, etc.
o Each of us influences the assessment in their own way
• Actuarial approach needs to be integrated by clinical knowledge and experience
o We want to provide personalized care
▪ Therefore, we need subjective components
Solutions
• Awareness of our own biases, issues, perspective, etc.
• Comprehensive, structured approach
• Consider evidence for and against diagnostic hypotheses
• Refer to diagnostic manuals
• Rely on notes, not memory
• Seek feedback
• Theoretical and empirical expertise
• Including expertise on clinical judgement
• Don’t lose your humanity
Intake
Purpose of the intake
• Assessment
• Relational objective
o Be a nice human being in the room with the client
o Treat your client the way that you would like to be treated if you were a client
o Accept that clients are supposed to be difficult
o Help clients feel safe with you
Alle Vorteile der Zusammenfassungen von Stuvia auf einen Blick:
Garantiert gute Qualität durch Reviews
Stuvia Verkäufer haben mehr als 700.000 Zusammenfassungen beurteilt. Deshalb weißt du dass du das beste Dokument kaufst.
Schnell und einfach kaufen
Man bezahlt schnell und einfach mit iDeal, Kreditkarte oder Stuvia-Kredit für die Zusammenfassungen. Man braucht keine Mitgliedschaft.
Konzentration auf den Kern der Sache
Deine Mitstudenten schreiben die Zusammenfassungen. Deshalb enthalten die Zusammenfassungen immer aktuelle, zuverlässige und up-to-date Informationen. Damit kommst du schnell zum Kern der Sache.
Häufig gestellte Fragen
Was bekomme ich, wenn ich dieses Dokument kaufe?
Du erhältst eine PDF-Datei, die sofort nach dem Kauf verfügbar ist. Das gekaufte Dokument ist jederzeit, überall und unbegrenzt über dein Profil zugänglich.
Zufriedenheitsgarantie: Wie funktioniert das?
Unsere Zufriedenheitsgarantie sorgt dafür, dass du immer eine Lernunterlage findest, die zu dir passt. Du füllst ein Formular aus und unser Kundendienstteam kümmert sich um den Rest.
Wem kaufe ich diese Zusammenfassung ab?
Stuvia ist ein Marktplatz, du kaufst dieses Dokument also nicht von uns, sondern vom Verkäufer vanessanring. Stuvia erleichtert die Zahlung an den Verkäufer.
Werde ich an ein Abonnement gebunden sein?
Nein, du kaufst diese Zusammenfassung nur für 6,99 €. Du bist nach deinem Kauf an nichts gebunden.
