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Summary - Abnormal Psychology 314
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Clinical Assessment and Diagnosis(Chapter 3)
Assessing Psychological Disorders
1. Clinical assessment
→ Systematic evaluation and measurement
∙ Psychological
∙ Biological
∙ Social
2. Diagnosis
→ Degree of t between symptoms and diagnostic criteria
3. Purpose
∙ Understanding the individual
∙ Predicting behaviour
∙ Treatment planning
∙ Evaluating outcomes
4. Funnel analogy
∙ Broad, multidimensional start
∙ Narrows to speci c problems
Key concepts in assessment
1. Reliability
→ Degree of consistency of a measurement
→ Example: ‘Agreement’ between two di erent testing times or between two di erent evaluators
Inter-rater reliability = consistency across two or more raters
→ Eg: if two therapists interview the same patient, will they both conclude that the patient has
major depressive disorder?
Test-retest reliability = consistency across time
2. Validity
→ dertmindes whether the test measure what it is supposed to
Several types
1. Concurrent validity: Comparison of results of one assessment with another measure known to
be valid
2. Predictive validity: How well the assessment predicts outcomes
3. Construct validity: Degree to which test or item measures the unobservable construct it claims
to measure (e.g. depression)
4. Face validity: whether the test items look reasonable + valid at rst glance
3. Standardisation
→ is a process by which a set of standards or norms is established for a technique to ensure its
consistency across di erent measurements. Such standardisation may refer to administrative
procedures, scoring and evaluation of data and/or demographic factors. A good example to
illustrate this concept for students is the SAT
∙ Consistent use of techniques
fi fi ff ff fi ff
, ∙ Provides normative population data
Examples of things that are kept constant
→ Administration procedures
→ Scoring
→ Evaluation of data
Types of Psychological Assessments
The Clinical Encounter
→ most common clinical assessment method
→ Assesses multiple domains
1. Presenting problem
2. Current and past behaviour
3. Detailed history
4. Attitudes and emotion
* especially if the purpose of the encounter is to make one or more diagnoses, another objective
for the clinician is to assess interference (problems caused by the symptoms) and distress (how
much the patient is bothered by symptoms)
Structured : you ask exactly the same questions in the same order
Semistructured (most common) : there is an outline of questions to be followed, but there is
some exibility to focus more or less on certain areas depending on the needs of the interviewee
→ Example of semistructured interview: Anxiety Disorders Interview Schedule for DSM-5 (ADIS-5)
has modules pertaining to anxiety, mood and related disorders, designed to assess DSM-5
criteria
* Clinical interviews may range from 30 minutes to more than four hours, depending on the needs
of the patient and the purpose of the assessment. Longer assessments are necessary for some
research studies and when you are trying to get a complete psychological history (e.g. previous as
well as current diagnoses).
Mental state examination
∙ general appearance
∙ Cognition
∙ Mood and a ect
∙ Reality testing + organisation
fl ff
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