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Psychological Assessment - Summary, Tilburg University (8.0) R128,66
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Psychological Assessment - Summary, Tilburg University (8.0)

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  • Course
  • Psychological Assessment
  • Institution
  • Tilburg University (UVT)

A summary of the course Psychological Assessment. The summary consists of the lectures given and the chapters of the two books from Witteman and Van der Molen. If you have any questions, you can message me :)

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Document information

  • March 12, 2024
  • 52
  • 2023/2024
  • Summary

Subjects

  • psychology
  • psychologie
  • tilburg
  • psychological assessment
  • summary
  • samenvatting

Written for

  • Tilburg University (UVT)
  • Psychologie
  • Psychological Assessment
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Lecture 1 Introduction
What is psychological assessment?
 = the process a mental health professional follows of gathering and processing information
about a client until and including the phase of establishing an indication for treatment
o Why, how and with what intended result
 Goals = 2 areas of competence
o Psychological practice
 Concerns systematic, substantiated diagnostic judgements and decision-
making
o Communication and professionalism in entering into a helping relationship
 Concerns counselling and treatment relationships in the diagnostic context

Competence 1 – psychological practice
 = shared decision-making process in which a clinician defines diagnostic questions,
formulates and tests hypotheses about the client’s functioning (emotion, cognition, behavior)
and integrates the information collected from different science-based sources and methods
in a dynamic fashion
o Resulting in a representation and understanding of the problem that is shared with
the client in such a way that relevant indications for treatment ensue
 De Groot’s empirical cycle
o A scientifically sound procedure for collecting information:
 Observation – collecting information
 Induction – formulating hypotheses, based on theory
 Deduction – derive testable predictions
 Testing hypothesis and predictions
 Evaluation of the process and its outcome
 Witteman’s process




 The classification comes from the De Groot’s cycle
 Normal/abnormal – classification (= something is (not) present)
o Several classification systems
 DSM-5 – categorical, more dimensional trying
 ICD-11

,  RDoC
 HiTOP Model




o Categorical vs. dimensional approaches
 Prevailing categorical approach (professionals and laypeople)
 Presence/absence, should be predictive of symptoms course and
development
 Cut-off based on number of symptoms distinguishing healthy from
pathological
 Assumed homogenous categories
 Assumed mutually exclusive categories, and exhaustive of all
possibilities
 Reality: all these assumptions are false
 Psychopathology is dimensional in nature
 No clear-cut difference between abnormal/normal
o No consensus, intrinsic difficulty in defining human
complexity
o Risk of stigma and over-pathologizing
o Suffering and limitation in social, occupational and other
important activities
 But what if justified by context
 Impossible to objectively measure individual
dysfunctions
o Statistical deviation from norm
 Cut-offs will always be arbitrary
 Overlap across dimensions
 Dynamic fluctuations over time

Competence 2 – communication and professionalism in entering into a helping relationship
 Underlying attitudes in helping
o Based on the client-centered approach of Rogers
 Basic principle = self-actualization
 Certain conditions are needed to achieve this
 Therapeutic relationship created conditions that enable client strengths,
difficulties, solutions
 Caregiver facilitates and helps client to help themselves.
o Pitfall helper “I have to do something syndrome”

,o In therapy 3 conditions for growth
 Unconditional positive appreciation
 Appreciate client as a person with value and dignity
 How?
o Show commitment towards client
 Being on time, making time, privacy, trust respect
 Barriers are a lack of time and lack of care
o Making effort to understand client
 Empathy, questions, interest
 Active listening
 Unconditional acceptance
o Attitude helper to not reject thoughts/feelings client
o Not unconditionally approve, do take client’s point of view
seriously
o Assume the client’s willingness/good intentions
o Helper should (covert) check thoughts/feelings around client
with themselves
o How?
 Express warmth and proximity
 Reduces impersonal nature interventions or
treatment
 Reflect on thought, feeling, behavior of counsellor or
client or the relationship
 Helper – “glad to see you”
 Helper to client – “you seem nervous to talk
about this”
 Relation – “I’m glad you can share that with
me”
 Try to notice transference and countertransference
 Describing what is going on in the situation
 Genuineness – authenticity
 Helper is themselves without playing a rol
o Refers to being human and working together with a client
o Reduces emotional distance to client
o Key facets
 Role behavior – no emphasis on your role, authority
and status
 Congruence – words, behavior and feelings of helper
are consistent
 Acknowledging negative/positive feelings in sessions
 Distrust by client when detecting incongruence
 Spontaneity
 Not articulating every thought that comes to mind
 Do express naturally and still dealing tactfully with
client
 Openness and self-disclosure
 Skill to be open about self vs client
 Capacity client to get something out of self-
disclosure (well-being client)
 Parallel to feelings of client (in terms of content and
intensity)

,  Moderate level: not too much or little
 Empathy
 Ability to understand someone from his experience and showing that
you understand what is going on in the other person
 Are you open to the client?
o Own vulnerabilities/personality, preferences and
circumstances
 How to communicate verbally and non-verbally?
 Contributes to the client’s feelings of security in their contact with
the counsellor
 Not only mirroring
 Not non-directive

General clinical communication skills
 Non selective listening skills – attending behavior
o Non-verbal following
o Verbal following, silences
 Selective listening skills
o Asking questions
o Paraphrasing of content
o Reflection of feeling
o Concreteness
o Summarizing
 Regulating skills
o Opening the conversation and making initial contact
o Linking (back) to goals
o Clarify the situation
o Thinking out loud
o Finishing (closing) the interview
 Skills in nuancing
o Interpreting
o Confront
o Positive relabeling
o Giving information
o Ending the conversation
 Clarify in advance the time
 Announce when close to conclusion
 Use summary or ask client to summarize
 Consider conducting meta-conversation (especially for first session)
 Potential difficulties
 Client in the middle of problematic story: anticipate near-conclusion
 New hot topic brought up (door handle phenomenon): acknowledge
briefly and come back to it next time

Lecture 2
Competence 1 – psychological practice
Diagnostics = a shared decision-making process in which a clinician defines diagnostic questions,
formulates and tests hypotheses about the client’s functioning (emotion, cognition, behavior) and
integrates the information collected from different science-based sources and methods in a dynamic

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