Assessment

Question 1

Assessment process: how it happens

Answer 1

Clinical Interview
Observation
Testing

Question 2

Observation:

Answer 2

Informal - just observing the person, what are they doing how they dress, etc
Behavioral/Functional Assessment - more formal; figuring out reasons for a reason

Question 3

Norcross, Hedges, & Castle (2002)

Answer 3

Division 29 (psychotherapy) 
96% of profs. spend 54% of time in clinical interview
60% of profs spend 13% of time personality testing

Question 4

Intake interview

Answer 4

gathering info. on an individual; symptom cultural, background, heredity etc

Question 5

Diagnostic Interview - Structure Interviews

Answer 5

structured clinical interview for DSM (the SCID)

Question 6

Diagnostic Interview - Unstructured and Semi-structured Interviews

Answer 6

most common. Not following guidelines except for clinical training

Question 7

Example of when to use structured interviews?

Answer 7

Research

Question 8

Crisis Interviews

Answer 8

If necessary. Harmful to self or/and others. Hospitalization

Question 9

Psychological Assessment Standards

Answer 9

Reliability (consistency)
Validity (accuracy)
Standardization

Question 10

Test-Retest Reliability

Answer 10

estimates reliability across time. estimate correlation co-efficient (.70 - research; .85 - clinical)

Question 11

Internal Consistency

Answer 11

Consistency within inventory or research procedure. Do all the items measure the SAME THING. Alpha; same standards as correlation co-efficient

Question 12

Inter-rater Reliability

Answer 12

rating and observations esque scales. NO SELF REPORT METHODS. Same type of interpretations form different observers. Kappa (.5 for research; .7 for clinical)

Question 13

Why is validity so essential for those in our profession?

Answer 13

most if not ALL of the ideas and topics we discuss are CONSTRUCTS. we believe these things exist but they actually only do because we define them

Question 14

Content Validity

Answer 14

an expert goes through the inventory and determine if it is correct. No statistical measure

Question 15

Construct Validity

Answer 15

statistically done. measures correlations to determine if an inventory correlates the way it should given how we define the construct
Convergent and Divergent Validity

Question 16

Convergent Validity

Answer 16

does an inventory correlate with other variables. the strengths should go in a certain order

Question 17

Divergent (Discriminatory) Validity

Answer 17

should not correlate at all. for example depression and intelligence

Question 18

Criterion-related/predictive validity

Answer 18

does it predict something that it should predict. for example: an inventory measuring Major Depressive Disorder should be able to discriminate those with MDD and those without it. measure in ANOVA’s (f)

Question 19

Empirical Approach to Test Construction

Answer 19

researchers will look at reliability and validity prior to even developing the test. ex - the Padua inventory

Question 20

Standardization

Answer 20

Importation of normative data in interpretation. Means, standard deviation, etc. Important to ensure measures are scored the exact same way every time (think of the SAT)

Question 21

Objective Tests

Answer 21

Measures individual’s characteristics independent of rater bias and beliefs

Question 22

Multiple Scale Inventories

Answer 22

Inventories such as the MMPI-2, MCM-III, and the SCL-90-R

Question 23

Single Symptom Disorder Scales

Answer 23

Inventories such as the Beck Depression Inventory, and the Padua

Question 24

Minnesota Muliphasic Personality Inventory

Answer 24

MMPI-2 most researched and widely used. Contains several validity scales

Question 25

MMPI-2 Validity Scales

Answer 25

l-scale (lie)-making self more favorable
f-scale (infrequency)- making self look crazy
k scale (correction) - defensiveness specific to symptoms
cannot say- failed to respond to too many items
VRIN & TRIN - carefully read questions on inventory