Chapter 8 Flashcards
1
Q
To what Extent is Behaviour Determined by Personality or Context?
A
- Personality Perspective (Trait Theories) say that behaviour is consistent across situations due to stable traits (OCEAN)
- Situational Perspective (Social Psychology) says that behaviour changes based on context (ex. social norms, culture, environment, ADHD example)
- Interactionist Approach says that personality AND context shape behaviour
2
Q
Mischel’s Critique of Trait Personality
A
- Walter Mischel challenged the idea that personality traits consistently predict behaviour across different situations
- He found that context influences behaviour more than fixed traits
- Underlined how situational variability is an important source of information, as behaviour is not fixed (Tony’s example)
3
Q
Self Presentation Biases and Validity Scales
A
- There are three types: malingering, faking good, and random responses
- They all have validity check points to check for these 3 issues, like intentional double negative questions
4
Q
Malingering
A
- Intentionally exaggerating symptoms for external gain
- Avoiding responsibility, obtaining benefits like AISH funding, sources/services, winning a court case in case of accident)
5
Q
Faking Good
A
- Presenting oneself in an overly positive light to appear socially desirable
- In job application or custody cases
6
Q
Random Responding
A
- Lack of effort, confusion, or disengagement which can indicate cognitive difficulties, distress, or malingering
- This may indicate low motivation (intro psych research credits), cognitive impairment and intentional deception
7
Q
Developing Culturally useful measures
A
- The content must be applicable across different groups (screening for inconsistent jargon like smack vs spank)
- Constructs must be related in similar ways across different groups (links between perfectionism and depression present in some countries but not others)
- The cut-off scores developed with one group must apply to other groups (problematic levels of dependency)
- The factor structure must be the same (underlying construct whether anxiety, depression, bipolar, etc. should hold the same across groups, regardless of variability)
8
Q
Jayawickreme et al. (2012) Sri Lankans affected by war
A
- Examined war-affected Sri Lankans and the effectiveness of depression and PTSD measures
- Commonly used western measures of depression and PTSD predicting functioning
- Prediction enhanced when local wording used (higher accuracy and perception)
9
Q
Culturally Appropriate Assessment when there are measures for a group
A
- Use measures that have been validated for the specific group
- Consult published norms in interpreting findings
- Use multiple assessment methods to reduce bias (not just questionnaire as likely to overpathologize and clients may have different/generalized interpretations of clinical definitions)
10
Q
Culturally Appropriate Assessment when there are no measures for a group
A
- Avoid using scores and rely more heavily on interview
- Use tests to generate hypotheses only, not to define diagnoses
- Explicitly acknowledge questionable validity of test with this group
11
Q
Steps to translate a measure
A
- Translate from language 1 to language 2, then back translate
- Compare the 2 versions and adjust as required
- Pilot test translated version for comprehensibility and adjust as required
- Test reliability of translated version in larger sample and adjust as required
- Re-standardize scores with norms from 2nd language group
- Study construct validity of translated measure
12
Q
Three key criteria a test must meet for clinical utility
A
- Do clinicians find questions, tools and measures useful/usable?
- Is there replicated evidence of reliability and validity?
- Does it make a difference?
13
Q
Do clinicians find questions, tools and measures useful/usable?
A
- Does the test provide meaningful insights for assessment, diagnosis or intervention? (are results on PAI test accurate or over-reported, should they be narrowed down, can they lead to diagnosis or should be referred to for generating hypotheses?)
2. Is it efficient and easy to administer (PAI has lower Grade level, so can be used more often)
14
Q
Is there replicated evidence of reliability and validity?
A
- Reliability: Does the test produce consistent results the first and replicated times?
- Validity: Does the test measure what it claims to measure? (PAI and MCAI should have significant overlap as they are seemingly testing the same construct)
15
Q
Does it make a difference?
A
- Does using the measure improve clinical outcomes?
- Does it give us better understanding of the client?
- Does it lead to better treatment planning or more accurate diagnoses (equestrian or animal therapy)?
- Does it influence real-world decision-making (government, school placements, therapy selection, etc.)?
16
Q
Self-Report Personality Measures
A
- Self-report personality measures are based on the assumption that individuals can accurately assess and report their own traits, thoughts and behaviours and if there is a lack of such ability (stroke patients w memory impairments) these tests are not useful
- Based on idea that we are good sources of information about ourselves, but is it true?
- Brings out the question of whether “digging” leads to self-discovery (NEO questionnaire for the Big 5 OCEAN)
17
Q
Are we good sources of information about ourselves
A
- We have direct access to our thoughts, emotions, and motivations
- However, biases can distort our responses (self-enhancement, social desirability)
18
Q
Do others see us the way we see ourselves
A
- Sometimes, external observers (friends, therapists) may have a more objective view, hence why informants are often used
- Personality traits like extraversion may be more accurately assessed by others
19
Q
Can we truly know ourselves?
A
- Self-reflection can enhance self-awareness but may also reinforce pre-existing biases
- Cultural and personal factors influence how we interpret our personality
20
Q
Does self-reflection lead to self-discovery
A
Some argue that deeper introspection leads to greater self-awareness and personal growth, some overthink more than others which may impact clarity
21
Q
Self-Report Personality Measures Use
A
- Many measures available that assess a wide range of psychopathological conditions (including disordered personality characteristics)
- Used in clinical, research, and forensic settings and used for diagnosis monitoring progress
- Relies on self reported info
22
Q
Measures of psychopathology commonly used by clinical psychologists
A
- Minnesota Multiphasic Personality Inventory-MMPI-2 and MMPI-2-RF (to assess psychopathology, emotional functioning, & personality traits)
- Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) (Adaptation of MMPI for ages 14-18)
- Millon Clinical Multiaxial Inventory-IV (MCMI) (Focuses on personality disorders and clinical syndromes, but it does overpathologize clients)
- Millon Adolescent Clinical Inventory (assesses emotional and behavioural issues in ages 13-19)
- Personality Assessment Inventory (PAI) (measures broad psychopathology and personality traits, often used in clinical and forensic settings)
23
Q
Measures of normal personality commonly used by clinical psychologists
A
- California Psychological Inventory (focuses on interpersonal behaviour and social interaction)
- NEO Personality Inventory-3 (Based on the Five-Factor Model of personality and assesses Openness, Conscientiousness, Agreeableness, and Neuroticism)
24
Q
Self-Report Checklists of Behaviour and Symptoms
A
- Dozens of checklists with scientific support, available for use
- Achenbach System of Empirically Based Assessment - Symptoms Checklist-90-Revised
- Outcome Questionnaire-45
- Beck Depression Inventory-II
- Children’s Depression Inventory 2
25
Q
ASEBA
A
- Youth Self-Report, Child Behaviour Checklist
- Adult Self-Report, Adult Behaviour Checklist
- Older Adult Self-Report, Older Adult Behaviour Checklist
26
Q
SCL-90-R
A
Assesses a broad range of psychological symptoms across different clinical domains
27
Q
OQ-45
A
Tracks psychological distress and therapy outcomes over time
28
Q
BDI-II
A
A widely used tool to assess the severity of depression symptoms
29
Q
CDI-2
A
Measures depressive symptoms in children and teens
30
Q
Projective Measures of Personality
A
Projective measures assess personality through ambiguous stimuli, assuming responses reveal unconscious aspects of personality; not typically used in psychology other than to understand oneself more or in ambiguous situations
31
Q
Types of Projective Measures of Personality
A
- Association Techniques (indicate what a stimulus looks like)
- Construction Techniques (produce a story, drawing, etc.)
- Completion Techniques (finish a sentence, story, etc.)
- Arrangement/selection techniques (rank order preference for stimuli)
- Expression techniques (analysis of handwriting)
32
Q
Concerns with Projective Measures of Personality
A
- Standardization (or clinicians deviating from standardized procedures for administration and scoring) and availability of appropriate norms
- Considerable variability in the extent to which there are reliability and validity data supporting the test/technique
- Sometimes there appears to be supporting data, but research studies may use different stimuli or scoring systems than what are typically used by clinicians
33
Q
Key challenges of Projective Measures of Personality
A
- Standardization issues (variability in administration and scoring)
- Often not generalizable for clinical use
- Limited reliability and validity (inconsistent supporting data)
- Clinical vs Research Use (different interpretations in practice)
34
Q
Examples of Projective Measures of Personality
A
- Rorschach Inkblot Test
- Thematic Apperception Test (talking about a story based on a picture; common themes feature love, fear, secrecy, security, betrayal, etc.)
