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Masters Comprehensive Exam > Counseling - assessment and ethics > Flashcards

Counseling - assessment and ethics Flashcards

1
Q

psychological testing (def)

A

use of a sample to test a psychological construct

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2
Q

psychological testing (purpose)

A

Test psychological construct (results rarely used on their on)

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3
Q

psychological testing (complexity)

A

less complex (only part of process, also need interview, demographics, etc.)

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4
Q

psychological testing (formality)

A

formal (objective and standardized)

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5
Q

psychological testing (types)

A

Assess variety of mental ability and attributes - achievement - ability- personality - neurological functioning

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6
Q

psychological testing (criticisms/limitations)

A
  • only one element- should not be used alone - cultural/language differences might impact
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7
Q

psychological assessment (def)

A

comprehensive series of tests/other measures to make decisions and diagnose

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8
Q

psychological assessment (purpose)

A

make decisions, diagnose

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9
Q

psychological assessment (complexity)

A

more complex

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10
Q

psychological assessment (formality)

A

can be formal or informal

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11
Q

psychological assessment (types)

A
  • diagnostic (intake)- therapeutic (mental status exam)- suicide (verbal)- mental health (BDI, state-trait) - personality (structured, projective)- intelligence (Wechsler, wisc)- achievement (woodcock johnson)
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12
Q

psychological assessment (criticisms/limitations)

A
  • cultural limitations- complex scoring system - questionable norms- subjectivity of scoring- poor predictive quality- inadequate validity
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13
Q

reliability (def)

A
  • consistency between two sets of scores
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14
Q

reliability (example)

A

a scale consistently weighs someone at 125 lbs

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15
Q

reliability (types)

A
  • correlation coefficient - test-retest- alternate/parallel forms- split-half- ruder-richardson - coefficient alpha
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16
Q

validity (def)

A

how well the instrument measures something (reliability needed first)

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17
Q

validity (example)

A

a scale accurately weighs someone at their correct weight of 130 lbs

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18
Q

validity (types)

A
  • content-related - criterion related- construct- face
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19
Q

norm referenced test (def)

A

individuals score is compared to performance of others who have taken the same instrument

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20
Q

norm referenced test (examples)

A

personality assessment strong interest inventory

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21
Q

criterion referenced test (def)

A

individuals performance compared to specific criterion or standard

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22
Q

criterion referenced test (examples)

A

third grade spelling testmasters comps

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23
Q

correlation coefficient (def)

A

numerical indicator of the relationship between two sets of data (reliability)

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24
Q

correlation coefficient (types)

A

spearman and pearson

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25
Q

correlation coefficient (example)

A

.83

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26
Q

test restest (def)

A

correlating performance on 1st administration with 2nd administration (reliability)

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27
Q

test restest (pros/cons)

A

pro - same test con - interfering variate between two time, practice effects

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28
Q

test retest (example)

A

take test then 2 weeks later take the test again

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29
Q

alternate/parallel forms (def)

A

two forms of instrument, administered to same individuals (reliability)

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30
Q

alternate/parallel forms (pros/cons)

A

pro - eliminates remembering responsescon - difficult to create 2 tests may be affected by first one, practice effects

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31
Q

alternate/parallel forms (example)

A

take form A then take form B right away

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32
Q

internal consistency (def)

A

how consistent items on one test are together (using stats) (reliability)

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33
Q

internal consistency (pros/cons)

A

pro - no practice effects, don’t need more than one form con - ?

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34
Q

internal consistency (types)

A

split half - correlate two halves of testkuder-richardson coefficient alpha - how they hang together

35
Q

internal consistency (example)

A

a math test measures the desired math skills split half - both halves are correlated, high correlation both measuring same thing

36
Q

content related (def)

A

degree to which items are representing intended domain (validity) focuses on the test content and procedures for developing the test

37
Q

content related (example)

A

does 3rd grade spelling test contain words 3rd graders would know?

38
Q

criterion related (def)

A

degree to which the test is good predictor of certain criteria (validity) focuses on external measures of the same target construct

39
Q

criterion related (example)

A

is GRE a good predictor of how well you will do in grad school?

40
Q

construct (def)

A

degree to which the instrument measures hypothetical construct (most important!) (validity) focuses on the theory underlying the construct and includes relationships with other measures

41
Q

construct (example)

A

does this actually measure happiness?

42
Q

face (def)

A

what the test superficially appears to measure (validity)

43
Q

face (example)

A

do the items have to do with happiness?

44
Q

mean (def + example)

A

arithmetic avergage mean is 5

45
Q

standard deviation (def + example)

A

average distance from the meana score is 2 SD from the mean

46
Q

standard error of estimate (def + example)

A

margin of expected error (because of imperfect validity expected error is .5

47
Q

bias testing

A

degree that construct irrelevant factors systematically affect group performance - overall bias of a test

48
Q

content bias

A

bias in content of the test - language issues, age of immigration, length of time in US, ethnic identity, acculturation

49
Q

internal structure

A

group differences in terms of reliability - girls scores aren’t as reliable as boys

50
Q

slope bias

A

validity coefficients significantly different for 2+ groups- test predicts criterion better for boys than girls

51
Q

intercept bias

A

predict different criterion scores for members of different groups with same score - black people start lower in scores than white people

52
Q

OQ-45 (purpose)

A

assess common symptoms - anxiety, depression, somatic issues, interpersonal problems, social role functioning, quality of life

53
Q

OQ-45 (scales)

A
  • interpersonal relationships- symptom distress- social role performance
54
Q

OQ-45 (logistics, type, pros)

A

inexpensive, brief (45 items) norm references sensitive to change over time

55
Q

Strong Interest Inventory (purpose)

A

assesses vocational interest based on hollands codes

56
Q

Strong Interest Inventory (scales)

A

Realistic Investigative ArtisticSocial Enterprising Conventional

57
Q

Strong Interest Inventory (logistics, type, pros)

A

take online, about 40 minutes norm referencedmost widely used instrument

58
Q

MMPI-2 (purpose)

A

diagnoses emotional disorders

59
Q

MMPI-2 (scales)

A

validity scalesclinical scales(basic content, special)

60
Q

MMPI-2 (logistics, type)

A

567 items T/F/Cannot Say Criterion referenced

61
Q

WAIS-IV (purpose)

A

full scale IQ

62
Q

WAIS-IV (scales)

A

verbal comprehension perceptual reasoning working memoryprocessing speed

63
Q

PAI (purpose)

A

(personality assessment inventory)assess psychopathological syndromes, provides info for clinical diagnosis

64
Q

PAI (scales)

A

4 validity scales 11 clinical scales 5 treatment consideration scales 2 interpersonal scales

65
Q

PAI (logistics)

A

344 items, 4 point likert

66
Q

fundamental ethical principles

A

beneficence nonmaleficence autonomy fidelity responsibility integrity justice respect for rights and dignity

67
Q

commonalities in ethical codes

A
  • promote welfare of consumers - maintain competence - confidentiality/privacy - act responsibility - avoid exploitation - uphold integrity of profession
68
Q

why ethics codes?

A

client welfare standardization educational/training function public trust protect ourselves

69
Q

civil court (hears, consequences, deals with)

A
  • complaint filed and heard, brought by plaintiff, sues someone- damages, money- negligence (malpractice)
70
Q

criminal court (hears, consequences, deals with)

A
  • violation - punishment, jail time or monetary fine - laws
71
Q

licensing board (hears, consequences, deals with)

A
  • professional standards - license - probation, suspend, revoke, supplementary actions - additional, training, supervision - negligence and violations
72
Q

professional associations (hears, consequences, deals with)

A
  • complaints, violations, etc. - things with membership - revoke, require, further training
73
Q

employers (hears, consequences, deals with)

A
  • n/a - training supervision, get fired - employment policies
74
Q

agencies and institutions (hears, consequences, deals with)

A
  • n/a - status with them in jeopardy - n/a
75
Q

consumer groups (hears, consequences, deals with)

A
  • n/a - publicity/reputation - people in higher power
76
Q

peers and colleagues (hears, consequences, deals with)

A
  • n/a - address things as they come up protect colleagues before higher powers get involved
77
Q

Welfel (2012) ethical decision making model

A

1 be sensitive to moral dimensions of counseling

2 define dilemmas and options

3 define central issue and options

4 refer to professional standards (ACA, APA) and examine relevant laws/regulations

5 search out ethical scholarship

6 consult with supervisor and colleagues

7 deliberate and decide

8 inform supervisor and document

9 reflect on experience

78
Q

Ethical Decision making steps

A

1 identify the situation

2 anticipate who will be affected by your decision

3 determine who is the client

4 access areas of competence

5 review ethical and legal standards

6 review research and theory

7 consider personal feelings, biases, etc.

8 consider social, cultural, etc. effects

9 consider consultations

10 develop and evaluate alternative courses of actions

11 try to adopt perspective of each person who will be affected

12 decide what to do then review and reconsider

13 act and assume responsibility for your decision

14 evaluate results

79
Q

Ethical Decision making model

A

1 identify problem

2 apply ethical codes

3 determine nature and dimensions of dilemma

4 generate potential courses of action

5 consider potential consequences of all courses of action

6 evaluate selected course of action

7 implement course of action

80
Q

Geners (ethical decision making)

A

1 document and consult

2 identify problem

3 apply APA code of ethics

4 determine nature and dimensions of dilemma - consult!

5 generate potential courses of actions, be creative, have colleague assist, do ethical research

6 consider potential consequences of all options, deterring courses of action

7 evaluate selected courses of action

8 implement course of action, do follow up later, inform others, document

9 intuitive level, immediate judgment of situation bases on moral sense and acts of situation

10 critical, evaluative level, reflective based on professional codes and principles

81
Q

ethical violation prevention

A
  • know and respect limitations
  • beware of high risk clients and practice areas
  • carry adequate liability insurance
  • prepare written limits of confidentiality
  • document practice well
  • consultations
  • development clear payment and collection policies
82
Q

tarasoff case

A

duty to warn - responsibility of a counselor or therapist to breach confidentiality if a client or other identifiable person is in clear or imminent danger

83
Q

role and limits of confidentiality

A

limits - harm to self or others - child/vulnerable adult abuse - subpoena/court ordered must use informed consent must respect confidentiality with supervisory relationships and inform clients always talk about risks of confidentiality (technology)

84
Q

ways dilemmas arise

A
  • unforeseen - inadequate anticipation - unavoidable - appropriate response unclear - guidelines not adequate - conflict between guidelines and client welfare

Masters Comprehensive Exam (5 decks)

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