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final exam Flashcards

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1
Q

**Multiculturalism as a fourth force

A

Powerful force
Enhances existing model
Infuses awarenes/sensitivity
Applied to various cultural backgrounds

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2
Q

recent efforts to emphasize issues of diversity and culture

A

Adding divisons (highlight cultural competance)
APA ethics code changes (principle E, standards 3.01, etc. & APA qualification requires adressing diverse backgorunds
DSM (Cultural formulation interview, outline, cultural-bound syndromes/concepts of distess)

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3
Q

What is cultural competance?

A

–Counselor’s awareness, knowledge, and skills needed to function effectively in a pluralistic democratic society (Inclusivity, respect poeples cultures/beliefs, all coexist)
–Effective advocacy of new theories, practices, policies, and organizational structures that are more responsive to all groups

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4
Q

etic vs emic

A

etic - emphasizes our simalarities (early days)
emic - recognizes cultural-specific norms, considers clients’ thoughts/behavior in context of their culture

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5
Q

Tripartate Model of Personal Identity

A

individual - unique, nonshared experience (our DNA)
group - like other people (gender, ethnicity, race, sexual orientation
universal - like all other people (self-awareness, homo sapiens, ability to use symbols, common life experiences)

level of similarities at these 3 levels

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6
Q

cultural adaptation

A

Adapt treatment for different groups
Allocentric (community) guided imagery scripts instead of idiocentric (individual) scripts

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7
Q

cultural self awareness

A
  1. Begins with learning about own culture
  2. Not only basic facts, but values, assumptions, and biases
  3. Unique and idiosyncratic views (individuals perspective reflects their personal experiences & values, challenges existing norms)
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8
Q

Knowledge of diverse cultures

A

–acknowledge cultural differences with clients
–have knowledge of their cultural group (knowing history not just values)
–Appreciate the heterogeneity inherent in every culture, avoid sterotyping

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9
Q

acculturation

A

person/groups adopt and adapt to the cultural traits, values, customs, and behaviors of a different cultural group. modify orginal culture and incorporate new ideas. result of migreation, colonization, globalization.

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10
Q

acculturation strategies

A
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11
Q

when individuals from the same culture undergo acculturation

A

their experiences, attitudes, levels of adaptation to the new culture can vary + contribute to the development of heterogeneity within the culture

Heterogeneity within cultures stems from differences in acculturation

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12
Q

Acculturation strategies (john berry)

A

Assimilation – abandon old culture for new
Separation –reject new culture, retain old
Integration – retain new and old
Marginalization – reject new and old (lack of belonging, discriminated against, inability to maintain their cultural identity while being denied acceptance by the dominant culture.)

a sim

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13
Q

narrow vs broad definitions of culture

A

Narrow - typically point to ethnicity and
race as the defining characteristics

vs – much broader range of variables, includingsocioeconomic status, gender, geography/region, age, sexual orientation, religion/spirituality, disability status,
immigrant/refugee status, and political affiliation,
“any group that shares a theme or issues”

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14
Q

subcultures

A

based on specific work settings, living communities, or other variables may represent enough of an influence on the life experiences of clients to justify tailoring the treatment to best fit them (i.e. prison culture)

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15
Q

graduate programs should…

A

–explicitly state a commitment to diversity
–active effort to retain a diverse faculty
–ensure students aware of their own cultural values/bias and others they work with
–evaluate students on their cultural competence on a regular basis

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16
Q

microagressions

A

subtle, everyday actions, behaviors, or verbal comments that communicate derogatory or negative messages to individuals based on their membership in a marginalized or minority group. These actions are often unintentional unconsciously done, but they can still have harmful effects on the recipients.
(example; asking male client if they have a girlfriend)

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17
Q

What Constitutes a
Culture?

A

-Narrow vs broad definitions
-Numerous cultural variables
-Interactions in many ways
-Shapes life experience of client

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18
Q

difficulties MEASURING the outcome of culture-based efforts

A
  1. How to meausre it reliabily (consistently)
  2. How to set baseline for cultural competance beofre trainaing
  3. How to make a causal connection between efforts and outcomes
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19
Q

Educational Alternatives

A

Assessment of all courses for infusion of culture- centered approach in curriculum
Regular evaluation of students on cultural competence

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20
Q

GENERAL PRINCIPLES

A

Aspirational (describe an ideal level of ethical functioning or how psychologists should strive to conduct themselves)
broad, guiding, cant get in troube for

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21
Q

Ethical standards

A

ENFORCEABLE, very specific, descriptive, CAN get in trouble for

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22
Q

ethical principles

Beneficence/Nonmaleficence

A

act in the best interest of others, psychologists strive to benefit those with whom they work and do no harm (nonmaleficence)

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23
Q

ethical principles

Fidelity and Responsibility

A

Psychologists establish relationships of trust with those with whom they work. They are aware of their professional/scientific responsibilities to society/specific communities in which they work

Fidelity - loyal, honest, and trustworthy in their relationships with patients or clients. maintaing boundaires and trust
Responsibility – refers to the duty or obligation of healthcare professionals to fulfill their professional roles and duties effectively

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24
Q

ethical principles

integrity

A

Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology

having a strong moral compass and consistently acting in accordance with one’s values, even when faced with challenges or temptations. being transparent, trustworthy, responsiblliy for actions

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25
Q

ethical principles

Justice

A

Psychologists recognize that fairness and justice entitle all persons to access and benefit from the contributions of psychology and to equal quality in the processes, procedures, and services being conducted by psychologists

fairness, equity, and the distribution of resources or benefits. all clients entitled to treatment

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26
Q

ethical principles

Respect for People’s Rights and Dignity

A

Psychologists respect the dignity and worth of all people, and the rights of individuals to privacy, confidentiality, and self-determination.

privacy and maintaining the confidentiality of their personal information, clients’ autonomy to make decsions, being culturally sensitive and not discriminating for race, sexual orientation, etc.

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27
Q

confidentiality

A

characteristic most closely associated with the ethical practice of clinical psychology, mentioned among the general principles

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28
Q

multiple relationships

A

Refers to situations where a professional engages with a client or patient in roles or contexts beyond the therapeutic relationship.

what makes it unethical?
–if the impairment in the psychologist is compromised (can’t perform their duties effectively)
–Exploitation or Harm to the client

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29
Q

boundaries of competence

A

Psychologists provide services, teach, and conduct research with populations and in areas only within the boundaries of their competence, based on their education, training, supervised experience, consultation, study, or professional experience.

responsibility to provide care and services within the scope of their expertise and training, and to recognize and address their own limitations.

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30
Q

informed consent

A

in any professional activity conducted by psychologists, informed consent is an essential process. ensures the client is knowledgeable about the activities in which they may participate, it affords individuals the opportunity to refuse to consent if they so choose

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31
Q

informed consent

A

in any professional activity conducted by psychologists, informed consent is an essential process. ensures the client is knowledgeable about the activities in which they may participate, it affords individuals the opportunity to refuse to consent if they so choose

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32
Q

continuing education

A

regulations of many state licensing boards. says to be eligible to renew their licenses, psychologists in many states must attend lectures, participate in workshops, complete readings, or demonstrate in some other way that they are sharpening their professional skills and keeping their knowledge of the field current.

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33
Q

Ethics in Clinical Assessment

A

Test selection
Test security – prevent the questions, items, and other stimuli included in psychological tests
from entering the public domain
Test data

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34
Q

Ethics in Clinical Research

A

Ethical obligations ( minimize harm to participants, plagiarism, and avoid fabrication of data)
Efficacy of psychotherapy  Participants who don’t receive treatment, all should be informed before of chance of placebo

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35
Q

Contemporary Ethical
Issues

A

ethics in small communities (military bases, small colleges/towns)
tech and ethics- online therapy and online psych tests
**divided loyalities **

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36
Q

Personal problems - Burnout

A

-causes: repetition, not leaving it at work, taking on too much with one client, personal problems
-effects: providing poor treatment, not making good connections
-actions: take appropirate action, self care

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37
Q

assesment

A

Clinical Psychologists use assessment more than any other (social workers, psychiatrists, prof. counselors) Employ a wide range of methods: intelligence and personality tests, neuropsychological tests
Assessment is closely and uniquely associated
with the identity of clinical psychology

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38
Q

validity vs reliability

A

Validity -measures what it claims to measure
Reliability -consistent, repeatable results

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39
Q

Clinical unity

A

Clinical unity recognizes that individuals seeking healthcare often have complex needs that extend beyond a single medical condition. It involves bringing together various healthcare professionals, such as physicians, nurses, psychologists, social workers, and other specialists, to collaborate and provide integrated care.
emphasizes the integration of medical, behavioral, and social care to provide holistic and patient-centered services.

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40
Q

general skills

A

The interviewer should acquire general skills as a foundation for conducting interviews
-quieting yourself : Turning off internal thoughts/questions to focus fully on client
-being self-aware: knowing how you affect people interpersonally & how they relate to you
-developing positive working relationships with clients. : genuine respect, empathy, cultural sensitivity, attentive listening

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41
Q

the interviewer: specific behaviors

Eye Contact

A

–facilitates and communicates listening
-makes client feel heard
-requires interviewer to have cultural knowledge and sensitivity

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42
Q

the interviewer: specific behaviors

body language

A

-culture shapes connotations of body language
General rules for interviewer
-face the client
-appear attentive
-minimize restlessness
-display appropriate facial expressions

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43
Q

the interviewer: specific behaviors

vocal qualitites

A

-skilled interviewers
-use pitch, tone, volume, and fluctuation
-attend closely to the vocal qualities of clients

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44
Q

the interviewer: specific behaviors

verbal tracking

A

effective interviews monitor the client’s train of thought by..
-repeating key words/phrases
-weaving clients language into their own
-shifting topics smoothly

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45
Q

the interviewer: specific behaviors

reffering to client by correct name

A

-inappropriate addressing can jeopardize the clients’ sense of comfort
Mistakes -
using nicknames/shortening name
addressing clients by first name and emitting essential ‘middle’ name (calling mary-beth mary)

46
Q

the interviewer: specific behaviors

observing client behavior

A

-allows psychologist to consider nonverbal components
-important decisions can be informed by behavioral observations of client

47
Q

rapport

A

refers to a positive, comfortable relationship between interviewer and client.
Strong sense of rapport brings sense of connect with interviewer
To establish good rapport with clients
* Make an effort to put the client at ease
* Acknowledge unique, unusual situation of clinical interview
* Enhance rapport by following client’s lead

48
Q

Technique: Directive Versus Nondirective Styles

A
49
Q

Technique: Directive Versus Nondirective Styles

Directive questioning approach

A
  • Tends to be targeted toward specific pieces of information
  • Client responses are typically brief
  • Provides crucial data that clients may not otherwise choose to discuss
  • Can sacrifice rapport in favor of information
50
Q

Technique: Directive Versus Nondirective Styles

non directive questioning approach

A
  • Client may choose to spend time on some topics
  • Can provide crucial information that interviewers may not otherwise know to
    inquire about
  • Can fall short in terms of gathering specific information
51
Q

which is better; nondirective or directive

A

Best strategy involves balance and versatility
* Using only a directive approach could sacrifice rapport in favor of information
* Using only a nondirective approach can facilitate rapport but fall short of gathering specific information

52
Q

Technique: Specific Interviewer Responses

A
  • Open- and closed-ended questions
  • Clarification
  • Confrontation
  • Paraphrasing
  • Reflection of feeling
  • Summarizing
53
Q

open vs close ended questions

A

Open-ended question – “What more can you tell me about the eating problems you mentioned on the phone?” may take the interview in a different direction than a
Closed-ended question, such as, “How many times per week do you binge and purge?”
such as, “How many times per week do you binge and purge?”

54
Q

Technique: Specific Interviewer Responses

clarification

A

purpose of this question is to make sure the interviewer has an accurate understanding of the client’s comments. Clarification questions not only enhance the interviewer’s ability to “get it,” they also communicate to the client that the interviewer is actively listening and processing what the client says. Sometimes, it’s better to wait than to immediately demand clarification

55
Q

Technique: Specific Interviewer Responses

confrontation

A

Interviewers use confrontation when they notice discrepancies or inconsistencies in a client’s comments. Confrontations can be similar to clarifications, but they focus on apparently contradictory information provided by clients

56
Q

Technique: Specific Interviewer Responses

paraphrasing

A

used simply to assure clients that they are being accurately heard. restate the content of clients’ comments, using similar language.
“I only binge when I’m alone,” → “so You only binge when no one else is around?”

57
Q

Technique: Specific Interviewer Responses

reflection of feeling

A

echoes the client’s emotions .“I only binge when I’m alone” was delivered with a tone and body language that communicated shame—her hand covering her face, her voice quivering, and her eyes looking downward—the interviewer might respond with a statement such as “You don’t want anyone to see you bingeing—do you feel embarrassed about it?” Unlike paraphrasing, reflecting a client’s feelings often involves an inference by the interviewer about the emotions underlying the client’s words.

58
Q

Technique: Specific Interviewer Responses

summarizing

A

usually involves tying together various topics that may have been discussed, connecting statements that may have been made at different points, and identifying themes that have recurred during
the interview. Like many of the other responses described in this section, summarizing lets clients know that they have been understood but in a more comprehensive, integrative way than, say, paraphrasing single statements.

59
Q

conclusion made by clinical interviewer

A

The conclusion can take a number of different forms, depending on the type of interview, the client’s problem, the setting, or other factors. * Depends on interview type, setting, client’s problem, etc. * Provides initial conceptualization of client’s problem * May consist of specific diagnosis * May involve recommendations

60
Q

form of interview depends on

A
  • Setting
  • Client’s presenting problem
  • Issues the interview is intended to address
61
Q

types of interviews

A
62
Q

types of interviews

A
63
Q

types of interviews

Diagnostic Interview

A

Purpose is to diagnose
-goal is to assign DSM diagnoses to client’s problems
-Include questions that relate to criteria of DSM
disorders

64
Q

types of interviews

intake interview

A

determines whether to “intake” the client to the setting where the interview is taking place. -Whether client needs treatment
What form of treatment is needed

65
Q

Diagnostic Interviews

unstructured vs structred

A

Structured interview is a predetermined, planned sequence of questions that an interviewer asks a client. Constructed for particular purposes, usually diagnostic.
-highly reliable {but rigid} , Structured interviews produce a diagnosis based explicitly on DSM criteria

Unstructured interview, in contrast, involves no predetermined or planned questions. In unstructured interviews, interviewers improvise
-Determine questions on the spot to seek relevant information

66
Q

Diagnostic Interview

Advantages/dis of structured interview

A

ADVANTAGES +
* Produces diagnosis based explicitly on DSM criteria
* Empirically sound
* Standardized, and typically uncomplicated

DISADVANTAGES -
Rigidity inhibits rapport and client’s opportunity to elaborate or explain
* Does not allow for inquiries not related to DSM diagnostic categories
* Requires a more comprehensive list of questions, which lengthens the interview

67
Q

diagnostic interview

Advantages/dis of unstructured interview

A
68
Q

scid/semistructred interview

A
  • List of questions that ask about specific symptoms of disorders listed in DSM
  • Most SCID questions designed to elicit yes/no answers
  • Modular
69
Q

mental status exam

A
  • Employed in medical settings
  • Intended for brief, flexible administration requiring no manual or other materials
  • Captures psychological and cognitive processes of an individual “right now”
    may be administered differently by various health professionals (Psychiatrists, clinical psychologists) brief and flexible, because its lack of standardization questions may diffe
70
Q

categories of mental status exam

A
  • Appearance
  • Behavior/psychomotor activity
  • Attitude toward interviewer
  • Affect and mood
  • Speech and thought
  • Perceptual disturbances
  • Orientation to person, place, and time
  • Memory and intelligence
  • Reliability, judgment, and insight
71
Q

types of interviews

crisis interview

A

*Assesses problems demanding urgent attention
like suicide, etc.
*Provides immediate and effective intervention
*Key components * Quickly establishing rapport * Expressing empathy

72
Q

Cultural Components of interviewing

A

Appreciating the Cultural Context
* Interviewer should be culturally competent
* Variability among individuals within cultural groups
* Consideration of religion as a component of culture

Acknowledging Cultural Differences
*Open, respectful discussion of cultural variables * Can enhance rapport * Increase client’s willingness to share information
(where were you born, who do you consider family, how to you identify yourself culturally)

73
Q

Classic Theories of Intelligence

Charles Spearman: Intelligence Is One Thing

A
  • A singular characteristic—“g” for general intelligence
  • Based on research that measured
  • Academic abilities * Sensory-discrimination tasks * Primary finding—single factor underlying strong correlation
    between wide range of abilities
74
Q

Classic Theories of Intelligence

Louis Thurstone: Intelligence Is Many
Things

A
  • Multiple factor analysis
    Numerous distinct abilities
  • Verbal comprehension
  • Numerical ability
  • Spatial reasoning
  • Memory
75
Q

Theories of Intelligence that fall between

James Cattell

A
  • Fluid intelligence – the ability to reason when faced with novel problems
  • Crystallized intelligence – the body of knowledge one has accumulated as a result of life experiences.
76
Q

More Contemporary Theories of Intelligence

John Carroll’s Three Stratum Theory of Intelligence

A
  • A single “g” at the top
  • Eight broad factors beneath “g” * More than 60 highly specific abilities beneath these broad factors
77
Q

intelligence testing

3 Wechsler Intelligence Tests

A
  • Wechsler Adult Intelligence Scale 4th (WAIS-IV)
  • Wechsler Intelligence Scale for Children 5th (WISC-V)
  • Wechsler Preschool and Primary Scale of Intelligence 4th (WPPSI-IV)
    Tests
  • Cover entire life span
  • Vary as per demands of measuring intelligence at different ages
  • Separate tests, not variants of one another
  • one on one, face to face
78
Q

Four categories of subtests of WAIS

A
  • Verbal Comprehension Index
  • Perceptual Reasoning Index
  • Working Memory Index
  • Processing Speed Index
79
Q

Wechsler Intelligence Tests

A
  • Large sets of normative data
  • Scores reflect IQ
  • Analysis of each subtest score
  • Very familiar to most clinical psychologists
  • Some subtests may be culturally loaded or biased
  • Limited connection between tests and day-to-day life
  • Complex or subjective scoring on some subtests
80
Q

intelligence testing

Stanford-Binet Intelligence Scales—Fifth Edition

A
  • Similar to Wechsler tests * Administered face-to-face and one-on-one
  • Employs hierarchical model of intelligence
  • Yields singular measure of full-scale IQ, five factor scores, many specific subtest scores
  • Features same means and standard deviations
  • Psychometric data similarly strong
81
Q

Differences with Wechsler tests and Stanford-Binet

A

Stanford Binet
* Covers entire life span as a single test
* Includes normative data for specific relevant diagnoses
* Features exactly five factors measured both verbally and nonverbally

82
Q

Five features of SB5 tests:

A
  • Fluid Reasoning ; ability to solve novel problems
  • Knowledge ; general info accumulated over time via personal experiences
  • Quantitative Reasoning ; ability to solve numerical problems
  • Visual-Spatial Processing ; ability to analyze visually presented information (object permance, detecting patterns, etc.)
  • Working Memory ; the ability to hold and transform information in short-term memory
83
Q

Additional Tests of Intelligence: Addressing Cultural Fairness

Universal Nonverbal Intelligence Test-2 (UNIT-2)

A
  • Language free test * Administered one-on-one and face-to-face
  • No verbal instructions * Instructions via eight specific hand gestures * Appropriate for clients aged 5 to 21 years
84
Q

Achievement vs Intelligence tests

A

*Intelligence—cognitive capacity
*Achievement—person’s accomplishments *Comparison of intelligence and achievement
key factor in determining learning
disabilities *Terminology changed in DSM-5

85
Q

Neuropsychological Testing

A
  • Specialized area of assessment within clinical psychology * Measures cognitive functioning or impairment of the brain * Fixed-battery phase to flexible-battery phase
86
Q

Full Neuropsychological Batteries

Halstead-Reitan Neuropsychological Battery (HRB)

A

*Battery of eight standardized neuropsychological tests
*Suitable for ages 15 years and above
*Alternate versions available for younger clients *Primary purpose to identify people with brain damage
*Helps in diagnosis and treatment of problems related to brain malfunction

87
Q

Full Neuropsychological Batteries

  • NEPSY-II
A
  • Designed specifically for children between 3 and 16 years * Based on the general principles of Luria-Nebraska test * Includes 32 separate subtests across 6 different categories
88
Q

Brief Neuropsychological Measures

Rey-Osterrieth Complex Figure Test

A
  • Brief pencil-and-paper drawing task comprising single complex figure * Involves use of colored pencils at various points in test * Examiner can trace client’s sequential approach to complex copying task * Includes a memory component
89
Q

Brief Neuropsychological Measures

Repeatable Battery for the
Assessment of Neuropsychological
Status (RBANS)

A
  • Focuses on a broader range of abilities than Bender-Gestalt or Rey- Osterrieth * Measures verbal skills, attention, and visual memory * Takes 20 to 30 minutes to complete
  • Includes 12 subtests in 5 categories
90
Q

brief neurological measures

Wechsler Memory Scale—Fourth Edition (WMS-IV)

A

Often used to assess individuals between
16 and 90 years with suspected memory problems *Assesses *Visual and auditory memory across seven subtests *Immediate and delayed recall

91
Q

Working Memory Index

A

a measure of the capacity to store, transform, and recall incoming information and data in short-term memory

92
Q

processing speed

A

a measure of the ability to process simple or rote information rapidly and accurately
They feature large, carefully collected sets of normative data. That is, the manual for each Wechsler test includes norms collected from about 2,000 people. These normative groups closely match recent U.S. Census data in terms of gender, age, race/ethnicity, and geographic region, among other variables

93
Q

MMPI is objective

A
94
Q

Multimethod Assessment

A

Personality best assessed using multiple methods
Each method offers unique perspective but often converge on similar conclusions
* Integration of multiple methods proves most informative

95
Q

Evidence-Based
Assessment

A

select only those methods that have strong psychometrics {reliability, validity, and clinical utility}
* Sufficient normative data
* Sensitivity to issues of diversity
* Targeted toward a particular diagnosis/problem

96
Q

Criteria to distinguish methods from those lacking evidence

A

Quantitative expression of strengths and weaknesses
* Subjective decision making
* Challenge of integrating “what works” empirically
with clinical judgment and client needs

97
Q

overpathologizing

A

viewing as abnormal of which is culturally normal. clinical psychologist must appreciate the meaning of a behavior, thought, or feeling within the context of the client’s culture, which may differ
from the context of the psychologist’s own culture.

98
Q

Cultural malpractice

A

A personality assessment conducted without
knowledge or sensitivity to cultural specifics can be a dangerous thing;
has been labeled “cultural malpractice”

99
Q

Objective personality tests

A
  • Unambiguous test items with limited range of responses
  • Objectively scored
  • Paper and pencil questionnaires
  • Series of direct, brief statements or questions and either true/false or multiple-choice response options
100
Q

Minnesota Multiphasic Personality Inventory-2 (MMPI-2)

A
  • Most popular and psychometrically sound objective
    personality test
  • Used in many countries and cultures
  • simple test format
  • appropriate only for adults
101
Q

Projective personality tests

A

*stimuli up for interpretation
open-ended range of client responses
Not as “fake-able” as objective tests

102
Q

Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)

A

1992
designed for clients aged 14 to 18 years

103
Q

Objective Personality Tests

Personality Assessment Inventory (PAI)

A

contains 344 items, each of which offers
4 responses: totally false, slightly true, mainly true, and very true.

Includes multiple validity scales
* 11 clinical scales, some matching the MMPI
* Specific diagnoses or problems
* Direct correspondence to some DSM disorders

appropriate for clients 18 to 89 years old (child version is PAI-A)

104
Q

Objective Personality Tests

Millon Clinical Multiaxial Inventory-IV

A
  • Created in 1977 by Theodore Millon
  • Current version, MCMI-IV, published in 2015
  • self-report, pencil-and-paper, true/false format
  • Emphasis on personality disorders unlike MMPI-2 and PAI
  • Used in medical situations where personality is seen to influence physical health
    • Clinical scales for other forms of personality
      pathology
  • Modifier indices to assess clients’ test-taking attitude
105
Q

Objective Personality Tests

NEO Personality Inventory-3

A
  • Personality measure that assesses normal personality characteristics
  • Big Five or five-factor model of personality
  • Neuroticism
  • Extraversion
  • Openness
  • Agreeableness
  • Conscientiousness
106
Q

objective personality

Beck Depression Inventory-II: BDI-II Site

A
  • Self-report test to assess depressive symptoms in adults and adolescents
  • 21-item test listed in order of increasing severity
  • Total score reflects client’s overall level of depression
    Created by Aaron Beck in 1960s
  • Briefer tests with focus on one characteristic, like
    depression, anxiety, or eating disorders

limited scope but is re

107
Q

Projective Personality Tests

Rorschach Inkblot Method

A

Created by Hermann Rorschach in 1921
Test process
* Response phase
* Inquiry phase
* Weak reliability and validity data
* Scoring and interpretation guidelines are complex, not always followed closely
* Results often cannot distinguish those who have a particular disorder from those who don’t

108
Q

Projective Personality Tests

Thematic Apperception Test (TAT)

A

Published by Henry Murray and Christiana Morgan
in 1935
* Uses series of cards each featuring an ambiguous stimulus
like Rorschach test * Features interpersonal scenes rather than inkblots

109
Q

projective - Sentence Completion Tests

Rotter Incomplete Sentences Blank (RISB)

A

Includes 40 written sentence “stems” followed by blank space
* Formal scoring system, but highly dependent on
psychologist’s clinical judgment
Personalities revealed by endings added and sentences created

110
Q

Behavioral Assessment

A

challenges assumptions of
traditional techniques
Offers fundamentally different approach to assessment * Client behaviors not signs of deep-seated, underlying
issues or problems
* Client behaviors are the problems

111
Q

Methods of Behavioral Assessment

A
  • Analogue observation
  • Documentation
  • Traditional assessment methods
  • Terminology
    Behavioral observation—naturalistic observation
  • Identifies and defines target behavior * Systematic observation

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