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Psych Assessment > Unit 4 > Flashcards

Unit 4 Flashcards

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1
Q

Why measure PERS? Clinical and Counseling Settings

A

Clinical Settings:
-ID symptoms
-Diagnosis
-Treatment planning
-Comprehensive Ass.

Counseling Settings:
-Matching Styles w/ treatment
-Help marriage/couple counseling

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2
Q

Why measure PERS? Industrial/organized and Forensic Settings

A

Industrial/Organized:
-Hiring (esp. stressful jobs)
-Promotion
-Eval. of office dynamics & team building

Forensic:
-Custody eval.
-Parole Eval.
-Competency to stand trial
-Insanity defense eval.

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3
Q

Unstructured VS Structured Methods

A

Unstructured:
-Allows broad latitude in client response
-Projective techniques fit this description

Structured:
-Has rules for administration, scoring, interpretation, & reporting of results
-Self-report & bhvr rate scales follow ^ format

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4
Q

4 Approaches to test construct

A

Theory Guided: Logic/rational approach by theoretical perspective
Empirical Criterion Keying/Method of Contrasted Groups
Factor analysis
Combo of ^

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5
Q

Theory Guided Inventory

A

Logic/rational approach by theoretical perspective
-Traits (and trait anx)
-States (and state anx)

EX: State-trait ANX Inventory (STAI)
-Dev. w/ logic-rational approach
-20 Likert items ass. state anx, 20 ass. trait anx
State ANX = Now/temporary feels, I feel… (tense, nervous, worried, ect.), 1-4
Trait ANX = Stable feels

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6
Q

Empirical Criterion-Keyed Inventory (Method of Contrasted Groups) Example

A

MMPI-2 (Minnesota Multiphasic PERS. Inventory)
-Multiphasic: Broad PERS inventory addressing many disorders
-Most used and researched psych test

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7
Q

MMPI Background

A

1930s (P. 1943) U. of Minnesota by Hathaway & McKinely
-Consisted of 566 T/F Qs
-Goal: Screen for MH problems in medical patients
-Helped psy. diagnosis in treatment & rsch settings

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8
Q

What approach was used to develop Empirical Criterion-Keyed Inventory (Method of Contrasted Groups)? Use Steps

A

Statistical/atheoretical item selection
1) Start w/ Lg pool of Qs reflecting psych symptoms & PERS characteristics (>1000 Qs)
2) Criterion group w/ disorder formed
3) Control group formed w/out disorder
4) Criterion & control G answer all Qs
5) Qs Stat. differ those w/ & w/out disorder

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9
Q

ECK/MCG Components defined

A

Empirical: stat. approach to Q selection
Criterion-keyed: Qs scored (keyed) by direction answered by criterion/disorder group

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10
Q

Concerns about ECK/MCG Approach (4)

A

-Criterion group (each of 50 people) est. before DSM-I
-The only exclusion for control group was those not under medical care at the time
-Stat. Q selection approach may leave out th. relevant items
-Item overlap: Same Qs on many scales potentially incorrectly elevating scores

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11
Q

Basics of (10) clinical scales

A

Measure wide rng of syndromes & symptoms, forming val. & supplementary scales
-Clinical scores converted to t-scores (M=50, SD=10)
*70 was cutoff, MMPI-2 cutoff is 65t
-Cannot interpret scores w/out eval. val. scale

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12
Q

Validity Scales & Responses

A

Detect response val.
-Notices random, careless, or confused responses
*Overreporting/”faking bad” symptoms possibly motivated by disability, drugs, sentence play down, attnt, ect.
*Underreporting/”Faking good” symptoms possibly motivated by job or not wanting to “look crazy”

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13
Q

Cannot Say Score (1/4 VS)

A

Qs left blank or double marked (T&F)

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14
Q

L (Lie) Scale (2/4 VS)

A

Qs reflecting defensiveness/unwilling to admit to even minor short comings/flaws /fake good
-May reflect H morality
-Lying about sm short comings

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15
Q

F (Infrequency) Scale (3/4 VS)

A

Qs infrequently endorsed in the “norm” population/fake bad
-May show random response, cry for help, or severe distress
-Frequently bad

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16
Q

K (Correction) Scale (4/4 VS)

A

Clinical reflection of subtle defensiveness
-^ score “corrects”/adjusts for degree of defensiveness
-Correction degree based on criterion G
-Goal is to INC scores
-Korrection for defensiveness to INC scores

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17
Q

Interpreting the 10 basic clinical scales

A

Scale-by-scale interpretation
Configural/CODE type Interpretation: H 2-3 scales, esp those standing out
-Rsch & clinical exp. offers info abt typical characteristics of someone w/ specific code type

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18
Q

MMPI criticisms (6)

A

-Original norm sample sm & not representative of pop.
*Participants mostly 35yo, W, married, rural trade workers

-Item overlap
-Heterogenous/diverse clinical scales may be elevated
-Objectionable & outdated Qs
-Lack of Qs regarding current diagnostic criteria
-Length (566 Qs)

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19
Q

MMPI-2

A

P. 1989 to maintain STR & correct MMPI
-INC rep. of norm sample (2600 subjects ages 18-85, INC diversity)
-Dropped bad Qs
-New Qs in areas of interest
*Suicidal tendencies, drug abuse, treatment attitude, work attitude, ect.
-New Val. scale
-10 scales ~same
-567 Qs able to complete in 60-90 minutes for those at an 8TH GRADE READING LEVEL
*Sig. cutoff 65t

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20
Q

Instruments related to MMPI-2

A

MMPI-A (adolescents)
MMPI-3 (P. 2020)
-DEC length
-restructured clinical scale
-New, INC rep. norm sample
-Rsch still needed

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21
Q

test-retest (psychometric) for MMPI-2

A

H measuring “traits”, L measuring fluctuating clinical conditions

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22
Q

INT Consistency (psychometric) for MMPI-2

A

L for BCS b/c heterogenous/diverse Q content of some scales

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23
Q

Content Val. (psychometric) for MMPI-2

A

Qable b/c key diagnostic criteria possibly missing from Q pool

24
Q

Projective PERS Tests (PPT) Background

A

Projective Hypothesis: We structure ambiguous stimuli w/ patterns of our needs, fears, desires, & conflicts
-Selected response Qs VS Constructed-response Qs
*Similar to structured VS unstructured (open-ended) interview

25
Q

PPT STR (4)

A

-Maybe L easy to fake (is debated)
-L reliant on verbal skills, esp reading
-Taps unconscious & conscious material
*According to analytic tradition/psychoanalysis
-Rebels against obj testing benefitting uniqueness & individuality
*Consistent w/ humanistic tradition

26
Q

PPT WK

A

Projective Paradox: Tests w/ widespread use despite concerns of psychometric properties (norms, reliability, & Val.)

27
Q

Rorschach VS TAT (5)

A

-TAT is received by scientific community, R not
-TAT is based on Murray’s Th. of needs, R is atheoretical
-TAT is supported by conservative claims, R oversold by extreme ones
-TAT not claim to diagnose, R purported diagnosis
-TAT has clinical & non-clinical uses, R mostly clinical use

28
Q

Rorschach Inkblot Test

A

Developed by Herman R
10 stimuli inkblot cards (5 B&W; 2 B, W, & R; 3 mutlicolor)
-Same cards shown to adults and kids
-Rich, complex clinical instrument needing H training & exp to master

29
Q

R ink test scoring system history

A

R died before scoring system (SS) was made, other psych. made it
-John Exner integrated SS to Comprehensive Scoring System, M widely used
-2010 new administration, scoring, & interpretation system, R Performance Ass. System (R-PAS)

30
Q

Classic Approach to R Administration

A

-Examiner sits side by side w/ client
-Client shown card 1 at a time and asked what they think shape is (Percept)
-R-PAS 2-3 responses requested no more than 4

31
Q

Inquiry Phase (response clarification for R-PAS)

A

Examiner reminds client of responses and asks for clarification
-Where did you see that? ect

32
Q

What is R test scored by?

A

Number of responses
-INC rng possible b/c Exner’s L structured system
-Location, content, form quality, determinants, & popular-original

33
Q

R Scoring contents defined (5)

A

Location: Where is seen, what part forms percept?

Content: What is seen, animal-human-nature?

Form Quality: How easy/well percept matches blot features?

Determinants: What determines how it looks like that?
-Form, color, movement, shading/texture

Pop-original: Is it commonly seen?

34
Q

R Qs considered about responses

A

Thought process issue?
-Odd/unusual responses, those bizarre

Present themes?
-Morbid or aggressive responses

35
Q

R Interpretation Use

A

< Used to make hypothesis about client’s COG style, stress lvl, coping style, emotional functioning, reality contact, interpersonal style, ect.

36
Q

Bonus Interpretation Indexes

A

R-Prognosis Rating Scale: Predicts potential therapy success

Thought Disorder Index: Eval disorder extent

37
Q

R Psychometric Properties: Standardization sample

A

Norms sample
-R-PAS now including international sample norm (15 nations)
-Child norms in transition

38
Q

R Psychometric Properties: Rel., test-rest VS inter-scorer

A

Test-retest: Some qualities effecting responses to INC stability, others transient & situational

Inter-scorer: Scoring ~consistent in those trained to interpret

39
Q

R Psychometric Properties: Val. (4)

A

Not simple
-Clinical interpretations Qable w/ inconsistent rsch
-Relies on test purpose
-“Blue ribbon expert” claim Val. reliable w/ similar tests
-“Virtuoso” examiners report chance performance in controlled settings

40
Q

Is R test worth it? (4)

A

-Is a sample of PS bhvr obtained in a standardized context
-May reveal info not obtained w/ self-report
-Needs extensive training
-Time consuming & expensive

41
Q

PT background/Basic Types (4)

A

-Association technique: Use of words & inkblot
-Construction of Stories: response to pictures
-Sentence completion
-Self expression

42
Q

Word Association Tests History

A

Sir F. Galton & Carl Jung made early versions
Jung’s task is clinically useful by key words stimulating areas of conflict
-Mix of neutral & emotionally charged stim.
-Response, reaction time, popularity, ect eval. for content

43
Q

Sentence Completion Tasks

A

Client completes sentence stem (neutral & emotional)
-Many versions
*Adolescent, A, OA
*Different settings (therapy, individual, school, ect.)

44
Q

Sentence Completion Tasks: Most common test

A

Rotter Incomplete Sentences Blank
-HS, college, & A versions
-40 sentence stems (I like…The happiest time…)

45
Q

Rotter Incomplete Sentences Blank Eval.

A

Qual: Obsv reoccurring themes
Quant: Score assigned to each answer based on if +, neutral, or conflict
-Overall maladjustment Response: total score (short, humorous responses score H)

46
Q

Rosenwig Picture Frustration Study

A

Qs for kids, teens, & A
-24 comic strip pictures where client fills in conversation btwn characters

Goals:
-Reaction to frustration
-Direction of aggression
*Anger on self, others, or property/object
*Shows constructive coping/PS & frustration tolerance
*Evasiveness or denial

47
Q

Play therapy as PT

A

Play kits w/ human &/or animal figures, puppets, ect

Goal: Observe quality of characters’ interactions
-Child may project concern & IRL conflicts
-Is appealing to kids and L verbal activity

48
Q

Pictures as Projective Stimuli (TAT)

A

Thematic Apperception Test (TAT)
-Developed 1935 at Harvard U. Clinic (Morgan & Murray)
-Based on psychoanalytic tradition
-Apperceive: Perceive items as past exp. or perceptions
-Most widely used picture/story telling PT

49
Q

TAT Structure

A

31 B&W cards (1 all W) w/ ambiguous scenes usually w/ people in it
-Client responds to 20

50
Q

TAT Administration

A

~Qs: Tell me a story. What led to this? What is character thinking/feeling?

51
Q

TAT scoring (4-5)

A

Hero Assumption: Client ID w/ protagonist in story

Needs/Inner state: What motivates/influences bhvr

Press: ENV factors influencing needs satisfaction

Theme & Outcome: < Eval. common across stories

Qual & Quant analysis possible

52
Q

Child Apperception Test (CAT = Kid TAT)

A

10 pictures for 3-10yo
-Most popular version is CAT-A(nimal)

53
Q

WK of Story telling PT (4)

A

Is inadequate
-Standardized for administration & scoring
-Normative data (norm for subject at said time)
-Reliability (test-retest) maybe situational or transient INT states
-Validity: Attde in story match IRL bhvr?

54
Q

Why is story telling PT still used if inadequate? (5)

A

-Tradition, longevity, inertia
-Intuitive, fun appeal
-Potential rich data source from INC talking
-Is thought of as “interview method” to obt data & themes to follow
-Best used as supplement for thorough clinical interview & objective testing

55
Q

TAT WK

A

Dark, gloomy pictures, pulls for - & depressing stories

56
Q

Picture Projective Tests (PPT)

A

Still B&W that is more uplifting & family oriented
-Figure = person, background = ENV

57
Q

PPT Tasks (3)

A

-Draw a person(DAP) (of opposite gender)
-House-Tree-Person (HTP)
-Kinetic Family Drawing (KFD): Drawing of family doing something

Psych Assessment (4 decks)

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