Reviewer For Clinical Psych
Reviewer For Clinical Psych
Reviewer For Clinical Psych
VALIDITY
CRITERION VALIDITY
• The agreement between a test score or
measure and the quality it is believed to • Tells us just how well a test corresponds
measure with a particular criterion
• The extent to which a test measures what it • Indicates the effectiveness of a test in
is supposed to measure predicting an individuals performance or
Should a test be reliable to be valid? behavior
Yes, in order to be valid, a test must be reliable. • The test served as a substitute for the
measure we are really interested in
Can a test be valid even if it is unreliable?
e.g., criterion:relationship success->take a
No, reliability does not guarantee validity compability test
1. Administer, score, interpret and prepare written • Objection to diagnosis and classification
report of objective personality tests, structured ✓because diagnostic labels
personality tests
✓has a connection of medical-disease orientation
2. Pencil and paper intelligence, achievement and
interest tests (excluding test and other higher ✓provides no explanation of client’s difficulties
forms of psychological test)
✓says nothing about necessary steps for
3. Conducts screening, interview remediation
✓diagnostic labels point out areas of study ❖ a systematic procedure for observing a
✓labeling may elicit altruistic protective responses person’s behavior or performance,
describing it with the aid of a numerical
Diagnosis- clinical models depending on scale or category system
the disorder of the person ❖ Used to assess a variety of mental abilities
and attributes, including achievement,
Do you need to have diagnosis? aptitude, ability, and personality and
neurological functioning.
• Look at the problem itself- diagnose if you want
❖ Provide employers with a method of
to, it does not really help the clients
selecting the most suitable job applicants
LABORATORY PSYCHOMETRICS or candidates for promotion
❖ Diagnosing psychopathology (e.g.,
CONCEPTS AND DISTINCTION personality disorder, depressive disorder).
❖ used in research
Psychometrics- a specialized branch of ❖ may be used as tools in school placement
psychology dealing with mental test, the branch of
psychology dealing with the development and ➢in determining the presence of a learning
application of statistical or other mathematical disability or a developmental delay in identifying
procedures to psychology (Chaplin, 1985) giftedness, or in tracking intellectual development
Psychological testing- refers to all possible uses, ❖ Test Administration- act of giving test ⚫
applications and underlying concepts of Test administrator- person giving a test
psychological tests (Kaplan & Saccuzzo, 1991). (Kaplan & Saccuzzo, 2001).
• Sample of Behavior (focus of specific construct) 3. Test Condition- the testing condition can often
psych systems and innovation be improved by spacing the test to avoid
cumulative fatigue. Test questionnaires, answer
❖ Test- a measurement device that quantifies sheets and other testing materials must always be
behavior. in good condition so as not to hinder good
❖ Psychological test- a device for measuring performance.
characteristics of human beings that
pertain to overt (observable) and covert 4. Condition of the Day- time of the day may
(intraindividual). influence scores, but rarely important. Alert
❖ Measures past, present or future behavior subjects are more likely
(Kaplan and Saccuzzo, 1991).
❖ To give their best than subjects who
are tired and dispirited. Equally good
results can be produced at any hour, 2. The person taking the test is usually wise to
however if the subjects want to do well. guess freely. (But the tester is not to give his group
an advantage by telling them this trade secret).
B. Control of the Group
3. From the point of view of the tester, the
1. Group test are given only to those reasonably tendency to guess is an unstandardized aspect of
and cooperative subjects who expects to do as the testing situation which interferes with accurate
tester requests. Group testing then, is a venue for measurement
problem in command.
4. The systematic advantage of the guesser is
2. Directions should be given simply, clearly and eliminated if the test manual directs everyone to
singly. Subjects must have a chance to ask guess, but guessing introduces large chances of
questions whenever they are necessary but the errors.
examiner attempts to anticipate all reasonable
questions by full directions. ❖ Statistical comparison
❖ Do not guess
3. Effective control may be combined with good ❖ Do guess- lesser predictive value ⚫ Wild
rapport if the examiner is friendly, avoid
guessing is to their disadvantage
aggressive, overbearing (arrogant/ bossy) attitude.
❖ Encourage students to respond when
4. The goal of the tester is to obtain useful they can make Informed judgment as to
information about people; Common sense is the the most reasonable answer even if they
only safe guide in exceptional situations. are uncertain.
1. the most important responsibility of the test ❖ Hand Scoring- small number of answer
administrator is giving directions. sheets
❖ Hole punched scoring stencils (16pf) ⚫
2. It is imperative that the gives the directions Carbon backed (DAT)
exactly as provided in the manual. Simply follow ❖ Strip key scoring is among the most
the printed directions, reading them word for word, difficult to use
adding nothing and changing nothing. ❖ Important to have a dependable clerical
help to do the scoring
D. Judgments Left to the Examiner: ❖ Machine scoring- large number of answer
sheets can be scored in a short period of
1. The competent examiner must possess a high
time
degree of judgment, intelligence, sensitivity to the
❖ Computer assisted
reaction of others, and professionalism, as well as
❖ Answer sheets should be
knowledge with regards to scientific
periodically checked for errors.
❖ Methods and experience in the use
THE RAW SCORE
of psychometric techniques
The measure of performance that is given directly
2. No degree of mechanical perfection of the test
by the scoring rule for a test, before conversion on
themselves can ever take the place of good
the basis of a reference group or a judgmental
judgment and psychological insight to the
recording
examiner.
THE NORM
E. Guessing:
❖ refers to the performances by defined
1. It is against the rules for the tester to give
groups or particular tests
supplementary advices; he must retreat to such
❖ Age related norms-comparison is usually
formula as “Use your judgment.” (But the tester is
with people of the same age
not to give his group an advantage by telling them
this trade secret).
PROFILE Education, any preparatory medicine
course that have closely related field plus
A chart reporting several scores for a person on completion of coursework in test
presumably comparable scales or a string of scores interpretation, Psychometrics, Educational
that could be charted Statistics or a closely related area.
Aptitude Tests – measures potential, forecasting 1. First define the purpose for testing and the
of how the individual can perform in the future population to be tested, then select appropriate
test to that purpose and that population based on
Career Interest Test - attempts to match interests a thorough review of the available information and
(preferences, likes and dislikes) with the interests materials.
of persons in known careers.
2. Read the materials provided by test developers
Personality Test - measures enduring styles of and avoid using tests for which unclear or
thinking and behaving when interacting with the incomplete information is provided.
world psych systems and innovation
3. Become familiar with how and when the tests
Tests According to Procedure was developed and tried out.
• PERFORMANCE test requires manipulation of 4. Examine specimen tests, disclosed tests or
objects or perform a task sample of questions, directions, answer sheets,
manuals and score reports before selecting a test.
• PAPER AND PENCIL test requires the examinee
to mark an answer sheet in accordance with
instruction. • OBJECTIVE tests require the user to
exercise little, if any judgment.
5. Ascertain whether the test content and the norm • Informed consent – informing the client about
group/s or comparison group/s is appropriate for both the nature of the information being collected
the intended test takers. and the purposes for the results will be used
6. Select and use only those tests for which the • Relevance – is the information gathered
skills needed to administer the test and interpret through assessment relevant to the purpose?
scores correctly are available. Clinician should be able to clearly state purpose
and benefits of appraisal process psych systems
Test Types and innovation
Case formulation; linking assessment to treatment • Humans are very complex – which allows us to be
individuals, different from each other
• Hypotheses about the causes, precipitants and
maintaining influences of a person’s psychological, 11. Obsolete Data
interpersonal and behavioral problems. • Captures
the strengths and weaknesses of the client. • Do not base your assessments
or recommendations or decisions on data or
• Presenting problem (symptoms, frequencies, test results that are outdated for the
duration and severity) • Historical current purpose.
• Seen as becoming more prevalent with the 3. Raymund Catell’s Fluid and
increase in computer testing Crystallized Intelligence
•Fluid- abilities that allow us to reason think and •Wechsler Preschool and primary Scale
acquire new knowledge of Intelligence (WPPSI-R)
• 9 3’’x5’’ cards with different pictures of hands 1. Interview – Case history, intake
and 1 3’’x5’’ blank card. admission interview, mental status interview.
• Administration: What might this hand be doing 2. Observation – Informal and formal types. 3.
Tests – Intellective abilities and personality/socio
Thematic Apperception Test emotional aspect.
• 10 cards with inkblots on them are presented, -Explanation of current condition. ➢Prediction
one by one, to the individual.
-Tendencies, future behavior.
• Administration: Encoding of responses verbatim:
What might this be? What is your role as a Clinician?
• Inquiry: I want to see the things that you see and ➢Answer specific questions and aid in making
make sure that I see them like you do relevant decisions
➢Expert in human behavior 6. Communicating findings
➢Understand and appreciate multiple causation, ➢Written Psychological report ➢Result must be
interactional influences, and multiple written and presented in the way that is
relationships.
CLEAR, RELEVANT, to the goal of the assessment,
➢Understand tests and test construction. and USEFUL to the consumer.
1. Obtain reason for referral. ➢Psychiatric setting- DSM-IV diagnosis may not
suffice to manage illness
2. Evaluate the referral question.
➢General medical setting- Possible emotional
➢ A parent, a teacher, a psychiatrist, a judge, etc. factors associated with medical conditions
poses a question about a patient.
➢Legal Context- Reliability of witness, quality of
➢ One most understand what the question is all information by witness, quality of another
about, what the referral is actually seeking. professionals assessment, accused person’s
competency, jury selection, child custody,
➢ Contact referral source if needed supporting plea of insanity, etc.
3. Plan data collection ➢Educational Context- Children having difficulties
in school, school placement, etc
➢ Consider the PROBLEM, the ADEQUACY, and
the APPLICABILITY of the test. ➢Psychological Clinic- Clients from various
contexts are self-referred or referred for
➢ Be familiar with the psychological jargons
assessment.
➢ Have an in- depth knowledge about the
Clinical Interviewing
variables that you will measure
Conversation vis-à-vis Assessment Interview: How
➢ Understand PSYCHOMETRIC
they are different?
PROPERTIES (reliability and validity) of a test.
• Clear sequence and organized
➢ Consider AGE, SKILLS/ CAPACITY of
client, INDIVIDUAL vs. GROUPADMINISTRATION • General objective is to gather information
4. Data Collection (Tools and Methods) • Roles: Interviewer directs and controls the
interview
➢ Actual collection of data
• Reviewer must have knowledge about areas
➢ Sources: test scores, behavioral observations, covered in the interview
intake interview, other source ( records, past
evaluation, medical records teacher reports) • One of the most important means of
data collection during psychological evaluation
➢ CASE HISTORY- provides a context
for understanding the client’s problem/s. • Without the interview, test would be meaningless
➢End product of assessment; description of the ➢ Develop greater understanding in both the
interviewee regarding problem behavior
client’s present level of functioning, consideration
➢ Provide direction and support in helping
relating to etiology, prognosis, and
the interviewee deal with problem
treatment recommendations
behaviors
➢Developing clinical impressions ➢ Provide meaning and validity to test results
• ASSETS: ➢ Includes a chronology of major events in
the person’s life
➢ Results are placed in a wider, more ➢ Primary purpose: To understand
meaningful context individual’s background
➢ Help predict future behavior
➢ Allows clinician to observe the client and 3. STRUCTURED CLINICAL
other interviewees
➢ Allows for establishing rapport with client INTERVIEWS
➢ Provide opportunities to probe
EXAMPLES:
➢ Useful in crisis situations
➢ No single correct way exists to conduct an Diagnostic Interview Schedule
interview
• “Have you ever gone or binges or benders where
• STYLE is influenced by: you kept drinking for a couple of days or more
without setting up?”
1. Theoretical Orientation
• “Has stopping or cutting down on any of these
Example: Psychodynamic or Cognitive Behavioral?
drugs made you sick?”
2. Practical Considerations
4. MENTAL STATUS EXAM (Adolf Meyer,1902)
3. Focus
➢ Brief MSE may be used to determine the
a. CLIENT-CENTERED- nondirective appropriate of more formal psychological
and unstructured; self-change testing
➢ Reviews the major systems of psychiatric
BEHAVIORAL INTERVIEW- directive and functioning
structured; alternating external conditions ➢ Assesses:
➢ “Tell me all of what brought you here ➢ It is like asking the person to explain or
this time.” defend his behavior
➢ HOSTILE STATEMENT
• “Tell me” -interest ➢ Giving out sarcastic remarks
➢ REASSURING STATEMENTS o Attempts to
• “All of what” -signals it is alright to include comfort or support the interviewee
details ➢ YES OR NO QUESTIONS
➢ To avoid creating a climate of interrogation
• “Brought you here” -particular concern
• DOUBLE BARRELED QUESTIONS
• “At this time” -to point out factors that lead to the
decision to come ➢ Detracts from the interview because
they confront the interviewee with 2
➢ The CLIENT’S OPENING RESPONSE:
questions at once.
• May struggle to express self
• LONG MULTIPLE QUESTIONS
• Allow them to struggle for a few minutes
➢ Interviewees may answer part of it
• Provide additional structure and avoid the rest
• Reassuring and supporting the client -significant others (parents, guardians) -review
available background information Obtain reason
• Instilling hope for referral or interview -interview objectives
-suitable interview room Explain the purpose of note taking -should not
interfere with the interview flow
-seating facilities
-pay more attention to clients more than your
-ventilations notes
LISTENING should be your primary task as a -interviewees giving inadequate or vague answers
clinical interviewer
-uncooperative interviewees
WE LISTEN FOR
-memory difficulties
-comprehension
-silences no response
-emphathy
-irrelevant answers
-evaluation
-derogatory remarks, questioning competence
-violent clients B. Presenting Problem
7. You must know what good CAR MECHANICS -Important events in life
know: how to TROUBLESHOOT.
-Social Relationships
The Interview Guide
F. Behavioral Observations
A. Demographics
-Physical Appearance
-Name
-Clothing and hygiene
-Age and Birthday
-Behavior
-Contact Number
-Speech/Language
-SES (think of way to ask/observe this)
-Mood/Cooperation/Motivation -Others
-Educational Attainment
-Occupation