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55 Cards in this Set
- Front
- Back
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steps for selecting an instrument
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1. need to review how instrument was developed (theory, psychometrics)
2. does it have an appropriate norming group? (rep of population, generalizable to clt, size of norm group) 3. be aware of instrument's reliability and validity 4. be aware of bias (diversity?) 5. what is needed for interpreting results? 6. level of competence/training required - level A - no special qualification required - level B - requires knowledge of instrument development and master's degree in psych/education; and/or license; and/or under supervision of trained individual - level C - special knowledge/courses in instrument, sometimes require PhD - typically in Clinical Psych 7. other practical considerations - cost, time it takes to complete/score, what is the impact? |
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interpreting results (things to be aware of)
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1. we prefer stories to statistics (recognize value of both)
2. we seek to confirm 3. we rarely appreciate the role of chance 4. we can wrongly perceive our world 5. we oversimplify 6. we have faulty memories |
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intake process (things to consider)
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-more qualitative than quantitative
-observing clt in process as or more important than content -determine what intake approach you would use and how it fits into your theoretical approach (comprehensive? brief? issue specific?) |
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types of interview
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1. structured interview - does not deviate from question; same manner and sequence for every client
2. unstructured interview - no specific guide or outline; depends on clt needs 3. semistructured interview - combination of both; certain questions are always asked but there is room for exploration |
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pros and cons of structured & unstructured interviews
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structured interviews - more reliable; clt may feel interrogated, may miss information if there is no question
unstructured - easily adapted to unique needs of clt; less reliable and more prone to error |
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assessing risk of suicide
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1. verbal communication
2. plan 3. method 4. preparation 5. stressors 6. mental state 7. hopelessness |
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mental status examination
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1. appearance & attitude
2. mood & affect 3. speech & language 4. thought process/content & perception 5. cognition (intellectual function) 6. insight & judgment |
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difference between intelligence and general ability
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intelligence refers to a specific competency or capability while general ability refers to a holistic competency or capability.
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Spearman's model of intelligence
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believed intelligence was a multifaceted construct; he believed everyone has a general ability factor (g) that influences performance on all intellectual tasks; he believed that the second type of factors were specific factors that influenced performance in specific areas but were at least somewhat related to the person's general ability
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Cattell-Horn-Carroll model
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model of cognitive abilities that saw general ability as composed of two factors:
- fluid abilities (Gf) - biologically determined and affect all fields of perception (i.e. memory span) - crystallized abilities (Gc) - acquired skills and knowledge that are influenced more by cultural, social, and educational experiences (i.e. verbal comprehension) Horn & Carroll added several more intelligences to this basic model. |
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Piaget's model
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view intelligence as best understood by examining how it develops; intelligence involves a developmental progression with individuals moving sequentially through stages:
- sensorimotor - preoperational - concrete - formal operations Children move through the higher order stages through assimilation and accomodation |
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sensorimotor stage
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from birth to age 2. the infant uses senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills. Object permanence (realizing that object exists despite not seeing it) is pertinent evaluation of this stage
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preoperational stage
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from ages 2 to 7 (magical thinking predominates. Acquisition of motor skills) Egocentricism begins strongly and then weakens. Children cannot conserve or use logical thinking. Conservation refers to the idea that a quantity remains the same despite changes in appearance
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concrete operational stage
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from ages 7 to 11 (children begin to think logically but are very concrete in their thinking) Children can now conserve and think logically but only with practical aids. They are no longer egocentric (consider others' views).
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formal operations stage
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after age 11 (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. Can think logically about abstract propositions and test hypotheses systematically
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assimilation
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incorporating new information into an existing cognitive structure; EX: A child seeing a zebra for the first time and calling it a horse. The child assimilates this information into her schema for a horse.
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accommodation
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creating a new structure or significantly alters an existing schema based on new information; EX: When the child accommodates information, she takes into consideration the different properties of a zebra compared to a horse, perhaps calling a zebra a horse with stripes. When she eventually learns the name of zebra, she has accommodated this information.
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Ceci's bioecological theory
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views context as central to intelligence - intellectual abilities are highly influenced by the context in which they are performed
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Information processing models
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focus on how individuals process information as factor in intelligence (simultaneous processing, sequential processing)
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simultaneous processing
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mental ability to process and integrate information at once
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sequential processing
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processing skills that requires arranging information/data in a serial order to solve a problem
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Weschler Scales
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WAIS-III; WISC-IV
most widely used tests for intelligence in the U.S. mean of 100, sd of 15 Full Scale IQ and four index scores -verbal comprehension index - -perceptual reasoning index - -working memory index - -processing speed index - |
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verbal comprehension index
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index score of Weschler; verbal attention/concentration and processing speed (i.e. similarities)
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perceptual reasoning index
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index score of Weschler; fluid reasoning abilities, perceptual organization, motor skills (i.e. block design)
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working memory index
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index score of Wechsler; information processing capacity and active use of incoming information (i.e. digit span)
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processing speed index
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index score of Wechsler; mental and motor speed, organization, planning (i.e. coding, symbol search)
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Standford-Binet
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one of the oldest and most widely used measures of intelligence (first version 1905)
first to include intelligence quotient (derived from ratio mental age to chronological age) mean of 100; sd of 15 measures verbal and nonverbal areas according to: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory |
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fluid reasoning
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one factor examined in Stanford-Binet; using deductive and inductive reasoning
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knowledge
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one factor examined in Stanford-Binet; accumulated fund of general info
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quantitative reasoning
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one factor examined in Stanford-Binet; numerical problem solving
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visual-spatial processing
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one factor examined in Stanford-Binet; ability to see patterns, relationships, spatial orientation
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working memory
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one factor examined in Stanford-Binet; short-term memory processing
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Kaufman instruments
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formed the Assesment Battery for Children and later developed adolescent and adult test
has 18 subtests - ones that are used are based on child's age and what theoretical approach is used for scoring |
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group intelligence testing
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most often used in school settings and in conjunction with achievement tests
issues: difficult to evaluate individuals more completely; motivation levels altered in group setting; tend to require more reading by participants; lack of background information that may help interpret results |
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the intelligence debate
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is intelligence stable? Research indicates that intelligence gradually increases from childhood into middle age and then levels off; slight declines after 65.
is intelligence hereditary? Difficult to determine. Research indicates a heritability index (h squared) of .50. Most believe it is related to interaction between genetic makeup and environmental influences |
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Flynn effect
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over the last 50 years, average IQ score has increased over one standard deviation
reasons? nutrition, test sophistication, educational opportunities, parenting practices, evolution interesting to note there have not been similar increases in achievement scores. |
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aptitude tests
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predict future performance or ability to learn (SAT, GRE)
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achievement tests
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measure acquired learning (TerraNova; state achievement tests)
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test sophistication
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individual's level of knowledge in test-taking skills; not related to knowledge of test content but rather format of test
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structured personality instruments
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formalized assessments in which clts respond to a fixed set of questions or items (MMPI-2)
pros: more reliable; objective cons: perhaps more obvious to participant what you are measuring - response bias; potentially inhibit rapport |
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projective instruments
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clt asked to respond to relatively unstructured stimuli (Rorschach)
pros: guards against faking; may help establish rapport better cons: more subjective in interpretation; lack of reliability evidence/normative data |
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informal assessment techniques
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observation (be aware of "themes"; unsystematic error; biases; and generalizability of observations)
interviewing (descriptive assessments) |
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basic methods of constructing personality inventories
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content related procedure (content relevance of items)
personality theory (do items measure tenets of theory; MBTI) empirical criterion keying (items selected on relationship to criterion; MMPI) factor analysis (examining interrelationships of items and grouping) |
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MMPI-2
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567 items
7 validity scales (i.e. lie scale) 10 basic scales (i.e. depression, paranoia) 15 content scales (i.e. fear, anger) |
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NEO-PI-R
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developed by Costa & McRae
measures Big Five: Openness to Experience Conscientiousness Extroversion Agreeableness Neuroticism |
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openness to experience
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one of the Big Five measured by NEO-PI-R; receptive to novel experiences
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conscientiousness
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one of the Big Five measured by NEO-PI-R; individual's ability to control impulses
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agreeableness
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one of the Big Five measured by NEO-PI-R; tendency to be sympathetic, desire to help others, optimism
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extroversion
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one of the Big Five measured by NEO-PI-R; tendency to be sociable, assertive, active, talkative
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neuroticism
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one of the Big Five measured by NEO-PI-R; measure of adjustment or emotional stability
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MBTI
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based on Jungs theory of psychological types
16 types Extroversion-Introversion Sensing-Intuition Thinking-Feeling Judging-Perceiving |
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Rorschach
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uses inkblot cards, allows examinee to respond to what they see, questions what prompted their response, evaluator interprets
association technique |
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Thematic Apperception Test
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31 cards with pictures, examinee asked to construct story based on picture
construction technique |
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Rotter Incomplete Sentences Blank
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examinees are provided with incomplete verbal stimuli they must complete (i.e. I hope...)
completion technique |
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Projective techniques
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associations (ink blots)
construction (stories) completions (sentences) arrangement/selection (toys) expression (drawing) |
