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21 Cards in this Set
- Front
- Back
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Summarize how the author characterize the changes in assessment focus and practices over the past century or so? What is the status of assessment today?
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- Traditional means of assesment has decreased b/c there has been an EXPANSION on definition of assessment
- Now: conduct interviews and beh. observation and neuropsychological assesment - After 1980's more emphasis on stress, coping skills, and personality disorders |
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Describe and give an example of each of the types of reliability (3) and validity (3) the author describes in the text, using our assessment of Nik as an example.
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-TEST RETEST RELIABILITY = administering, then repeating a test. Ensures test is GENERALIZABLE and that scores are ACTUAL CHANGE IN A TRAIT and not fluctuation
-SPLIT-HALF RELIABILITY = split test in half and measure internal consistency of items by comparing them to each other, good for determining reliability of testing for a trait with high fluctuation -INTERSCORER RELIABiLITY= single client has test scored by two diff. ppl., two sets of scores are correlated - CONTENT VALIDITY = representativeness and relevence of assesment instrament to construct being measured. must cover all aspects of content being measured - CRITERION VALIDITY = comparing test scores to performance on an outside measure that is related to variable that's being tested - CONSTRUCT VALIDITY = asseses the extent to which a test measures a theoretical construct or trait (measuring what it's supposed to measure) |
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Describe the findings described in the chapter regarding the accuracy of clinical vs. statistical/actuarial prediction (pros, cons of each...yes, this was a reading response question). When we assessed Nik, we discussed some of these issues, and you are free to add that discussion to what the text offers here.
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CLINICAL PRO = *data can be integrated into it
*clinicians can explore their understanding/see bigger picture surrounding test results (ex: history, medical, education, etc.) *views world as CHANGING (not static) CLINICAL CON = *doesn't take into account BASE RATE (how often diagnosis of trait occurs in general ppltn.), *don't receive feedback about accuracy of judgments, *CONFIRMATORY BIAS (seek info/ask ? to confirm hypo.) ACTUARIAL PRO = *allows for definition of outcomes, errors and costs!! *mathematically more ACCURATE ACTUARIAL CON = *views world as static/numbers, *doesn't necessarily account for situational causes factors or CHANGE, *b/c of this not always reliable or valid |
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Briefly describe the phases of assessment as if you were speaking to someone who knew little or nothing about it. (No need to list the 7 phases, just describe the process an assessor goes through in trying to predict the asssessee's behavior.)
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- REFERRAL QUESTION!
- Collect data about client (previous history/records) - Develop multiple, tentative inferences about client by viewing test scores - Accept or reject these inferences by investigating validity - Then can turn inferences --> general statements - Then elaborate on general statements - Integrate personality traits into description by integrating client's characteristics -Place description into situational context - Make predictions about behavior using situational context + personality traits |
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Make a chart of ethics concerns for assessment, integrating lecture and reading.
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1. Develop Professional RElationship
2. Informed Consent 3. Labeling and Restriction of Freedom 4. Competent Use of Assessment Instruments 5. Interpretation/ Use of Test Results 6. Communicating Test Results 7. Security/Maintenance of Test ______________________ 1. Competence 2. Integrity 3. Professional Responsibility 4. Respect for Rights/Dignity of Others 5. Concern for Safety/Welfare of Others 6. Social Responsibility |
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How might issues like the referral question and setting and assessee's motivation affect assessment? How might you prepare for this/take this into account as an assessor?
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LEGAL SETTING - gain custody of children, get off of probation, insanity defense, etc.
PSYCHIATRIC - may be "faking good" or "faking bad" to get in/out of a psych ward, to get on/off medication PSYCHOLOGICAL - get on/off medication, don't want to get diagnosed, etc. *Can account for this as an assesor by being aware of client's motivation and being responsible/aware of MOTIVATION for referral (Referral question). *Why it's important to place assesment into CORRECT CONTEXT |
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Describe potential ethical challenges you might face when assessing someone outside your own ethnic group (look throughout the chapter; there are several issues, here; also, try integrating this material with lecture material).
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- VERBAL: language skills, pitch, interpretation
-NONVERBAL: eye contact, body language, unconscious thoughts!!, extent to which client identifies with culture * If not aware --> misdiagnosis, miss infomation, bias, etc. Ex) Asians and eye contact |
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Describe potential biases that might affect an interview's reliability and validity (we discussed this, too, when talking about Nik's assessment in class; feel free to add those points to the text material)?
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HALO EFFECT= one characteristic seems to infer another
CONFIRMATORY BIAS = questions/beh. to confirm original bias are asked ATTRIBUTION BIAS = attribute behavior to internal traits rather than external/situational HAWTHORNE EFFECT = client knowing they are being watched affects how they act * How you approach someone in interview affects how they act. Other ex) eye contact, tone, cut-off points, expectations, order of ?'s, etc. |
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Compare and contrast structured and unstructured interviews, from lecture and text.
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UNSTRUCTURED
- flexible - person-centered - can work in any situation - more types of info. can be obtained - allows integration of idiosyncratic factors (situational) - GOOD for Crisis and quick decisions (faster!) STRUCTURED (STANDARDIZED TESTS) - more time! - psychometric precision! -results more comparable to other ppltns. (high CRITERION VALIDITY) -reliable, less info variance (more accurate) - consistent w/ diagnostic criteria ex)DSM - children, disabled or uncooperative adults |
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The text describes how, before an interview actually starts, the assessor is creating an environment and setting the stage. Describe what the assessor needs to do with the assesse just before the formal interview process starts
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1. Organize interview SETTING
2. Clarify how to address clinician 3. State purpose of interview and clarify discrepancies 4. Confidentiality - they don't have to disclose anything they don't want to 5. Explain role/ activities client with take on 6. Financial obligations |
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What's a Mental Status Exam, when is it used, and what are its 5 main categories?
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* Like a MEDICAL EXAM, but to determine PSYCHIATRIC FUNCTIONG
* used to figure out what kind of assessment is appropriate for client 1. General Appearance/ Behavior (posture/hygiene) 2. Perception (hallucinations/ illusions) 3. Feelings (mood and affect) 4. Thinking (intellectual abilities, reading comp, etc) 5. Thought Content (speech is insight to this) |
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Why use behavioral observation?
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- Relates EVENTS -> RESULTING CONSEQUENCES
- situational factors instead of enduring, underlying traits - puts every person in unique situation - sees traits/ ppl as CHANGEABLE - openly observable more straightforward than trying to measure traits - can integrate other practices (medical, cognitive) - relevant to TREATMENT (b/c can measure baseline then treat and measure again) |
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What are the reliability/validity considerations with behavioral observation? (You may use our assessment of Nik as an example.)
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*Both difficult to measure w/ beh. observation
RELIABILITY - some ben. hard to define - reliability of definition/observation/treatment of beh. easier for simple obvious beh. - differs from context to context or observer to observer - no guarantee that all treatments executed the same VALIDITY - CRITERION VALIDITY = not always generalizable to other ppl. or contexts |
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The chapter describes 4 rating approaches for behavioral observation. What are they? Which did we use in our assessment of Nik? How might we have used the other(s)?
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NARRATIVE RECORDING = observer makes note of beh. of interest, little qualifications needed so not many inferences can be made b/c of this
INTERVAL RECORDING = whether or not a selected beh. occurs w/ in a predetermined amount of time (easiest for overt/obvious behaviors) EVENT RECORDING = have to wait for target beh. and then record relevant details RATINGS RECORDING = used to get general impression of many dimensions of a beh., impressions rated on checklist/scale ** In class we used all except NARRATIVE |
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What are four of the things one must do as an assessor to ensure compliance with the APA Code of Ethics? (ethics handout is up on the lecture and reading schedule page for that day)
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1. GENERAL
- feedback - training in diversity - deal w/ personal problems - no multiple relationships- no fee for referrals 2. EVALUATION, ASSESSMENT, INTERVENTION - can only occur in context of professional role - can't release data to ppl who aren't qualified - know validity, reliability, norms, and limitations of instruments used 3. PSYCHOTHERAPY - Informed Consent 4. CONFIDENTIALITY - discuss limits of confidentiality; and disguise client's identity |
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You read about Howard Stern being given the MCMI. Considering ethics as they apply to assessors, how was this/was this not, ethical? List all the ways you can think of. (ethics handout is up on the lecture and reading schedule page for that day)
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- Can't use medical tools for medical purposes (TEST SECURITY)
- Test not used for intended purpose - Dr. didn't inform ppl of limitations/boundries (COMPETENCE) - No INTEGRITY b/c dr. was not being honest about the test and was being deceitful in my opinion *Gives ppl. wrong idea about psych. testing |
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Define assessment. Although everyone makes judgments of one another, does everyone assess one another? Explain. Do we need personality assessment? Why/why not? What is the main goal of personality assessment?
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"Assessment is all the procedures used to obtain observations/scores of samples of psychological behavior"
- humans use it to simplify world, everyone does -assessment can help us correct our mistakes in judgement - get to know ppl. /make decisions quicker -more descriptive and psychometric power "Goal = protection and welfare of individuals" |
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In what country did assessment originate? How did it develop and eventually spread to the US, in general?
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CHINA 2000 BC = oral interviews to match ppl. w/ jobs
CHINA 200 AD = test batteries for different occupational fields (ex; law, dr. military) CHINA 1400 AD = national testing centers for all citizens, high scorers get higher prestige jobs ENGLAND 1800'S = copy China to use on citizens EUROPE and other countries follow US. 1900's = Charles Darwin stressed idea that in all species there are individual differences |
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What are four qualities of an effective/ineffective interview(er)? What are three of the many sources of potential error in interviewing?
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Effective Interviewing
1. Genuine interest/ empathy 2. Appropriate Timing 3. Self - Awareness 4. Communication Skills (active listening, perception checking) ________ Not Effective 1. Any type of bias Ex) CONFIRMATION BIAS 2. EXPERIMENTER EFFECT (interviewer unintentionally influences response of client) 3. LOW INTERRATOR RELIABILITY - if it is low |
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Why do you think I had you view the video and read the articles on observer perception, and how does it relate to assessment? (Selective Attention Test)
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*We see what we want to see!
- CONFIRMATORY BIAS and the EXPERIMENTER EFFECT - INATTENTONAL BLINDNESS can cause you to miss things not aware of ex)gorilla suit - PLACEBO AFFECT in treatment *ex) teachers description of Nick before interview * NO SUCH THING AS PURE OBJECTIVITY even if intentions good :( |
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In assessment, why do we care about validity? Why do we care about reliability?
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VALIDITY = b/c we need a valid form of assessment that measure what it's supposed to
RELIABLE = produces the same results on retest and it is consistent in its methods and criteria. |
