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72 Cards in this Set
- Front
- Back
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Chapter 3 - Diagnosis |
Chapter 3 |
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Reasons for Clinicians to understand Diagnosis > Intervention and accommodations required by federal and state laws PL 94 - 142 and IDEA > A diagnosis is viewed as one aspect of holistically understanding the client It can help with treatment plans and conceptualization of client problems |
> Employers required to make reasonable for individuals with a diagnosed mental disorder > Required for medical insurance to pay > Diagnostic nomenclature of DSM has become an essential way of communicating with other professionals > A diagnosis can help the individual understand the prognosis |
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Culture Specific Client Experiences > Cultures express themselves in different ways > Disregarding culture can lead to misdiagnosis > Cultural differences should be acknowledged. |
Axes of the DSM IV TR Axis 1 - Clinical Disorders (depression, etc.) Axis 2 - Personality disorders and intellectual disabilities Axis 3 - General medical conditions Axis 4 - Psychosicial and environmental factors Axis 5 - Global assessment of functioning. |
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Medical 203 A military (War Department) program originating in 1943 which created a formal classification system. Revised over the next few years and became the basis for APA's first DSM (DSM - 1) |
General Info. about the DSM 5 > Under development from 1999 to 2013 > First published May 2013 > Has an online component > Effort made to align it with ICD 9 & 10 in order to unify diagnostic and billing process |
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DMS 5 has a single Axis. Why? > Personality disorders had been given undeserved status. This resulted in the belief that they were untreatable > Easier to navigate for Axis 2 patients > Medical conditions more likely to take a larger role in diagnosis |
> DSM - 5 has increased the number of "V codes" (Z codes in IC - 10) which are considered non-disordered conditions that are sometimes the focus of treatment and are often reflective of a host of psychosocial and environmental issues. > 22 broad diagnostic categories |
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Provisional diagnosis > When counselor suspects the diagnosis but there isn't enough information yet to formal diagnosis > Often occurs when a client is not able to give an adequate history or further information is required |
> Informal diagnosis labels not listed in the DSM that can be helpful > Generally found in a diagnostic summary or when communicating informally with other clinicians. They include: |
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Rule out - Client meets many symptoms but not enough to make a diagnosis yet. Traits - Person does not meet criteria but shows appropriate symptoms for that diagnosis By History - Previous records indicate diagnosis but records cam be inaccurate or outdated |
By self-report - Client claims the diagnosis but it is unsubstantiated "Unspecified disorder" should be used when someone appears to have a diagnosis but only meets 3 or 4 of the symptoms |
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Chapter 4 - Assessment Reports Why is it needed? Purpose: To synthesize an assortment of assessment techniques to reach a deeper understanding of examinee and recommend courses of action. |
Purposes: > To respond to referral questions > To provide insight to clients for therapy > To assist with case-conceptualization > To develop appropriate treatment options > To offer direction when providing vocational rehabilitation. |
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> To offer insight about treatment options for individuals who have incurred a cognitive impairment > To assist courts in making decisions > To provide evidence for placement in schools and jobs > To challenge decision made by other institutions or agencies |
Assessment - Requires both Breadth and Depth Breadth - Casting a wide enough net to ensure adequate assessment > Should be based on the purpose of the situation Depth - Ensuring that techniques reflect the intensity of the issue |
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> Depends on the purpose for which the client is being assessed. Assessment must be appropriate for client and situation. > Establishing trust and rapport as well as maintaining confidentiality is essential |
Types of Interviews Determining appropriate type is essential to successful gather in of information. > Sets the tone for types of information to be covered during the assessment process > Allows client to become desensitized to information that can be very intimate and personal |
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> Allows examiner to assess nonverbal signals of the client > Allows examiner to learn firsthand the problem areas of the client > Gives client and examiner the opportunity to study each others personality and style |
Structured: The examiner has a pre-determined list of items to complete, verbally or in writing Offerings - > Broad enough areas of content covers topics a practitioner may otherwise have missed > Increases reliability of results by ensuring all prescribed items are covered |
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> Ensures that examiner will cover all items because they are listed in detail and there is an expectation that will all be covered. > Ensure items will not be missed Drawbacks - > Examiner may miss information because he/she does not feel comfortable going "off track" |
> Client may experience interview as dehumanizing > Clients, particularly minorities, may misinterpret or be unfamiliar with certain items > Follow up by examiner to alleviate confusion is less likely > Does not always allow for depth of information |
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Unstructured: Examiner has no pre-established list. Examinee response will guide the interview > Creates an atmosphere conducive to rapport > Allows client to feel that they are directing the interview, leading them to discuss items that they feel are important. |
> Offers potential for greater depth of informaiton Drawbacks - > Does not allow for breadth of coverage. Information might be missed > Interviewer may end up spending more time on some items that he/she deems necessary |
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Semi - Structured: Uses prescribes items but gives leeway for "drift" in the interview. This allows the client to discuss potentially delicate topics which can be cathartic > Builds rapport > Helps to open new issues of importance to the client > Can provide both depth and breadth if done properly. |
Chapter Eight - Tests Uses for tests of educational ability > To determine how well a student is learning > To assess how well a class, grade, school, etc. is learning content knowledge > As a method of detecting learning problems > As a method of identifying giftedness |
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> To help determine if a child is ready to move to the next grade level > As a measure to assess teacher effectiveness > To help determine readiness or placement in any level of university > To determine if an individual has mastered content knowledge for professional advancement |
Names of tests of Educational Ability Survey Battery tests - Usually given in school settings, they measure broad content areas and are often used to assess progress in school Diagnostic Tests - Assess problem areas of learning and often are used to assess learning disabilities |
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Readiness tests - Measure readiness for moving ahead in school. Often used to assess readiness to enter first grade. Cognitive Ability tests: Measure a broad range of cognitive ability Usually based on what one has learned in school. Useful for predictions about the future |
Different types of Diagnostic Tests: Survey Battery - Stanford achievement test - tests specific subjects Iowa Test of Basic Skills - > Obtains information to support instructional decisions |
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> Provides information to students and parents for monitoring student growth from grade to grade > To examine yearly progress of grade groups as they pass through the school's curriculum |
Metropolitan Achievement Test > Designed to test students in K-12 for knowledge in a broad range of subjects Diagnostic Wide Range Achievement Test (WRAT 4) > Developed to assess basic reading, spelling, math and sentence comprehension skills |
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Weschler Individual Achievement Test - 3rd edition (WIATT_3) > Used primarily for Pre-k through 12th. > Designed to identify the academic strengths and weaknesses of a student, inform decisions of a specific LD, design instructional objectives and plan interventions |
Peabody Individual Achievement Test (PIAT-R/NU) > Provides academic screening for K-12 and covers six content areas: general information, reading cognition, comprehension, math, spelling and written expression. |
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Woodcock-Johnson 3 > Individually administered > Assesses cognitive abilities, skills and academic knowledge most recognized as comprising human intellience > Ages 2-90 |
Kindergarten Readiness Test (KRT) - Anderhalther and Perney > Assesses competencies in six areas for children who are either finishing preschool or are at the ver beginning of kindergarten in order to determine readiness |
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Kindergarten Readiness Test (KRT) - Larson and Vitali > Assesses whether children 4-6 years old are developmentally or maturationally ready to begin kindergarten by assessing five skill areas > Understanding, awareness, interactions with the environment, reasoning in problem-solving, |
numerical awareness, visual and fine-motor coordination and auditory attention span and concentration. Metropolitan Readiness Test (MRT6) > Assesses beginning educational skills in preschoolers, kindergarteners, and first graders. |
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Level 1 - Individually administered and accesses literacy development Level 2 - Given in a group environment and assesses reading and mathematics development of kindergartners through beginning first graders. |
Gesell Developmental Observation - Revised > Standardized assessment sensitive to the development of the whole child > Ages 2.5 to 9 > Takes a humanistic approach; non-threatening and comfortable environment in which the child is observed by a highly trained examiner who looks for developmental maturity |
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Cognitive Ability Tests Otis-Lennon School Ability Test 8th edition (OLSAT8) > Usually given in large group in grades K-12 > Assesses the different clusters in the verbal and nonverbal realms such as verbal comprehension and reasoning or pictorial reasoning, figural reasoning or quantitative reasoning |
The Cognitive Ability Test (CogAT) > Assesses cognitive skills of children K-12 > Purpose is threefold - helping teachers understand the abilities of each child to optimize instruction, to provide a different means of measuring cognitive ability than traditional tests, and to identify students having large discrepancies between ability and achievement |
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College Entry Exams ACT > Assesses 4 skill areas based on what one has learned in High School - English, math, reading and science. SAT > Measures critical thinking and problem solving skills in three areas; reading, math, and writing |
GRE - > General and Subject > Used for admission to graduate school > Cognitive ability test. Contains 3 sections - Verbal reasoning, quantitative reasoning, and analytic writing > Specific subject tests are availlable |
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Miller Analogies Test (MAT) > Used for admission to graduate school > Measures ability to recognize relationships between ideas, fluency in English, and general knowledge of the humanities, natural sciences, math and sciences > Consists of analogies |
LSAT - Law School Administration Test > Used to determine admission to law school > Assesses reading comprehension, analytical reasoning, logical reasoning, and a writing sample that is sent straight to the school being applied to. |
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MCAT - Medical College Admission Test >Used to determine admission to medical school > Consists of four sections - Physical sciences, verbal reasoning, biological sciences and a volunteer trial section for future test questions |
Chapter 9 - Intellectual Testing Reasons for using I.T. > To assist in determining giftedness > To assess intellectual disabilities > To assess intellectual ability following an accident or other problem > As part of the admissions process to some private schools |
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> As part of a personality assessment battery to aid in understanding the whole person Spearman's two-factor approach (what are they?) > Includes a "general factor" (g) and a "specific factor" (s) |
> Example - "talent for classics (g) "Comprehension of ancient worlds" (s) > Posited that general intelligence is much more significant than any specific ability Catel's two types of main intelligence > Fluid - culture free portion of intelligence that is inborn |
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> Crystallized - Acquired knowledge affected by our experiences, schooling culture, and motivation > Generally, Crystallized intelligence will increase with age while Fluid tends to decline |
Piaget's Stages of Development > Sensorimotor > Preoperational > Concrete Operational > Formal Operational |
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Information about the Stanford Binet > Dates back to the work of Alfred Binet-1904 > Ages 2 to 85+ > Uses a vocabulary routing test (almost a pretest) to determine where an individual should begin |
> Measures Verbal and nonverbal intelligence across 5 factors: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing and Working memory > 10 subtests > Discrepancies among scores on subtests as well as on verbal and nonverbal factors can indicate LD |
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> Mean of 100, SD of 16 > Subtests use mean of 10 and SD of 3 Types of Wechsler tests > 3 types, each for a different age group > Preschool Scale of Intelligence addresses children 6-16 > Adult intelligence scale assesses adults 16-90 |
> All three versions assess cognitive functioning, help to determine intellectual disabilities and giftedness and to assess probable learning problems > Most widely used is the WISC=4 which provides a full-scale IQ as well as 4 additional score indexes in the areas of: |
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- Verbal Comprehension, perceptual reasoning, working memory and processing speed. The 4 composite score indexes provide information about the child being tested - strenghts and weaknesses, help to identify potential LD |
Subtests: Block Design (BD) Similarities (SI) Digit Span (DS) Picture Concepts (PCn) Coding (CD) Vocabulary (VC) Letter-number (LN) Matrix Reasoning(MR) Comprehension (CO) Symbol Search (SS) |
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Picture Completion (PCm) Cancellation (CA) Information (IN) Arithmetic (AR) Word Reasoning (WR) |
Reasons for neuropsychological tests They measure a number of domains related to brain-behavior, including memory, intelligence, language, visual-perception, visual-spatial thinking, psychosensory and motor abilities, academic achievement, personality or psychological functioning. |
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Results can be used in the following ways: > As a diagnostic tool to identify the root of a condition and the extent of the brain damage > To measure change in functioning > To compare changes in cognitive or functional status |
> To provide specific rehabilitation treatment and planning guidelines for individuals and families
> To provide specific guidelines for educational planning in the schools |
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Chapter 10 - Interest Inventories Reasons for using interest inventories > They are fairly good at predicting job satisfaction based on occupational fit, skills, and personality type |
Strong's Interest Inventory's five interpretive Scales 0 G I O S O R > General Occupational themes - most commonly used - shares more elements "on the hexagon" (Pg. 224) |
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> Basic Interest Scales - Identifies broad areas of interest in 30 areas such as science, performing arts, marketing, law, etc. - The individual is shown his/her top 5 interest areas but can also view the others if desired |
> Occupational Scales - Compares interest to those of others with the same job - These scales provided the original basis for the 1927 Strong and allow an individual to compare interests to the interest of individuals of the same sex who are happy in their jobs |
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- Lists the 10 occupations to which the respondent is most similar then separately lists the T-scores of the client as compared to all 244 occupations Personal Style Scales > Assesses work style, learning environment, leadership style, risk taking and team orientation |
> Gives an estimate as to how comfortable the test-taker is in certain activities including work style (alone or with people), learning environment ( practical v. academic), leadership style (taking charge vs. letting others take charge, risk taking/adventure (risk taker vs. non-risk taker) and team orientation (working in a team vs. independently) |
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> Response Summary - Provides a percentage breakdown of the client's responses across all six interest areas named by Strong - Offers the total percentages of each of the Likert response types, varying from "strongly like" to "strongly dislike." |
- New typicality index that assists in identifying examinees who may be making random responses which have, in fact, been found to be 95% accurate |
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Holland Codes - R I A S E C Real Investigators Artfully Socialize Even Conventionally. > Realistic - Likes to work with equipment, machines, computer hardware or tools - Often prefer to work outdoors. |
- Are good at manipulating concrete physical objects - Prefer to avoid social situations, artistic endeavors, or abstract tasks - Possible Settings: Filling stations, garages, farms, machine shops, construction, computer repair labs, and power plants. |
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> Investigative - Like to think abstractly, solve problems and investigate - Feel comfortable with the pursuit of knowledge and enjoy manipulating ideas and symbols - Prefer to avoid social situations and see themselves as introverted. |
- Possible settings: Research laboratories, hospitals, universities, and government-sponsored research agencies > Artistic - Like to express themselves creatively, usually through artistic forms such as drama, art, music or writing |
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- Prefer unstructured activities in which they can use their imagination and express their creativity. - Possible settings: Theater, concert halls, libraries, art or music studios, dance studios, newspapers and restaurants |
> Social - Nurturers, helpers and caregivers who have a high degree of concern for others - Introspective and insightful; prefer work environments in which they can use their intuitive and caregiving skills
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- Possible settings: Government and social service agencies, counseling offices, churches, schools, mental hospitals, recreational centers, personnel offices and hospitals > Enterprising - Self-confident, adventurous, bold and enjoys working with other people |
- Have good persuasive skills and prefer positions of leadership - Tend to dominate conversations and enjoy work environments in which they can satisfy their need for recognition, power and expression |
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- Possible settings: Life insurance agencies, advertising agencies, political offices, real estate offices, new and used car lots, sales offices and management positions. > Conventional - Stable, controlled, conservative and cooperative |
- Prefer working on concrete tasks and like to follow instructions - Value the business world, clerical tasks and tend to be good at computer programming or database operations - Possible settings: Banks, business offices, accounting firms, computer software companies and medical records departments |
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General Information about the ASVAB > Armed Services Vocational Aptitude Battery and Career Exploration Program > most widely used multiple-aptitude test in the world. > Developed in 1968 |
> Latest rendition consists of 3 primary components - The traditional ASVAB aptitude test - An interest inventory - A career exploration tool (Occu-find) - Also includes other components such as online resources and a short video program |
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> Pulls items from a pool of questions and provides more difficult or easier items based on the previous answer made by the examinee > Consists of 10 "power tests" - a test that has generous time limits in contrast to a "speed test" such as a 1 minute typing test |
> These "power tests" fall into one of four domains - Verbal - Math - Science/Technical - Spatial > Originally used only for the military, it has now been adapted for civilian use. |
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Special Aptitude Tests (types) C M A M - Clerics and Mechanics Aren't Musical > Measure a homogenous area of ability and are generally used to predict success in a specific vocational area of interest > Assess the ability to perform a certain job or master a new skill |
Types: > Clerical - Measures clerical ability across a range of abilities including verbal reasoning, numerical ability, clerical checking, spelling, typing and filing > Mechanical - Measures the ability to learn physical and mechanical principles and manipulate mechanical objects |
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> Artistic - Demonstrates artistic ability - Some professional art schools require applicants to submit a portfolio - Practice "interrater reliability" - raters practice rating items similar to the ones they will eventually rate. When they mesh, they are ready to rate student pieces. |
- Generally measures form, appeal, use of color, etc. > Musical - One of the challenges is to distinguish between the ability to learn a knowledge base and the ability to play an instrument - "The Music Aptitude Profile" is probably the most researched test of this type
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- For students grades 4-12 - Students listen to 2 musical excerpts and answer a series of questions pertaining to the music - Traits measured include the student's ability to assess harmony, tone, melody, tempo, balance and style |
> Iowa Test of Music Literacy - Measures "audiation" or the process of thinking about music in one's mind without it actually being there - Can be classified as an achievement test, but can also be used to determine a student's aptitude for music training |
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Chapter 11 - Clinical Assessments Reasons for using clinical assessments > to help clients gain greater insight > to aid in case conceptualization and mental health diagnostic formulations > To assist in making decisions concerning the use of psychotropic medications |
> To assist in treatment planning > To assist in court decisions > To assist in diagnostic decisions for health related problems > To identify individuals at risk |
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Types of objective and projective personality tests Objective > Mostly uses multiple-choice, true/false and related types or formats to assess various aspects of personality > Each test measures different aspects of personality based on the specific constructs defined by the test developer |
Common Tests: Minnesota Multiphasic Personality Inventory (MMPI) > Most widely used > 3 versions available - Full version - Adolescent version - Short version - called the "Restructured Form" |
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> Can be administered individually or in groups > Computerized version available > Examiners must have taken a minimum of a graduate level course in psychological testing and one in psychopathology > Identifies 15 specific traits such as anxiety, fears, anger, cynicism, and low self-esteem |
Milton Clinical Multiaxial Inventory )MCMI) > Second most used for psychopathology > Designed to assess personality disorders and clinical symptomatology > Focuses on DSM personality disorders in contrast to the MMPI's focus on clinical disorders > Adult version - Ages 18 years and older |
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> Adolescent version - Ages 13 - 19 > Computerized version available > Six different major scales - Clinical personality pattern scales - Severe personality pathology scales - Clinical Syndrome Scales - Severe Clinical syndrome scales |
-Modifying indices - Validity index Personality assessment Inventory > Designed to aid in making clinical diagnoses, screen for psychopathology and assist in treatment planning > Designed in 1991 by Leslie Morey |
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> Ages 18 and older > Computer scoring or mail-in > Results suggest that the PAI scale is more accurate than MMPI's in identifying anxiety-related disorders such as PTSD, social phobia and depression |
Beck Depression Inventory - 2 > Designed to measure severity of depression > The inventory is ranked the number one assessment tool used by counselors and counselor educators > When given, special attention should be directed to two areas - hopelessness and suicidal ideation |
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Beck Anxiety Inventory > Designed to be simple and brief to assess anxiety for ages 17 to 80 > One of the top 10 assessment tools used even though it was originally published in 1993 > Developed by combining three other anxiety measures that Beck had created |
Meyer's Brigg Type Indication > Most widely used personality assessment for normal functioning > Used in a wide variety of settings - In therapists offices to assist clients to develop a deeper understanding of self |
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- In marriage and family counseling sessions and workshops to help couples and families examine differences and similarities of personality - In business and industry to help employees understand why individuals respond the way they do
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- In career counseling to help individuals find careers that match their personality types
Sixteen Personality Factors Questionnaire (16FP) > Factors are traits along a bipolar continuum > 5 global Factors - Extraversion - Anxiety - Tough-mindedness - Independence - Self-control |
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> 3 Valiity scales - Impression Management - Infrequency - Acquiesence > Factors - Warmth - Reasoning - Emotional Stability -Dominance - Livliness |
- Rule - Consciousness - Social boldness - Sensitivity - Vigilance - Abstractedness - Privateness - Apprehension - Openness to change - Self-Reliance - Perfectionism - Tension |
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The Big Five Personality Traits and the NEO PI - 3 and NEO - FFI - 3 O C E A N -- Open Condors Eat Anything Needed > Five Personality Traits (constructs) - Openness - a willingness or desire to have new experiences, emotions, ideas and be curious and imaginative; unconventional |
- Fantasy - Aesthetics - Feelings - Actions - Ideas - Values - Conscientiousness - a sense of duty or self-discipline in one's actions; prefers order and planning; goal driven - Competence - Order - Dutifulness - Achievement Striving - Self-discipline - Deliberation |
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- Extraversion - having warmth, outgoingness and a positive attitude; enjoys activity and excitement; high energy - Warmth - Gregariousness - Assertiveness - Activity - Excitement Seeking - Positive Emotion |
- Agreeableness - being cooperative, kind, trusting, and altruistic; believes people are good - Trust - Aesthetics - Feelings - Actions - Ideas - Values - Neuroticism - prone toward emotional distress such as anxiety, depression, anger, and impulsivity; emotionally reactive - Anxiety - Hostility - Depression |
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- Self-Conscousness - Impulsiveness - Vulnerabilty to stress Connors 3rd Edition > Geared to help in the diagnosis of ADHD and other problematic behaviors such as oppositional defiant disorder and conduct disorder |
> For use with children 6-18 > Computerized version available Substance Abuse Subtle Screening Inventory > Helpful for identifying people who have a high probability of a substance-related disorder > Two versions > Adolescent age 12-17 and Adult > Ages 18 and older |
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> Classifies between substance dependency and substance-abuse disorders Identity Graphics for Projective Personality Tests Projective |
The Thematic Apperception Test and Related Instrument > Through a storytelling process by the client, it allows great access to the client's inner world and shows how that world is affected by the client's needs and by environmental forces > Ambiguous pictures but more structured than inkblot |
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> Based on Murray's need-press personality theory which states that people are driven by their internal desires such as attitudes, values, goals, and so on (needs) or by external stimuli from the environment |
Rorschach Inkblot Test > Clinician shows the client cards, one at a time, and asks them to talk about what they see. A follow-up inquiry addresses issues of what they actually saw, how they saw it, and where on the card it was seen. Ultimately, the clinician wants to see exactly what the client saw on the card. |
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> Rorschach, a student of Carl Jung, believed that the ambiguous shapes allowed the test-taker to project his/her unconscious mind onto these images. > Three components - Location, Determinents, and Content |
- Location is the portion of the blot to which the response occurred (W) Whole Blot, (D) Common Details, (Dd) Unusual Details, and (S) white space details - Determinants are used to describe the manner in which the examinee understood what he/she saw |
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- Broken down into (1) Form - "That looks just like a bat!" (2) Color - "It's blood because it's red" and (3) Shading "It looks like smoke because it's greyish - white. - Content is based on 22 categories such as whole human, human detail, animal, art, blood, clouds, fire, household items, sex, and so on. |
- Specific content can hold meaning. For instance, a goat can be an indication of a person being obstinate or a number of animal responses by an adult could be an indication of immature psychosexual development. (Children tend to include a lot of animals in their responses |
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Dimensions of the Myers-Briggs Inventory E S J T - Extra Senses Think Judgmentally Four Dimensions - Extraversion (E) - Energy is directed outward to people and objects VS Introversion (I) - Energy is directed inward toward ideas and concepts
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- Sensing (S) - Perception comes mainly from the five senses VS Intuition (N) - Perception comes mainly from observing patterns and hunches - Thinking (T) - Processing decisions based on logic, fact and rationality VS Feeling (F) - Processing decisions based on personal and social values |
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-Judging (J) - Makes decisions based on T or J; likes organization, planning and schedules VS Percieving (P) - Processes decisions based on S or N; likes spontaneity, flexibility and diversions |
Types of Drawing Tests Bender Visual-Motor Gestalt Test > Measures developmental level and psychological functions as well as assessing neurological deficits after TBI > Ages 4-7 and 8-85 > Asks examinees to draw nine figures |
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> Children 4-7 have four additional figures to copy > Individuals 8-85 have three additional figures to copy - House...Tree....Person > Examinees are asked to draw a house, a tree and a person on three separate sheets of paper |
> In the kinetic version, they are asked to draw all figures "with some kind of action." > In drawing the tree, the drawer reflects his/her individual transformation process > In creating the person, the drawer reflects the self or ego functions interacting with the tree to create a larger metaphor |
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> The house reflects the physical aspects of the drama Draw-a-Man Draw-a-Woman Kinetic Family Drawing > Asks the individual to draw his/her family doing something together |
> Characteristics and their interpretations - Unusually large drawings can reflect aggressive tendencies, possible hyper or manic conditions - Unusually small drawings can reflect feelings of inferiority, ineffectiveness or inadequacy; withdrawal tendencies; feelings of insecurity |
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- Very short, circular sketch strokes can reflect anxiety, uncertainty, depression and timidity Interpretation - House Drawing > Large Chimney - concerns about power, psychological warmth or sexual masculinity > Very small door - Reluctant accessibility; shyness |
> Absence of windows - suggests withdrawal and possible paranoid tendencies Interpretation of Tree Drawing > Broken or cut off branches - feelings of trauma |
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> Upward-pointing branches - Reaching for opportunities in the environment > Slender trunk - Precarious adjustment or hold on life Interpretation of Person > Unusually large head - Overvaluation of intelligence, dissatisfaction with body; preoccupation with headaches |
> Hair emphasis on head, chest or beard - Virility striving, sexual preoccupations > Wide stance - aggressive defiance and/or insecurity |
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Chapter 12 Uses for informal assessments > They add one or more pieces of information to the total assessment process > Can be focused to gather specific information > Can often be used to gather information quickly |
> Can be non-intrusive; such as using cumulative records at school, and thus can be nonthreatening > Usually free or low cost > Tend to be easy to administer and interpret |
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Know and identify different types of informal assessment scales > Observation > Rating Scales > Classification Methods > Environmental Assessment > Records and Personal Documents >Performance-Based Assessment |
Types of Observations > Event Sampling - Viewing and assessing targeted behavior without regard for time (observing acting out child at school ALL day) > Time Sampling - Specific amount of time set aside for observation ( Viewing an acting out child for 10 minutes, 5 times during the day. |
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> Combining Event and Time Sampling - For instance, the instructor/counselor randomly observes empathetic responses in 3-5 minute segments of clinical interviews from each of a dozen students who handed in one-hour cam recordings. (See box 12.1, pg. 283) |
The Halo Effect > Rate based on overall impression (e.g., intern is exceptional, so you rate him high on all aspecits even though he consistently comes late to internship) |
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Classification systems/methods > Starting on page 287 > Purpose: Classification systems/methods provide information about whether or not an individual has, or does not have, certain attributes or characteristics. |
Some Classification systems: > Behavior Checklists: Allows individual to identify behaviors that best describe typical or atypical behavior (Box 12.7, p. 288) > Feeling Word Checklists: Individuals check feeling words on a list to identify which they had, are currently experiencing, or hope to feel (Table 12.1, pg. 288) |
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Other Classification Methods (only limited by our imaginations) For example: >Asking clients to examine and choose items which represent their "irrational thoughts" > An individual conducting a career assessment checks those jobs that look appealing > Elderly person identifies barriers to living fully (difficulty getting out of the bath, problems seeing, etc.) |
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