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Clinical Psychology
Week 5 Powerpoints
| Question | Answer |
|---|---|
| Psychological Assessment | Collection of multiple pieces of information, using multiple perspectives |
| Decision-making based on: | an integration of multiple pieces of data. The decisions are geared toward addressing assessment questions |
| Purpose of Assessment | They are administered to address specific goals |
| Psychologists and Asssessment | Most psychologists consider assessment a typical part of their jobs. All psychologists must demonstrate competency in this domain of assessment. |
| Psychological Assessment in many settings | -Screening -Diagnosis -Prediction -Treatment Planning/Monitoring/Evaluation |
| Assessment-Focused Services | Focuses on person's current functioning Does the patient need mental health services? Recommending which services would be beneficial. Has there been a change in current functioning relative to previous functioning. |
| Referral can be prompted by: | Individual patient request or mandated by court |
| First step in Intervention Services | Is there a need for services? Which form of intervention? Future treatment monitoring/evaluating. |
| Intervention-Focused Services | This is currently the reason that most often initiates assessment |
| Screening | Identify (with limited resources) individuals currently experiences or at risk of experiencing mental health concerns |
| Screening in settings | Routine for individuals not seeking services (schools). Or those actively seeking screening. Online or in-person. |
| Case Formulation | Using assessment data to conceptualize a patient's functioning and classify primary areas of mental health concerns. |
| What assists in long term prognosis of patient's concerns? | Case formulation |
| What provides an initial framework for treatment, planning, monitoring, and evaluation? | Case Formulation |
| Prognosis | Using assessment outcomes and related research to predict the future course of a patient's functionining |
| Making a prognostic judgment | Involves a balance between available resources and collecting information to make an accurate decision |
| Mental health concerns are (blank) events | "Low base rate" events, high likelihood of error, thus need to consider: Sensitivity & Specificity |
| Sensitivity | Number of predictions of an event across cases, compared to the total number of times the event actually occurs. Correctly identified "positives" |
| Specificity | Number of predictions of a "non-event" across cases, compared to the total number of time the event does not occur. Correctly identified "negatives" |
| Treatment Planning | Assessment outcome plus scientific evidence is used to develop a course of action for patient's mental health concerns |
| Patients develop expectations | Long-and short-term outcomes |
| Allow communication between service providers and payers of care (insurance) | Treatment Planning |
| Treatment Planning Steps | -Identify problem -Establish treatment goals -Identify treatment strategies and tactics to meet these goals |
| Monitoring (blank) risk of patient deterioration | Decreases |
| Treatment Evaluation | Comparing patient's functioning after course of treatment with functioning before treatment |
| Therapists' perception | Therapists' perception of improvements often do not correspond to those of the patient's or other informants |
| Definition of Psychological Testing | Collect data to base statements about a person, their experiences, and/or psychological functioning. |
| Accuracy of Psychological Testing is based on: | method of assessment, not just expertise of assessor. |
| Psychological Testing | Used to gather a sample of behavior. A score is then assigned to the sample. Then interpreting score by comparing to other people. |
| Psychological Assessment | More complex and multifaceted than testing. May not involve tests. Taking life history, clinical observations of behaviors, tests/reports taken from significant others. Unified description of patient or aspects of life experiences. |
| Standardization in Assessment | Consistency across clinicians and testing in the procedures used to administer and score a test |
| Process of Assessment Standardization | Detailed instructions on how to administer test and how to score and interpret test data. |
| Assessment Reliabilty | Necessary to generalize the results of a test and the implications of the results beyond immediate context |
| Standardization is necessary for attaining levels of (blank) | Reliability |
| For internal consistency, what reliability is used? | .90 if used in clinical assessment. .70 if used for research. |
| Assessment Validity | Validity is relative to the purposes of test and to whom it is administered. A measure can be valid for one ethnic group but not another. |
| Assessment Norms | Range of possible scores and how most other people score allows interpretation |
| Three main types of test norms | -Percentile rank -Standard scores -Development norms |
| Percentile Rank | A type of test norm (i.e. SAT and GRE) |
| Standard Scores | A type of test norm. Placing everyone's score on the same distribution, standard normal distribution. |
| Development Norms | A type of test norm. Used when construct systematically changes over time. |
| Evidence-Based Assessment | Use of research and theory to guide |
| How is research used as a guide in EBA? | Selection of variables to be assessed Selection of methods and measures Assessment process development |
| Take-home message of Evidence-Based Assessment | Psychological assessment is a decision-making task. |
| EBA and Clinicians | Clinicians repeatedly and testing hypotheses by integrating multiple pieces of assessment outcome that was collected. |
| Ethical Considerations in Assessment/Testing | Patient must know: -Goals of evaluation -Information collected -Limits of Confidentiality -Voluntary assessment |
| Psychologists ethically responsible for knowledge of tests used: | -Reliability and Validity -Test norms -Proper use and interpretation of tests -Test strengths and limitations |
| Hunsley & Mash (2007) Reliability and Validity | Reliability and Validity not enough to deem a measure appropriate for clinical use |
| Clinical Utility (Hunsley & Mash, 2007) | Assessment data results in improvements in clinical decisions/services and thus improvements in client functioning |
| Treatment Utility (Hunsley & Mash, 2007) | Assessment measures/methods contribute to improved treatment outcomes. |
Created by:
roxandsocks
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