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Clinical Psychology
Week 6 Powerpoints
| Question | Answer |
|---|---|
| Most common of all assessment methods | Interviewing and Observation |
| Uses of Interviewing/Observation | Unstructured & structured formats. In context of case formulation and therapy. To form hypotheses about functioning. To build rapport between therapist and client. |
| Exceptions when confidentiality must be broken | Child protection, imminent harm, and court testimony |
| Unstructured Assessment Interviews | Increase the likelihood that interviewees feel comfortable disclosing private information |
| Open Questions | Allow for elaborated responses |
| Closed Questions | Can be answered with a single word, yes or no. |
| How do Unstructured Assessment Interviews begin? | Begin with open questions and then clarify the responses with closed questions. |
| Structured Diagnostic Interviews in response to: | Low agreement among interview-generated diagnoses |
| Differences of Structured vs. Unstructured Interviews | Specific question format -specific sequencing of the line of Q's -follow up Q's for differential diagnosis -specifically tailored to generate diagnosis -Can be BROAD or SPECIFIC |
| Attending Skills (during Interviewing) | Specific skills that facilitate information gathering |
| Examples of Attending Skills | Non-verbal (head-nodding, eye contact). Paraphrasing client responses tells client you're listening, and allows them to hear what they just said. |
| Attending Skills use what kind of stance? | Non-blaming stance and extensive perspective-taking |
| Interview | method for collecting information about symptoms and concerns |
| What other info do interviews collect? | Demographic information (age, family, school, employment). Developmental upbringing Treatment history Educational Background Life Stressors |
| Contextual Information (from Interviews) | Key is to gather info that may be useful when |
| What may lead to ruling out diagnosis? | Contextual Information |
| Cultural Sensitivity | Sensitive to ethnic, socioeconomic, regional, and spiritual variables. |
| Culture can impact: | Client's experience and how they behave with psychologist |
| Defining Problems/Goals | Clients cannot "speak their language." Clients describe complaints vaguely. Unable to articulate what they are feeling without assistance. |
| What allows clients to elaborate on their core complaints? | Interviewing |
| By clarifying clinical concerns, a psychologist: | identifies potential therapeutic goals |
| What is customary to ask in an interview? | Suicide history and suicide risk when assessing patients with symptoms that may raise this risk |
| Suicide Risk Assessment | Q's about -Thoughts of suicide -Plans for completing/attempting suicide -Access to means for carrying out plans -History of attempts |
| Low Risk for Suicide | Make sure client has access to emergency numbers to helpline |
| High Risk for Suicide | Accompany client to emergency unit of hospital |
| Couple/Family Interviews | Interviews with 2 or more people simultaneously; psychologist can observe interaction patterns. Also needs individual sessions to address sensitive issues |
| Couple Interviews | See partner's impressions of a client's problems or child |
| Family Interviews | The key is to devote attention to each family member to build rapport |
| Child Interviews | Children are a key role in providing unique and valuable information during interviews. Assessment is like a goal-directed conversation. |
| Child Interviews allow for: | Exploring child's perspective. And assessing how the child interacts with adult strangers. |
| For child interviews there are no: | "right or wrong answers" Also the q's are tailored to child's developmental level |
| Observations | Focuses on features that are relevant to addressing clinical questions. |
| What do Child Observations notice? | -Activity level -Attention span -Impulsive Behaviors -Physical movements -Ease of interactions |
| Where do Naturalistic Observations occur? | Home and School. They are used to observe behaviors that are difficult or sensitive to discuss during interviews |
| What is data from observations used for? | To generate hypotheses |
| Self-Monitoring | Technique used when monitoring or observing client over long periods of time, and direct observation is not feasible. |
| Examples of Self-Monitoring | Hours of nightly sleep, food intake, daily thoughts or feelings. |
| Self-Monitoring is not just a number | It is also qualities of each record (where event happened, time, length of day, etc.) |
| What can Self-Monitoring be used to establish? | A "baseline" of a behavior |
| Limitations of Self-Monitoring | Client may fail to record some entries or change behavior due to assessment |
| Reactivity | Change in behavior due to assessment |
| Wakschlag(2005) | The clinically impairing disruptive behavior in preschoolers is difficult to identify and diagnose. |
| Wakschlag (2005): what can help to identify disruptive behavior? | Controlled laboratory observations help augment traditional assessment technologies (such as parent and teacher reports) |
| Wakschlag (2005): Diagnostic Obervation | Diagnostic observation "press" for the expression of symptoms. Diagnostic observation helps distinguish normative misbehavior from clinically relevant behavior patterns. |
Created by:
roxandsocks
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