Utilisateur
Collecting information and drawing conclusions using varied methodologies
Assumptions
Continuously, not just at the start
Purposes and key concepts of clinical assessment
Classifying and diagnosing psychological disorders
To understand the individual
To predict behavior
To plan treatment
To evaluate treatment outcome
Clinical Assessment
The process of determining whether the individual meets the criteria for a psychological disorder
Common potential etiologies or causes of signs and symptoms
To understand the reason why the individual sought consultation
The presenting problem manifests due to a specific situation
A problem that has been present for a long time
To know how long the problem has been manifesting
To know if the individual has consulted a mental health professional before
The problem aligns with recognized psychological disorder symptoms
To provide nomenclature, which means a name or category for the illness based on combined signs and symptoms
The name or category of the illness based on its signs and symptoms
Description and information retrieval of the illness and its mental, emotional, and psychological manifestations
Social history noting apart from taking into consideration the personality factors
Through psychological tests using personality tests and other inventory tests
It does not discriminate against any factors of the individual
Evaluating whether the assessment is culturally appropriate for individuals from different backgrounds, like Filipinos or Asians
To check if the assessment tools are applicable to our culture or the individual’s culture
Ensuring that the administrator is authorized to conduct the assessment
Inventories that require a master’s degree
Projective tests
Wechsler Individual Achievement Test (WIAT III) - assesses a person's academic skills and development areas
Test of Auditory Perceptual Skills (TAPS) - measures how people process what they hear
Test of Visual Perceptual Skills (TVPS) - measures a person's processing and analysis skills
Be aware of increasing population diversity
Adhere to ethical code related to cultural competence
Include cultural variables in assessment
Reliable, valid, and standardized
The degree to which the assessment tool produces consistent results over time
It is producing consistent results, but those results are far from the goal
It provides consistent results and meets the intended goal
The most common measure of reliability where participants are tested on two occasions and scores are correlated
There is consistency in the scores
Interrater Reliability
Scores that are close together (e.g., 92, 90, 91)
Low interrater reliability
It indicates that changes in assessment still produce consistent results
Results that are consistent
Results that satisfy objectives
Using weighing scales
Are the tools appropriate for what we want to assess?
Using a height scale
The degree to which an assessment subjectively appears to measure the variable it is supposed to measure
Predicting possible manifestations of symptoms or tendencies in the future
By correlating results of assessments with outcomes of individuals
Correlating a new assessment for depression with established measurements for depression
High scores predicting future success or graduation with honors
The association of chosen symptoms as criteria for diagnosis
The usefulness of a diagnostic category based on outcomes
Consistency in the use of a technique
Population benchmarks
A process where certain standards or norms are determined for consistent procedures
Assessment interviews, clinical observation of behavior, psychological test
To interview the client or other people who can provide information about the client
Observing the behavior of the individual without intervening
Face-to-face interaction, structured interviews, and unstructured interviews
Following a set of predetermined questions
Anything related to the concern of the client
A kind of structured interview guide
To organize information obtained during an interview
Five areas
Appearance and Behavior
Thought Processes
Mood and Affect
Intellectual Functioning
Sensorium
Observable behavior, including attire and expressions
Flow and content of reasoning and speed or rate, continuity, and content of speech
The predominant feeling state of the individual
The feeling state accompanying what the individual says
Memory and abstract thinking and also the type of vocabulary and the use of abstractions and metaphors
General awareness of surroundings (person, time, and place)
Disorganized speech
Disturbances in memory
"Oriented times three"
Observing individuals without them knowing you are observing
Assessing behaviors in controlled medical or therapeutic environments
Intelligence tests and personality tests
WISC-IV, Standford-Binet V, and WAIS IV
Wechsler Intelligence Scale for Children – Fourth Edition
Ages 2 years to 89 years old
Wechsler Adult Intelligence Scale – Fourth Edition
Unstructured stimuli
Hidden motives
Interpreting inkblots to reveal thoughts and feelings
Henry Murray
Describing ambiguous scenes
The “picture interpretation technique”
Create a story based on the picture
Introduction of order, communication establishment, prevalence rates, and clarification of insurance issues
Categorical approach, dimensional approach, and prototypal approach
Distinct categories of disorders
The level and severity of manifestations
The level of symptoms, such as how intense the worry is
Categorizing signs and symptoms based on cognitive theory
Diagnostic and Statistical Manual of Mental Disorders (DSM) and International Classification of Diseases (ICD)
To be used in scientific research settings
To improve the clinical utility of the different diagnoses
It is more comprehensive and includes more subtypes of disorders
Structured interviews regarding cultural influences
It can lead to stigma and discrimination
Guidelines for making a diagnosis informed by clinical judgment
Mild, moderate, severe, and extreme