Psychological Assessment PDF

PSYCHOLOGICAL ASSESSMENT L1: INTRODUCTION TO  NON-MEASUREMENT 2. ASSESSMENT PSYCHOLOGICAL ASSESSMENT - Interviews, observations, etc. - Other questionnaire/checklist etc....

PSYCHOLOGICAL ASSESSMENT L1: INTRODUCTION TO  NON-MEASUREMENT 2. ASSESSMENT PSYCHOLOGICAL ASSESSMENT - Interviews, observations, etc. - Other questionnaire/checklist etc. OBJECTIVE TESTING -TO respond to a referral questions, - process of sampling behavior/skills DIFFERENCES BETWEEN TESTING solve a problem, or arrive to a by using ready-made test. AND ASSESSMENT decision through the use of evaluation tools. MEASUREMENT 1. TESTING - activity that assigns quantitative PROCESS principle and end with a score or OBJECTIVE - Usually individualized. quantity of psychological construct. - To acquire some gauge typically a - Start with a referral for assessment numerical type, with regard to ability from a source, such as a teacher, a EVALUATION or attribute. school psychologist, a counselor, a - process of coming up with a judge, a clinician, or a specialist in judgment PROCESS resources. - to appraise what an individual can - May be individual or a group in - It focuses more typically on how an and can’t do. nature. individual processes not just the - The tester may usually add the results of that processing. ASSESSMENT number of correct answers or the - collect process and interpret number of certain types of answers ROLE OF EVALUTOR information in order to make after test administration. With little or - The assessor is essential to the judgment and decisions. no consideration on the manner or selection process and/or other tools mechanics of the material. for evaluating and drawing PSYCHOLOGICAL ASSESSMENT conclusions from the entire - Gathering and integration of data ROLE OF EVALUATOR evaluation. relating to psychology - Tester is not the key process since - Purpose: to create a psychological one may be substituted for another SKILL OF EVALUATOR evaluation. tester which will not affect the - Assessment typically requires a - Use of techniques and tools of evaluation. knowledgeable selection of evaluation psychology to learn either general or tolls, evaluation skills, and thoughtful specific acts about another person, SKILL OF EVALUATOR organization and integration of data. either inform others of how they - It typically requires technician-like function now, or to predict their skills in terms of the administration OUTCOME behavior and functioning in the and scoring of the test as well as - It requires a systematic problem- future. interpretation of the test results. solving approach, which carries with - Measurement and Non-measurement it several data sources designed to OUTCOME shed light on the reference question.  MEASUREMENT - It results in a test score or series of - Correct/incorrect item responses. test score. EVALUATOR - Not using correct/incorrect EVALUATOR - Typically done by psychologists. responses. - Typically done by psychometrician. PSYCHOLOGICAL ASSESSMENT PSYCHOMETRICS  EXPLAINER TYPES OF TESTS - science of psychological - can describe complex psychometric 1. Ability Tests: to measure skills in measurement concepts in plain language terms of speed, accuracy, or both. - the tools used in psychological  LEARNER A. Achievement: measures measurement underwent a systematic - always learning new skills and tools previous learning. process to ensure its soundness.  FELXIBLE B. Aptitude: measures for - understands the need to balance acquiring a specific skill. PSYCHOMETRIC SOUNDNESS psychometric science with the C. Intelligence: measures - refers to how consistent and practical & business realities potential to solve problems, adapt accurate a psychological test it is to  RESEARCHER from changing circumstances, and measure what it is meant to measure. - loves to get to the bottom of thing profit form experiences. - In this context, the utility refers to and invent new approaches the usefulness or practical value that  INTEGRITY 2. Personality Tests – measure a test or other assessment tool has for - is deeply concerned about validity typical behaviors (traits, specific purposes. and fairness temperaments, and dispositions)  LISTENS A. Structured (objective) – WHY DO WE MEASURE - listens to the client and tries to find provides a self-report statement to PSYCHOLOGIUCAL CONSTRUCTS? the best solution within the budget. which the person responds “True” or 1. For classification or diagnosis of  CODER “False” or “yes” or “No”. psychological disorders. - loves to analyze data and write code 2. To describe or explain one’s to analyze data. B. Projective - provides an functioning or characteristics.  SOCIAL ambiguous tests stimulus; response 3. To predict tendencies or future - yes, psychometricians can be social. requirements are unclear. behaviors. - its essential to working with SMEs ROLES OF PSYCHOMETRICIAN TOOLS OF ASSESSMENT  INTERVIEW 1. Answer specific questions and aid - One of the most important mean of in making relevant decisions.  PSYCHOLOGICAL TEST data collection during psychological 2. Expert in human behavior. - Designed to measure psychological assessment. 3. Understand and appreciate multiple variables such as intelligence, - The interviewer is taking note of causation, interactional influences, personality, aptitude, interests, both verbal and nonverbal behavior. and multiple relationships. attitudes, or values. - Helps make a diagnosis, treatment, 4. Understand tests and tests - Varies in terms of a number of collection or judgment from the constructions. variables such as content, format, and appropriateness of different procedures for administration, educational programs or class QUALITIES OF A PSYCHOMETRICIAN procedures for scoring and placements.  DATA-DRIVEN interpretation and technical quality. - Allows for establishing rapport with - makes decisions based on data clients. DRIVES QUALITY - Provide opportunities to probe or - implements processes for quality examine. assurance PSYCHOLOGICAL ASSESSMENT - Allows for observation of the client 3. Mental Status Exam and other interviewees. - Orientation: What is the (year) (day) - Example: Observing anxiety Results are placed in a wider, more (month) every 10 minutes at play. meaningful context. - Registration: Name 3 objects - Useful in crisis situations or other - b. Provocation situations where testing is not 4. Employment Interview - A decision is made about feasible. - To hire or to fire employee whether to provoke/produce behaviors and situations of interest or TYPES OF INTERVIEW 5. Educational Interview to wait for them to happen on their 1. Structured – Example: have you - Initial interview for admission. own. ever gone on binges, benders where c. Recording you kept drinking for a couple of days  CASE HISTORY DATA - Plans are made to note down or more without sobering up? - refers to records, transcripts, and observations using observer’s other accounts in written, pictorial or memory, record sheets, audio or 2. Unstructured – Example: What other form, in any media that video – tape, physiological monitoring brings you here? preserve archival information relevant systems, timers, counters or other to an assesee. means. 3. Semi-structured – Example: How is - Files of excerpts maintained from an - d. Encoding your relationship with your institution, school, hospital, - system for encoding raw supervisor? employers, religious institutions, observations into usable form must criminal justice agencies. be developed. OTHER TYPES OF INTERVIEW - Examples: Letters, photos, - Setting 1. Intake interview newspaper, clippings, audiotapes, - where to conduct observation - To determine why the client has work samples. - Naturalistic observation come to the clinic or hospital. - Controlled or experimental - To judge whether the agency’s  BEHAVIORAL observation facilities, policies, and services will OBSERVATION/PSYCHOLOGIC - INDIRECT OBSERVATION meet the need and expectations of the AL OBSERVATION - statement of observations clients. - Process that involves selection, made by others or of examination of - Chance to inform the client of provocation, recording, and encoding the consequences of client’s matters such as the function, fees, of behaviors. behaviour; also includes grades and policies and procedures. - How does the person act? Nervous, work proficiency ratings. - Face to face to phone interview calm, smug? What they do and do not? - DIRECT OBSERVATION - Do they make and maintain eye - can be made from the moment 2. Social case interview contact? How close to you do they sit? the client appears on the initial - Biological sketch - a. selection interview and testing sessions. - Often takes a developmental - People, classes of behaviour, - Formal observation based approach examining an individual’s events, situations, or time periods as examination wherein a situation is entire life, beginning with infancy. the focus of attention pre-structured. - Primary Purpose: To understand - Time Sampling or Event individual’s background. Sampling or combined? PSYCHOLOGICAL ASSESSMENT MENTAL STATUS EXAM SAMPLE situation, sincerity, willingness to C Consequences of the behavior cooperate, level of respect to session and therapist, maturity, psychological How valid are clinical observations? or medical condition. - Validity of observations is - Hands and body movement strengthened when multiple raters - Posture agree on their observations. - Eye contact (no eye contact, blank We observe behaviors that have stares) Validity may be confounded by... possible implicit psychological - Developmentally inappropriate - Definition of observation targets significance. behaviour. - Observe effects - Behaviour – speech inconsistency - Reactivity of observation WHAT TO OBSERVE? OBSERVE THE CLIENT’S LANGUAGE ROLE PLAY TEST - Physical Appearance AND SPEEECH - Role-playing is used by employers to - Behaviors during Assessment - Language and speech may tell us evaluate a candidate’s ability to - Language and Speech about the client’s maturity, handle a specific situation that is - Attitude and Mood confidence, willingness to cooperate, relevant to the job they are applying socioeconomic status & educational for. OBSERVE THE GENERAL PHYSICAL attainment, principles and beliefs, - The candidates will act out the APPERANCE medical or psychological condition. scenario - Physical appearance may tell us - Pitch, tone, volume - Ex.: a potential candidate will have about the person’s capacity to take - Articulation & fluency to respond to customer complaints. care of himself, socioeconomic - Content (e.g. coherence, meaning) - A role-play exercise will assess status, psychological condition, - Verbalizations & expressions candidate’s competence to maintain possible medical condition, and professionalism and customer focus his identity or possible affiliation. OBSERVE THE CLIENT’S ATTITUDE to react and demonstrate skills - Description: (height, build, AND MOOD DURING ASSESSMENT required to do the job to a high complexion, posture, notable facial - These may tell us about the client’s standard. features/ facial expression, hair) present or general disposition, or - Deformities (if any), mention use of possible psychological condition. COMPUTER AS TOOLS eyeglasses, hearing aid, cane, - Computers can serve as test wheelchair, etc. SORC MODEL IN PSCYHOLOGICAL administrators (online or off) and as - Grooming: (make up, clothes, nails, OBSERVATIONS highly efficient test scorer. hair, other things that indicate bad/ S Stimulus or antecedent conditions good grooming) that bring on the behavior THE PSYCHOLOGICAL ASSESSMENT - Body art PROCESS O Organismic variables (physiological, OBSERVE THE CLIENT’S BEHAVIOR physical, or cognitive characteristics) DURING ASSESSMENT related to the behavior. - behaviors during testing may reflect the client’s ;level of comfort with the R actual Response or behavior PSYCHOLOGICAL ASSESSMENT