ABNORMAL PSYCHOLOGY, THIRD EDITION Deborah C. Beidel/ Cynthia M. Bulik/ Melinda A. StanleyChapter OutlineClinical AssessmentGoals of AssessmentReal People, Real Disorders… Cases of MisdiagnosisAnd the Usual Properties of Assessment Instruments Are…Assessing Abnormality Using the Normal Curve…Stop and Think!Developmental and Cultural ConsiderationsAssessment InstrumentsClinical InterviewsPsychological TestsSlide 13I object or accept! What are your thoughts?Neuropsychological TestingSlide 16Slide 17Intelligence TestsProjective TestsSlide 20The Rorschach Inkblot TestBehavioral AssessmentSlide 23Psychophysiological AssessmentThe Historical Roots of Diagnosis…ComorbidityDevelopmental and Cultural ConsiderationsWhen is a diagnostic system harmful?Dimensional Systems vs. Categorical SystemsSlide 30Slide 31Quick RecapSlide 33Reviewing Learning ObjectivesSlide 35ABNORMAL PSYCHOLOGY, THIRD EDITIONDeborah C. Beidel/ Cynthia M. Bulik/ Melinda A. StanleyChapter 3Assessment and Diagnosis © 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Chapter OutlineClinical AssessmentAssessment InstrumentsDiagnosis and Classification© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Clinical AssessmentProcess of gathering information about a person and his/her environment to make decisions about the nature, status, and treatment of psychological problems-Begins with a set of referral questions-Questions determine goals of assessment-Selection of appropriate psychological tests and measurements© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Goals of AssessmentDeciding what assessment procedures and instruments to administerTailoring an assessment to types of symptoms, age, and medical statusScreening (identify psychological problems or predict the risk for future problems)Diagnosis (identification of illness)Treatment plan (individual’s plan of care to meet mental health needs)Outcome evaluationDifferential diagnosis is a process in which a clinician weighs how likely it is that a person has one diagnosis instead of another.© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Real People, Real Disorders… Cases of MisdiagnosisDeafness vs. Intellectual DisabilityEpilepsy vs. SchizophreniaMedication Reaction vs. DepressionBrain tumor vs. Anorexia NervosaImpact of clinical significance© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.And the Usual Properties of Assessment Instruments Are…StandardizationNormative comparisonsSelf-referent comparisonsReliability-Test-retest reliability-Interrater agreement Validity-Construct, criterion, predictiveThese are important in reviewing the psychometric properties of instruments to ensure a clinician’s confidence in the testing results.© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Assessing Abnormality Using the Normal Curve…Figure 3.2 The Normal Curve© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Stop and Think!Do you personally think the following two measures – Scholastic Aptitude Test (SAT) and the American College Testing Program (ACT) – can predict future college performance or even performance in graduate school? Key Points: It is important to remember that one form of criterion validity, predictive validity, refers to the ability of an instrument to predict future performance or potential success, where the SAT/ACT is to predict performance in school and on graduate school admissions tests. © 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Developmental and Cultural ConsiderationsAgePeople involved in testingNature of test chosenTesting environmentCultural factors“Culturally fair”© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Assessment InstrumentsSelf-report measures Clinician-rated measures Subjective responses vs. objective responsesTypes of assessments-Clinical interviews -Psychological tests-Behavioral Assessments-Psychophysiological Assessments© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Clinical InterviewsConversation between an interviewer and a patient, the purpose of which is to gather information and make judgments related to assessment goalsPurpose of interviews (screening, diagnosis, treatment planning, or outcome evaluation)Types of interviews-Unstructured -Structured© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Psychological TestsPersonality tests (psychological test that measures personality characteristics)Minnesota Multiphasic Personality Inventory (MMPI; Hathaway & McKinley, 1943)Nine clinical subscales: hypochondriasis, depression, hysteria, psychopathic deviance, masculinity-femininity, paranoia, psychasthenia, schizophrenia, & hypomaniaThe Million Clinical Multiaxial Inventory (MCMI)© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Figure 3.3 Sample MMPI Profile© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.I object or accept! What are your thoughts? Does your personality type really indicate which career path you should take?1. According to Reinhold (2009), understanding your personality type can help you in the following ways regarding your career:(a) select a good fit career, (b) increase awareness of learning style, (c) better manage job challenges, and (d) will aid in job searching.Reinhold, R. (2009). Retrieved on August 5th, 2009, from http://www.personalitypathways.com/article/career-plan.html. What other factors do you believe contribute to one selecting a career?Is anyone familiar with the Myers-Briggs Type Indicator, or taken a personality test?© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Neuropsychological TestingUsed to detect impairment in cognitive functioningMeasures: memory, attention and concentration, motor skills, perception, abstraction, and learning abilitiesHalstead-Reitan Neuropsychological Battery (Reitan & Davidson, 1974)Wisconsin Card Sorting Test (WCST)Bender Visual Motor Gestalt Test© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Figure 3.6 The Wisconsin Card Sorting TestThis instrument measures set shifting or the ability to display flexibility in thinking as the goal of the task changes. © 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Figure 3.7 The Bender