Slide 1Goals of AssessmentReal People, Real Disorders… Cases of MisdiagnosisCategorical and Dimensional Approaches to ClassificationAnd the Usual Properties of Assessment Instruments Are…Assessing Abnormality Using the Normal CurveThe Historical Roots of Diagnosis…ComorbidityDiscussion Question: How important is a threshold?Diagnostic and AssessmentSelf-Report MeasuresSlide 12Unstructured Clinical InterviewStructured Clinical InterviewSemi-Structured InterviewProjective TestsSlide 17Slide 18Slide 19Other assessment instrumentsNeuropsychological TestingAssessment and DiagnosisGoals 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 evaluation© 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© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Categorical and Dimensional Approaches to ClassificationClassical Categorical ApproachOne set of criteria per disorderYou either have it or you don’tDimensional ApproachVarious criteria are rated on a scale (1-10)Creates a profile (MMPI, Millon Multiaxial)And the Usual Properties of Assessment Instruments Are…StandardizationNormative comparisonsSelf-referent comparisonsReliability-Test-retest reliability-Interrater agreement Validity-Construct, criterion, concurrent, predictive© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.Assessing Abnormality Using the Normal Curve© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.The Historical Roots of Diagnosis…American Psychiatric Association (APA, 1952)Diagnostic and Statistical Manual of Mental Disorders (DSM, current edition DSM-5)International Classification of Diseases (ICD)© 2014, 2012, 2010 by Pearson Education, Inc. All rights reserved.ComorbidityComorbidityWhen people who meet criteria for one disorder also meet criteria for another50% of people who meet diagnostic criteria for one mental disorder meet criteria for at least one other disorderPresence of comorbidity could:Represent important relationships between well-validated disordersBe the result of poorly defined syndromesDiscussion Question:How important is a threshold?Do you think it matters if a person has only 4 symptoms of depression instead of 5?What about if they are acting in a manner that is harmful to them but they don’t meet criteria for a disorder?Diagnostic and Assessment ProceduresSelf-report MeasureUnstructured Clinical InterviewStructured Clinical InterviewSemi-structured InterviewSelf-Report MeasuresEasy to administer (no training)Cost-effective (no training, no clinician)The better instruments are reasonably reliablePsychological TestingUnstructured Clinical InterviewRequires a well-trained clinical professionalVery poor reliabilityDifferent people ask different questionsDifferent aspects of disorder emphasizedStructured Clinical InterviewRequires trained interviewerIdentical series of questions askedSemi-Structured InterviewTrained clinician is requiredBest of both worldsInitial questions are standardClinician is permitted to ask for clarification and to judge clinical significanceMost common among researchers and in hospital settingsProjective TestsUnstructured stimuli are presented to a subjectSubject projects meaning or structure onto the stimuli Projections reveal hidden motives, unconscious thoughts and feelingsRorschach Ink Blot TestThematic Apperception TestPsychological TestingPsychological TestingThematicApperceptionTest(TAT)Behavioral AssessmentBehavioral observation Formal vs. informalSelf-monitoring vs. others observingReactivityOther assessment instrumentsIntelligence Tests - Measure one’s likelihood of success in our education compared to their peersWISC-III and WAIS-IIINeuropsychological Testing- Assess the likelihood and source of brain dysfunctionNeuroimaging- Assesses the structure and function of the brainEEG, CT, PET, fMRINeuropsychological TestingDrawing by a patient demonstrating unilateral