Psychological testing and assessment (9th edition)
Cohen, R. J. & Swerdlik, M. E. (2018)
Chapter 12
Personality assessment methods
Objective methods of personality assessment: characteristically contain short-answer items for which the assessee’s taks is to select one response from the two or more provided. The scoring is done according to set procedures involving little, in any, judgment on the past of the scorer.
As with test of ability, objective methods of personality assessment may include items written in a multiple-choise true-false, or matching format.
Whereas a particular response on an objective ability test may be scored correct or incorrect, a response on an objective personality test is scored with reference to either the personality characteristic(s) being measured or the validity of the respondent’s pattern of responses.
Objective personality tests share many advantages with objective tests of ability.
How objective are objective methods of personality assessment?
‘Objective’ is something of a misnomer when applied to personality testing and assessment.
Objective personality tests typically contain no correct answer.
The selection of a particular choice from multiple-choice items provides information relevant to something about the testtaker.
Another issue related to the use of the adjective ‘objective’ with personality tests concerns self-report and the distinct lack of objectivity that can be associated with self-report.
Some respondents may lack the insight to respond in what could reasonably be described as an objective manner.
Objective personality tests are objective in the sense that they employ a short-answer format, one that provides little, if any, room for discretion in terms of scoring.
The projective hypothesis: holds that an individual supplies structure to unstructured stimuli in a manner consistent with the individual’s own unique pattern of conscious and unconscious needs, fears, desires, impulses, conflicts, and ways of perceiving and responding.
The projective method: a technique of personality asssessment in which some judgment of the assessee’s personality is made on the basis of performance on a task that involves supplying some sort of structure to unstructured or incomplete stimuli.
Almost any relatively unstructured stimulus will do for this purpose.
Unlike self-report methods, projective tests are indirect methods of personality assessment.
Assessees aren’t being directly asked to disclosure information about themselves. Their task is to talk about something else.
Through such indirect responses the assessor draws inferences about the personality of assessees.
On such a task, the ability of examinees to fake is greatly minimized.
Also minimized is the testtaker’s need for great proficiency in the English language.
Some projective methods may be less linked to culture than are other measures of personality.
Projective measures tap unconscious and conscious material.
Projective methods were once the technique of choice for focusing on the individual from a purely clinical perspective.
Inkblots as projective stimuli
The Rorschach
Hermann Rorschach.
Developed a ‘form interpretation test’ using inkblots as the forms to be interpreted.
The test contains 10 cards packaged in a cardboard box, that’s it. No explanation or manual.
During the inquiry the examiner attempts to determine what features of the inkblot played a role in formulating the testtaker’s percept.
This provides information that is useful in scoring and interpreting the responses.
Testing the limits enables the examiner to restructure the situation by asking specific questions that provide additional information concerning personality functioning.
Other objectives of limit-testing
Hypotheses concerning personality functioning will be formed by the assessor on the basis of all the variables outlined as well as many additional ones.
The scoring categories are considered to correspond to various aspects of personality functioning.
Hypotheses concerning aspects of personality are based both on the number of responses that fall within each category and the interrelations among the categories.
John E. Exner Jr
Comprehensive system for the test’s administration, scoring and interpretation.
Exner’s system has been well received by clinicians and is the single system most used and most taught today.
Evaluations of the Rorschach’s psychometric soundness tended to be mixed at best.
Exner’s system brought a degree of uniformity to Rorschach use and thus facilitated comparison of research studies.
There are a number of reasons why the evaluation of the psychometric soundness of the Rorschach was tricky business
Exner’s system has advanced the cause of Rorschach reliability, the inter-score reliability.
Rorschach is still a tool that is enthusiastically used, taught, and researched by many contemporary psychologists.
Pictures as projective stimuli
It can be any kind of pictures.
Thematic apperception test (TAT): the most widely used of all the picture storytelling tests
The thematic apperception test (TAT)
Originally designed as an aid to electing fantasy material from patients with psychoanalysis.
Consists of 31 cards, one of which is blank.
The 30 picture cards contain a variety of scenes designed to present the testtaker with ‘certain classical human situations’.
Testtakers are introduced to the examination with the cover story that it is a test of imagination in which it is their task to tell what events led up to the scene in the picture, what is happening at that moment, and what the outcome will be. Testtakers are also asked to describe what the people depicted in the cards are thinking and feeling.
In the TAT manual, examiners are advised to attempt to find out the source of the examinee’s story.
In everyday clinical practice, examiners tend to take liberties with various elements pertaining to the administration, scoring and interpretation of the TAT.
The administering clinician selects the cards that are believed likely to elicit responses pertinent to the objective of the testing.
The raw material used in deriving conclusions about the individual examined with the TAT are
Analysis of the story content requires special training.
Many interpretive systems incorporate, or are to some degree based on
Although a clinician may obtain bits of information form the stories told about every individual cart, the clinician’s final impressions will usually derive form a consideration of the overall patterns of themes that emerge.
Problems with TAT
Other tests using pictures as projective stimuli
There are many.
The rationale for creating some of these tests has to do with their proposed contribution in terms of greater testtaker identification with the images depicted in the cards.
There are other types of projective stimuli that also use pictures as projective stimuli.
Words as projective stimuli
Semistructured: projective methods that employ words or open-ended phrases and sentences.
They allow for a variety of responses, but they still provide a framework within which the subject must operate.
Word association tests
Word association: a task that may be used in personality assessment in which an assessee verbalizes the first word that comes to min in response to a stimulus word.
Word association test: a semistructured, individually administered, projective technique of personality assessment that involves the presentation of a list of stimulus words, to each of which an assessee responds verbally or in writing with whatever comes immediately to mind first upon fist exposure to the stimulus word.
Continues to be used in experimental research and clinical practice.
Sentence completion tests
Sentence completion: a task in which the assessee is asked to finish an incomplete sentence or phrase.
Sentence completion test: a semistructured projective technique of personality assessment that involves the presentation of a list of words that begin a sentence and the assessee’s task is to respond by finishing each sentence with whatever word or words come to mind.
Sentence completion stems: may be developed for use in specific types of settings for specific purposes.
Can be relatively atheoretical or based on a theory.
In general, a sentence completion test may be a useful and straightforward way to obtain information form an honest and verbally expressive testtaker about diverse topics.
The tests have a high degree of face validity.
Because the face validity there comes a certain degree of transparency about the objective of the test. For this reason, sentence completion tests are perhaps the most vulnerable of all the projective methods to faking on the part of an examinee intent on making a good – or bad- impression.
Sounds
Skinner created a series of recorded sounds much like muffled, spoken vowels, to which people would be instructed to associate.
The test proved not to differentiate between different groups of subjects who took it.
The production of figure drawings
A relatively quick, easily administered projective technique is the analysis of drawings.
Figure drawings are an appealing source of diagnostic data because the instructions for them can be administered individually or in a group by nonclinicians.
Figure-drawing tests
Figure drawing test: a projective method of personality assessment whereby the assessee produces a drawing that is analysed on the basis of its content and related variables.
Draw A Person (DAP) productions have been formally evaluated through analysis of various characteristics of the drawing.
Figure-drawing tests had a rather embattled history with regard to their perceived psychometric soundess.
In general, the techniques are vulnerable with regard to the assumptions that drawings are essentially self-representations and represent something far more than drawing ability.
Projective methods in perspective
Critics have attacked projective methods one grounds related to
Assumptions
Situational variables
Situational variables significantly affected the responses of experimental subjects.
There is strong evidence for a role of situational and interpersonal influences in projection.
In any given clinical situation, many variables can be placed in the mix.
The interaction of these variables ma influence clinical judgments.
Psychometric considerations
The psychometric soundness of many widely used projective instruments has yet to be demonstrated.
There are methodological obstacles in research protectives because many test-retest or split-half methods are inappropriate.
Objective tests and projective tests: how meaningful is the dichotomy?
So-called objective test are affected by response styles, malingering and other sources of test bais.
Testtakesr may lack sufficient insight or perspective to respond ‘objectively’ to objective test items.
The emphasis in behavioural assessment is on ‘what a person does in situations’ rather than on inferences about what attributes he ‘has’ more globally.
Predicting what a person will do is thought to entail an understanding of the essessee with respect to both close scrutiny, though more narrowly defined and more closely linked to specific situations.
The more traditional administration of a psychological test or test battery to a client might yield signs that then could be inferred to relate to the problem.
The clinician employing the sample or behavioural approach to assessment might examine the behavioural diary that the client kept and design an appropriate therapy program on the basis of those records.
An advantage of the sign approach over the sample approach is that the client might be put in touch with feelings that even she was nor really aware of before assessment.
The client may have been consciously (or unconsciously) avoiding certain thoughts and images.
Behavioural assessors seldom make such deeper-level inferences.
Behavioural assessors do, however, tend to be more empirical in their approach, as they systematically assess the client’s presenting problem both from the perspective of the client and form the perspective of one observing the client ins social situations and the environment in general.
The behaviourally oriented counsellor or clinician relies on what the client does and has done for guideposts to treatment.
Behavioural tests should be useful.
Differences between traditional and behavioural approaches to psychological assessment exist with respect to several key variables
The who, what, when, where, why, and how of it
Behaviour is the focus of assessment in behavioural assessment.
Who
Who is the assessee?
The hallmark of behavioural assessment is the intense study of individuals.
Who is the assessor?
Depending on the circumstances, the assessor may be a highly qualified professional or a technician/assistant trained to conduct a particular assessment.
An assessor may also be the assessee. Research frequently entails measurement by self-report.
What?
The behaviour or behaviours targeted for assessment will vary as a function of the objectives of the assessment.
What constitutes a targeted behaviour will typically be described in sufficient detail prior to any assessment.
For the purposes of assessment, the targeted behaviour must be measurable, quantifiable in some way.
When?
Assessment behaviour is typically made at times when the problem behaviour is most likely to be elicited.
Where?
Behavioural assessment may take place anywhere, preferably in the environment where the targeted behaviour is most likely to occur naturally.
Why?
In general, data derived from behavioural assessment may have several advantages over data derived from other means.
Data derived from behavioural assessment can be used:
Behavioural assessment is typically not linked to any particular theory of personality, and patient progress tends to be gauged on the basis of documented behavioural events.
How?
The answer to how behavioural assessment is conducted varies according to the purpose of the assessment and analysis.
Varieties of behavioural assessment
Behavioural assessment may be accomplished through various means, including:
Behavioural observation and rating scales
Behavioural observation: involves watching the activities of targeted clients or research subjects and, typically, maintaining some kind of record of those activities.
Sometimes self-observation is more appropriate than behavioural observation.
In some instances, behavioural observation employs mechanical means.
Recording relieves the clinician of the need to be physically present when the behaviour occurs and allows for detailed analysis of it at a more convenient time.
Factors noted in behavioural observation will typically include: the presence or absence of specific, targeted:
Behavioural observation may take many forms.
Behaviour rating scale: a preprinted sheet on which the observer notes the presence or intensity of targeted behaviours, usually by checking boxes or filling in coded terms.
Behaviour rating scales and systems may be categorized in different ways.
Self-monitoring
Self-monitoring: the act of systematically observing and recoding aspects of one’s own behaviour and/or events related to that behaviour.
Self-monitoring is different from self-report.
Self-monitoring may be used to record specific thoughts, feelings, or behaviours.
The utility of self-monitoring depends in large part on the competence, diligence, and motivation of he assessee, although a number of ingenious methods have been devised to assist in the process or to ensure compliance.
Self-monitoring is both a tool of assessment and a tool of intervention.
In some instances, the very act of self-monitoring may be therapeutic.
Any discussion about behavioural assessment, and particularly self-monitoring, would be incomplete without mention of the psychometric issue of reactivity.
Reactivity: the possible changes in an assessee’s behaviour, thinking, or performance that may arise in response to being observed, assessed, or evaluated.
Analogue studies
An analogue study: a research investigation in which one or more variables are similar or analogous to the real variable that the investigator wishes to examine.
Very broad and the term analogue study has been used in various ways.
Analogue behavioural observation: the observation of a person or persons in an environment designed to increase the chance that the assessor can observe targeted behaviours and interactions.
The person or persons in this definition may be clients or research subjects.
The targeted behaviour depends on the objective of the research.
Situational performance measures
Situational performance measure: a procedure that allows for observation and evaluation of an individual under a standard set of circumstances.
Typically involves performance of some specific task under actual or simulated conditions.
Common to all situational performance measures is that the construct they measure is thought to be more accurately assessed by examining behaviour directly than by asking subjects to describe their behaviour.
Leaderless group technique: a situational assessment procedure wherein several people are organized into a group for the purpose of carrying out a task as an observer records information related to individual group members’ initiative, cooperation, leadership, and related variables.
The leaderless group situation provides an opportunity to observe the degree of cooperation exhibited by each individual group member and the extent to which each is able to function as part of a team.
Role play
The technique of role play can be used in teaching, therapy, and assessment.
In general, role play can provide a relatively inexpensive and highly adaptable means of assessing various behaviour ‘potentials’.
Psychophysiological methods
Psychophysiological: physiological indices that are known to be influenced by psychological factors.
Biofeedback:a class of psychophysiological assessment techniques designed to gauge, display, and record continuous monitoring of selected biological processes.
Plethysmograph: a biofeedback instrument that records changes in the volume of a part of the body arising from variations in blood supply.
Penile plethysmorgraph: an instrument designed to measure changes in blood flow, but more specifically blood flow to the penis.
Phallometric data: the record from a study conducted with a penile plethysmograph.
Polygrap: lie detection.
Reliability of judgments made by polygraphs is a matter of great controversy.
Unobtrusive measures
Unobtrusive measure: a telling physical trace or record. (like garbage)
Unobtrusive measures do not require the presence or cooperation of respondents when measures are being conducted.
Issues in behavioural assessment
How best to assess the psychometric soundness of behavioural assessment is debatable.
Questions arise about the appropriateness of various models of measurement.
Generalizability theory seems more applicable to behavioural assessment than to the measurement of personality traits.
Het diagnostisch proces - samenvatting van hoofdstuk 1 van Psychologische diagnostiek in de gezondheidszorg door Luteijn en Barelds
Psychologische diagnostiek in de gezondheidszorg (4e druk)
Luteijn en Barelds
Hoofdstuk 1
Het diagnostisch proces
Inleiding
De klinische diagnostiek is een exclusief specialisme van de klinisch psycholoog.
Klinische psychodiagnostiek steunt op drie elementen
De kwaliteit van de drie elementen berust op conceptueel en empirisch onderzoek
Het diagnostisch proces heeft de volgende stappen
Een klinisch psychodiagnostisch proces begint meestal met een doorverwijzing van de cliënt naar de diagnosticus, maar een directe aanvraag kan ook.
De diagnosticus stelt op basis van deze vragen een diagnostisch scenario op dat een voorlopige theorie bevat over de cliënt.
Hierin staat beschreven wat de problemen zijn van de cliënt en hoe ze verklaard kunnen worden.
Het toetsen van deze theorie vereist vijf handelingen
De meeste vragen van cliënten, verwijzers en psychodiagnostici kunnen herleid worden tot:
Onderkenning
Om zich te krijgen op het probleem brengt de diagnosticus de klachten en de adequate gedragingen van de cliënt (en/of zijn omgeving) in kaart.
Onderkenning bevat
Introduction to part I: The hypothesis testing model - a summary of the introduction to Conducting psychological assessment by Wright, A. J.Conducting psychological assessment
Wright, A. J. (2011)
Introduction to part I: The hypothesis testing model.
Introduction
At its most basic, psychological assessment provides a catalogue of an individual’s cognitive, emotional, and psychological strengths, weaknesses, deficits, and resources.
At its best, it provides dynamic insights into the inner workings of an individual, yielding invaluable information for diagnosis, potential intervention and prognosis.
Psychological assessment should be used to help answer whatever referal questions are present and to make clear and specific recommendations to help the individual being assessed function better in his or her life.
The central goal of making useful (and realistic) recommendations should never be forgotten.
Six major processes that make up any psychological assessment
The importance of psychological assessment lies in the fundamental assumption that there are aspects of our functioning that we are not entirely aware of or cannot effectively articulate.
It is important to not that testing and assessment provide a picture of how the individual being assessed is currently functioning. It measures individuals at that particular moment in time.
There is no perfect measure.
The hypothesis testing model uses the strengths of each individual test, as well as clinical acumen, while assuming that each individual measure is flawed.
Each individual assessment can be treated as a research study by
Step 1: Clinical assessment
The first step of the hypothesis testing model is to conduct a thorough clinical interview.
You will then use the results of this interview, together with background information collected from various sources, to create hypothesis.
Clinical assessment: a combination of the information gathered from the clinical interview and other sources of report.
Clinical assessment has two goals
Step 2: Selecting tests
Based on the hypothesis generated in step 1, the assessor selects a testing battery.
Tests should be chosen based on an established set of criteria, which should include their own internal psychometric
Origins of psychological testing - a summary of chapter 2 of Psychological testing: History, principles, and applications by Gregory (7th edition) Psychological testing: History, principles, and applications (7th edition)
Gregory, R. J. (2014).
Chapter 2
Origins of psychological testing.
Psychological testing in its modern form originated little more than 100 years ago in laboratory studies of sensory discrimination, motor skills, and reaction time.
Francis Galton invented the first battery of tests.
Rudimentary forms of testing in China in 2200 b.c
Rudimentary forms of testing date back to at least 2200 b.c when the Chinese emperor has his officials examined every third year to determine their fitness for office.
Such testing was modified and refined over the centuries until written exams were introduced in the Han dynasty.
The testing practices were unnecessarily gruelling, and the Chinese also failed to validate their selection procedures.
But the examination program incorporated relevant selection criteria.
Physiognomy, phrenology, and the psychograph
Physiognomy: based n the notion that we can judge the inner character of people from their outward appearance, especially the face.
It represents an early form of psychological testing.
Interest in physiognomy can be dated back to the fourth century.
Physiognomy remained popular for centuries and laid the foundation for the more specialized form of quackery, phrenology.
Phrenology: reading ‘bumps’ on the head.
The founding of phrenology is usually attributed to Franz Joseph Gall.
He argued that the brain is the organ of sentiments and faculties and that these capacities are localized. To the extent that a faculty was well developed, the corresponding component of the brain would be enlarged and in turn form a bump because the skill conforms the shape of the brain. (This is incorrect).
Johann Spurzheim popularized phrenology.
The psychograph was a machine that measured phrenoloy.
Made by Henry C. Lavery in 1931.
The brass instruments era of testing
Experimental psychology flourished in the late 1800s in continental Europe and Great Britain.
Human abilities were tested in laboratories with objective procedures that were capable of replication.
The problem with experimental psychology was that it mistook simple sensory processes for intelligence.
They used assorted brass instruments to measure sensory thresholds and reaction times, thinking that such abilities were at the heart of intelligence.
Wilhelm Wundt founded the first psychological laboratory in 1879 in Leipzig.
He believed that the speed of thought might differ from one person to the next.
Galton and the first battery of mental tests
Francis Galton (1822-1911) pioneered the new experimental psychology in Great Britain.
He was obsessed with measurements.
Galton demonstrates that individual differences not only exist but also are objectively measurable.
Galton continued the tradition of brass instruments,
.....read more Personality assessment: An overview - summary of chapter 11 of Psychological testing and assessment by Cohen & Swerdlik (9th edition) Psychological testing and assessment (9th edition)
Cohen & Swerdlik (2018)
Chapter 11
Personality assessment: An overview
For laypeople: personality refers to components of an individual’s makeup that can elicit positive or negative reactions from others.
Personality
Dozens of different definitions of personality exist in the psychology literature.
Personality: an individual’s unique constellation of psychological traits that is relatively stable over time.
Personality assessment
Personality assessment: the measurement and evaluation of psychological traits, values, interests, attitudes, worldview, acculturation, sense of humour, cognitive and behavioural styles, and/or related individual characteristics.
Traits, types and states
Personality traits
There is no consensus regarding the definition of trait.
This book views psychological traits as attributions made in an effort to identify threads of consistency in behavioural patterns.
Personality trait: any distinguishable, relatively enduring way in which one individual varies from another.
The context is important in applying trait terms to behaviour.
A measure of behaviour in a particular context may be obtained using varied tools of psychological assessment.
Exactly how a particular trait manifests itself is, at least to some extent, dependent on the situation.
Personality types
Personality type: a constellation of traits that is similar in pattern to one identified category of personality within a taxonomy of personalities.
Whereas traits are frequently discussed as if they were characteristics possessed by an individual, types are more clearly descriptions of people.
It is more far-reaching.
The personality typology that has attracted the most attention from researchers and practitioners is associated with scores on a test called the MMPI.
Data from the administration of these tests are frequently discussed in terms of the patterns of scores that emerge on the sub-tests.
This pattern is referred to as a profile.
Profile: a narrative description, graph, table or other representation of the extent to which a person has demonstrated certain targeted characteristics as a result of the administration or application of tools of assessement.
Personality profile: profile of which the typical the targeted characteristics are traits, states, or types.
Personality states
The word state has been used in at least two distinctly different ways in the personality assessment literature
Measuring personality states amounts, in essence, to a search for
.....read more Personality assessment methods - summary of chapter 12 of Psychological testing and assessment by Cohen & Swerdlik (9th edition)Psychological testing and assessment (9th edition)
Cohen, R. J. & Swerdlik, M. E. (2018)
Chapter 12
Personality assessment methods
Objective methods of personality assessment: characteristically contain short-answer items for which the assessee’s taks is to select one response from the two or more provided. The scoring is done according to set procedures involving little, in any, judgment on the past of the scorer.
As with test of ability, objective methods of personality assessment may include items written in a multiple-choise true-false, or matching format.
Whereas a particular response on an objective ability test may be scored correct or incorrect, a response on an objective personality test is scored with reference to either the personality characteristic(s) being measured or the validity of the respondent’s pattern of responses.
Objective personality tests share many advantages with objective tests of ability.
How objective are objective methods of personality assessment?
‘Objective’ is something of a misnomer when applied to personality testing and assessment.
Objective personality tests typically contain no correct answer.
The selection of a particular choice from multiple-choice items provides information relevant to something about the testtaker.
Another issue related to the use of the adjective ‘objective’ with personality tests concerns self-report and the distinct lack of objectivity that can be associated with self-report.
Some respondents may lack the insight to respond in what could reasonably be described as an objective manner.
Objective personality tests are objective in the sense that they employ a short-answer format, one that provides little, if any, room for discretion in terms of scoring.
The projective hypothesis: holds that an individual supplies structure to unstructured stimuli in a manner consistent with the individual’s own unique pattern of conscious and unconscious needs, fears, desires, impulses, conflicts, and ways of perceiving and responding.
The projective method: a technique of personality asssessment in which some judgment of the assessee’s personality is made on the basis of performance on a task that involves supplying some sort of structure to unstructured or incomplete stimuli.
Almost any relatively unstructured stimulus will do for this purpose.
Unlike self-report methods, projective tests are indirect methods of personality assessment.
Assessees
Het meten van persoonlijkheid - samenvatting van hoofdstuk 4 van Inleiding in de persoonlijkheidspsychologie door Barelds en DijkstraInleiding in de persoonlijkheidspsychologie
Barelds en Dijkstra
Hoofdstuk 4
Het meten van persoonlijkheid
Er zijn verschillende criteria aan de hand waarvan de kwaliteit van een instrument kunnen worden beoordeeld
Betrouwbaarheid
Metingen zijn betrouwbaar als ze op verschillende metingen dezelfde uitkomt geven.
De uitkomst is een goede weergave van de werkelijkheid.
Persoonlijkheidseigenschappen zijn vrij stabiel.
Dit betekent dat je een test voor het meten van persoonlijkheidseigenschappen meerdere keren bij dezelfde persoon zou kunnen afnemen.
Dat zou (ongeveer) dezelfde scores op moeten leveren.
Test-hertestbetrouwbaarheid: betrouwbaarheid gebaseerd op herhaalde afnames
Correlaties tussen verschillende metingen.
Relaties tussen de items binnen de test.
De correlaties tussen deze items geven een indicatie van de betrouwbaarheid van de test.
Cronbach’s alfacoëfficiënt
Een ondergrens voor betrouwbaarheid. De test is minimaal gelijk aan alfa, maar het kan hoger.
De relaties tussen de items.
Commissie Testaangelegenheden Nederland (COTAN)
Heeft richtlijnen opgesteld wat betreft de gewenste hoogte van de betrouwbaarheid van een test.
Daarbij wordt onderscheid gemaakt naar het gebruiksdoel van de test.
Persoonlijkheidseigenschappen kunnen ook worden bepaald door bijvoorbeeld observatoren een beoordeling te laten maken.
Hier is interbeoordeelaarsbetrouwbaarheid relevant.
Geven verschillende beoordelaars dezelfde scores.
Validiteit
Validiteit: doet de test wat het zou moeten doen.
Alle psychologische tests zijn bedoelt om een bepaald begrip te meten en/of bepaald gedrag te voorspellen.
Begripsvaliditeit
De mate waarin de test in staat is om een bepaald begrip te meten.
Het antwoord wordt verkregen door middel van empirisch onderzoek.
Er zijn veel verschillende aspecten van een psychologische test die in het kader van begripsvaliditeit kunnen worden onderzocht.
Criteriumvaliditeit
Criterium validiteit is predictieve validiteit.
Wordt bepaald door de verbanden tussen een test en een ander criterium te bepalen.
Criterium: datgene wat men wilt voorspellen.
Als criterium wordt in principe iets gebruikt wat
Clinical interviewing and hypothesis building - summary of chapter 1 of Conducting psychological assessment by Wright Conducting psychological assessment
Chapter 1
Wright, A. J. (2011)
Clinical interviewing and hypothesis building
The first focus of the hypothesis testing model of psychological assessment is building hypotheses.
The primary source is the clinical interview.
The purpose of the psychological assessment is to identify what is likely causing impairment in the individual’s functioning.
The first step is to figure out in what way the individual’s functioning is impaired.
This issues reported by either
Most often, what is reported at first is only part of what is actually disturbing the individual or is merely the result of something else that he or she is not even aware of.
Practitioners should be both open to the original presenting complaint and ready to consider the possibility of impediments the individual is not aware of.
The nature of the presenting problem most often becomes apparent through the process of the clinical interview, the collection of background information, and your own clinical observations.
The clinical interview has three major components:
Presenting problem and its history
The presenting problem is related to the issues that constitute the reason for the assessment, as well as the history of these issues.
Many clients are unclear when discussing their presenting problem.
Presenting problem
The presenting problem includes whatever complaint the individual identifies as the reason for the assessment.
The presenting problem is at times realtively straightforward, but sometimes factors can get in the way of its being clear, including
At times, the presenting problem needs to be reassessed at the end of the interview, once a client becomes more comfortable and more disclosing with the assessor.
History of presenting problem
The assessor should always work to develop a detailed history of the problem, including
Assessment, careers, and business - summary of chapter 15 of Psychological testing and assessment by Cohen and SwerdlikPsychological testing and assessment
Cohen, R. J. & Swerdlik, M. E. (2018)
Chapter 15
Assessment, careers, and business
A whole world of tests is available to help in various phases of career choice.
Historically, one variable considered closely related to occupational fulfilment and success is personal interest.
Measures of interest
Interest measure: an instrument designed to evaluate testtakers’ likes, dislikes, leisure activities, curiosities, and involvements in various pursuits for the purpose of comparison with groups of members of various occupations and professions.
The strong interest inventory
One of the first measures of interest.
Test items prove personal preferences in a variety of areas such as occupations, school subjects, and activities.
One a five-point continuum.
Measures of ability and aptitude
Achievement, ability, and aptitude tests all measure prior learning to some degree, although they differ in the uses to which the test data will be put.
Aptitude test may tap a greater amount of informal learning than achievement tests.
Achievement tests may be more limited and focused than aptitude tests.
Ability and aptitude measures vary widely in topics covered, specificity of coverage, and other variables.
The general aptitude test battery
General aptitiude test battery (GATB)
A tool used to identify aptitudes for occupations.
Just about anyone of working age can take this test.
Measures of personality
The use of personality measures in employment settings is a topic that has generated a fair amount of debate in the scholarly literature.
Although there are many personality tests, some will be more appropriate for the task at hand than others.
Today two of the most widely used personality test in the workplace are
Measuring personality traits
Personality assessment in the context of employment-related research might begin with the administration of a test designed to measure Costa and McCrae’s Big Five or other number of traits or types to a particular conceptualization of personality.
Costa and McCrea
NEO PI-R, most used today.
Integrity test: a test specifically designed
.....read more De rol van persoonlijkheid in het leven van alledag - samenvatting van hoofdstuk 5 van inleiding in de persoonlijkheidspsychologie van Barelds en DijkstraInleiding in de persoonlijkheidspsychologie
Barelds, D, P, H., en Dijkstra, P (2016)
Hoofdstuk 5
De rol van persoonlijkheid in het leven van alledag
Mensen verschillen in de manier waarop ze gemotiveerd zijn en hoe ze motivatie inzetten om hun behoeften te bevredigen
Zelfdeterminatietheorie (ZDT)
Volgens de ZDT heeft ieder mens de behoefte om zichzelf goed te voelen en te ontwikkelen.
Hierbij zijn drie basisbehoeften belangrijk
Naarmate activiteiten beter aansluiten bij deze behoeften zullen mensen deze activiteiten meer uit zichzelf uitvoeren.
Ze zijn dan intrinsiek gemotiveerd.
Vanuit ZDT valt motivatie het beste te beschouwen vanuit een continuüm.
Van intrinsiek naar extrensiek.
Volgens ZDT zet motivatie gedrag in gang.
Vijf vormen van gedragsregulatie gekoppeld aan drie vormen vna motivatie
Er zijn verschillen tussen mensen in de mate waarin ze de basisbehoeften nastreven
In het algemeen geldt dat hoe meer intrinsiek de gedragsregulatie, hoe beter mensen presteren.
Doeloriëntatie
Om zich competent te voelen zullen mensen zich vergelijken met een standaard die aangeeft hoe goed ze het doen.
Uit de standaarden die mensen gebruiken om zichzelf te beoordelen vloeien doelen voort die ze nastreven.
Doelen worden onderscheiden in de uitkomsten die worden nagestreefd
Dus
Testafname, meting en scoring - samenvatting van hoofdstuk 6 van Psychodiagnostiek en assessment van VerhoevenPsychodiagnostiek en assessment
Verhoeven, H (2014)
Hoofdstuk 6
Testafname, meting en scoring
Praktische aandachtspunten voor de psycholoog
Met welke normgroepen worden de ruwe testscores van de cliënt vergeleken?
Handleidingen van testen vermelden doorgaans normgroepen.
Normgroep: gegevens van een grote groep eerder onderzochte kandidaten die voldoen aan specifieke kenmerken.
Voor een goede normgroep zijn minimaal 200 mensen nodig.
Boven de 500 is ruim voldoende.
Boven de 1000 is goed, en boven 2000 uitstekend.
Normgegevens zijn belangrijke steunpilaren voor kwalitatief goede beslissingen.
Uit normgroepen kunnen cut-off scores worden bepaald.
Scores krijgen betekenis als je ze met normscores vergelijkt.
Betrouwbaarheid van metingen
De precisie van uitspraken hangt af van onder andere de betrouwbaarheid van de gebruikte test.
Standaardscores
Intelligentie - samenvatting van hoofdstuk 6 van Inleiding in de persoonlijkheidspsychologie van Hendriks, M. P. H. & van der Heijden, P. T (2016)Inleiding in de persoonlijkheidspsychologie
Hendriks, M. P. H. & van der Heijden, P. T (2016)
Hoofdstuk 6
Intelligentie
Menselijke intelligentie wordt doorgaans het meest gerelateerd aan het cognitief functioneren.
Het hangt samen met de mate en snelheid waarmee we informatie verwerken.
Persoonlijkheid en intelligentie zijn beide belangrijke kenmerken om individuele verschillen tussen mensen te beschrijven.
Er is relatief weinig onderzoek verricht naar het verband tussen intelligentie en persoonlijkheidskenmerken.
In beide definities van persoonlijkheid en intelligentie wordt er verwezen naar de wijze waarop individuen zich aanpassen aan hun omgeving.
De belangrijkste verschillen tussen persoonlijkheid en intelligentie
Verband tussen persoonlijkheid en intelligentie
Een assessment center: een combinatie van een aantal tests, oefeningen en rollenspellen waarbij zowel persoonlijkheidskenmerken als intelligentie gemeten worden.
Over het algemeen zijn gevonden verbanden tussen het Five-Factor model en intelligentie klein.
Er is een kleine correlatie tussen intelligentie en openheid voor ervaringen.
Over intelligentie bestaat een groot aantal definities.
Sommigen leggen vooral een samenhang met de mate waarin mensen kunnen leren.
Er zijn twee belangrijke stromingen in de theorievorming over intelligentie
Dit boek gaat er vanuit dat intelligent gedrag van beide aspecten afhangt.
Om de complexiteit van het dagelijks leven te begrijpen en je daaraan aan te passen moeten de specifieke vaardigheden worden geïntegreerd.
Deze integratie hangt in sterke mate af van de generieke capaciteit.
Vooral vanuit een maatschappelijke behoefte zijn onderzoekers vanaf het begin van de twintigste eeuw begonnen met het ontwikkelen van tests om intelligentie te meten.
Intelligentie en intelligentietests - samenvatting van een gedeelte van hoofdstuk 6 van Psychologische diagnostiek in de gezondheidszorg van Kessels en Luteijn Psychologische diagnostiek in de gezondheidszorg
Kessels, R & Luteijn, F (2018)
Hoofdstuk 6 (gedeeltelijk)
Intelligentie en intelligentietests
Het is beter om IQ’s globaal te omschrijven.
Hieraan gerelateerd is het feit dat intelligentietests met name in de uiteinden van de scoreverdeling onbetrouwbaar worden, meestal als gevolg van het feit dat de normgroep de prestatie van slechts weinig individuen binnen deze uiteinden valt.
En probleem bij het indelen van individuen in een classificatiesysteem is de manier waarop de testscore tot stand komt.
Een IQ-waarde moet altijd met het bijbehorende betrouwbaarheidsinterval vermeld worden.
Het gebruik van verschillende intelligentietests kan tot verschillende IQ-scores en verschillende benoemingen leiden.
Flynn-effect: scores op een intelligentietest nemen bij de doorsnee bevolking iedere tien jaar met ongeveer vijf punten toe.
Als gevolg hiervan is dat de normgegevens snel verouderen.
Er treden ook IQ veranderingen op gedurende iemands levensloop.
Het IQ neemt toe vanaf de adolescentie tot het veertigste levensjaar, waarna het afneemt.
Bij ouderen vertoond het een grote daling.
Dit geld niet voor gekristalliseerde intelligentie.
Dit is wel lastig te bepalen door het Flynn-effect.
Een aandachtspunt is wat het doel is bij het meten van iemands intellectueel functioneren.
IQ is een goede voorspeller van schoolsucces en leervaardigheid.
Meestal niet heel handig voor het voorspellen van succes in een bepaald beroep.
Intelligentietests kunnen gebruikt worden om het intellectueel niveau in kaart te brengen wanneer hier een specifieke achteruitgang in vermoed wordt.
Ook handig om specifieke cognitieve vaardigheden in kaart te brengen.
Bij het gebruik van intelligentietests in neuropsychologische vraagstellingen kunnen drie niveaus onderscheiden worden
Binnen de klinische praktijk wordt naast e bepaling van het algemene IQ vaak gebruik gemaakt van profielanalyses en discrepantiescores.
Het gesprek - samenvatting van hoofdstuk 3 van Psychologische diagnostiek in de gezondheidszorg van Luteijn en BareldsPsychologische diagnostiek in de gezondheidszorg
Luteijn en Barelds (2018)
Hoofdstuk 3
Het gesprek
De methoden die de psycholoog in de diagnostische fase gebruikt zijn:
Het belangrijkste doel van het intakegesprek is informatieverzameling.
Daarnaast het opbouwen van een goede professionele werkrelatie.
Soms in het gesprek voldoende om de hulpvraag van de cliënt te beantwoorden, is nadere diagnostiek niet nodig en kan de gespreksleider direct overgaan op het geven van een advies.
In andere gevallen wordt na het gesprek aanvullend onderzoek uitgevoerd.
De GGZ is verdeeld in
Functie intake: inventariseren en beslissen of de cliënt met zijn hulpvraag bij deze instelling juist zit.
Daarna teamoverleg over de behandeling en een behandeladvies.
Om een diagnostisch gesprek goed te laten verlopen moet aan een aantal voorwaarden worden voldaan.
Deze hebben betrekking op:
De omgeving
Het gesprek moet plaatsvinden in een rustige omgeving die niet afleidt van het doel van het gesprek.
De cliënt moet zich voldoende op zijn gemak voelen om persoonlijke en emotionele onderwerpen te bespreken.
De gespreksruimte moet neutraal, maar prettig overkomen.
Het gesprek moet ongestoord kunnen verlopen.
Het kan nuttig zijn om een gesprek op te nemen zodat de gespreksleider niet hoeft te schrijven en zijn of haar aandacht bij de cliënt kan houden.
Ook is voor de gespreksleider en net uiterlijk en vriendelijk gedrag nuttig.
Kennis van de gespreksleider
Een gespreksleider moet over relevante kennis van zaken beschikken.
Vaardigheden van de gespreksleider
Neuropsychologische vragen en methoden - samenvatting van hoofdstuk 7 van Psychologische diagnostiek in de gezondheidszorg van Luteijn & Barelds Psychologische diagnostiek in de gezondheidszorg
Luteijn & Barelds (2018)
Hoofdstuk 7
Neuropsychologische vragen en methoden
Lokalisatie: een specifiek gebied komt overeen met één functie
Holisme: kijken naar de hersenen als geheel
Belangrijke instrumenten zijn:
Het neuropsychologisch beeld is afhankelijk van
Een hardnekkig misverstand is de gedachte dat het in de neuropsychologische diagnostiek uitsluitend zou gaan om het onderzoek van cognitieve functiestoornissen en intellectuele achteruitgang.
Het gaat ook over emotionele en persoonlijkheidsfactoren, de beleving en verwerking van de patiënt, de beperkingen in het dagelijks leven en de gevolgen voor sociale rollen en relaties.
Het onderscheid tussen emotie en cognitie vervaagt steeds meer.
Beide worden als ‘mentale functies’ gezien die verstoord kunnen raken als gevolg van een hersendisfunctie.
Een belangrijk onderscheid dat nu optreedt, is dat emotionele stoornissen en persoonlijkheidsveranderingen in sommige gevallen voorkomen als direct gevolg van een beschadiging, of een indirecte reactie kunnen zijn op functieverlies.
Het vaststellen van (relatief) intacte functies is minstens even belangrijk voor een inschatting van de zelfstandigheid en de compensatiemogelijkheden van de patiënt.
Een tweede misverstand is het idee dat de verklaringsvraag een antwoord in termen van een medische diagnose en/of lokalisatie van de laesie zou vereisen.
Conclusies moeten worden getrokken op basis van cognitieve functiedomeinen en de invloed daarvan op het gedrag. Hierbij wordt rekening gehouden met het emotioneel functioneren, de persoonlijkheid en de situatie van de onderzochte.
Dit heeft toegevoegde waarde
Een derde misverstand is de mening dat de psycholoog zich in de diagnostiek zou moeten beperken tot de vraagstelling zoals die oorspronkelijk geformuleerd is door de opdrachtgever.
De oorspronkelijke vraag is meestal vaag en zelden gebaseerd op kennis van de mogelijkheden én beperkingen van de klinische neuropsychologie.
Het behoord tot de verantwoordelijkheid van de psycholoog om de vraagstelling te verhelderen, zo veel mogelijk in overleg met aanvrager(s).
Ook kunnen nieuwe vragen opkomen.
Neuropsychologische vraagstellingen kunnen in drie soorten worden onderscheiden
Ethische aspecten en rapportage van diagnostiek - samenvatting van hoofdstuk 11 van Psychologische diagnostiek in de gezondheidszorg van Luteijn & BareldsPsychologische diagnostiek in de gezondheidszorg
Luteijn & Barelds (2018)
Hoofdstuk 11
Ethische aspecten en rapportage van diagnostiek
De NIP richtlijnen over beroepsethiek zijn gebaseerd op vier basisprincipes
De opdrachtrelatie
Voordat met een psychodiagnostisch onderzoek (PO) begonnen wordt, is het van belang dat de psycholoog vaststelt wie de opdracht ervoor gegeven heeft.
De opdrachtgever is de eerst belanghebbende en de psycholoog doet het onderzoek primair ten dienste van de opdrachtgever.
Meestal is de cliënt zelf de opdrachtgever.
Nadat de opdracht voor een PO de psycholoog heeft bereikt, neemt deze kennis van de vraag/vragen die de opdrachtgever gesteld heeft en wordt beoordeeld of die in de gestelde vorm te onderzoeken zijn.
Als dit niet het geval is is het verstandig om nader met de opdrachtgever te overleggen om tot een onderzoekbare specificatie van de vraag/vragen te komen.
De deskundigheid van de psycholoog
Een cliënt heeft volgens de AST recht op de deskundigheid van de psycholoog.
Vertrouwelijkheid
Een cliënt heeft recht op verantwoordelijkheid en vertrouwelijke behandeling van alle informatie die bij de psycholoog bekend is.
Vaak worden hierover tussen cliënt en psycholoog afspraken gemaakt.
Voor het geven van informatie van de PO aan derden moet de cliënt altijd schriftelijke toestemming verlenen.
Een cliënt-dossier wordt na afloop van het PO in een goed beveiligd archief op naam en/of geboortedatum en/of onderzoeksnummer bewaard.
De identiteit van de patiënt mag (indien het gebruikt wordt voor onderzoek) niet naar het dossier te herleiden zijn.
Vrijwillige deelname en het verstrekken van informatie
Deelname aan een PO is altijd vrijwillig.
Zelfs met een externe opdrachtgever kan een cliënt weigeren.
Ook als de cliënt al aan een PO begonnen is kan hij stoppen als hij dat wil.
In alle stadia van een PO heeft een cliënt recht op informatie.
Voordat een onderzoek begint, het doel, de inhoud en de wijze van onderzoeken, de manier van rapporteren aan de cliënt zelf en eventuele anderen (en soms ook de kosten) van een PO bij de cliënt bekent zijn.
Deze informatie wordt vaak van tevoren schriftelijk meegedeeld in combinatie met de uitnodiging voor een
The characteristics of persistent sexual offenders: a meta-analysis of recidivism studies - summary of an articly by Hanson, R. K., & Morton-Bourgon, K. E Journal of Consulting and Clinical psychology, 73, 1145
Hanson, R. K., & Morton-Bourgon, K. E (2005)
The characteristics of persistent sexual offenders: a meta-analysis of recidivism studies
The major predictors of sexual recidivism for both adult and adolescent sexual offenders are:
Antisocial orientation facilitates sexual offending because individuals will not commit sexual crimes unless they are
Sexual offenders are likely to have many problems, not all of which are related to sexual offending.
Dynamic risk factors that have the potential of being useful treatment targets
Variables commonly addressed in sex offender treatment programs had little or no relationship with sexual or violent recidivism
Sexual offenders are more likely to reoffend with a non-sexual offence than with a sexual offense.
Sexual deviancy was unrelated to non-sexual recidivism.
Individual differences science for treatment planning: personality traits - summary of an article by Harkness, & Lilienfeld in Psychological assessment Psychological assessment 9, 349-360
Harkness, A. R., & Lilienfeld, S. O. (1997)
Individual differences science for treatment planning: personality traits
The authors of this article argue that individual differences research requires the inclusion of personality trait assessment for the construction and implementation of any treatment plant that would claim to scientific status.
Four important gains for treatment planning that can be realized from the science of individual differences in personality
The fundamental rule of treatment planning
Our fundamental rule of treatment planning states that the plan should be based on the best science available.
These guides constitute standards of the profession and are legally essential in determining when practice is adequate and when it falls short.
The therapist should be well informed regarding recent scientific findings, even if those findings were not emphasized in the psychologist’s school or practice settings.
Treatment planning then and now: a picture completion problem
Any planning was vulnerable to clinical hermeneutics error.
Since the 1980s, with the adoption of the Neo-Kraepelinian diagnostic rubrics, we have experienced a restructuring of much of clinical activity.
The Neo-Kraepelinian prescription entails
Criticism of current practice is that diagnosis, in the absence of a personality individual differences formulation, misses the point that signs and symptoms that appear under the heading of ‘presenting complaints’ or ‘targets of treatment plan’ may often be manifestations or sequellae of personality treats.
The features the diagnostician focuses on may be consequences of
Features of disorders that have considered causal may instead turn out to be simply correlated properties when examined from an individual differences perspective.
One theoretical viewpoint on traits: constructive realism
Constructive realism: the falsifiable assumption that traits are real, they exists separately from the observer,
.....read more The psychotherapeutic utility of the five-factor model of personality: A clinician’s experience - summary of an article by Miller inJournal of personality assessment Journal of personality assessment 57, 415-433
Miller, T. R (1991)
The psychotherapeutic utility of the five-factor model of personality: A clinician’s experience
In this article is suggested that
The five-factor model is a descriptive, taxonomic trait theory.
Trait theory is immediately helpful to the clinician in three particular ways
In real life, patients express all five factors simultaneously.
Neuroticism (N)
Clinical presentation
N influences the intensity and persistence of the patient’s distress.
Treatment implications
A therapist needs to know where his or her patient stands on the N domain in order to interpret a presenting problem, intake diagnosis or social history.
Outcome expectations
Treatment can be conceptualized without the premise that N must be or can be substantially reduced.
N scores probably change slightly at best, due mostly to moderate changes on one or two of the facet scales.
N scores at the beginning of treatment give some useful predictive information about the client’s adjustment at the end of therapy.
Extraverstion (E)
Clinical presentation
E influences the client’s enthusiasm for the process of psychotherapy and his or her expressiveness in treatment.
Gedragsobservatie - samenvatting van Hoofdstuk 4 van Psychologische diagnostiek in de gezondheidszorg door Luteijn & Barelds Psychologische diagnostiek in de gezondheidszorg
Luteijn, F., & Barelds, D. P. H (2018)
Hoofdstuk 4
Gedragsobservatie
Observatie wordt vooral gebruikt als andere methoden niet goed of niet bruikbaar worden geacht.
Beoordelingsschaal: schriftelijke gedragsbeoordeling met behulp van psychologische kennis (taxatie)
Observatieschaal: schriftelijke gedragsbeoordeling met behulp van observatie (constatering).
Observatie is, doorgaans impliciet, verweven met vrijwel alle diagnostische procedures die in de klinische praktijk worden gebruikt.
Observatie bij afname van een test is vaak min of meer gestandaardiseerd.
Observatie tijdens een interview kan bruikbaar zijn om hypothesen over de problemen van een cliënt te genereren, met name als daarbij systematisch verschillende aspecten van diens gedrag worden beoordeeld.
De observatie zelf is gewoonlijk noch bij het interview noch bij het testen gestandaardiseerd en kan daardoor makkelijk worden beïnvloed door allerlei processen die de waarneming en informatieverwerking verstoren.
De theoretische achtergrond van de psycholoog is van invloed op het actor-observator fenomeen.
Het verschijnsel dat personen geneigd zijn de oorzaak van hun eigen gedrag bij externe factoren te leggen en het gedrag van anderen toe te schrijven aan eigenschappen.
Ongestandaardiseerde observatie is riskant.
Gestandaardiseerde observatie
De inhoud van de observaties
De context waarin de observaties plaatsvinden
De observatie kan in de natuurlijke situatie plaatsvinden, in een gestandaardiseerde laboratoriumsituatie of een situatie er tussenin.
Reactiviteit: weten dat je wordt geobserveerd beïnvloed gedrag.
Deze reactiviteit is alleen te voorkomen door
Psychological assessment in child mental health settings - a summary of an article by Barry, Frick, & Kamphaus in APA handbook of testing and assessment in psychologyAPA handbook of testing and assessment in psychology: testing and assessment in clinical and counseling psychology 2, 253-270
Barry, C. T., Frick, P. J., & Kamphaus, R. W. (2013)
Psychological assessment in child mental health settings
The main goal of assessment is to answer the referral question.
This kind of assessment typically involves a clear description of the types of problems a child or adolescent is experiencing and their potential causes.
It typically leads to recommendations for intervention based on this case conceptualization.
From the knowledge of the psychologists should come an assessment that
Models of evidence-based assessment must consider the diversity of settings and purposes for which psychological assessment is conducted.
Regardless of the practice setting, evidence-based assessment can provide a clear framework to guide how professionals conduct psychological assessments, communicate their findings to others, and evaluate assessment results form other professionals.
A distinction must be made between
The model of evidence-based assessment is guided by three principles
One important implication of an evidence-bases approach to assessment is the need to include an assessment of the child or adolescent’s psychological context.
There is an important influence of context on child development.
Meta-systems approach: an understanding of the various systems involved with the child or available to children and families are considered in a case conceptualization and ultimate intervention plans.
The child’s context is also important for understanding the assessment information obtained on the child’s emotional and behavioural functioning.
Testing should be ‘construct-centred’ as opposed to diagnostic-centred or test-centrred.
Knowledge of current scientific findings regarding specific assessment issues, as well as about child development and psychopathology, should inform the
Treatment selection: What do we know? - summary of an article by Vervaeke & Emmelkamp in the European Journal of psychological assessmentEuropean Journal of psychological assessment 14, 50-59
Vervaeke, G. A., & Emmelkamp, P. M. (1998)
Treatment selection: What do we know?
Treatment selection is seldom the topic of study and guidelines for the practitioner concerning treatment selection have rarely been formulated.
When is psychotherapy indicated?
Psychotherapy leads to statistically significant and clinically meaningful effects in a variety of patients compared to untreated patients.
There are little research data to help the practitioner decide which patient should not be treated.
Deterioration in psychotherapy was particularly frequently found in borderline patients and schizophrenics.
The problem with studies in this area is that it is not clear whether the negative effects are due to the specific type of patients or to the specific type of psychotherapy.
Factors related to discontinuation of treatment
Therapeutic alliance
A number of patient characteristics have been identified that can be assessed before the start of therapy, and that affect establishment of a good working alliance later on.
De controverse ‘klinische versus statistische predictie’ opnieuw bekeken: The state of the art - samenvatting van het artikel van Ter Laak, J. J. F., & De Goede, M. P. M uit Diagnostiek-wijzer: Tijdschrift voor de geestelijke gezondheidszorg Diagnostiek-wijzer: Tijdschrift voor de geestelijke gezondheidszorg, 7, 18-34
Ter Laak, J. J. F., & De Goede, M. P. M (2004)
De controverse ‘klinische versus statistische predictie’ opnieuw bekeken: The state of the art
Inleiding
Componenten van de diagnostiek waaruit het diagnostische proces is opgebouwd
Het diagnostisch proces: het formuleren van hypothesen over oorzaken van probleemgedragingen en de toetsing daarvan.
De wijze waarop gegevens worden geïntegreerd door de diagnosticus is een strijdpunt tussen de klinische intuïtieve en de statistisch mechanische benadering.
Waarin verschillen klinisch en statistisch georiënteerde diagnostici?
Beide diagnostici streven hetzelfde doel na.
Het aantal foutieve predicties zo veel mogelijk beperken.
De tegenstelling valt terug te voeren op twee benaderingen van de persoon
Wat is de (historische) achtergrond van de controverse?
Persoon: uniciteit versus inwisselbaarheid
De basis van de controverse is een verschil in opvatting over de aard van een persoon
Psychodiagnostiek, UVA
Dit is een magazine over het vak psychodiagnostiek aan de uva. Het vak wordt gegeven in het tweede jaar van de studie psychologie en gaat over het stellen van diagnoses.
Vragen voor het eerste en het tweede blok
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Psychology Eirylle contributed on 03-12-2019 11:44
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