Summary Psychological diagnostics in Health Care - Luteijn & Barelds
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A psychodiagnostic examination can start in two ways: the client can be referred to the diagnostician or the client can go to the diagnostician himself. Once at the diagnostician, he analyzes the client's request for help as well as the referrer's request. These are not the same type of questions. The client's request for help could be about how to overcome his compulsive behavior, while the referrer's request might be about obsessive-compulsive disorder.
Based on these questions, the diagnostician asks three types of questions:
A diagnostic scenario is drawn up based on these questions. This contains a preliminary theory about the client's behavior. Subsequently, this theory is tested using five steps:
On the basis of this assessment, they will come to a diagnostic conclusion.
It is useful to build up the psychodiagnostic process according to De Groot's empirical (scientific) cycle. This empirical cycle consists of observation, induction, deduction, testing and evaluation. Yet this is not standard applied by diagnosticians.
There are five types of questions that often arise in psychodiagnostics. With each of these questions it is important to have a certain knowledge of psychology (knowledge base). It is best if the diagnosis answers the five basic questions in sequence and goes through the steps in the diagnostic cycle. These are the five basic questions:
The question that can be asked here is: what is the problem, what succeeds and what goes wrong? The recognition phase includes an inventory, description, ordering, categorization and an estimate of the seriousness of the problem behavior. The difference between and a diagnostic formulation should be considered. Classification is about categorizing someone's behavior based on the DSM. A disadvantage of a categoric classification is that it is quite limited and leads to "labeling". An advantage is that it improves the communication between information. A diagnostic formulation, on the other hand, contains more detailed information about a client's behavior and takes more into account the context in which this behavior is in place. The authors of the book advocate a diagnostic formulation.
The question that can be asked is 'why are the problems there?' The statement contains 3 parts:
The statements can be classified according to:
When dealing with a problem, it is best to look for the factors that perpetuate the problem, because they can be influenced.
The question that can be asked is: how will the problems develop in the future? This is expressed as probabilities, for example: what is the probability that the client will be able to fully resume work in the future? It is about the relationship between a predictor and a criterion. The predictor is the behavior that is present now, and the criterion is the future behavior. If there is not enough theoretical knowledge available, it is recommended to consult with colleagues.
The question posed here is 'how can the problems be solved?' What treatment does a patient need? Before an indication can be given, the explanation and prediction phase must be completed. In addition, a diagnostician must have:
The question posed here is 'have the problems been solved sufficiently after the treatment?' This phase looks at:
The first task of a diagnostician is to analyze and specify the request and request for help, in addition he consults file data, these are reports from previous psychodiagnostic or medical research and information about, for example, school, work or family. In the analysis of a request for help, the client's perception is mainly explored with the aid of an interview or broad band screening instruments (for adults the MAP and for children the CBCL).
After the analysis of the application, there is a reflection phase, in which the diagnostician must be aware of his bias, these are prejudices. Subsequently, all questions from the applicant and client are arranged in a diagnostic scenario. From this a preliminary theory about the problem behavior of the client is drawn up from which the hypotheses follow. It is important that not all problems end up in the recognition phase, only the problems that very much limit the client and for which he or she seeks help.
The diagnostic examination consists of six steps: hypothesis formation, choice of research tools, formulation of testable predictions, administration and scoring, argumentation and report.
The hypotheses that are formulated in the recognition phase are about whether there is a question of psychopathology. For hypotheses in the explanatory phase, the diagnostician uses a list of explanatory factors and chooses which one to investigate. The knowledge of the diagnostician is important in predictive hypotheses. The indication phase is mainly about which treatments and therapists are best suited to the client.
To answer the recognition question, the diagnostician can make use of instruments, observations, anamnestic information and data from informants. The explanation phase includes tools that focus on explanatory factors such as intelligence, cognitive skills, and context factors such as the family situation. In the prediction phase, use can be made of instruments that have predictive validity. Finally, an aid questionnaire can be used in the indication phase.
Once the research resources have been selected, criteria must be drawn up against which the results are weighed up. Criteria can be, for example, based on the number of dimensions from the DSM that must occur in the client. The criteria must be drawn up in advance so that the diagnostician is not influenced by bias.
The collection and scoring of the diagnostic instruments provide both qualitative and quantitative information. The results are interpreted with the help of norm tables. The observations during the administration of the tests is also important information that is thoroughly investigated. The results are then compared against the criteria.
After the results are known, they are fed back to the hypotheses and predictions. The reliability of the instruments and sources are taken into account. If the results match the hypothesis, the hypothesis is retained. If the results contradict the hypothesis, the hypothesis will be rejected. Finally, possibly new information from the studies will also be summarized and may lead to a new diagnostic cycle.
The report includes the results in the same steps as the diagnostic process. This report is passed on to the referrer. In the report, the conclusions of the investigation are substantiated. It indicates whether the conclusions are based on facts or whether they are interpretations. The report must be clearly described so that the applicant reads it as the diagnostician intended. If the referrer has no additions, questions or improvements to the report, the report is transferred orally to the client.
Diagnosis treatment combinations assure the client that the treatments initiated are evidence-based. Because each treatment has a fixed duration and rate, this is efficient to work with for the insurance companies. The disadvantage of working with DCBs is that clients often have multiple complaints or have no clearly defined problems, which makes it difficult to find appropriate treatment.
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.......read moreA psychodiagnostic examination can start in two ways: the client can be referred to the diagnostician or the client can go to the diagnostician himself. Once at the diagnostician, he analyzes the client's request for help as well as the referrer's request. These are not the same type of questions. The client's request for help could be about how to overcome his compulsive behavior, while the referrer's request might be about obsessive-compulsive disorder.
Based on these questions, the diagnostician asks three types of questions:
A diagnostic scenario is drawn up based on these questions. This contains a preliminary theory about the client's behavior. Subsequently, this theory is tested using five steps:
On the basis of this assessment, they will come to a diagnostic conclusion.
It is useful to build up the psychodiagnostic process according to De Groot's empirical (scientific) cycle. This empirical cycle consists of observation, induction, deduction, testing and evaluation. Yet this is not standard applied by diagnosticians.
There are five types of questions that often arise in psychodiagnostics. With each of these questions it is important to have a certain knowledge of psychology (knowledge base). It is best if the diagnosis answers the five basic questions in sequence and goes through the steps in the diagnostic cycle. These are the five basic questions:
The question that can be asked here is: what is the problem, what succeeds and what goes wrong? The recognition phase includes an inventory, description, ordering, categorization and an estimate of the seriousness of the problem behavior. The difference between and a diagnostic formulation should be considered. Classification is about categorizing someone's behavior based on the DSM. A disadvantage of a categoric classification is that it is quite limited and leads to "labeling". An advantage is that it improves the communication between information. A diagnostic formulation, on the other hand, contains more detailed information about a client's behavior and takes more into account the context in which this behavior is in place. The authors of the book advocate a diagnostic formulation.
The question that can be asked is 'why are the problems there?' The statement contains 3 parts:
Psychodiagnostics consists of three parts:
There are three types of frames of reference, each of which is based on a different idea of how (problematic) behavior is best understood and explained:
Determining the quality of frames of referenda is done on the basis of four criteria:
According to Van der Werff, the trait approach, biopsychology and orthodox social learning theories are the best frames of reference to use in diagnostics. For a diagnostician, especially the trait approach is good to use, it has also yielded many intelligence and personality tests. The biopsychological approach and the social learning theories come from the context approach. Van der Werff believes that parts of psychoanalysis such as ego psychology belong to the middle class. The underperformers are psychoanalytic, humanist and existential psychology. The ideas in these frames of reference often cannot be tested.
There are several models of test theory and statistics that are used to describe the central parts of theories and constructs. There is the classical test theory and the modern test theory (IRT). The IRT is a theory of behaviors (a latent trait such as emotional stability or math skills). This theory describes the probability that when a person has a certain value on a latent trait, a person will say yes to a question whether a task will solve well.
Factor analyzes are used for the first frame of reference. Thurstone came up with the multiple intelligence theory and eventually chose to measure it by independent factors. This was in contrast to Spearman, who used a g factor to measure intelligence. A profile
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