CLP3305 Quizlet in notes format for Exam 2 PDF

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this is a quizlet in notes format for exam 2 for clinical and counseling psychology at Florida State University. This covers chapter 6, 7 and 8...

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CLP3305 Quizlet: Exam 2 Review

Ø Reliability: the extent to which something yields consistent, repeatable results. 

2 types of reliability: interrater & retest. °

Interrater reliability: consistency of results across different administrators.

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Test-retest reliability: consistency of results across multiple administrations at different times.

Ø Validity: how well something is measuring what it intends to measure; a.k.a “accuracy” 

4 types of validity: Content, Criterion validity-concurrent, Discriminant, & Criterion validity-predictive ° Content validity: the extent to which the assessment adequately measures all aspects of the construct being measured ° Criterion validity-concurrent: correlates with similar assessments ° Discriminant validity: doesn’t correlate with assessments that measure something else ° Criterion validity-predictive: scores correlate with a future event

Ø Determining reliability & validity 

If a measure is reliable, but not valid= consistently measures something, but not what we’re interested in

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If a measure is valid, but not reliable= measures what we’re interested in, but without consistency

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If a measure is both reliable and valid= consistently measures what we’re interested in

Ø Assessment in clinical psychology= evaluation of psychological functioning 

Process of an assessment in clinical psychology:

° gather info, conceptualize the problem, suggest the solution, better understand the client, evaluate progress & change 

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Referral question of an assessment in clinical psychology ° Why is the client seeking treatment/testing?  Problems with the assessment in clinical psychology: ° not standardized & depends on the clinician’s theoretical orientation  2 parts of the assessment interview: the assessment in clinical psychology & the interview  Which is the most common assessment tool? ° The interview: interaction with goal in mind. Gather info & learn beliefs/attitudes Essential features of the interview  physical setting, note taking & recording, differences between interviews, purpose & structure Purposes of the interview:  Intake/admission, Case history, Mental status exam, Crisis interview, Diagnostic interview ° Intake/admission: why is the client seeking services, can the clinic meet those needs, & what should the client expect? ° Case history: gather complete personal & social history, & understand context (family medical history, education, & employment) ° Mental status exam: assess functioning of client ° Crisis interview: meet problem as it occurs, provide immediate resources, prevent potential disasters, & encourage relationship with clinician ° Diagnostic interview: determine DSM-5 diagnosis & may be structured or unstructured Structure of interview: on a spectrum from unstructured to structured  Unstructured interview: no set questions, questions determined on-the-spot, no set order  Semi-structured interview: specific set of questions, therapist may add questions, & a combination of the 2  Structured interview: specific set of questions, specific order of questions, & asked verbatim Is there a universally accepted definition of intelligence? No!  Definitions of intelligence: Adjustment or adaptation, Ability to learn, & Abstract thinking ° Adjustment or adaption: adjusting & learning from environment ° Ability to learn: how quickly you learn & how well you apply info ° Abstract thinking: learning complex ideas & applying them Theories of Intelligence (Spearman 1927):  Intelligence is a general cognitive ability (if you perform well on one test, you’ll perform well on most other tests)  the g factor (measure of general intelligence)

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S factors (measures of specific intelligence & specific intelligence played a minimal role) Theories of intelligence Thurstone (1938):  No single g factor (several group factors) ° little relation to one another & individual could have different scores in different areas Theories of intelligence Modern theory: combination of older theories  general intelligence factor, with subscales, & hierarchical ° fluid intelligence, crystallized intelligence, memory & learning, visual perception, auditory reception, retrieval ability, cognitive speediness, & decision speed Intelligence testing history: Intelligence testing began in the 1900s because of compulsory education  student body diversified, included students with little to no education, & more students failing  Tests developed to focus resources on students who needed them more.  Measurement of mental abilities: Binet-Simon Scale 1908, Wechsler-Bellevue test 1939, & the intelligence quotient (IQ) Alfred Binet. ° Binet-Simon scale 1908: assessed cognitive limitation among children ° Wechsler-Bellevue test (1939): 1st measure of adult intelligence ° Alfred Binet: compared mental age (MA) to chronological age (CA). Number of items passed= CA in months. Didn’t compute an IQ score Problems with intelligence testing  MA 4/CA 5 equally deficient as MA 14/C 15 ° Doesn’t account for developmental differences. ° If CA changes, but MA stays the same, IQ changes Solutions to problems with intelligence testing:  William Stern developed ratio intelligence.  David Wechsler developed deviation IQ (compared scores to same aged peers) Intelligence testing clinical use:  estimate general intelligence level ° diagnose intellectual disability ° useful for ruling out Specific Learning Disability (SLD, neurological problems, & developmental disabilities. ° Prediction of academic success Intelligence testing IQ:  Correlates of the IQ, Sex differences, IQ scores are heritable (influenced by genes), heritability, reliability of IQ with age, & the Flynn Effect ° Correlates of the IQ: school success, occupational status, & job performance ° Sex differences in IQ: no differences in overall IQ, spatial & quantitative (males score higher) and verbal (females score higher)

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° IQ scores are heritable (influenced by genes): behavioral genetics studies, twin studies, & if monozygotic (identical) twins are more similar than dizygotic (fraternal) twins it is due to genetic influences ° Heritability of IQ: range from 30-80% IQ not stable across lifespan. Environment matters more than genetics in childhood. Even if heritability is 200% doesn’t mean that environment has no effect ° Reliability of IQ with age: test-retest reliability becomes more stable with age ° Flynn Effect: since 1972, IQ has been increasing by 3 pts each decade. More exposure to IQ tests/similar tasks. Improvement on some tests, worse on others Intelligence testing Administration:  Face-to-face & one-on-one (no group administration & no self-administration).  Subtests increase in difficulty as test progresses.  Normative data ° large sets of data collected, used to compare individual’s performance with large groups of same-aged peers, & compute deviation IQ. Intelligence testing Tests:  Stanford Binet, Wechsler, Wechsler Intelligence Scale for Children 5 th edition, & Wechsler Preschool & Primary Scale of Intelligence ° Stanford Binet: ages 2-85+  Supported by research (reliable & valid)  Computes scale IQ (FSIQ) & subscales  One test for all ages  5 domains  5 factors. 10 subsets ° Wechsler: ages 16-90.  supported by research (reliable & valid)  computes full scale FSIQ & subscales  3 tests for different ages  4 domains  4 index scores. 10 subsets (5 supplemental) ° Wechsler Intelligence Scale for Children 5 th edition: ages 6-16 ° Wechsler Preschool & Primary Scale of Intelligence: ages 2:6-7:3 Personality: distinct, enduring patter of thoughts, feelings, & behaviors.  How someone thinks, feels, & behaves in most situations/most of the time  Behavior & Psychopathology: If we know how someone thinks, feels, & behaves in most situations we can predict  Is personality heritable? Yes 4 pros of the process of assessment & treatment: clinically useful, cost-effective, scientifically sound, & unbiased  Clinically useful: tell us something about the client’s presenting problem  Cost-effective: not too time-consuming or expensive  Scientifically sound: reliable and valid

 Unbiased: assesses personality equally across diverse populations Ø Projective tests: a procedure for discovering a person’s characteristic modes of behavior by observing their behavior in response to a situation that doesn’t elicit or compel a particular response.  Provide an unstructured stimulus ° stimulus is an image or object, stimulus is ambiguous, ask client to describe it, no clear, correct answer)  Examinee forced to impose their own structure: response may reveal aspects of personality (wishes, needs, problems).  Test is indirect: examinee not aware of the purpose of the test & more difficult to censor responses.  Freedom of response & interpretation of many variables ° Freedom of response: infinite range of responses ° Interpretation of many variables: infinite response possibilities= virtually infinite interpretations Ø The Rorschach (1921) projective test: use of inkblots to assess personality emotional functioning, & diagnostics  Scoring of the Rorschach test: ° location area of the card client responded to. ° content object seen ° Determinants what prompted the response  Exner’s Comprehensive System: most frequently used scoring method. ° Based mostly on determinants  Reliability of the Rorschach test: interrater for response scoring has conflicting evidence. ° Limited evidence for test-retest reliability ° Interrater for interpretations is unknown  Validity of the Rorschach test: controversial ° studies the same data get different conclusions. ° not equally valid for all purposes (valid predictor of psychotic-spectrum). ° Lack of evidence for reliability/validity= less training offered in graduate programs Ø The Thematic Apperception Test 1935 (TAT): reveals personality characteristics through picture interpretation  Administration of the Thematic Apperception Test: ° 31 cards. Pictures of people/objects in different situations. ° 6-12 cards. Makeup a story about each of these pictures. ° Responses recorded verbatim  Scoring of the Thematic apperception test: Some proposed techniques. ° None widely used ° Relies on clinician’s impressions  Reliability and validity of The Thematic Apperception Test: ° difficult to examine ° little evidence

Ø Illusory correlations of projective tests:  Thinking there is a correlation between 2 things when there isn’t one  Interpretation of projective test depends on clinician’s experience. ° Clinician may “learn” to associate certain responses with certain personality characteristics Ø Advantages of projective tests:  Indirect (examinees aren’t aware of purpose of test),  possible responses are infinite & engaging Ø Disadvantages of projective tests:  Administered, scored, & interpreted by one-person  Unstandardized scoring/administration  Difficult to assess reliability & validity Ø Objective tests: the administration of a standard set of questions or statements to which the examinee responds using a fixed set of options (from strongly disagree to strongly agree)  Characteristics of objective tests: administered via paper/pencil (or online) & don’t need a person to administer the test  Advantages of objective tests: ° economical (administer to large groups quickly & scored by computers) ° simple to administer ° objective/reliable  Disadvantages of objective tests: ° same response may be selected for different reasons ° same score may be obtained for different reasons ° certain questions may influence responses ° info may be lost ° misinterpretation  Content validation of objective tests: ° carefully define all aspects of the variable ° consult experts ° use judges to assess the items ° evaluate each item (statistically) ° Limitations: interpretation of items, difficulties with insight, & dishonesty  Empirical criterion keying of objective tests: ° identify distinct groups of people ° ask them all to respond to the same set of questions ° compare responses between groups ° Limitations: sometimes difficult to determine meaning of results Ø Minnesota multiphasic personality inventory (MMP12): used to assess personality & identify psychological diagnoses.  Developed with empirical keying. ° More than 10,000 published studies. ° 567 items (true/false/cannot say).

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10 clinical scales: interpretation of clinical scales content scales supplementary scales validity scales: says whether you can use the result from the person’s test  reliability and validity (good predictive validity) predicts relevant behaviors /emotional states  Common uses of the Minnesota Multiphasic Personality Inventory (MMPI2): ° screening (info about severity & help in determining diagnosis) ° not commonly use beyond screening ° not used to assess treatment outcomes Trait: facet of a person  determines thoughts, feelings, & behavior Traditional view of behavior: sign of a maladaptive trait.  Introversion leads to avoidance of social interaction.  Problematic behavior is a sign of underlying maladaptive trait Behavioral view of behavior: learned responses to situations.  Learning experiences lead to avoidance of social interaction  Maladaptive behavior is a learned response to specific situations, not a sign of an underlying trait How is behavior assessed? Interview, observation, self-monitoring, & functional analysis  Interview: what is the nature of the problem? What maintains the behavior? How long has the client engaged in this behavior? Have they attempted to change this behavior? What does the client’s behavior look like during the interview? ° Advantages of the interview: simple & straightforward & just ask the client about their behavior ° Disadvantages of the interview: requires insight & malingering  Types of observation: naturalistic & controlled ° Naturalistic observation: observe behavior within a client’s home, school, etc.  Advantages of naturalist observation: real, unfiltered behavior & clearer picture of behavior in assessment  Disadvantages of naturalist observation: difficulty capturing infrequent behaviors, environmental interference, & observer effect (may act differently if they know they’re being observed) ° Controlled observation: observe behavior in a controlled environment & designed to elicit target behavior  Advantages of controlled observation: directly manipulate the environment & elicit target behaviors directly  Disadvantages of controlled observation: behavior may not parallel real-world behavior and reactivity (reactions may differ in

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controlled environment. How the person may react to being observed) complexity up: reliability down observer drift: shifting away from agreed upon definition unit of analysis: duration of the observed behavior, what specific behavior will be coded, & how often the behavior occurs behavioral assessment:  Self-monitoring: individuals record their own thoughts, feelings, and behaviors. ° Includes record of frequency, intensity, duration, & antecedents (what caused these things) ° advantages of self-monitoring: more info than observation, focuses attention on the behavior, and connects antecedents with consequences ° disadvantages of self-monitoring: inaccuracy & motivation functional analysis: understand function of behavior & use this info to define targets for treatment.  Built on theories suggesting behaviors are learned & maintained by their consequences.  ABC model (antecedent, behavior, treatment): determines where to target treatment. ° ABC model: Assess problem behaviors (intensity, frequency, duration), assess relevant antecedents, & assess consequences. Antecedent, behavior, consequence  SORC model ° SORC model: stimulus, organismic variables related to the behavior (thoughts, feelings, behavior), response (problematic behavior), & consequences  Key differences between the ABC model & the SORC model= organismic variables...