Psychological Assessment – Day 3

Katrina Fernando-Resurreccion, MS.Psy

Psychological   What  happens  to    

Let’s  differen+ate  between...  
•  Tes>ng:  process  of  sampling  behavior/
Psychology  graduates?  
Assessment    
skills  by  using  ready  made  tests    

Process  of  Assessment   Human  Resources  Personnel  

Medicine  
•  Measurement:  ac9vity  that  assign  

 
quan9ta9ve  principle  and  end  with  a  score  
or  quan9ty  of  psychological  construct    

Teachers   Businessmen   •  Evalua>on:  process  of  coming  up  with  

judgment  -­‐-­‐  to  appraise  what  an  individual  
can  and  can’t  do    
 
Psychometricians  
Master’s  degree   •  Assessment:  collect,  process  and  
interpret  informa9on  in  order  to  make  
judgments  and  decisions    

What  are  the  founda>ons  of    

What  is  our  role  as  psychometricians?    
Psychological  Assessment?     Why  do  we  measure  psychological  
constructs?   •  Answer  specific  ques9ons  and  aid  in  
Interviews    
such  as  case  history,  intake  admission  interview,   making  relevant  decisions    
mental  status    interview      
  For  classifica>on  or  diagnosis  of    

•  Expert  in  human  behavior  

Observa>on     psychological  disorders    
both  formal  and  informal    

  •  Understand  and  appreciate  mul>ple  

To  describe  or  explain  one’s   causa>on,  interac9onal  influences,  and  
Tes>ng     func9oning  or  characteris9cs  
the  intellectual  abili9es  and  personality/social  and   mul9ple  rela9onships    
emo9onal  func9oning      
 
Informal  methods     To  predict  tendencies  or  future   •  Understand  tests  and  test  construc9on    
of  gathering  personal  documents,  school  records,  etc.       behaviors  
 

The  psychological  assessment   The  psychological  assessment  process    

Piolo,  a  17-­‐year  old  high  school  student,  was  
referred  to  you  for  an  assessment  due  to   process??    
academic  difficul>es.    He  used  to  perform  very  
well  in  school  but  his  grades  in  almost  all  of  his   Referral  ques>on  
subjects  dwindled  dras>cally  this  past  school  
year.     Evaluate  reason  for  referral  

Planning  data  collec>on  

KC,  who  has  been  working  as  a  Sales   Data  collec>on  

Representa>ve  in  an  automo>ve  company,  would  
like  to  be  reassigned    to  the  Human  Resources   Interpre>ng  the  data  
Department  to  work  as  an  HR  Assistant.  
  Communica>ng  assessment  data  

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

The  Psychological  Assessment  Process     3.  Plan  data  collec>on      

4.  Data  collec>on      
 

1.  Obtain  reason  for  referral   "      Problem?  

   
 
2.    Evaluate  the  referral  ques>on     "   Actual  collec9on  of  data  
 
"     Adequacy  and  applicability  of    

"   A  parent,  a  teacher,  a  

the  test?   "   Sources:  test  scores,  
 
psychiatrist,  a  supervisor,  a   behavioral  observa9ons,  
judge,  etc.   "      Psychometric  proper>es?   intake  interview,  other  
 
 
"     Client’s  profile:  Age?  Skills?   sources  (records,  past  
"   Understand  what  the  ques9on  is  
Group  or  individual?   evalua9ons,  medical  
all  about  
records,  teacher  reports)  
 

5.  Scoring  and  Interpreta>on  the  data     6.  Communica>ng  findings    

INTERVIEWING  
     
   
"    Raw  scores,  scaled  scores,  percen>le  ranks,  
"    Wri_en  psychological  report  
stanine,  etc.    
 

"    Describe  &  explain  results   "    Results  must  be  clear,  
"      One  of  the  most  
  relevant  to  the  goal  of  the   important  means  of  
"    Come  up  with  recommenda>ons   assessment,  and  useful  to  the   data  collec>on  
 
consumer   during  psychological  
"    ...  Or  (clinical)  impressions    
assessment!  
"    Giving  oral  feedback  

What  are  the  assets  of  INTERVIEWING?  

    STRUCTURED  
  ü   Allows  for  establishing  rapport  with  client   STRUCTURED  
 

ü     Provide  opportuni>es  to  probe   “Have  you  ever  gone  on  binges  or  
 
benders  where  you  kept  drinking  
ü   Allows  for  observa>on  of  the  client...  
for  a  couple  of  days  or  more  
ü   ...and  other  interviewees  
 
UNSTRUCTURED   without  sobering  up?”  
ü   Results  are  placed  in  a  wider,  more    
meaningful  context   “Has  stopping  or  cuCng  down  on  
  INTERVIEW   any  of  these  drugs  made  you  
ü   Useful  in  crisis  situa>ons     (Types)   sick?”  
ü   …  or  other  situa>ons  where  tes>ng  is  not   SEMI-­‐STRUCTURED    
Diagnos+c  Interview  Schedule  
feasible  
 

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

INTAKE  INTERVIEW  
UNSTRUCTURED   SEMI-­‐STRUCTURED  

“How  is  your  rela+onship  with  

SOCIAL  CASE  HISTORY  
What  brings  you  here?   your  supervisor?”  
 
  MENTAL  STATUS  EXAM  
“What  do  you  look  forward  to  
Please  tell  me  everything   when  you  think  about  high  
that  happened.   school?”  
  INTERVIEW   EMPLOYMENT  INTERVIEW  
“Do  you  have  a  favorite  subject?   (Types)  
What  is  it?  What  made  you  say  
it’s  your  favorite?”   EDUCATIONAL  INTERVIEW  

     MENTAL  STATUS  EXAM  

INTAKE  INTERVIEW        SOCIAL  CASE  HISTORY    
 
 
"   To  determine  why  the  client  has  come  to  the  clinic  
or  hospital  
"  Biographical  sketch  
 
 
"   To  judge  whether  the  agency’s  facili+es,  policies,  
"  OQen  takes  a  developmental  approach  
and  services  will  meet  the  needs  and  expecta+ons  
of  the  clients  
examining  and  individual’s  en+re  life,  
  beginning  with  infancy  
"   Chance  to  inform  the  client  of  maMers  such  as  the    
func+on,  fees,  policies,  and  procedures  
  "  Primary  purpose:  To  understand  individual’s  
"   Face  to  face  or  phone  interview   background  

Observa>on  is…  
   EMPLOYMENT  INTERVIEW  
 
a  process  that  involves  
selec>on,  
provoca>on,  
recording  and  
PSYCHOLOGICAL   encoding  of  behaviors.  
OBSERVATION      

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Selec+on   Provoca+on   Recording  

•  People,  classes  of  behavior,   •  Plans  are  made  to  note  down  observa9ons  
events,  situa>ons,  or  >me  
•  A  decision  is  made  about  
using  observer’s  memory,  record  sheets,  
periods  as  the  focus  of   whether  to  provoke/ audio  or  video-­‐tape,  physiological  monitoring  
a_en>on    
 
produce  behaviors  and   systems,  9mers,  counters  or  other  means    
•  Time  Sampling  or  Event   situa9ons  of  interest  or  to  
Sampling  or  combined?   wait  for  them  to  happen  on  
    their  own    
Example:  
Observing  anxiety  
every  10  minutes  at  play.  

Sejng:    
Where  to  conduct  the  observa>on?  
Encoding  
•  Naturalis>c  observa>on    
 
•  Controlled  or  experimental  
observa>on  
•  System  for  encoding  raw  
observa>ons  into  usable  
What  are  the  advantages  and  
form  must  be  developed     disadvantages  of  conduc4ng  the  
observa4on  in  the  natural  se:ng  or  in  
a  controlled  se:ng?  

Indirect    vs.  Direct  Observa+on   What  to  OBSERVE?  J  

Observe  the  general  physical  appearance.  
•  INDIRECT  OBSERVATION    
–  Statements  of  observa9ons  made  by  others  or  of   We  observe  behaviors  that  have   ü descrip>on  (height,  build,  complexion,  
examina9on  of  the  consequences  of  client’s  behavior;  
also  includes  grades  and  work  proficiency  ra9ngs   possible  implicit   posture,  notable  facial  features/facial  
expression,  hair)    
psychological  
 
•  DIRECT  OBSERVATION   ü deformi>es  (if  any)  -­‐  men9on  use  of  
–  Informal  observa9on  which  can  be  made  from  the  
eyeglasses,  hearing  aid,  cane,  wheelchair  
moment  the  client  appears  on  the  ini9al  interview  and  
tes9ng  sessions    
 
significance.   etc.  
ü grooming  (make  up,  clothes,  nails,  hair,  
–  Formal  observa9on  based  examina9on  wherein  a   other  things  that  indicate  bad/good  
situa9on  is  pre-­‐structured   grooming)    
ü body  art  

 
 

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Observe  the  client’s  behaviors  

Behaviors  during  tes9ng  
during  assessment.  
Physical  appearance  may  tell        
may  reflect  the  client’s  level  
us  about  the  person’s  capacity  to   ü     Hand  &  body  movement  
of  comfort  with  the  
take  care  of  himself,  socioeconomic   ü     Posture   situa9on,  sincerity,  
status,  psychological  condi9on,   ü     Eye  contact  (e.g.,  no  eye  contact,  blank   willingness  to  cooperate,  
possible  medical  condi9on,  and  his   stares)   level  of  respect  to  session  
ü     Developmentally  inappropriate  
iden9ty  or  possible  affilia9on.   behaviors  
and  therapist,  maturity,  
ü     Behavior  –  speech  inconsistency   psychological  or  medical  
condi9on.  

Observe  the  client’s  language  and  

Language  &  speech  may  tell   We  also  observe  the  client’s  
speech.   us  about  the  client’s  maturity,  
    ajtude  and  mood  
confidence,  willingness  to   during  assessment.    
  Pitch,  tone,   Ar>cula>on   cooperate,  socioeconomic  status    
volume   &  fluency  
&  educa9onal  aVainment,   These  may  tell  us  about  
principles  and  beliefs,  medical  or   the  client’s  present  or  
Content  (e.g.,  
psychological  condi9on.   general  disposi9on,  or  
Verbaliza>ons  
coherence,  meaning)   &  expressions   possible  psychological  
condi9on.  
 
 

SORC  Model  i  n  Psychological   How  valid  are  clinical  observa>ons?  

 
Observa>ons  
Validity  of  observa9ons  is  
S4mulus  or  antecedent  condi4ons  that  bring  
S   on  the  behavior    
strengthened  when  mul9ple  raters  
agree  on  their  observa9ons.  
Organismic  variables  (physiological,  physical,  
 
O   or  cogni4ve  characteris4cs)  related  to  the  
 Validity  may  be  confounded  by…  
behavior    
!     Defini>on  of  observa>on  targets  
R   Actual  response  or  behavior     !     Observer  effects    
!     Reac>vity  of  observa>on    
C   Consequences  of  the  behavior    

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Tes9ng  requires  a  person  to  perform  

Psychological   some  behavior  that  is  measurable  
and  observable...  
Assessment   What  
Psychological  Tes>ng   behaviors  
were  
Let’s  review...   measured  in  
  this  test?  

What  is  Psychological  Tes>ng?  

All  psychological  tests  are  similar   All  psychological  tests  measure  some  
important  personal  aVribute,  trait,  or  
yet  different...    Different  yet  similar.     characteris9c.   The  behaviors  performed  during  
tes9ng  may  be  used  to  predict  
All  psychological  tests   outcomes.  
require  an  individual  to  
perform  a  behavior...  
However,  tests  that  
BUT  the  behavior  they  require   measure  the  same  
the  test  taker  to  perform   behaviors  differ  in  
differ.   content,  administra9on,  
BUT  they  measure  different  aVributes,  trait,  or   and  format.  
characteris9cs.  

They  also  differ  in  terms  of  scoring  and   Tes9ng  requires  a  person  to  perform   How  did  tes>ng  begin?  
interpreta9on,  and  in  terms  of  their   some  behavior  that  is  measurable  
psychometric  proper9es.  
and  observable...  

What  
behaviors  
were  
measured  in  
this  test?  

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Ø The  first  test  was   Ø   Test  of  sensory   Ø   Sir  Francis  Galton   Ø   Alfred  Binet  &   Following  a  moving  object  with  
one’s  eye  
intended  to   abili>es  and  reac>on   viewed  the  use  of   Theophilius  Simon    
differen9ate   >me  by  Wilhelm  Wundt   psychophysical   developed  the  first   Grasping  a  small  object  
measures  as  a  sensible   prac9cal  intelligence   (touched  or  seen)  
between  the  “idiot”   &  James  CaVell   method  to  assess   baVery  (1905  scale)    
and  the  “luna9c.”   Naming  objects  in  pictures    
  intelligence   with  29  tests!      
  Ø   The  development  of     Recognizing  the  difference  
between  a  square  of  chocolate  
Can  the  person  tell   intelligence  tests  came   and  a  square  of  wood  
who  his  parents  are?   about  as  a  response  to    
  societal  need  (e.g.,  for   Comparing  two  lines  that  are  
Can  he  account  for  20   humane  treatment  of  MR   of  unequal  length  
pence?   individuals)    
Defining  abstract  terms    
 

Ø   Introduced  the   Ø   During  the  WWI,   Ø   Charles  Spearman  
concept  of   intelligence  tests  were   introduced  the  
INTELLIGENCE   used  to  screen  soldiers:   hierarchical  model  of  
QUOTIENT  (IQ),  which     intelligence:  
was  originally  by     o   ARMY  ALPHA  –  verbal    
William  Stern.   test   Ø   David  Wechsler,  
o   general  or  “g”  
  o   ARMY  BETA  –   clinical  psychologist  from  
Ø   Lewis  Terman  from   o   specific  or  “s”   the  Bellevue  Psychiatric  
Ø   The  SB  has  5  versions   nonverbal  test  
Stanford  translated  the       Hospital  in  NY,  developed  
to  date!  J  
Binet-­‐Simon  scale  to   intelligence  tests  for  
  Emergence  of  group-­‐
English.   adults  
administered  tests   Ø   Combina9on  of  verbal  
Ø   Stanford-­‐Binet  
Intelligence  Scale   and  performance  scales  

Ø   In  addi9on  to   Ø   The  Personal  Data   Ø   In  the  1930s,  interest  grew   Ø   In  the  1940s,  a  need  for  
intelligence  tes9ng,   Sheet  is  a  200-­‐item   in  measuring  personality   developing  voca>onal  
during  the  WWI,  the  US   psychiatric  interview   by  exploring  the   tests  were  needed  to  predict  
military  needed  a  test   covering  topics  such  as...   unconscious.   success  of  an  applicant  in  a  
-­‐   Anxiety,  fears,  depression  
to  help  detect   -­‐   Sleepwaking,  nightmares   specific  occupa9on.  
Ø     Hermann  Rorschach’s  
soldiers  who  would   -­‐   Memory  problems  
  Inkblot  Test   Ø     General  Ap4tude  Test  
not  be  able  to    
  BaNery  (GATB)  
handle  stress   Ø   Murray  and  Morgan’s    
associated  with   Thema4c  Appercep4on    
combat.   Test  
   
 

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

What  is  INTELLIGENCE?  

•  Spearman’s  2  Factor  Theory    
–  General  and  Specific  
 
•  Thurstone’s  Mul>ple  Factors  
Classifica>on  of   Theory  

Psychological   Cogni>ve   Personality   Adap>ve   –  Primary  abili>es  

       

Tests   •  Catell’s  Fluid  and  Crystallized  

Ability   Traits   Everyday  
Ap>tude   Interests   func>oning   Intelligence  
Achievement   Preferences    
Neuropsychological   –  Learned  informa>on  
Socioemo>onal  
    –  Ability  to  use,  synthesize  and  
integrate  informa>on  

What  is  INTELLIGENCE?   Intelligence  Tes>ng   Tests  that  assess  Cogni>ve  Func>oning  
•  Sternberg’s  Triarchic  Theory  of   "    ABILITY  TESTS  measures  innate  
Intelligence   "  The  assessment  of  a  wide  range  of  
informa9on-­‐processing  or  thinking   cogni9ve  abili9es  
–  Academic  
–  Crea>ve   skills  and  behaviors    example:    Wechsler  Intelligence  Scales  
–  Adap>ve          Stanford-­‐Binet  
"      General  func9oning          Mul4dimensionl  Ap4tude  BaNery  
•  Gardner’s  Theory  on  Mul>ple  
Intelligences   "      More  specific  cogni9ve  skills  (e.g.,    
–  Not  limited  to  academic  abili>es   memory,  perceptual  abili9es,   "      APTITUDE  TESTS  assesses  
•  Salovey  and  Mayer’s  Emo>onal   language)   cogni9ve  poten9al  such  as  ability  to  
Intelligence   "      Academic  skills   learn  in  a  par9cular  area  
–  Ability  to  perceive,  use,  understand   "      Motor  func9oning  
and  manage  emo>ons      example:  College  Ap4tude  Test  (CAT)  

"    ACHIEVEMENT  TESTS  assess  skills  and  

Ability  tests  
may  assess  verbal  
abili9es  acquired  through  direct  interven9on  
and  nonverbal  
or  instruc9on  
abili>es.  
 example:    Norris  Educa4onal  Achievement  Test  

 
“How  are  a  chair  and  a  table  alike?”  
 
“What  is  an  umbrella?”  
 
“Why  should  we  eat  vegetables?”  
 
Some  Ability  tests  are  purely  nonverbal.  

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 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

"    BENDER  GESTALT  VISUAL  

When  to  use  a   MOTOR  TEST  
verbal  +  nonverbal  abili>es  test  
 

"  Assesses  visual-­‐motor  func9oning  and  

and  a  nonverbal  test?   visual  percep9on  among  adults  and  
children  
NEUROPSYCHOLOGICAL  TESTS  focus  on    

brain-­‐behavior  rela9onships,  such  as  intellectual,   "  Assesses  possible  brain  organicity  and  
abstract  reasoning,  memory,  visual-­‐perceptual   matura9on  of  brain  development  
aVen9on,  concentra9on,  motor  skills,  and  
language  func9oning  
 example:      Bender-­‐Gestalt  Visual  Motor  Test  
       Clock  Drawing  Test  

"  CLOCK  DRAWING  TEST  

"    Assesses:  
"   rienta9on,  conceptualiza9on  of  9me  
O
" Visuo-­‐spa9al  organiza9on,  visual  memory  
"  Auditory  comprehension  
"  Numerical  knowledge  
"  Concentra9on  
 

 Tests  are  classified  based  on  how  the  test  is    Tests  are  classified  based  on  how  the  test-­‐
administered...   taker  performs...   List  as  many  colors  as  you  
Maximal  Performance  
can.  
Group  administered   Individually  administered   Do  your  best  because  scores  are  
When  the  test  is  administered  to  2  or   When  the  test  is  administered  one-­‐on-­‐one   determined  by  how  well  you  performed  
more  people   the  task  

How  do  you  think  did  

Behavior  Observa>on   you  do?  
You  will  be  observed  performing  a  
Time?   task  intended  to  measure  

Cost?  
Observa+on?   How  confident  was  your  
Self-­‐Report  Tests  
You  will  report  or  describe  feelings,   seatmate…?  Rate  in  a  scale  of  1  
opinions,  beliefs,  or  mental  states  
to  10.  

9
 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

 Tests  are  classified  based  on  how  it  was    Tests  are  classified  based  on  its  structure...  
standardized...  

Standardized  Tests  
have  been  administered  to  a  large  group  of   Objec>ve  Tests  
individuals  who  are  similar  to  the  group  for   Are  structured  and  require  test-­‐taker  
whom  the  test  has  been  designed.    These   to  respond  to  structured  ques9ons  like  
tests  are  have  NORMS.     true  or  false,  mul9ple  choice.  

Projec>ve  Tests  
Are  unstructured  and  require  test-­‐
takers  to  respond  to  ambiguous  s9muli  
Nonstandardized  Tests   like  incomplete  sentences,  inkblots,  
do  not  have  standardiza9on  samples  
and  are  usually  constructed  informally  
pictures,  etc.   Interest  tests  are  mostly  structured  and  has  
good  psychometric  proper>es.  

The  Normal  Curve  

Scoring  &  
Interpreta>on  

Some  personality  tests  are  unstructured  and  

has  poor  psychometric  proper>es.  

Why  convert  
raw  scores  to  
standard  scores  
such  as  STEN  or  
STANINE?  

10
 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Should  we  always  use  norms  to  

interpret  test  results?  

Norma>ve   Ipsa>ve  

Tes+ng,  measurement,  or  assessment  is  usually  

 
done  in...  

Contexts  &  Ethics  

Psychiatric  sejngs    
•  DSM-­‐V  diagnosis  may  not  suffice  to  manage  
illness  
Where  and  when  is  
 

General  medical  sejng    

assessment/tes>ng   •  Possible  emo>onal  factors  associated  with  
medical  condi>ons  
usually  done?    

Legal  Context  
  •  Reliability  of  witness,  quality  of  informa>on  
by  witness,  quality  of  another  professionals  
assessment,  accused  person’s  competency,  
jury  selec>on,  child  custody,  suppor>ng  plea  
of  insanity,  etc.    

Educa>onal  context   Piolo,  a  17-­‐year  old  high  school  student,  was   Hundreds  of  families  lost  their  homes  
•  Children  having  difficul>es  in   referred  to  you  for  an  assessment  due  to   and  loved  ones  when  the  killer  
school,  school  placement,  etc.   academic  difficul>es.    He  used  to  perform  very   typhoon,  Sendong,  hit  Cagayan  de  Oro.  
 
well  in  school  but  his  grades  in  almost  all  of  his   What  assessment  tools  will  you  use  to  
Psychological  clinic   subjects  dwindled  dras>cally  this  past  school   assess  trauma  among  the  vic>ms?  
year.  What  assessment  tools  will  you  use?  
•  Clients  from  various  contexts  are  
self-­‐referred  or  referred  for  
assessment  
 
KC,  who  has  been  working  as  a  Sales   A  company  would  like  to  know  what  their  
Industry   Representa>ve  in  an  automo>ve  company,  would   employees  value  at  work.    What  
like  to  be  reassigned    to  the  Human  Resources   assessment  tools  will  you  administer  to  
•  Performance  evalua>on,  pre-­‐
Department  to  work  as  an  HR  Assistant.  How  will   answer  your  client’s  (company)  referral  
employment,  promo>on,  etc.  
you  assess  KC’s  qualifica>ons?   ques>on?  
   

11
 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

True  or  False?   True  or  False?  

Ethical Practice in
Clinical Psychometricians  may  provide  opinions  about   We  can  administer  additional  tests  to  our  clients,  even  if  
these  tests  measure  constructs  that  are  unrelated  to  the  
FALS
an  individual  even  without  an  examination  on   TRUE   E  
referral  or  purpose  of  the  assessment.  
the  basis  of  review  of  existing  tests  and  results.  

Assessment We  always  ask  for  the  client’s  informed  consent   We  use  data  collection,  methods,  and  procedures  that  are  
except  in  cases  such  as  when  psychological   consistent  with  current  scientiGic  and  professional   TRUE  
TRUE   developments.  
assessment  is  done  for  routine  educational,  
institutional,  organizational  activity.  

A  newly  constructed  test  that  had  been  tested  for  validity  

Teacher  Trina   and  reliability  may  be  administered  as  part  of  an   TRUE  
A  third  party  interpreter  may  evaluate  the  
TRUE   assessment  battery.  
results.  

True  or  False?   True  or  False?   True  or  False?  

The  administra>on  and  handling  of  all  test  materials   The  psychologist  must  get  the  client  to  disclose  an  
Test  results  may  be  given  to  referral  sources  without  
TRUE   must  be  handled  only  by  qualified  users  and   TRUE   important  information  during  the  assessment  interview  or  
FALS
asking  for  the  client’s  consent.  
personnel.   testing,  even  if  the  client  appears  unwilling  to  do  so.   E  

It  is  alright  to  give  our  clients  the  test  protocols,  and  the  
test  data  in  forms  of  raw  and  scaled  scores,  since  these  are  
FALS It  is  alright  to  keep  a  friendly  rela>onship  with  our   FALS We  avoid  putting  labels,  such  as  diagnoses,  and  using  
E   clients  aoer  the  assessment.   TRUE  
their  own  and  solely  based  on  their  performances.   E   jargons  in  writing  our  psychological  evaluation  report.  

Oral  feedback  is  necessary  in  communicating  the  results  of   FALS Confiden>ality  cannot  be  broken  even  if  the  client   FALS
the  tests  to  our  clients.   E   poses  a  threat  to  himself  and  to  other  people.   E  

Ethical  Prac>ce  of  Clinical  Assessment  

Ethical Practice in Inform  the  client  about…  
   
Develop  a  professional  
Clinical Type  and  length  of  
rela>onship  with  your  client.   assessment  
Assessment    Alterna>ve  procedures  
 Details  rela>ng  to  
The  nature,  purpose,  and   appointment  
condi>ons  of  the  rela>onship    Nature  and  limits  of  
Teacher  Trina   should  be  clearly  defined.       confiden>ality  
 Financial  requirements  

12
 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Be  mindful  of…  
Op>mize  the  level  of   Be  mindful  of  your  expecta>ons.  Be   …The  client’s  rela>ve  emo>onal  
careful  with  ‘expectancy  effects.’   state  
rapport  with  client.    
     
 
How  does  a  psychologist’s  expecta4ons    
But  is  it  okay  to  encourage/
affect  the  client’s  performance?    
praise  correct  responses  of  a  
 
client  to  a  test?  
 
  …Your  ajtude  towards  the  client  

Observe  rights  to  Privacy.  

  Give  only  the  appropriate  
PRIVACY  is  defined  “as  the  right  of  the  individual  to  decide  for   tests.  
him/herself  how  much  he  will  share  with  others  his  thoughts,  
feelings,  and  facts  of  his  personal  life  (Office  of  Science  and    
Technology,  1967)”  
 
Can  CONFIDENTIALITY  be  broken?    
“Informa9on  derived  by  the  psychologist  from  any   ü Rights  of  minors   Inform  clients  of  the  kinds  
source  can  ONLY  BE  RELEASED  WITH  THE  PERMISSION  
ü When  clients  pose  danger  on  themselves   of  the  data  that  will  be  
OF  THE  CLIENT.” –  APA,  1992   obtained  and  the  
  or  on  others  
possible  uses  of  these  
What  sort  of  informa4on  do  some  clients  wish  to  keep   ü Client  is  in  control  of  the  informa9on   data.  
private?  
 

Prevent  and  address   Ethical  prac>ce  in  labeling  

inviolacy.   our  diagnosis…  
 
 
Should  we  indicate  our  diagnosis  
This  happens  when  clients  are  asked   or  clinical  impressions  on  our  
to  discuss  informa9on  that  they   psychological  evalua4on  
would  rather  not  think  about.  L   report?  
   
What  should  the  psychologist  do  if   What  are  the  pros  and  cons  of  
the  client  finds  a  test  offensive  and   labeling  and  sta4ng  our  
too  intrusive?   diagnosis  in  the  report?  

13
 Psychological Assessment – Day 3
Katrina Fernando-Resurreccion, MS.Psy

Labels…   Competent  Use  of  Assessment   What  are  the  specific  skills  required  in  
May  s>gma>ze  and  limit  the  individual  in  his  
Instruments…   assessment?  
society  
 
How  does  one  become  a  competent  assessment    
May  become  a  ‘self-­‐fulfilling  prophecy’  based  on   psychologist?   "    Ability  to  evaluate  technical  strengths  and  
the  expected  roles   limita9ons  of  a  test  
   
"    Selec9on  of  appropriate  tests  
May  lead  to  feelings  of  helplessness   Get  adequate  training  (adequate  coursework,  supervised   "    Knowledge  of  issues  rela9ng  to  the  test’s  reliability  
experience)   and  validity  
Bolster  knowledge  of  tests   "    Interpreta9on  with  diverse  popula9ons  
Undergo  intensive  training   "    Awareness  of  the  material  in  the  test  manual  
"    Know  when  to  consult    

Communica>ng  test  
How  do  we  interpret  test   What  are  the  difficul+es  that  one   results…  
results?   may  encounter  in  interpre+ng    

  results?   How  do  we  communicate  

"    Using  norms  and  cutoff  scores     results  of  the  tests?  
(Nomothe>c)   "  Integra>on…  How  to  put  them  all    

together?   "  WriVen  report    

 
"  Oral  feedback  
"  …and  considering  unique    
characteris9cs  of  the  person   "  Use  of  everyday  language  
"  Interpre9ng  inconsistencies  in  
combined  with  the  relevant  aspects   findings   "  Be  prepared  for  the  emo4onal  
of  the  test  itself  (Idiographic)   reac4ons  of  the  client  during  
feedback  

Maintain  test  security  and  

assessment  informa>on   Can  we  duplicate  
 
 
tests?  
What  happens  when  tests    
are  made  readily  
available  to  the  public?    
 
Is  it  okay  to  
release  protocols  
or  raw  data  to  
clients?  

14