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Chapter Organization | |
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Describing the profession | |
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The challenges and responsibilities of four different psychologists | |
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A Clinical Psychology student | |
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Clinical Psychologist A - working in a general hospital setting | |
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Clinical Psychologist B - working in a private practice setting | |
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Clinical Psychologist C - working in an academic setting | |
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Practice realities in Clinical Psychology | |
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Conclusion | |
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Chapter objective | |
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Considerations for career planning | |
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Concrete planning steps | |
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Maximizing your academic preparation and building the best | |
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Possible application package for graduate training | |
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Application Forms | |
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Grade Point Averages | |
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Graduate Record Examination (GRE) | |
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The statement of interest | |
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Letters of reference | |
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Research or clinical experience? | |
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Timing Issues | |
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Surviving graduate school | |
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Getting licensed | |
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Getting the most of graduate school | |
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Post-doctoral training | |
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Getting licensed | |
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Conclusions | |
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Chapter Objective | |
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Chapter Organization | |
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Properties of psychological tests | |
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Reliability | |
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Validity | |
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How should tests be described with respect to their | |
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reliability and validity? | |
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Measuring change in therapy | |
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Methods used to learn about therapy outcome: | |
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Case studies | |
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Therapy outcome research | |
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Qualitative research | |
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Program Evaluation | |
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Objectives | |
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Setting the tone | |
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Defining what ethical behavior is | |
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Our Profession's Commitment to Ethical Standards of Practice | |
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Legal facts and Ethics | |
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Practice Guidelines/Codes of Conduct | |
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Custody and Access Reports: necessary and contentious | |
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Codes of Ethics | |
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General Principles | |
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Conclusion | |
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Objective of This Chapter | |
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Vignettes 1-4 | |
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Psychological Problems that Clinical Psychologists Focus On | |
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Defining Psychological Problems | |
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Statistical or Normative Approach | |
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Subjective Interpretation (psychological pain) | |
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Judgments of Maladaptive Functioning | |
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Issues in Defining Psychological Problems | |
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Some Concepts in Defining Psychological Problems | |
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Sign | |
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Symptom | |
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Syndrome | |
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Mental Disorder | |
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Psychological Problems: What processes are affected? | |
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Emotions and Emotional Regulation | |
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Thoughts/Cognitions, Intellectual Functioning, Information Processing | |
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Perceptions | |
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Interpersonal Processes | |
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Regulatory or Coping Behavior | |
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Development | |
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Environment | |
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Conceptualizations of Psychological Problems | |
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Philosophical underpinnings of Orientations to Psychopathology | |
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Symptom as Focus | |
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Underlying Cause as Focus | |
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Current Conceptualizations of Psychopathology | |
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Diagnostic Classification Systems | |
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Descriptions | |
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Communication | |
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Research | |
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Theory Development | |
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Treatment | |
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Education | |
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Insurance and Reimbursement | |
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Epidemiological Information | |
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Specific Current Classification Systems | |
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International Classification of Diseases 10 | |
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Diagnostic and Statistical Manual of Mental Disorders 4th Ed Text Revision | |
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The Psychodynamic Diagnostic Manual | |
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The Operationalized Psychodynamic Diagnostics | |
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Summary | |
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Ongoing Considerations | |
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Key Terms Learned | |
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Thinking Questions | |
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Objective of This Chapter | |
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Vignettes 1-3 | |
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What is Psychological Assessment? | |
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Psychological Testing versus Psychological Assessment | |
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Psychological Assessment in Practice and Training | |
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Purpose of Assessment | |
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The Tools of Psychological Assessment | |
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Types of Psychological Assessment | |
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Psychodiagnostic Assessment | |
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Intellectual/Cognitive | |
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Behavioral | |
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Health | |
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Psychophysiological | |
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Rehabilitative | |
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Forensic | |
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Goals of Assessment | |
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Problem Explication | |
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Formulation | |
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Prognosis | |
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Treatment Issues and Recommendations | |
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Provision of Therapeutic Context | |
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Communication of Findings | |
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Research | |
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Importance of Context | |
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Interpretation, Decision Making, and Prediction | |
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Qualitative or Actuarial Approach | |
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Clinical Judgment or Subjective Approach | |
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Clinical Decision Making and Errors in Judgment | |
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Base Rate Issue | |
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Barnum Effect | |
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Illusory Correlation | |
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Preconceived Ideas and Confirmatory Bias | |
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Inappropriate Use of Heuristics | |
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Summary | |
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Ongoing Considerations | |
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Key Words Learned | |
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Thinking Questions | |
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Objective of This Chapter | |
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Psychodiagnostic Assessment | |
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What are the tests and tools used in psychodiagnostic assessment? | |
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Clinical Interviews | |
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Unstructured Interviews | |
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Pros of Unstructured Interviews | |
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Cons of Unstructured Interviews | |
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Structured Interviews | |
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Pros of Structured Interviews | |
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Cons of Unstructured Interviews | |
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Objective Tests: Self-Report Inventories | |
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Minnesota Multiphasic Personality Inventory (MMPI) and MMPI-2 | |
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Validity Scales | |
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Clinical Scales | |
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Interpretation | |
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Reliability and Validity | |
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Pros of MMPI-2 | |
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Cons of MMPI-2 | |
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MMPI-A | |
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Millon Clinical Multiaxial Inventories | |
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Pros of the MCMI-III | |
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Cons of the MCMI-III | |
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Personality Assessment Inventory (PAI) | |
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Rating Scales | |
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Projectives | |
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Rorschach Inkblot Technique | |
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Reliability and Validity | |
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Pros of the RIT | |
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Cons of the RIT | |
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Thematic Apperception Test (Technique) | |
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Reliability and Validity | |
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Pros of the TAT | |
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Cons of the TAT | |
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Drawing Tasks | |
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Reliability and Validity | |
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Pros of the Drawing Tasks | |
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Cons of the Drawing Tasks | |
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Summary | |
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Key Terms Learned | |
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Ongoing Considerations | |
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Thinking Questions | |
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Intellectual Assessment | |
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Purpose of Intellectual Assessment | |
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Domains Assessed in Intellectual Assessment | |
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G Model or the Psychometric Approach | |
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Multiple Intelligences | |
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Gardner's Theory of Multiple Intelligences | |
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| |
What is IQ? | |
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Intelligence Tests | |
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Stanford-Binet Scale | |
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Stanford-Binet 5 (SB-5) | |
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| |
Wechsler Scales of Intelligence | |
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Wechsler Adult Intelligence Scale-IV (WAIS-IV) | |
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Wechsler Intelligence Scale for Children-IV (WISC-IV) | |
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Wechsler Preschool and Primary Scale of Intelligence-III (WPPSII-II) | |
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Interpreting and Using Intelligence Test Scores | |
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| |
Clinical Neuropsychology and Neuropsychological Evaluations | |
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Purposes of Neuropsychological Assessment | |
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Assumptions Underlying Neuropsychological Assessment | |
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Domains Important to Assess | |
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How is a Neuropsychological Evaluation Done? | |
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Neuropsychological Tests: Fixed Batteries | |
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| |
Halstead Reitan | |
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Pros of the Halstead Reitan | |
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Cons of the Halstead Reitan | |
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Luria Nebraska | |
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NEPSY-III: A Developmental Neuropsychological Assessment | |
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Neuropsychological Testing: Process Approach | |
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| |
Summary | |
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Key Terms Learned | |
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| |
Ongoing Considerations | |
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Thought Questions | |
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Chapter objectives | |
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| |
Behavioral Assessment | |
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| |
Rationale and basic principles | |
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| |
Validity and ethics in implementation and interpretation | |
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| |
What can be done to maximize the usefulness of observations? Tips for strengthening observational methods | |
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| |
Self-Monitoring | |
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| |
Summary | |
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| |
Biological Assessment | |
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Physiological systems | |
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| |
Measurement of physiological activity | |
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| |
Reliability and validity | |
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Application | |
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Summary | |
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Conclusion | |
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Objective | |
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Defining Psychotherapy | |
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The Therapy Environment | |
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Homework assignments | |
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Therapy length | |
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| |
Multi-client therapy | |
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| |
Elements in the process of therapy | |
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| |
The Client | |
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| |
The Therapist | |
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| |
The Technique | |
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| |
The Alliance | |
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| |
Typical presenting problems | |
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| |
The therapeutic relationship | |
| |
| |
Cultural competence in clinical psychology | |
| |
| |
Conclusion | |
| |
| |
| |
| |
| |
Objective of this chapter | |
| |
| |
Psychoanalysis | |
| |
| |
Terminology | |
| |
| |
How Common is Psychoanalysis or Psychodynamic Treatment? | |
| |
| |
General Principles of the Theoretical Models Underlying Psychoanalytic Treatment | |
| |
| |
Primary Assumptions and Principles of Psychoanalytic Treatment | |
| |
| |
Evolution of Psychoanalytic Theory | |
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| |
Phases of Classical Psychoanalysis | |
| |
| |
Ego Psychology | |