Counseling psychologist do:

Collect and gathering information (can be done by another person)

Documents information
Provide actual counseling or intervention
Help client design or plan

counseling psychologist:
Plan and develop therapeutic plan
Supervision
Advise clients how they can better be helped by counselors
Data analysis (interviews, tests, session notes)
Consult with other professional, agents or organization
Evaluate the effectiveness of counseling techniques
Refer clients including non-counseling organizations
Training
Research
Administration

Where do counseling psychologist work:

Schools,

Assessment:

Assessment is the process of information gathering, also includes integrating the information gathered,
analyzing, synthesis and interpretations of the information.

Assessment is comprehensive, gather information through diverse methods, and diverse sources,
psychological laboratory tests (specially designed procedure), and then includes evaluation and decision.

Assessment is flexible, we don't use the same procedure, frequently uses tests, doesn't involved defined
steps or procedures it is context based.

Assessment is routine, and individualized

Assessments are non-standardized, it's more to say it's flexible

The point of assessment is diagnosis, classification or decision.

Assessment is not usually done for its own purpose, even though it can be beneficial for self-awareness.

Counseling diagnosis is more about defining the case.

Test is different from assessment.

Test is the instruments.
Assessment is more than the test, because test is just one of the method of data collection.
Assessment is both qualitative and quantitative. Quantitative components usually involve tests, is
standardized and compares it with a norm.
Quantitative is structured, standardized.

Qualitative is more individualistic, holistic, not comparistic, no norm. It is flexible.

Usually, the qualitative assessment is mostly used in practice

Evaluation is about judgment,

Assessment: gathering, integration, evaluation

Assessment doesn't have defined procedures

Produces results that cannot be evaluated solely on psychometric grounds

The point of assessment is not for just the assessment, it's is either for diagnosis or classification

Diagnosis: is identification of the disease, condition or problem by systematic analysis of history or

background, examination of sign and symptoms, evaluation of research or test results, investigation of
the assumed or probable cause.

Prognosis is not possible without effective diagnosis

What does the assessment look like in groups?

in family, family is as the unit

The focus of group therapy is still the individual, so the assessment in a group is still for the participant
individuals in the group.

Diagnosis is part of assessment

Diagnosis is a decision while assessment is a process

Observation is the most fundamental assessment procedure

Anecdotal report is a subjective observation of the individual at a specific time, it's informal

Anecdotal report can be by others too.

Questionnaire is a self-report method, we give the questions in writing and they answer in writing. E.g.
basic background information. It is different from the standardized psychological tests.
Self-report techniques: interviews, personal essays and autobiographies, journals (it's more than a diary,
it includes thoughts, improvements, challenges and reflections and is more of longitudinal),

Children express more with drawing,

Standardized assessment: uniform, consistent manner.

Achievement test, is a cognitive

Class room tests are not standardized. The standardized one has wide coverage, and administered
similarly.

Aptitude and intelligence test measure their potential, future performance. Also, a cognitive test. They
are validated and standardized.

Personality tests: objective and projective methods (there is subjective as well??)

Objective, independent of the judgment of the scorer. Such as MMPI, 5 PF and 16 PF

Projective: we give ambiguous stimuli like images, incomplete sentence. It is based on psychoanalytic
belief that they are going to project their subconscious thought, feeling, and needs. Its score is difficult,
and might be subjective. E.g. Rorschach inkblot test, thematic apperception test. It also needs the
subjective interpretation of the counselor.

Attitude scale: has components of attitude. But only for a specific subject. Thought, feeling and behavior
domain. To show his agreement and disagreement, using Likert scale. Attitude can also be tested in
observation, projection,

There is a low correlation between interest and ability.

Teacher informal assessments: like question and answers, oral presentation,

Comprehensive means from different perspectives and sources

Whole person: different aspects of the individuals, career, family, and social relationship

Referral questions: who is assessed, why, what is assessed and what are the goals of assessment

Can transfer the information with the consent of the client to the third person if they have the expertise
to manage and process the information, and that individual will benefit from it.
Battery means many characters are tested with one test

Norm vs criteria referenced tests

Maximum performance: tests cognitive performance

Intelligence test: is a capacity, ability, and multifaceted. It is the potential we have not what we did. It
manifests in different ways.

Francis Galton (England): the first person that taught thought about intelligence in a most scientific way.
He thought it at sensory level not at cognitive level. he tried to develop a rudimentary level of
intelligence tests.

Alfred Binet, from France: took the meaning from sensory to cognitive level. He is the first person that
developed the intelligence test ever. That was well developed and at cognitive level. In 1900s. He was
the chair of a committee that tried to include the intellectually disabled in the educational system. So, he
developed a test to identify those individuals. Binet Simmon test of intelligence, the first intelligence test
ever. He is guided by theoretical beliefs and knowledge

Stanford Binet: test adopted by Stanford for the us population, it is much popular than the Binet one.

David Wechler: near 1960s, his understanding was acting purposely, think rationally, deal effectively with
his environment. No significant difference with Alfred Binet.

Piaget: intelligence with biological adaptation, evolutionary understanding: two processes, these are,
assimilation and accommodation

Intelligence has different meanings throughout time.

The earlier ones believed intelligence was unitary or single like Binet.

There are some that say it has domains or divisions but overall give one intelligence. But recently there
are saying that there are independent intelligence types.

Intelligence is relatively stable,

Two factors theory of intelligence:

He believes there is one factor that determines our intelligence, the G factor, general intellectual factor.
Whatever test we use, there is an electrochemical energy that determines the intelligence. It goes more
for the general. He says intelligence is one.
Raymond B Cattell: Fluid intelligence, the ability to deal with new things, crystallized is the accumulated
knowledge skill. Crystallized more for the that are acquired in the culture. Fluid is about coping adjusting,
it peaks then comes down. Crystallized increases throughout normally unless we develop cognitive
issues.

Thurstone: he believes intelligence is not one, rather many primary mental abilities. Criticism: these
factors are correlated and he did not bring a new idea, they are related to previous believes.

David Perkins, biological, neurological

John Carroll: it added on the fluid and crystallized intelligence from Cattell and added.
But he has a different idea: these different types of intelligence have strata, general, broad and specific
abilities. These 8 are broad intelligence and each have specific abilities. When each specific abilities are
aggregated, they will give us the broad abilities.

CHC model, recently, Cattell, Horn (added on Cattell), Carroll (he brought strata idea, was student of
Horn). Broad ability, strata.
CHC model is a Carroll idea, 10 broad, and 70 specifics, these 10 broad abilities give a G. The 70s are
included in the 10 broad ability scores
Good Johnson is a CHC model type of cognitive ability test.

All these are a believe that there is one general intelligence but has components.

Howard Gardner: besides the domain, there is a believe that there are multiple independent
intelligences that cannot be grouped into one. He believes both nature and nurture.

He says intelligences, he didn't say there are 7 intelligences, he said there are multiple but what he found
are 7, there could be more.
Gardner proposed 7 but currently there are 9 and 2 evidence collected.

The 2 new are, naturalist intelligence, existential (why we live and die) intelligence

These are types, not components.

Most tests we use are mostly general, like previously discussed.

Gardner doesn't believe most tests are not context based. He is influential currently.

Gardner has not influenced the testing community as much. Because most of the influential tests are
mostly oriented by previous works.
Individual intelligence tests differences are based on domains included.

Wechsler has 3 versions.

Kaufman, newly coming and influencing the testing community now.

Many tests have verbal and nonverbal (performance), there are some that are entirely nonverbal.

Group intelligence testing, idea came during world war, because the test at that time (Stanford Binet was
highly verbal, it was not good for non-English speaking and illiterates at that time, so for military
recruiting).

Army alpha then. Army beta.

The newer group tests,

Aptitude, is ability in one specific area. Aptitude is for prediction and readiness. In that specific area to
be successful.

Batteries: different test abilities combined.

E.g. DAT has many abilities under it.

Primary mental abilities:

Specific:
Watson Glaser critical thinking appraisal,
Modern language,

General intelligence can also predict but aptitude is very specific to certain areas.

Achievement: is not potential but success. Can be standardized at regional, local or international. Or can
be non-standardized unlike aptitude and intelligence tests.

Non standardized tests are called teacher made.

Standardized are made by expert teams, have wider and detailed coverage.

Standardized can be made for each subject as well. There are commercially available.

Woodworth personal data sheet; developed as military recruitment,

MMPI is the most widely adopted and validated test. It is most widely used test. Unlike other types this
test diagnose psychopathology. There will be reverse coded if negatively stated questions.
Edward: forced choice items, in each item there are two choices you are forced to choose. It is different
because it has forced item choice.

Objective tests are usually based on trait and state theory, you rate yourself against those statement.

Strength of objective method

Respondents can easily answer

Factor analysis used in development of big five personality test.

PHQ 10 IS Cut off to say depression in the west, but here it is 5

MMPI had 3 validity tests, one is to check whether you are faking or not
All are about the test validity as a whole

Projective methods:

Reliability:
Reliability should be understood as a degree not as an all or none

Observed score (individuals) = True score + Error score

The most reliable test for error is reliability coefficient but that's not possible to determine true score
Since this cannot be done other source of testing used

If reliability coefficient is negative means its error is above 100 % which is not usually possible

Zero means there is no reliability

Alternate form is parallel consistency

Test-retest reliability: is just doing Pearson correlation

We have to select which test of reliability are important but we may not be able to keep the other tests
constant

If the test-retest reliability is changed then tested in short period where you wouldn't expect it to change

We use correlation coefficient between first and second test

The individuals tested are not necessarily the same individuals, but a group
Test-retest reliability is not necessary or useful for achievement tests

Alternative, parallel test, because of repetition

Internal consistency is between or with in item

Internal consistency: if the domains are mutually exclusive or independent we can do test for each
domain but if the whole test has a general meaning as a whole then the whole question as a test can be
done. So both are different types of approaches in internal consistency.

Because the whole test is divided, we need to correct that by

KR 20th is the most commonly used

K is number of items or questions
We use KR20 when the test can be scored dichotomously e.g. as right wrong, correct incorrect, true
false,
a sigma as variance (variance in people taking the test)
p and q foe each item, P how much proportion of the respondents got the item right. Or how much
proportion of respondents answered the keyed question divided by total number. Q is 1 -q

Coefficient alpha or Cronbach alpha when each item cannot be answered like PHQ it doesn't matter You
start from 1 or 0 as long as it is constant and square bis variance for

Interrater, for observational rating, their rating agreement, correlation is not good, but use percent
agreement
Kappa statics is preferred

SRQ 20 20 items, as yes and no. For many mental disorders.

Whatever the type of reliability usually when it's 0.7 and above it's acceptable.

In cognitive we expect higher level of reliability

Standard error of measure talks about how reliable that is on individual from the test developed from
the group.
Reliability for individual,

SEM is to infer, from that test to its true score, to infer from observed score the true score

The mean would be the true score and the SD is the SEM. If that test is administered for the same
individual many times, it will be normal distribution. But it is difficult to do that practically.

SEM is a type of SD
If administered 100 times for that individuals its true score will be between -1 and 1in 68% of the times,
95 % between -2 and 2, 99.7 between -3 and 3.

SEM is also a type of error so as the reliability increases the SEM decreases.
It tells us about the individual

Reliability is about the test

Validity: is the rest
This is the main one,
If one test is not reliable it cannot be valid
But it can be reliable without being valid.
Reliability is a necessary but not sufficient for validity

Reliability is about precision but validity is about accuracy.

Validation is the study of validity or cumulating evidence for validity of the test.
There are different types of validity because each test has different purposes,

There are many types of validity

Face validity: appears, if people with expertise say that test appears valid
But it is not to say it is a valid measure
Content validity: does it reflect the definition of the target construct?
Criterion related validity:

Predictive, the test data is collected early then the criterion data.

Construct validity: the test does the psychological test it wants to test. It is determined by accumulated
result unlike criterion and predictive validity

The depression and self-esteem. Negative correlation.

Inter item if they are close to 0.8 0.9 it means they are the same.

We need to check before adapting or accepting a test we need to check the theory it's developed on.

Test or instrument selection has its own process

Adaptation of tests:

Forward translation
Translation as conceptual translation than word for word translation
The translators to back translation should be native language speakers of the original language and
should be able to speak the second language as well and the subject matter translates the other

Now there are three pairs of questionnaires to compare.

Consistency is checked.

The back translated are compared to the forward translated single one to form a single questionnaire

The pilot testing is more of a qualitative test. The simplicity, the relevancy, offensive terminology, and
time it takes.

In preliminary psychometric testing to bilingual individuals both the original and the adapted. The same
individuals.

Size in full psychometric testing depends on the type of test.

MMPI is not good for adaptation as it has a lot of questions

Adaptation allows deletion and adding new questions, but it should not be big enough to totally change
the test.

One validation test might not be enough, many researches might need to be done.

Cognitive interviewing is called as pretesting

Construct is a psychological characteristic we want to measure.

Conceptualization and operationalization are different.

Frequency use seldom, rarely, always

Duration almost every time, sometimes,

In semantic you label the beginning, the middle and the end.

Either unipolar or bipolar

Unipolar means it goes up or down only
Bipolar includes both.

In piloting study, it is full-fledged research, both qualitative and quantitative study.

If inter item is very large like .89 and above, they might be similar so merge
The minimum is 0.3, if below it means they are totally different and should not be in the same construct.
Item variance should not be 0, if so, it means all people responded the same.

After pilot test, you make a table and record all those values from the pilot, the cognitive interview Nd
the like and send it to experts they then. Can keep or delete or modify

Then validity test on the final test, sample appropriately