Clinical Psychology

DIAGNOSTIC
ASSESSMENT AND
APPRAISAL

Presented by Margarito, Jamaica & Romero, Harlene

Behavioral Observation and
Diagnosis
Behavioral observation involves the methodical recording of behavior by an external observer. This
process is systematic, and it follows detailed procedures that are meticulously structured to ensure the
collection of reliable and valid data concerning client behavior and the underlying factors that influence
it.
Naturalistic Observation

• Observing on the natural setting

• No codification
• Arching overview and better ecological validity
• Not general, less reliable, confusing and
extraneous variables
Controlled
Observation
• Within the lab
• Standardized and well controlled
• Non participants and overt
• Codified behavior
• Better reliability
• Hawthorne effect low validity
Anecdotal (ABC)
Recording
One exception to the suggestion that behavioral
observation methods produce objective and
quantifiable information about behaviors is
anecdotal recording. Anecdotal recording involves
recording and interpreting a narrative of behavior
during an observation period using an antecedent-
behavior-consequence (ABC) format for
interpreting behavior.
Clinical Assessment and
Interviewing
The clinical interviewing process as an assessment technique
continues well after the first session. Clinical interviewing also is
used to monitor problem resolution, interpersonal development,
daily functioning, and client progress. Clinical interviewing may
also be used to evaluate the counseling process by asking clients
questions concerning the degree to which counseling was helpful
Interviewing Techniques
In most cases, interviews are a crucial part of individual assessment in clinical or
counseling settings. They can be used to diagnose, address areas for psychotherapy,
or evaluate potential harm. In counseling, interviews help individuals make life
decisions. Conducted face-to-face, interviews provide valuable insight through
verbal and nonverbal communication.
Effective clinicians exhibit interpersonal warmth, refined skills, and attentiveness.
They use open-ended questions that allow clients to elaborate on their thoughts and
feelings and answer questions in “their own words.” An example of a closed-ended
question is, “Do you drink alcohol?” whereas an open-ended question might be,
“Why don’t you tell me about your drinking?”
 Types of interviews
• A structured interview requires that the same questions be
asked of each client in an identical manner.

• An unstructured interview allows the counselor to determine the

questions and topics covered during the interview.

• A semistructured interview combines these formats. Specific

questions are always asked, but these are coupled with
opportunities to explore unique client circumstances.
Mental Status Exam
(MSE)
A mental status examination evaluates a client's appearance,
behavior, thought processes and content, mood and affect,
intellectual functioning, and awareness of their surroundings. It
organizes information collected during the interview and allows
mental health professionals to identify areas that need further
examination. However, the unstructured interview lacks reliability.
IQ TESTS
• an assessment that measures
a range of cognitive abilities
and provides a score that is
intended to serve as a
measure of an individual's
intellectual abilities and
potential
 IQ TESTS

Binet-Simon Intelligence Test

• French government commissioned Binet to develop an
instrument that could identify school kids that needed
remedial studies
• Stanford-Binet Scale (1916)
• Stanford-Binet Fifth Edition, or SB-5
• covers entire life span
 IQ TESTS

Wechsler Adult Intelligence Scale

• Items are groups into subtests
• WAIS-IV is the most recent version (2008) - 16 to 90
• Wechsler Intelligence Scale for Children (WISC) - 6 to 16
years old
• Wechsler Preschool and Primary Scale of Intelligence
(WPPSI) - 2 years and 6 months to 7 years and 7 months
 IQ TESTS

Universal Nonverbal Intelligence Test (UNIT)

• language-free test of intelligence

• for children aged 5 to 17 years
• Memory and Reasoning
PERSONALI
TY TESTS
(OBJECTIVE)

unambiguous test items, offer clients a

limited range of responses, and are
objectively scored.
 Personality Tests
Sixteen Personality
Factors Questionnaire
(16PF)
used as a career evaluation
tool, for couples counseling
and personality assessment
Minnesota Multiphasic
Personality Inventory
(MMPI)
• used to help mental health
professionals evaluate
people with psychiatric
disorders
• includes a number of
items designed to “catch”
test-taking attitudes.
 Personality Tests
Millon Clinical NEO Personality
Multiaxial Inventory-III Inventory-Revised (NEO-
(MCMI-III) PI-R)
• that assesses “normal”
• emphasizes on personality characteristics
personality disorders • lacks any substantive
• has “modifier indices” measurement of the test
taker’s approach to the test
PROJECTIV
E
• it is where a person is
TECHNIQUE
shown ambiguous stimuli
and asked to interpret
Sthem in some way
Sarason, Irwin. “Personality Assessment - Projective Techniques.” Encyclopedia Britannica, www.britannica.com/science/personality-assessmen
-techniques.
 A.
ASSOCIATIVE
•TECHNIQUES
subject is asked to react
to words, to inkblots, or
to other stimuli with the
first associated thoughts
that come to mind

Sarason, Irwin. “Personality Assessment - Projective Techniques.” Encyclopedia Britannica, www.britannica.com/science/personality-assessmen

-techniques.
Rorschach Inkblot
Method
• psychologist presents one inkblot card at
a time
• client is asked to describe exactly where
in the inkblot each response was located
and what features of the inkblot caused
the client to offer that response.
 B.
CONSTRUCTION
•TECHNIQUES
subject is asked to create
something
C. COMPLETION
TECHNIQUES
• subject is asked to
finish a partially
developed stimulus
Sentence
Completion Tests
• assumption is that a client’s
personality is revealed by the
endings they add and the sentences
they create
D. CHOICE OR
ORDERING
TECHNIQUES
• subject is asked to give
some orderly sequence to
stimuli
Thematic Apperception Test
(TAT)
• “the stories we tell say something about who
we are”
• client is tasked to create a story to go along
with the series of cards presented
• what is happening in the scene at the moment;
what happened before; what may happen after
the scene
E. EXPRESSIVE
TECHNIQUES
• subject is asked to use
free expression in some
manner
 Clinical Psychology

Thank you
very much!