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PSYCHOLOGICAL ASSESSMENT PRACTICAL BOOKLET

Amelia Díaz Martínez Inmaculada Fuentes Durá Diana Pons Cañaveras Inmaculada Montoya Castilla Francisco L. Atienza González Editorial Coordinators Amelia Díaz Martínez Konstanze Schoeps Translators

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PSYCHOLOGICAL ASSESSMENT PRACTICAL BOOKLET

Amelia Díaz Martínez Inmaculada Fuentes Durá Diana Pons Cañaveras Inmaculada Montoya Castilla Francisco L. Atienza González Editorial Coordinators

Amelia Díaz Martínez Konstanze Schoeps Translators

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Authors List PSYCHOLOGICAL ASSESSMENT PRACTICAL BOOKLET Francisco Atienza González Profesor Titular. Universitat de València

Ángela Beleña Mateo Profesora Titular. Universitat de València

Pilar Blasco González Profesora asociada. Universitat de València

Amelia Díaz Martínez Profesora Titular. Universitat de València

Usue De la Barrera Marzal Personal Investigador. Universitat de València

Inmaculada Fuentes Durá Profesora Titular. Universitat de València

Remedios González Barrón Catedrática. Universitat de València

Alicia Juan Hidalgo Profesora asociada. Universitat de València

Laura Mezquita Guillamón Profesora Ayudante. Universitat Jaume I

Estefanía Mónaco Gerónimo Personal Investigador. Universitat de València

Susana Montañés Martí Profesora asociada. Universitat Jaume I

Inmaculada Montoya Castilla Profesora Titular. Universitat de València

Micaela Moro Ipola Profesora Titular. Universitat Jaume I

Diana Pons Cañaveras Profesora Titular. Universitat de València

Konstanze Schoeps Profesora Ayudante. Universitat de València

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Índex

Presentation First part. Activities on the Basic Elements of Psychological Assessment 1. History …………………………………………………………………………. 11 2. Concept y models ……………………………………………………………. 19 3. Psychological Assessment as a Process ……………………………….…. 29 4. The report ……………………………………………………………………... 37 5. Scientific guarantees …………………………………………………………. 45 6. Ethical guarantees ……………………………………………………………. 51 Second part. Activities on the Psychological Assessment Techniques 7. Assessment Interview ………………………………………………………… 59 8. Observation ……………………………………………………………………. 65 9. Self-Reports …………………………………………………………………… 73 10. Subjective Techniques………………………………………………………. 83 11. Projective Techniques ………………………………………………………. 87 12. Objectives Techniques ……………………………………………………… 95 Third part. Activities on Psychological Assessment Applied Areas.

13. Assessment of Cognitive Functioning ……………………………………. 101 14. Assessment of General Intelligence and Abilities ………………………. 109 15. Assessment of Dynamic Intelligence …………………………………….. 117 16. Personality Assessment …………………………………………………… 123 17. Clinical and Health Psychology Assessment ……………………………. 131 18. Neuropsychological Assessment …………………………………………. 143 19. Forensic Psychology ……………………………………………………….. 149 Answers to self-evaluation exercises

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Presentation Psychological assessment is an eminently applied task. In the professional practice, it is necessary to combine a large number of competences and knowledge to be able to carry out the assessment or evaluation-intervention process adequately for the different demands that psychologists may encounter.

Numerous professional guides state that the performance of a careful assessment is an important part of evidence-based practice. They also stress that the initial assessment could help to determine possible options for effective treatment, and that continuous evaluation throughout the treatment could guide and measure progress.

The subject of psychological assessment is taught in the second year of Psychology Degree at the Faculty of Psychology of the University of Valencia.

This subject has an introductory character in the assessment and intervention process in different fields or professional areas. The skills, competencies and learning outcomes in this area complement those of other subjects in the second year, such as psychometrics, personality and individual differences, developmental disorders and learning difficulties. They also provide complementary skills, competencies and learning outcomes to other subjects of the following years. The subjects are closely related: psychopathology, intervention and psychological treatments, clinical psychology, interview techniques and neuropsychology can be highlighted.

In recent years the verification and accreditation of new degrees has emphasized the development of skills, competencies and learning outcomes in students and the horizontal and vertical coordination of teachers in order to avoid repeating content. The elaboration of this activity book is the results of the combination of these two axes. On the one hand, the lecturing staff aimed to focus on practical activities to achieve the learning objectives, on the other, lecturers and coordinators held in order to build a team and provide a coherent student education.

In our country there are good theoretical handbooks of Psychological Assessment which are recommended to our students. The subject is an annual course, which account for 9 credits in our syllabus (Verified Memory). In our faculty schedule, the subject is assigned two two-hours theoretical-practical sessions per week within the first term and one two-hours theoretical-practical session in the second term.

The activities in this booklet are divided into three blocks corresponding to the learning outcomes proposed in the subject guide: - The basics of the psychological assessment - Psychological assessment techniques - Areas of application In these three blocks the necessary scaffolding is provided for the students in order to solve the learning tasks, at first with the help of lecturer's guidance but afterwards autonomously. At the end of each unit, self-evaluation questions are 9

provided to allow the students to test their progress in both the theoretical and practical part of the subject.

The Lecturing Staff

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1. HISTORY Inmaculada Fuentes Durá Diana Pons Cañaveras 1. PRESENTATION OF ACTIVITIES This first chapter shows the introductory activities in psychological assessment.

These activities highlight the objectives, tasks and outcomes of different historical moments of Psychological Assessment. Throughout this chapter, the students will associate psychological historical advances, with the moments in which they took places, the authors that provided them and the instruments of assessment created or adapted to Spanish population.

The completion of these activities will be carried out in groups informing the professor about the number of participants in each one of them.

2. OBJECTIVES – To relate the main advances in Psychological Assessment in XIX, XX and XXI centuries with the historical contexts in which they took place.

– To learn the relevant authors in the history of Psychological Assessment.

– To introduce the students to the first Psychological Assessment instruments developed.

– To introduce the students to the vocabulary used in this field.

3. BIBLIOGRAPHY Fernández-Ballesteros, R. (2011). Conceptos y modelos básicos. En R. Fernández-Ballesteros (dir.), Evaluación Psicológica: Concepto, método y estudios de casos. Madrid: Pirámide.

Rodríguez, J. M. y Moreno, C. (2005). La historia de la evaluación psicológica.

En C. Moreno (ed.), Evaluación psicológica. Concepto, proceso, y aplicación en las áreas del desarrollo y la inteligencia. Madrid: Sanz y Torres.

Forns, M. (2002). Bases conceptuals y metodològiques de l’avaluació psicològica. En M. Forns, J. Abad, J.A. Amador, T. Kirchner y F. Roig (eds.): Avaluació psicológica. Barcelona: UOC.

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4. ACTIVITIES Activity 1 Write 3 examples of psychological assessments, indicating the place where they were carried out, the objectives they had, and the specific tasks used to carry out the psychological assessment.

Where

Objetives

Tasks

1.

2.

3.

Activity 2 Link the following contributions in psychological assessment with the author who carried them out Contributions: 1. He adapted the Alfred Binet´s test in USA.

Authors:

2. He created the first anthropometric laboratory.

b. James M. Cattell

3. He made the term “mental test” popular

c. Alfred Binet

4. He published the book “Psicodiagnostic” (1921).

d. Lewis Terman

5. He used the term “mental age” for the first time.

e. Hermann Rorschach

a. Francis Galton

Activity 3 List 3 psychological assessment instruments older than a century.

Discuss what they were used for.

Activity 4 Working in pairs. Answer the following questions Who made the Maze Test? _______________________________________________________________ 12

A. In which year was the Wechler Bellevue Scale published? _______________________________________________________________ B. What does the Decroly Box assess? _______________________________________________________________ C. Which famous artist painted a series of artworks titled Rorschach? _______________________________________________________________ D. What is assessed by Knox´s Cubes? _______________________________________________________________ E. What board game did Binnet base himself on for the beginning of his research on cognitive development? _______________________________________________________________ F. Which two authors adapted the Stanford-Binet Scale to the Spanish population in 1930? _______________________________________________________________ G. In the Cesar Juarros opinion, which are the three most relevant intelligent tests?  __________________________________________________________  __________________________________________________________  __________________________________________________________ H. Which colours did Kohs´s Cubes originally have in the Wechsler Scale? _______________________________________________________________ I.

List psychological assessment scales that used the Kohs´s Cubes.

_______________________________________________________________ J. What are the instructions given? _______________________________________________________________ K. What is assess with this test? _______________________________________________________________

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L. From which professional fields did this psychological assessment develop? ______________________________________________________________

Activity 5 Write in chronological order the following advances in the History of Psychological Assessment.

1. Galton performed the first psychological assessment in an anthropometric lab.

2. Gall proposed Phrenology as a way to study psychological functions, relating features of the skull with specific qualities and defects.

3. Aristotle proposed that personality could be determined based on the external appearance of a person.

4. The Binet-Simon Intelligence Test was created as a way to measure IQ (Intelligence Quotient). Not the Stanford-Binet Intelligence Test.

5. The MMPI is published as a way to assess the pathological personality.

6. Collective intelligence tests, Army Alpha and Army Beta, are developed.

7. Behavioural Assessment was officially born.

8. The Wechsler-Bellevue scale is published.

Activity 6 Working in pair, please, indicate whether or not the following sentences refer to psychological assessment tasks: 1. A psychologist is conducting an examination to a person in a health centre with the aim of reaching a diagnosis. YES/NO 2. An orientation task is carried out in a high school with a group of students to learn about their aptitudes, interests and professional preferences in order to recommend certain educational subjects. YES/NO 3. In a company, a psychologist is asked to carry out a selection process to choose the most suitable candidate for a specific job. YES/NO 4. To determine the suitability of prospective parents who want to adopt children.

YES/NO 5. To measure the pre-competition anxiety and to study its relationship with sports performance. YES/NO 6. To measure the efficacy of a specific pharmacological or psychological treatment. YES/NO 7. To determine the consequences (sequelaes) of a traffic accident. YES/NO

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Activity 7 Find the name of 7 authors related to the psychological assessment subject.

T

A

R S A

V

X

E

T E

X

P

O R T

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U

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U M

J

A

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T O L

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A

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N S

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Activity 8 Assign the name of the following authors with their corresponding photo and write a contribution they did to related to the psychological assessment subject.

– – – – – – – – – –

Alfred Binet Rocío Fernández-Ballesteros María Forns Carl G. Jung Hans Eysenck Emil Kraepelin John C. Raven Carmen Moreno Remedios González Antonio Godoy

1. ________________________ Contribution:_______________

2. ________________________ Contribution:_______________

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3. ________________________ Contribution:_______________

5. ________________________ Contribution:_______________

7. ________________________ Contribution:_______________

9. ________________________ Contribution:_______________

4. ________________________ Contribution:_______________

6. ________________________ Contribution:_______________

8. ________________________ Contribution:_______________

10. ________________________ Contribution:_______________

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Activity 9 SELF-EVALUATION EXERCISES 1. The first intelligence measurement test based on superior and complex functions was elaborated by: a) Binet b) Cattell c) Galton 2. The main driver of the psychological assessment in the clinical field was: a) Spearman b) Cattell c) Kraepelin 3. Who made the term “mental test” popular? a) Galton b) Cattell c) Binet 4. Which scale was used in the Ellis Island to assess the immigrant people? a) The Binet Scale b) The Wechsler-Bellevue Scale c) Jigsaw Puzzle 5.In the Constitution of Psychological Assessment as a scientific discipline: a) Galton worked at sensory and motor level coining the term "mental”. b) Cattell worked at the level of higher psychic functions developing standardized instruments and applying the psychological assessment to the educational field. c) Binet worked at the level of higher psychic functions creating the first scale of intelligence with tasks of increasing difficulty that allow an assessment mental age 6. In the so-called "critical" period of psychological assessment: a) The scientific community was not concerned about the scientific guarantees of the assessment instruments b) Society criticized the mechanical application of tests and the interpretation of their results c) Psychology criticized the political issues

5. RESOURCES, DOCUMENTS AND RECOMMENDED WEBS - Exhibition´s catalog “Tests Psicológicos en España: https://www.uv.es/webpsico/Noticias/Catalogo_Exposicion.pdf

1920-1970”

- Exhibition´s video “Tests Psicológicos en https://www.youtube.com/watch?v=9CCwwMJVSJM

1920-1970”

España:

Virtual Exhibition Library Complutense University. http://bibliotecaexposiciones.ucm.es/exhibits/show/testspsicologicos/contexto 17

- Podcast: Malcom, L. (July, 24, 2016). A cultural history of insanity. In ABC Radio National. All in the Mind. http://mpegmedia.abc.net.au/rn/podcast/2016/07/aim_20160724.mp3 - Film A Dangerous Method (2011). Germany, United Kingdom and Canada.

Director: David Cronenberg. Story based on the figure of the psychiatrist Carl G. Jung and his relationship with Sigmund Freud.

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2. CONCEPTS AND MODELS Diana Pons Cañaveras Alicia Juan Hidalgo 1. PRESENTATION OF ACTIVITIES This chapter will focus on the activities that help to understand the concept of psychological assessment, to differentiate it from related concepts, and to facilitate the knowledge of the main models in psychological assessment.

2. OBJECTIVES -

To define the concept of psychological assessment.

To distinguish psychological assessment from other related terms.

To recognize the contexts in which the psychological assessment is carried out and for what purposes it is used.

To learn the most influential theoretical perspectives in psychological assessment recognizing the assessment made from different models.

2. BIBLIOGRAPHY Fernández-Ballesteros, R. (2011). Evaluación psicológica. Conceptos, métodos y estudio de casos. Madrid: Pirámide. Capítulo 1.

Moreno, C (Ed.) (2005). Evaluación psicológica. Concepto, proceso y aplicación en las áreas del desarrollo y de la inteligencia. Madrid: Sanz y Torres.

Capítulo 1.

Kirchner, T., Torres, M., y Forns, M. (1998). Evaluación psicológica: Modelos y técnicas. Barcelona: Paidós.

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