Midterm ( Self Report Assessment) Flashcards
(117 cards)
1
Q
Personality Assessment is a ____ contribution of psychologists
A
unique
2
Q
Nomothetic
A
That part of variance in a quality that is shared by people
3
Q
Idiographic
A
That part of variance that is unique to the individual
4
Q
Objective Test refers to:
(Traditionally)
A
- Structured stimulus (a specific statement)
- A limited set of externally provided answers (True/False, Likert scale)
- Does not rely on scorer’s judgment (scored according to key)
5
Q
Non-objective aspects of “objective” tests include:
A
- Test taker/rater’s willingness to be honest (malingering, etc)
- Test taker/rater ability to be honest (lack of self knowledge, response styles; Halo effects and Scapegoating effects)
- Imperfections in the tests (ambiguity, psychometrics, etc.)
6
Q
Another term for “Objective Test” is
A
“Self-Report Test”
7
Q
“Objective Test”/”Self-Report Test” usually rely on the patient, but may involve data from:
A
- Parent questionnaire
- Spousal rating scale
- Teacher questionnaire
- Etc.
8
Q
Projective Tests refers to:
(Traditionally)
A
- Ambiguous stimulus or activity (E.g., inkblot)
- Test-taker generates a response with minimal external guidance
- In responding the test-taker projects or puts forward elements of their habits, personality
- Interpretation requires subjectivity
9
Q
Rorschach Inkblot Method would fit the classical definition of ________ test.
A
Projective
(ambiguity, infinite answers)
10
Q
Scoring the Rorschach involves ________ classification and ____-____ styles more than projection.
A
- Stimulus
- Problem-solving
11
Q
It has been argued that Rorschach scoring strictly limits __________.
A
Subjectivity
12
Q
The two types of projective tests are ________ and ________.
A
- Purely projective tests - rely exclusively on projection (House-Tree-Person, Thematic Apperception Test, Roberts Picture Story, etc.)
- Performance-based personality tests - which have substantial nomothetic aspects (Rorschach, Wartegg Drawing Completion Test, Adult Attachment Projective)
13
Q
Attributes of a Good Test:
A
- Clear instructions for administering, scoring, and interpreting
- Efficient use (incremental validity)
- Accurate: Reliability–consistency & Validity–measures what it purports to measure
14
Q
Purposes of Personality Assessment:
A
- To describe current functioning
- To confirm, refute or modify impressions
- To identify therapeutic needs
- To aid in differential diagnosis
- To monitor treatment
- To manage risk
- As an effective short-term therapeutic intervention.
To guard against bias / human thinking errors
15
Q
Best defenses against inaccurate conclusions:
A
Using valid & reliable measures
-Which guard against bias/blind spots
Multi-Method Assessment
-Using multiple methods of measuring
-Blend the various strengths and weaknesses every instrument inevitably has
Collaborative/Therapeutic Assessment
16
Q
Reasons NOT to do Assessment
A
- When reaching beyond our own limits
- When invading a person’s privacy
- When collecting data too limited to support the conclusions we draw
- When the data will be misused
- When over-generalizing
- When inefficient use of limited financial resources.
- When feedback will not be provided (except in certain circumstances).
17
Q
What is personality?
A
“An individual’s unique constellation of psychological traits and states”
18
Q
What are traits?
A
Relatively enduring ways in which one person varies from another
-Somewhat situation-dependent and not perfectly consistent
19
Q
What are states?
A
temporary characteristics
(unlike traits which are enduring)
20
Q
Per Meyer & Erdberg (2017), personality is:
A
- a bio-psycho-social construct
- the relatively stable set of attitudes and behaviors that makes each person unique
- the product of a complex interaction of nature, nurture, and context
21
Q
Per Meyer & Erdberg (2017), personality disorders are:
A
- are the maladaptive extremes of normal personality characteristics –
- “…deviate markedly from expectation of an individual’s culture…”
22
Q
Mischel’s (1968, 1994) stance in the States vs Traits debate:
A
Traits are not very important determinants of behavior; rather the context of the behavior is most important
23
Q
Bandura’s (1986) stance in the States vs Traits debate:
A
Trait theorists neglect the functionality of a behavior in a particular situation (reinforcement, etc.)
24
Q
Wachtel’s stance in the States vs Traits debate:
A
Traits are important; differing experiences cause people to see similar situations differently (or different situations similarly); traits can influence the kinds of situations we put ourselves in
25
Underlying Assumptions in Assessment:
1. Traits and states do exist
1. Traits and states can be quantified and measured
1. Various approaches to measuring aspects of the same thing are a vital part of the assessment process (Multi-Method)
1. Assessment can provide insight into important issues that are not efficiently available otherwise
1. Various sources of error are part of the assessment process
1. Tests and other measurement techniques all have strengths and weaknesses
1. Test-related behavior predicts non-test-related behavior
1. Present day behavior sampling predicts future behavior
1. Testing and assessment can be conducted in a fair and unbiased manner
1. Testing and assessment benefit individuals and society
26
# Personality Dimensions:
The NEO-PI Assesses the "Big 5" (Costa and McCrae, 1978)
| Neuroticism Extraversion Openness to experience Personality Inventory
1. Neuroticism
1. Extraversion
1. Openness to Experience
1. Agreeableness
1. Conscientiousness
27
Generally, ________ are out of favor and the focus today on patterns of ________ and ________, which offers much more precision and accuracy
* “types”
* states and traits
28
Performance-based personality assessment methods include:
* Sentence completion
* Inkblot
* Picture stories
* Drawings
29
Behavioral personality assessment methods include:
* actual exercises
* behavioral observation
* role play
* physiological methods
30
Self Report personality assessment methods include:
* True/False
* Likert scale
* Forced choice
* Adjective Checklist
* Q-sort technique
31
Rational items are written to capture understanding of what a trait is. Characteristics:
| Methods of Self-Report Test Construction
* Tend to be face valid
* Susceptible to response biases (easily faked)
* May not be internally consistent or valid
32
Factorial items are selected on the basis of factor analysis. Characteristics:
| Methods of Self-Report Test Construction
* Highly internally consistent
* Tend to be face valid
* Somewhat susceptible to response bias
33
Empirical items are selected on their ability to empirically distinguish one group from another. Characteristics:
| Methods of Self-Report Test Construction
* Often have low internal consistency
* Often items are not face valid
* May be less susceptible to response biases
34
3 Methods of Self-Report Test Construction:
* Rational
* Factorial
* Empirical
35
Using statistical methods to derive algorithms (i.e., MMPI) for decision-making is ________ to clinical decision-making
| Dawes, Faust, and Meehl (1989) "Clinical Versus Actuarial Judgment“
superior
## Footnote
Humans do have superior observational skills but better to enter them into decision-making algorithm.
36
Nature of some errors in clinical judgment:
| APA Report, June 1998, "Benefits and Costs of psychological assessment i
1. Confirmation bias
2. Pathologizing deviation from average
3. Overconfidence
4. Hindsight bias
5. Confusing horses and zebras
37
The assessment process provides some checks on potential errors by:
| Staying true to data forces accommodatidation of conflicting data
Integrating seemingly conflicting data:
* Consider the nature of various types of data (symptoms, objective, projective, interpersonally gathered vs solitary, etc.)
* Consider reliability and validity
* Consider the peculiarities of measures
* Consider the motivational and environmental circumstances of testing
* Test results must be reconciled with history
* Understanding must be integrated with assessor's understanding of complex conditions being assessed
38
Corrective strategies one can use to avoid potential erros in assessment:
* Identify characteristics of relivant condition
* Look for characteristics in tests
* Revise hypothesis with novel data
* Don't hunt for zebras
* Use empirically validated, statistically derived predictions when available
* Anticipate making mistakes
39
Feedback from the client can be a powerful ____________ to avoyd assessment errors.
corrective mechanism
40
The problems with relying on judgement instead of statistical rules include:
1. Decision rules do not generalize well to different settings
2. There are no decision rules for the vast majority of decisions that must be made (infinite complexity prohibits relying on rules)
41
Clinical judgment can sometimes be as ________ as statistical decision rules, but it never ________ them.
* good
* exceeds
42
When it comes to decision making, actuarial algorithms are ________ than clinical judgment.
better
43
When it comes to decision making, actuarial algorithms are ____ than clinical judgment.
Better
44
Clinical intuition is very __________.
| (but we tend to ignore this fact)
fallible
45
Hale prefers “diversity” to Multiculturalism, because:
1. Diversity is broader
2. It focuses on the individual (idiographic)
(which is more appropriate in clinical work)
3. It better guards against stereotyping
46
Central to any assessment is understanding and considering the unique environment in which the individual lives:
| Diversity Considerations
* Language
* Non-Verbal Communications
* Cultural Influences
* Acculturation
* Belief Systems, Religious Upbringing, Etc.
* Conditioning History
* Disabilities, Physical Characteristics
47
Nomothetic tests/methods can be extremely useful when used wisely, but thoughtless application of tests can:
| Diversity Considerations
* Unfairly discriminate
* Misdiagnose those from cultural groups not captured by the normative group as well as the ideographically different
* Unfairly deny opportunities
48
One of the most compelling reasons for testing:
To rise above our own biases/limitations
| Testing as a bias mitigator
49
Temper results with good judgment that as much as possible rises above our own social context/experiences in the world and:
| Diversity Consideration
qualify your conclusions appropriately.
50
Psychological assessment, especially Collaborative / Therapeutic Assessment is a powerful agent of bias reduction and of ______________________.
| Diversity Considerations
understanding the person in front of us
| Consider life influences and how they affect an individual
51
Types of Psychometric Data:
* Observational data
* Life data
* Self report data
* Performance-base data
* Informant’s data
52
Unidimensional vs Multidimensional:
| Self Report
Unidimensional measures: Widely used for quick assessment of a specific issue
Multidimensional measures:“Personality tests”, Batteries: Contain multiple scales, Often include validity scales
53
Unidimensional Measures:
* Beck Depression Inventory (BDI)
* Dissociative Experiences Scale-II (DES-II)
* Yale Brown O-C Scale (Y-BOC)
* Michigan Alcohol Screening Test (MAST)
* Trauma Symptom Inventory/Checklist
* Rosenberg Self Esteem Scale
* Joiner’s measure of Burdensomeness/Belongingness
54
Problems with Self Report Data:
* Impulsivity
* Maturity
* Self report is based in one’s theory of self
| Not responsive to behavior change that can be tracked (Pennebaker, 2023)
55
History of the MMPI:
* MMPI developed from the work of Stark Hathaway and C. S. McKinley
* Hopeful that it would be a more efficient way to arrive at routine diagnoses
* Used empirical methods to develop the original scales
* Unsuccessful in this but realized that it could convey valuable information about personality
56
Parent/Teacher Reports (Multidimensional)
| Report Measures from Collateral Sources
* Child Behavior Checklist (CBCL)
* Behavior Assessment Scale for Children (BASC)
57
Parent/Teacher Reports (Unidimensional)
| Report Measures from Collateral Sources
58
Clinician report:
## Footnote
Report Measures from Collateral Sources
Shedler Weston Assessment Procedure (SWAP)
59
Unidimensional:
| Report Measures from Collateral Sources
* Conners-3
* Beck Depression Inventory
60
MMPI: Overview of Major Scale Sets
Clinical or Basic scales
* Harris-Lingoes subscales
* Martin-Finn subscales
* Si Scales
Validity scales
Content Scales
* Content Component scales
Supplementary scales
PSY-5 scales
RC scales
Critical Items
61
The Clinical Scales:
| MMPI
Scale 1 or Hypochondriasis scale
Scale 2 or Depression scale
Scale 3 or Hysteria scale
Scale 4 or Psychopathic Deviate scale
Scale 5 or Masculinity-Femininity scale
(added after original development)
Scale 6 or Paranoia scale
Scale 7 or Psychasthenia scale
Scale 8 or Schizophrenia scale
Scale 9 or Hypomania scale
Scale 0 or Social Introversion scale
(added after original development)
62
General Interpretive Guidelines:
| MMPI
T-score above 65 generally considered elevated
T-score of 60 to 65 is interpretable on validity and content scales
Do not pay as much attention to low scores, but consider the scale
63
Administration Information:
| MMPI (mnemonic "crazy 8s")
Intended for 18 year olds and older (MMPI-A is for adolescents 14 - 18)
Requires 8th grade reading level (can use an audiotape version, but consider that a person with limited reading skills may not understand the items as intended)
If IQ is below 80 to 85, may not be an appropriate test
64
"Shorter versions":
| MMPI
* Clinical scales can be scored from first 370 items (so if problematic, can answer only those)
* MMPI-2-RF is shorter and a viable alternative—but as you will see a very different test
* MMPI-3 is an update of the MMPI-2-RF with some new items and scales
65
Protecting test data:
Ethical responsibility to protect the integrity of tests.
| (It is unethical to let someone take psychological tests home.)
66
General steps in Administration:
| MMPI
* Rapport
* Let them know why they are taking the test, who will get the results, and that they will get feedback
* Check reading level by having them read aloud the first several questions
* Advise them to answer each question as they are now
* See if there are blanks to complete.
67
Methods of Scoring
| MMPI
1. Hand scoring
--inexpensive
--portable
--20 to 30 minutes to score and plot the basic scales
2. Computerized scoring
a. Online scoring through Pearson
--quicker, fewer errors
--generate more scales
b. Caldwell Reports
68
The MMPI set the mold for grappling with distorted responding with _________.
Validity Scales
69
Response Styles: Distortion is an important factor with self report measures
| MMPI
* Malingering
* Social desirable
* Claiming excessive virtue
* Acquiescence
* Non-acquiescence
* Extreme responding
| "-- impression management (conscious or unconscious)"
70
Validity Scales (Distortion detectors):
* ? - Cannot Say
* L - Lie (favorable light)
* F - Infrequency (unusual )
* K - Correction (underreporting distress)
* Fb - "back page infrequency scale"
* VRIN - Variable Response Inconsistency Scale
* TRIN - True Response Inconsistency Scale
* S - Superlative Scale (Trying to look virtuous)
71
? Scale (Cannot say):
| MMPI
Sum of omitted and double scored items
* omitted items generally lower the scale scores overall
* 10 items omitted, interpret with caution
* 30 items omitted, invalid test (may reflect reading difficulties)
| High = carelessness, uncooperative, ignored content , severe disturbance
72
L Scale ("Lie scale"):
| MMPI
* The only rationally developed scale (collection of unlikely virtues)
* Average raw score = 4 (college educated = 0 or 1)
* Detects naive, deliberate, unsophisticated attempts to be favorable; unwilling to admit to minor flaws
* High score suggests claiming excessive virtue
* High L suggests other scores probably show better picture than reality
73
F Scale ("Infrequency scale"):
| MMPI
* Very heterogeneous scale; elevations are confusing; confounded with psychic disturbance and distress
* Detects deviant/atypical ways of responding
* If valid protocol, good indicator of degree of psychopathology with elevation related to high clinical scales, especially 6 and 8
74
Possible reasons for elevated F ("Infrequency scale")
| MMPI
1. Reading difficulties
1. Random responding due to confusion or inattentive
1. Willful random responding (uncooperative)
1. Malingering or conscious exaggeration
1. Cry for help or narcissistic demands for attention
1. True disturbance accurately reported
75
Use ____________________ to better understand elevations on F scale ("Infrequency scale")
| MMPI
Variable Response Inconsistency Scale (VRIN)
76
VRIN (Variable Response Inconsistency Scale):
| MMPI
* Consists of pairs of items that each should be answered in a particular direction to be consistent; when they are not, it suggests client is being inconsistent in responding
e. g., "I wake up fresh and rested most mornings.”
"My sleep is fitful and disturbed."
* Raw score > 13 suggests inconsistent responding and probable invalidity
* To hand score, must transfer answers to a separate sheet & then use an overlay
77
High F ("Infrequency scale") and VRIN (Variable Response Inconsistency Scale) together
| MMPI
High F (T > 75) and high VRIN (raw > 13)
* Reading difficulties
* Random responding due to confusion or inattentive
* Willful random responding (uncooperative)
* Malingering or conscious exaggeration
* Cry for help or narcissistic demands for attention
* True disturbance accurately reported
78
Low F ("Infrequency scale") and high VRIN (Variable Response Inconsistency Scale):
| MMPI
Obsessive, indecisive, or perfectionistic
| (especially if scale 7 is also elevated)
79
K Scale ("Social desirability scale"):
| MMPI
Subtle index of attempt to deny and down-play socially undesirable traits
Behavioral inferences:
* High score--defensiveness, fake good, all false, trying to appear adequate, shy, intolerant, lacking insight
* Average score--well-adjusted (good balance between positive self-evaluation and self-criticism)
* Low score--unusually open about faults, unguarded, perhaps self-critical
80
Fb Scale ("back page infrequency scale"):
| MMPI
* Similar to F scale but covering the last part of the test (after item 370)
* If T-score > 80, be cautious in interpretation of those scales with items near the end of the test
* If T-score > 120, clearly invalid back page
* If F is valid but Fb is invalid, the person likely quit paying attention
81
S (Superlative Scale)
| MMPI
* Detects presentation as highly virtuous, responsible, psychologically healthy
* Highly correlated with K scale (.92/.81 for females/males in normative sample)
-Redundant
* Subscales (Belief in Human Goodness, Serenity, Contentment with Life, Patience, Denial of Moral Flaws)
82
Fp (Infrequency Psychopathology Scale)
| MMPI
Arbisi & Ben Porath, 1995
Useful in identifying conscious faking bad
-- useful in forensic cases
-- cutoff of > 100T is recommended
(in acute inpatient settings, a cutoff of 110T produces fewer false positives)
83
Mp (Positive Malingering Scale)
| MMPI
Useful in detecting attempts to present in a favorable light
-- cutoff score of 65T (although scores > 60T may be meaningful)
| (Baer, Wetter, & Berry, 1992) (Cofer, Chance, & Judson, 1949)
84
K Correction:
| MMPI
* Paul Meehl’s dissertation
--Meehl’s effort to adjust some scales susceptible to test defensiveness to a more accurate level
* A way to adjust for excessive effort to downplay problems
* Take an empirically determined proportion of K scale score and add it to clinical scales susceptible to the influence of social desirability
* Nifty way to make clinical scale scores more realistic in light of one’s effort to look good
85
K Correction is accomplished by adding a percentage of K scale raw score to:
| MMPI
Scale 1: add .5 of raw K score
Scale 4: add .4 of raw K score
Scale 7: add 1 full K score
Scale 8: add 1 full K score
Scale 9: add .2 of raw K score
| Notice the table on the left of the profile sheet
86
# Adopted early, so much research has been done with K-corrected scores.
BUT not without its problems--primarily, that it can distort ____________:
| MMPI
Interpretation
* E.g., a score on Scale 8 can be elevated almost exclusively from the added K and not from anything related to what the scale measures
* Thus, the uninformed can draw faulty conclusions (e. g., the person has a thinking disorder)
* BE careful in interpretation
87
In computer printouts, you often see ________________ in addition to the K-corrected scores.
| MMPI
non-K-corrected scores
88
Although the validity indicators are useful, there is no substitute for ________________________.
| MMPI
the active, willing participation of the client.
89
CNS
| Validity Scales
– “Cannot Say”
– Questions not answered
90
L
| Validity Scales
Lie - Tendency to present oneself in a favorable light – “faking good”
91
F
| Validity Scales
Infrequency - Rare or unusual responses or attempts to fake – “faking bad”
92
K
| Validity Scales
Correction - Defensiveness, guardedness, and attempt to fake good
93
S
| Validity Scales
Superlative Self-Presentation - Unrealistically positive self-description
94
VRIN
| Validity Scales
Variable Response Inconsistency – Inconsistent (opposite) responses to similar items
95
TRIN
| Validity Scales
True Response Inconsistency - Inconsistency in responding to opposites (all t or all f)
96
Fb
| Validity Scales
Back F - Carelessness, inattention, and random responding
97
Fp
| Validity Scales
Infrequency-Psychopathology - Severe pathology or extreme distress
98
1
| Clinical Scales
Hs - Hypochondriasis - Somatization and health concerns
99
Hs
| Clinical Scales
1 - Hypochondriasis - Somatization and health concerns
100
D
| Clinical Scales
2. Depression - Depressive symptoms and affect
101
2
| Clinical Scales
D - Depression - Depressive symptoms and affect
102
3
| Clinical Scales
Hy - Hysteria - Non-specific emotional distress and self-presentation
103
Hy
| Clinical Scales
3. Hysteria - Non-specific emotional distress and self-presentation
104
4
| Clinical Scales
Pd - Psychopathic Deviate - Antisocial attitudes and behaviors
105
Pd
| Clinical Scales
4. Psychopathic Deviate - Antisocial attitudes and behaviors
106
5
| Clinical Scales
Mf - Masculinity-Femininity - Gender role identity
107
Mf
| Clinical Scales
5. Masculinity-Femininity - Gender role identity
108
6
| Clinical Scales
Pa - Paranoia - Paranoid ideation and suspicion
109
Pa
| Clinical Scales
6. Paranoia - Paranoid ideation and suspicion
110
7
| Clinical Scales
Pt - Psychasthenia - Anxiety, obsessive-compulsive features, and self-doubt
111
Pt
| Clinical Scales
7. Psychasthenia - Anxiety, obsessive-compulsive features, and self-doubt
112
8
| Clinical Scales
Sc - Schizophrenia - Psychotic symptoms and thought disturbance
113
Sc
| Clinical Scales
8. Schizophrenia - Psychotic symptoms and thought disturbance
114
9
| Clinical Scales
Ma - Hypomania - Euphoria, elevated mood, and manic symptoms
115
Ma
| Clinical Scales
9. Hypomania - Euphoria, elevated mood, and manic symptoms
116
0
| Clinical Scales
Si - Social Introversion - Social withdrawal, shyness, and introversion
117
Si
| Clinical Scales
0. Social Introversion - Social withdrawal, shyness, and introversion
