PSYC 4206EL 01: Adolescent and Adult Clinical Psychology 2019
Why the test were used, and why that test is important for that area
https://esource.dbs.ie/bitstream/handle/10788/445/ba_brady_l_2012.pdf?sequence=1&isAllo
wed=y
Test we will review in class
 Wechler
 Verbal sub-test
 Performance sub-test
 Counseling with people
 Therapy models: simple behavioral, profound behavioral types
Lecture 1
Clinical Psychology
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Wilhelm Wundt was a German psychologist, an experimentalist
He was the for front of psychology because he decided to study it
Definition: specialized sub-field of psychology
Measure of behavioral approach.
Must have an understanding of standard deviation and means.
Historical Roots:
o 1879 Wundt, Leipzig Germany
o 1886 James Mckeen Cattell
Study of individual differences: Cattell wanted to apply his work on how people differ
among the world. How certain children will do in specific programs.
1888, set up his lab to test individual differences
constructed a standard battery of test
o participants must take the test, then professor must go in and determine if the
test is standardized and validated.
Competency: qualify your finding, you may be incompetent if you are unable to qualify
your findings
1891, Hugo Munsterberg, constructed 14 tests of children’s mental abilities
o wanted them to perform well in the classroom
1895, Alfred Binet, tests of normal and defective children
o Now you are able to categorize children and put them in their appropriate
classes
o able to test population with a higher IQ
1896, Sigmund Freud, behaviour disorders
o Evaluate people in mental capacity and various disorders
1996, Lightener Witmer, set up first psychological clinic
1909, 450 cases seen
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1909- Wiliam Healy started Children Guidance in Chicago
1916- Lewis Terman revised the Binet-Simon test
o functions at standard university and today we utilize the same concept
1021- Herman Rorscharch created Rorchach Inkblot
o Projective test
o First person to create different types of test (not paper and pencil)
o standardized test
o we evaluate what the person sees and what they mean
o This testing process is complex and takes a long time
1927- TAT
o Picture test
o They are projecting their own feelings, it goes beyond paper and pencil
o Problem with using projective test, is it takes a long time to interpret or learn
what the patient is trying to say.
1938-Bender Gestalt
1938- Oscar Buros developed the Mental MY
o It is an encyclopedia of tests
1939- Wechsler Bellevue
o evaluate cognitive process and reasoning
o because he evaluated different patients, he came up with tests that evaluated
the left and right side of the brain.
o How are two things alike
1943-MMPI, Hathaway and Mckinnley
Psychology today
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Robotics
Counseling
Computer may not have the same analytical abilities
1. Scientific/ practitioner
i. Anger management abilities
ii. Putting a number on things
2. Assessment Therapy
i. Behavioral therapy to help them in point A to point B
ii. Psychodynamic can’t talk about their past
3. Prescription privileges
i. Advantage to not having prescription privilages
4. Managed Care
i. Neuropsychological assessment might pull you before the courts. Issues
can arise. Certain fields are lower than others.
5. Specialized training
i. Trained as PHD person
ii. Need to go before a board and prove you are competent
Interest (go to psych doctorate as specialized training —all training is on
practicum training, nothing to do with research)
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Behaviour and mental processes
o Preforming at a level of their ability: mental processing, working under pressure.
Research
o Accountant might come under stress under tax season. They may need to be
trained in relaxation.
Assessment/ Testing
o Clinical field do a lot of assessment tests. Clinical files for 10 years then they
dispose them.
o Report is older than 1 year, one must retest.
o Constantly changing—ethics
Counseling/ Therapy
o Just because you are a psychologist does not mean you have to handle all
sections.
Consultation
o Dependent upon who you are working with. You have to be open and receptive
to different members of the community.
o Confidentiality they need a letter to say you can talk about them. Release that
allows them to talk.
Administration
o Most will just manage and run their office
o Requires a good accountant and book keeper
o You should be able to file your own reports, as it is all apart of what you are
doing in that practise
Wechsler Abbreviated Scale of Intelligence –Second Edition
WASI-11
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Expected to know how to covert raw scores, and profile the scores and will give you an
idea on how intelligent your client is.
If you are incompetent they will take your license away
Ouaccpp
25% of test score
About Wasi-11
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A short and reliable version of the Wechsler Scale of Intelligence developed by David
Wechsler to evaluate cognition (Wechsler &Schou, 2011)
For ages 6 to 90
Shorter than the rest
2 subtypes
Subscales
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Provide composite scores that estimate intellectual functioning in 2 areas
Verbal Comprehension
o Vocabulary
o Similarities
Perceptual Reasoning
o Block design
o Matrix Reasoning- five option to fill in the blank
First thing you do when client walks into office is this test. This helps build report
FSIQ-4
o All 4 subtests
FSIQ-2
o Vocabulary
o Matrix Reasoning
Block design
o Nonverbal formation and reasoning
o Broad visual intelligence
o Fluid intelligence
o Visual perception and organization
o Simultaneous processing
o Visual perception and organization
o Visual motor coordination
o Learning
o Ability to separate figure-ground in visual stimuli
Vocabulary
o Word knowledge
o Degree of language development
o Crystallized intelligence
o Fund of knowledge
o Learning ability
o Long-term memory
o Auditory comprehension
o Verbal expression
Starts off easy and gets more difficult
harder to score
Matrix Reasoning
o Fluid intelligence
o Broad visual intelligence
o Classification and spatial ability
o Knowledge of part-whole relationships
o Simultaneous processing
o Perceptual organization
Ability to put it in the proper group
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rules in the manual by asking client to expand their answer, and you can only
ask one time
Scored if you got it right or you didn’t get it right
Similarities
o Verbal concept formation and reasoning
o Crystalized intelligence
o Abstract reasoning
o Auditory comprehension
o Memory
o Associative and categorical thinking
o Distinction between nonessential and essential features
o Verbal expression
Example Sheets
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All administer the positive test, why would you want to know their intelligence first?
o If they can’t read then you will have to administer all the tests again.
o Need to know if they are right or left handed
 More dominant left or right brain
 Way you position the book will matter
 Left handed you need to put on their right visual field
 Spetilized left handed books, it can slow you down because your hand
will cover the symbols
o The test will ask if they wear: glasses
o Standardized scores matter, because you are comparing them with other people
their own age
o Mistakes people make wile score
 Not properly adding number when totaling each sub-type
 Not copying values right to front page
 Just scoring base sheet
o Raw score 15 years and 11 months
o Raw scores to standard scores
o First find the t scores than covert them another time.
o Verb comp 89 find the index score the VCI is the 91
o The confident intervals is important because we need to take in human error
 Do we use 90 or 95 confidence intervals. 95% is a smaller range, and gives
you a narrow interval
 On the test you 95%
 Important to pay attention to the ages
90-110 is average on the WCI test
 Wisc 6-16
 Wast 16-90
o PG 192: Ranges of Expected WISC
o Fill in both confidence intervals
o If there was a 16 year old you will have to fill out both
Ethical Standards of Psychologist
American Psychological Association 1972
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APA (American Psychological association) and CPA (Canadian [psychological association)
ethics
In the syllabus there is an extensive set of ethics
You don’t need to know all the ethics
HPA, MIA, and PHD: evaluate all aspects of psychology 250 multiple choice questions.
They will then ask you to write an exam of multiple choice. Then you will do an oral
exam where they will ask you very ethical questions.
Not taking on patient population that you are not aware
If you are not good a thesis and research chose a psych doctorate: more in touch with
counseling without the research
Work with people who have personal problems where you don’t have to go to court
RCMPCWPUP
 Codding information so you can be aware of some of the rules in place
 Over the age of 14 sighs themselves. Under 14 they need their parents written consent
o Responsibility
 In their commitment to the understand of human behaviour, psychologist
value objectivity and integrity, and in providing services they maintain
the highest standards of their profession
 They accept responsibility for the consequences of their work and make
every effort to ensure that their services are used appropriately
o Competence
 The maintenance of high standards of professional competence is a
responsibility shared by all psychologist in the interest of the public and
the profession as a whole
 recognize the boundaries of their competence of the limitation of their
techniques and only provide services, use techniques or offer opinions as
a professional that meet recognize standards
 They refrain from undertaking any activity in which their personal
problems as likely to lead to inadequate professional services
o Moral and Legal Standards
 Moral, ethical and legal standards of behaviour are a personal matter to
the same degree as they are for any other citizen, except as these may
compromise the fulfillment of their professional responsibilities, or
reduce the trust in psychology or psychologist held by general public.
o Public Statements
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Public statements, announcements of services and promotional activities
of psychologist serve the purpose of providing sufficient information to
aid the consumer public in making informed judgments and choices
 Psychologist represent accurately and objectively their professional
qualification, affiliation and functions, as well as those of the institutions
or organized with which they or they statement may be associated
Confidentiality
 Safeguarding information about an individual that has been obtained by
the psychologist in the course of his teaching, practice, or investigation is
a primary obligation of the psychologist
 All information is confidential
 Even if they admit they killed someone you can’t disclose that
information
Welfare of the consumer
 Psychologist respect the integrity and protect the welfare of the people
and groups with whom they work
 If a 15-year-old says they might murder someone or the self, at
some point you may need to release this. Might need to inform
the probation officer, or layer
 If they are a sex offender and you see them at the university gym
you call the probationer officer
 There is a party of layers that you can go to, they will teach you
the guidelines
Professional Relationships
 Psychologist act with due regard for the needs, special competencies and
obligations of their colleagues in psychology an other professions
 Psychologist respect the prerogatives and obligations of the institutions
or organizations with which they are associated.
 When a psychologist violates ethical standards, psychologist who know
first-hand of such activities should, if possible, attempt to rectify the
situations
Utilization of Assessment Techniques
 In the development, publication, and utilization of psychological
assessment techniques, psychologist observe relevant APA standards.
 Persons examined have the right to know the results, the interpretations
made, and, where appropriate, the original data on which final
judgments were based.
 Each test has a particular domain and you have to operate within
that
Pursuit of research activities
 Psychologist carry out their investigation with respect for the people who
participate and with concern for their dignity and welfare
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Failure to make full disclosure imposes additional force to the
investigator’s abiding responsibility to protect the welfare and dignity of
the research participant.
 If you have to have scientific facts to support your decision
The ethical investigator
Canadian Code of Ethics of Psychologist, Revised, 1991
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Principle 1: respect for the dignity of persons
o In these contacts, psychologist accept as fundamental the principle of respect for
the dignity of persons: that is the belief that each person should be treated
primarily as a person or end in him/herself, not as an object or a means to an
end
o In so doing, psychologist acknowledge that all persons have a right to have their
innate worth as human beings appreciated and that this worth is not enhanced
or reduced by their culture, nationality, ethnicity, color, race, religion, gender,
marital status, sexual orientation, physical or mental abilities, age, socioeconomic status, and or any other preference or personal characteristic
condition, or status
o Adherence to the concept of moral rights is an essential component of respect
for the dignity of persons
o Right to privacy, self-determination, personal liberty, and natural justice are of
particular importance to psychologist and they have a responsibility to protect
and promote these rights in all of their activities
o As such P have a responsibility to develop and follow procedures to informed
consent, confidentiality, fait treatment
Principle 2: Responsible caring
o A basic ethical expectation of any discipline is that its activities will benefit
members of society or at least do no harm
o Therefore, psychologist demonstrate an active concern for the welfare of an
individual, family, group, or community with whom they relate in their role as
psychologist
o This concern, included both those directly involved and those indirectly involved
in their activities
 If they are a child molester and you don’t like them refer them to another
psychologist
 Can’t take things personally
 You want them to get their anger out, and start proper therapy
o However as with principle 1, psychologist greatest responsibility is to protect the
welfare of those directly involved in their activities and therefore, normally in
more vulnerable position
o Their responsibility to those indirectly involved
Principle 3: Integrity in Relationships
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o The relationships formed by psychologist in the course of their work embody
explicit and implicit mutual expectations of integrity that are vital to the
advancement of scientific knowledge and to the maintenance of public
confidence in the discipline of psychology
 Problem with weed is that it effects short term memory. They want us to
be confortable with being stoned so we will not be an issue
 Hippocampus being damaging that area is not helpful
 GOOD FOR CANCER to improve their eating
 Having a need to forget their anxiety
 Certain patients OCD, anxiety there is a good use, smoke every day is not
beneficial
Principle 4: Responsibility to Society
o Psychology functions as a discipline within the contect of human society
o Psychologist both in their work as a private citizen have responsibilities to the
societies in which they live and work, such as the neighborhood or city and to
the welfare of all human beings in those societies
 You cannot make statements of dangerous people
 If you make a statement you hold yourself and people will go after you
Assessment: Overview
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Gathering and intergrating multiple types of data from multiple sources and
perspectives to answer assessment questions
o Information provided by client
o Psychologist observation during clinical interview
o Information gathered from family
o Evaluating cognitive abilities
o Identifying characterists
o Why do we use the IQ test: used for intellrctual of the person, if they are of
average intelligence they shoulf have strategies to understand the situation.
 Two part: (Verbal 2 specific sub test, performance 2 specific sub type)
 Wast 4-5 looking at right and left hemisphere. Whole ideal is looking at
psychopathology, and clinical indicators
 One should be done fitst. From there you can look at other tpes of things
Assesment-Focussed services: conducted primarily to provide information on a persons
psychological functioning
o Current functioning
o Suitability for services
o Recommendation for remediation of problems
o Stand-alone assessment service
Intervention-focusses assessment: conduct in the context of intervention services
o First step in providing effective intervention
o Used to determine approapriate interventions
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o Used to compare functioning pre-and post treatment
o If an individual is not smart- cognitive behaviour will not help—try giving anger
management
Screening
o Identify presence, risk, and or magnitude of clinical problems
Diagnosis/ Case Formulation
o Know MMP1: it has scales
o Description of client that provides information on his/her life situation, current
problems, and a set of hypothesis linking psychosocial factors to clinical
condition
Prognosis/ Preddiction
o Use of assessment data in combination with relevant literature to make
predictions about future course of psychological factors
Purpose of Paychological Assesment
 Treatment Planning
o Developing treatment plan and goals with the client
o Allowing them to provide informed consent
o Determining whether there are treatment options with established effectiveness
to treat the problems the clients present
o Treatment tailored to client
 Treatment Evaluation
o Analyz how much change, if any occurred as a result of treatment
Assesment Vs. Testing
 Testing: use of device or test to gather a sample of information from the client. A score
is assigned to the sample and comparisons are made with scores of other people to
interpret
 Assessments: requires innervation of life history information and clinical observation of
client with results of psychometric tests
o Diverse information
o Coherent, unifies description
Psychometric Considerations (no worrying about all reliability)
 Standardization: consistency across clinicians and testing occasions in the procedure
used to administer and score a test
 Reliability:
Psychometric Consideration
 Norms
o Percentile ranks
o Standard Scores
o Developmental Norms
o In order to meaningfully interpret a test result, scores are compared to either
criteria set for the test or established norms
o Norms may be established using general population or specific population
Most commonly used Psychological Tests
 Children and Adolescent
o Wechler intelligence scale for children
o Achenbach system of empirically bassed assessment
o Sentence completion test
o Conners parents and teachers ration scale
o Draw A person, tree house
Evidence-Based Assessment (chapter 5) 5,6,7,8,9
 Use of research and theory to guide
o Variable assessed
o The methods and measures
o The manner in which the assement
Ethical Consideration (RUMC… APA GUIDELINES) CPA you must know for the test
APA is everything you can or can not do
 Informed Consent
 Confidentially
 Person under the age of 14 can give consent. Age of 13 the parents must sign
 Responsibility to be knowledgeable about use, scoring, and usefulness of tests being
used
 17/18-year-old parent does not have legal accesses. Child must agree that parent can
look at it.
Test Format
-Part A multiple choice 44 questions (7,8,9 chapters)
-APA CPA guidelines (don’t have to list) give -examples and what is the proper way of responding
Part B
Barbra-Why we need the college and what they provide to us. Look at D2l
Part C
-particulars about ethics, psychologist, psychiatrist
-look at canadian ethics
-responsible caring, client wealth fare
-5/6 (10%)
-point form