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PSYC 3342 (5)

Ch. 4 Assessment, Diagnosis, Treatment

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Douglas College
PSYC 3342

Chapter Four Assessments:  Typically begins with assessment, directed at differentiating defining and measuring behavior, cognition and emotions of concern as well as environment o Good assessment = proper treatment  Assessments are meaningful  Age, gender, culture must be considered when making judgements about abnormality Purpose of Assessment:  Descriptive of child behavior o Unique thoughts, feelings and behavior that make up features of a given psychological disorder  Diagnosis o Analyzing information and drawing conclusions about nature or cause  Prognosis o Likely outcome o Predictions regarding future behavior, etc.  Treatment o Treatment plan and evaluating its effectiveness Clinical interview  Most commonly used  Often includes a developmental and family history/may incorporate a mental status exam  Differ in degree of structure( unstructured, semi, structure) o Structured - set questions that all use o Semi structured - set questions and open ended o Unstructured - no set questions, follows what the kid does - most used Behavioral Assessments  Observe child behavior directly  ABC's of assessments - involves observing the antecedents, behaviors and consequences of behaviors o Example:  Teased at school --- school refusal --- no teasing  Requested to go to school --- physical complaints --- stays home Checklists and rating  Compares child behavior to other kids  Cheap and fast to score  Kids, parents and teachers checklists  Lack of agreement between informants is relatively common, which is informative Behavioral Observations and recordings  Provide ongoing info about behavior in real life setting  Recordings can be done by parents or others, although it may be difficult to ensure accuracy  Kids often know they are being watched and may react differently as a result Psychological testing:  Tests are taken given standard conditions with purpose of assessing some aspect of knowledge, skills and context  Test scores interpreted with other info and in context  Developmental tests used for purpose of screening diagnosis and evaluation of early development  Intellectual and Educational testing: o Central component in clinical assessment o Wechsler intelligence scale for children, measures verbal comprehension, reasoning, working memory and process Projected testing  Involves presenting the child with ambiguous stimuli and asking the child what he/she sees  Projects own personality, including unconscious fears, needs and inner conflicts  CAT - make stories out of images  Ink blot tests  Projective techniques include figure drawing and play may help kids relax makes it easier to talk Personality testing  Big 5 o Timid - bold o Agreeable - disagreeable o Dependable - undependable o Tense - relaxed o Reflective - unreflective  May use interviews, projective techniques, behavior measure or objective inventories Neuropsychology testing  Attempts to link brain functioning to objective measure of behavior that are known to depend on intact central nervous system o The finger tap - get someone to tap finger while hooked up to machines to see if the neurons are firing correctly, or where it goes wrong  Wide range of functioning o Verbal/nonverbal o Cognitive function o Perceptual function o Motor functions o Emotional/executi
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