Class Notes (810,512)
Canada (494,140)
Psychology (3,457)
PSY240H1 (233)
Lecture 2

Lecture 2 Clinical Assessment and Diagnosis Jan 15th

5 Pages
Unlock Document

University of Toronto St. George
Neil Rector

PSY240 LECTURE #2 CLINICAL ASSESSMENT AND DIAGNOSIS Clinical Assessment: N Aspects of Assessment o Assessment is the process of gather information about the cause for his or her problems. Current symptoms. o Recent life events? Most forms of psychiatric disturbance often follows after a negative life event. o Physical problems? Someone may come with heart disease and come with a secondary panic disorder. o Focus on current drug and alcohol use. Can make problems that are their much worse o Family history: clinicians ask questions about other members of the family. What might the other families be experiences o Focus on the persons cognitive functioning. o These are used together to contribute to making a diagnoses. o Making an appropriate diagnose is important bc: yo:439K,;094Z,890KL8 or her time of a wrong problem. Treatment might not be targeted properly. Many people who present one problem might have more than one problem. The idea is see what the primary disorder is, and what are the others ones that are appearingshowing up. Types of reliability: - It gets at the consistency of producing the same result with the same instrument. - Test retest reliability: similar results at two points in time. One area is the that this is important is IQ testing. To make educational decisions. - Internal reliability: different parts of test produce similar results. Low internal reliability: courts people get tired fatigued. - Inter-rater reliability: two or more raters come to similar conclusions. Raters could be two clinicians. Types of validity - Does this measure what it is designed to measure - Face validity: appears to measure what it should measure - Content validity: assesses all important aspects of phenomenon. E.g good IQ test should have spatial reasoning, language comprehension, speed of thinking, all measures included in the test. Included. potential for creative thinking, emotional intelligence. Not included). The dimensions. - Concurrent validity: test produces the same results as other similar measures. - Predictive validity: test predicts behavior it is suppose to measure. E.g. test IQ to see if the child should be placed in special education. LSAT low predictability - Construct validity: test measure what it is supposed to measure. The big pictureoverall Standardized - The application of certain standards or norms that have been achieved with the instrument. Are there standards to ensure consistency across different measurements
More Less

Related notes for PSY240H1

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.