1, 2, 3

Psychological testing

Administering/scoring/interpreting a standardized instrument; measurement-oriented.

Assessment

Broader, problem/demand-oriented process integrating multiple data sources (tests, interview, observation, records) to answer a referral question.

Psychometrist doing assessment

Administers/scores tests, data-oriented, clerical/technical.

Сlinician doing assessment

Uses tests as one source among many to generate/test hypotheses, focused on problem-solving for the individual in context.

Assessment vs Evaluation (definition distinction)

Assessment concerns people (individual subjects).

Evaluation concerns objects/programs (a treatment, intervention, or service).

Exam sample Q2 — how does assessment compare to testing?

Assessment is usually undertaken to answer more complex referral questions (answer A) — it is broader, more time-consuming, and more expensive. It is NOT cheaper or less time-consuming.

Differential (nosological) diagnosis model

Medical model; goal = identify a particular mental disorder only; derives from medicine; psychiatrist holds final responsibility, psychologist has auxiliary status.

Functional diagnosis model

Psychological model; more detailed description of the problem;

explains it within a chosen psychological theory;

follows a sequence: initial problem → analysis of psychological phenomena → assessment of resources and difficulties → building a working model → complementing with possible solutions.

Psychosocial diagnosis model

Most contemporary model; requires inclusion of the broader context of the client's life; assesses the client's social environment and how the client interacts with it.

Three contemporary trends in psychological assessment (SWPS)

1) Mixed methods (integration of nomothetic/quantitative with idiographic/qualitative),

2) Collaboration (shift to cooperative subject/subject relationship),

3) Methodological rigor (empirical standards; discredited practices are eliminated).

Nomothetic approach to assessment

About finding out how each person differs from others in terms of fairly universal characteristics;

comparing the assessed person with others;

quantitative methods that are standardized, objective, and norm-referenced.

Idiographic approach to assessment

Focuses on understanding and describing the assessed person as a unique individual;

goal = learn about processes specific to that particular person;

often qualitative in nature.

Idiothetic approach

Integration of idiographic and nomothetic approaches;

uses both in-depth interviews (idiographic) and norm-referenced questionnaires (nomothetic);

aims to better understand and predict the behavior of the assessed individual.

Quantitative approach to assessment

Focuses on numerical measurements; most quantitative diagnostic techniques are nomothetic in nature.

Qualitative approach to assessment

Characterizes a person or phenomenon using descriptive qualitative terms;

most qualitative diagnostic techniques are idiographic in nature.

Mixed methods approach to assessment

Uses both qualitative and quantitative research techniques;

achieves diagnostic conclusions based on a variety of data sources;

enables a more cooperative subject/subject relationship with the client.

Diathesis-Stress case formulation model

Symptoms result from an underlying vulnerability (diathesis) activated by environmental stressors.

Developmental/Normative case formulation model

Problems arise from a mismatch between the person's developmental level/skills and the demands placed on them for their age.

Common Function case formulation model

Multiple seemingly different symptoms/behaviors all serve one common underlying function/purpose (e.g., distancing from others).

Complex case formulation model

The most flexible model, integrating elements of the other three models for complex client presentations.

4 overall purposes/hypotheses of psychological assessment

1) Description (what is happening now),

2) Classification/Diagnosis (which diagnostic category fits),

3) Explanation (why is it happening — causes),

4) Prediction (what will happen in the future).

Description (assessment purpose)

Answers "what is the person like now?" — current functioning, traits, symptoms, strengths, weaknesses.

Classification/Diagnosis (assessment purpose)

Determines which diagnostic category (DSM/ICD) best fits the person's presentation.

Explanation (assessment purpose)

Identifies the causes and mechanisms (etiology) underlying the person's problems.

Prediction (assessment purpose)

Forecasts future behavior or outcomes (e.g., treatment response, job performance, risk).