Write an expository essay by explaining the difference between screening and assessment. Then explain how a test differs from the overall process of assessment.
Next, for each of the following skills and tasks explain what is involved, and provide at least two examples of how/where each would be used in clinical practice. For those that can be utilized in undergraduate level positions. one example should be in an undergraduate level position and one in a graduate level position. Be sure to support your explanation with scholarly references.
Active listening
Open/closed questions
Intake
Clinical interviewing
Testing
Foundational components of the diagnostic process
Finally, choose one of your examples and explain how concepts of multiculturalism and diversity would apply in that example. Describe how a clinician could act as an agent of change for a client, by properly relating in a culturally appropriate manner.
The paper should include support from the textbook and at least two additional scholarly sources. Be sure to support your explanation with scholarly references.
Read the following sections of Chapter 10 in the text:
Multimethod assessment
Evidence-based assessment
Culturally competent assessment
MULTIMETHOD ASSESSMENT
No measure of personality or behavior is perfect. Some have excellent reliability, validity, and clinical utility, but even these have their limitations. For that reason, it is important for clinical psychologists not to rely exclusively on any single assessment method. Instead, personality is best assessed by using multiple methods, including tests of different types, interview data, observations, or other sources. Each method offers a unique perspective on the client, and often they converge on similar conclusions. To the extent that these conclusions are supported by multiple tests rather than only one, the clinical psychologist can assert them with confidence.
The advantages of multimethod assessment hold true even in less formal and professional settings. Consider a situation in which you are getting to know someone, such as in a new dating relationship. Your initial assessment of your partners personality may take place on the first dateat a restaurant and a movie, perhaps. As the relationship continues, youll have a chance to assess your partners personality using other methodsyoull see his or her personality and behavior with family, with friends, at parties, at home, at work, at school, and so on. You may get a strong first impression on the first date, but you probably wont feel that you genuinely know and understand your partners personality until youve assessed him or her in a variety of contexts, because each situation will reveal a different aspect of personality. In a more professional sense, the same applies to clinical psychologists getting to know a client via personality tests: Each method offers a unique perspective, and although some may be more enlightening than others, it is the integration of multiple methods that ultimately proves most informative.
EVIDENCE-BASED ASSESSMENT
In an earlier chapter, we discussed the recent advancement toward evidence-based treatments, or treatments that work. The movement toward evidence-based assessment, resting on the same principle of what works empirically, isnt far behind. Clinical psychologists who practice evidence-based assessment select only those methods that have strong psychometrics, including reliability, validity, and clinical utility (each defined in Chapter 8; Therrien & Hunsley, 2015). Moreover, they select tests that have sufficient normative data and are sensitive to issues of diversity such as age, gender, race, and ethnicity. They typically target their assessment strategies toward a particular diagnosis or problem, such that what works for assessing attention-deficit/hyperactivity disorder (ADHD) might be a different set of assessment tools than what works for assessing panic disorder, schizophrenia, bulimia, PTSD, or any other clinical issue (Glynn & Mueser, 2018; Hunsley & Mash, 2008b; C. Johnston & Colalillo, 2018; Moshier, Parker-Guilbert, Marx, & Keane, 2018). For example, two methodsthe Structured Clinical Interview for DSM-5 (SCID, described in Chapter 8) and the Beck Depression Inventory-II (described later in this chapter)are specifically identified as highly recommended instruments for diagnosing depression in adults (Persons & Fresco, 2008).
How do researchers determine what works when assessing particular clinical problems? In other words, what criteria should distinguish evidence-based assessment methods from those lacking evidence? This is one of the great challenges in the early development of evidence-based assessment (Hunsley & Mash, 2008b, 2018). Of course, some of the strengths or weaknesses of an assessment method can be expressed quantitatively. For example, test-retest reliability, which measures the
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