•a renowned scholar in the field of abnormal psychology - put forth a simplified definition of mental disorders- Harmful Dysfunction Theory

•

•‘Harmful’ is a value term based on social norms

•‘Dysfunction’ is a scientific term referring to the failure of a mental mechanism to perform a natural function for which it was designed by evolution

•Thus, the concept combines value and scientific components

•Hippocrates (460-377 BCE) wrote extensively about abnormality

•He did not offer any supernatural explanation

•Instead, theories emphasized natural causes

•Specifically, imbalance of bodily fluids (blood, phlegm, black bile, and yellow bile) as the underlying reason for various forms of mental illness.

•(France) - proposed specific categories such as melancholia, mania, and dementia, among others.

•founding father of the current diagnostic system

•He labelled specific categories such as manic-depressive psychosis and dementia praecox (roughly equivalent to bipolar disorder and schizophrenia, respectively).

•In 1890, ________ coined the term mental tests.

•French government asked Binet and collaborator Theodore Simon to design a measure to assess children with cognitive deficits.

•1905 Binet-Simon scale calculated intelligence quotient.

•1916 Lewis Terman (US) translated it as Stanford-Binet Intelligence Test, first widely available test of cognitive ability.

Ø(Menninger Clinic)

ØHis work at the Menninger Clinic became known for pioneering advances in clinical psychology and psychoanalysis. Finally, Rapaport became the founder and first secretary (1946-1949) of the newly formed Division of Clinical and Abnormal Psychology of the American Psychological Association.

•______________ is the process by which clinicians gain understanding of the patient necessary for making informed decisions.” (Korchin, 1976)

•Labeling or specifying a psychiatric label.

•_________ often involves a systematic study of the patient through the use of specifically designed interviews, tests, criteria, and observations.

•A ________ includes:

•Neuropsychological Tests

•General Intelligence (IQ) Tests

•Tests of Conceptual Thinking, Association, etc.

•Projective Tests

•A ________________ is a systematic procedure for observing behavior and describing it with the aid of numerical scales or fixed categories.

•_____________ involves synthesizing information from many sources, formulating an overall picture of the client and making appropriate recommendations that take into account issues of psychometrics, client history, culture, etc.

1.Psychodiagnosis

2.Diagnostic Psychological Testing

3.Psychiatric Evaluation

•To predict future behaviors

•To diagnose

•To provide baseline information

•To evaluate the person after the treatment

•To plan and guide therapeutic interventions.

1. Ask the person themselves.

2. Ask someone who knows the person.

3. Observe the person’s behavior as they behaves naturally.

4. Observe the person under standardized tests.

•Preparation

•Input

•Processing

•Output

I.Planning the assessment

II.Data collection

III.Data processing

IV.Communicating findings

•Formal Processes i.e.

Psychological Tests

•Informal Processes i.e.

Interviews and Behavioural Observations

•Psychological Tests –

•Standardized, valid, and reliable tests used for assessing various psychological functioning.

•Interviews –

•A conversation with purpose.

•Behavioral Observations –

•Observations in Natural Settings

•Rating Scales/Checklists

•A-B-C Model

Interview conducted along with other tools (test battery or behavioral observations) to evaluate and/or predict something or to reach a decision.

•Opening

•Middle

•Ending

•First encounter

•Foundation of all clinical procedures

•Ongoing process throughout therapy

•Commencement of a healing professional relationship

•Helps in rapport building

•Helps in gathering information and conceptualizing case.

•Helps to formulate some diagnostic impressions.

•Focuses on direct observation of behavior-environment relations

•Purpose is to identify problematic behaviors, patterns, situations and design a treatment plan accordingly.

_________________ is the extent to which the assessment technique measures what it claims to measure.

_________________ is the extent to which the assessment technique yields consistent, repeatable results.

_________________ is the extent to which the assessment technique improves delivery of services or client outcome.

Of all the available clinical assessment procedures, clinical psychologists rely most frequently on the _______________.

•__________________ tend to be targeted toward specific pieces of information, and client responses are typically brief, sometimes as short as a single word (e.g., “yes” or “no”).

It can provide crucial data on important historical information, the presence or absence of a particular symptom of a disorder, frequency of behaviors and duration of a problem, etc.

•Interviewers who use a ___________ style allow the client to determine the course of the interview. Without direction from the interviewer, a client may choose to spend a lot of time on some topics and none on others.

It can provide crucial data on important historical information, the presence or absence of a particular symptom of a disorder, frequency of behaviors and duration of a problem, etc.

•The sense of mutual trust and harmony that characterizes a good relationship.

•Rapport involves a comfortable atmosphere and a mutual understanding of the purpose of the interview.

•Establishing rapport: Conveying acceptance, understanding and respect for the client.

Open-Ended Questions

Close-Ended Questions

Listening Skills

•Clarification

•Confrontation

•Paraphrasing

•Reflection

•Summarization

•Questioning that helps the clinician understand an ambiguous message.

•Confirms the accuracy of the clinician’s perception.

•Used when there are discrepancies or inconsistencies in client’s comments.

•Focuses on contradictory information.

•To help the client focus on the content of their message.

•Restating client’s comments, using similar language.

•To ensure client that the interviewer is paying attention and comprehending.

•Describing the feelings of the client’s message.

•To encourage the client to express more of his or her feelings.

•To have the client experience feelings more intensely.

•To help the client become more aware of their feelings.

•To help the client discriminate accurately among feelings.

•To summarize client’s comments.

•Two or more paraphrases or reflections that condense the client’s message or the session.

•To tie together multiple elements of the client’s message.

•To identify a common theme.

•To review progress.

•The purpose of the diagnostic interview is to diagnose.

Structured diagnostic interviews specify:

•Symptoms and disorders to be assessed.

•Interview format.

•Order of questions.

•Wording of questions.

•Guidelines for additional questions.

•Its primary purpose is to quickly assess how the client is functioning at the time of evaluation.

•Does not delve into client’s personal history.

•Its yield is usually a brief paragraph that captures the psychological and cognitive processes of an individual ‘right now’.

•A psychological snapshot.

•Level of functioning and self-presentation.

•Generally conducted during the initial session or intake interview.

For the Clinician

•Determine the nature of the client’s problems

•Determine the appropriateness of services offered

•Define problems to be worked on and establish goals

•Balance gathering information with establishing rapport

For the Client

•Determine appropriateness of services

•Find out about psychologist’s fee, procedures and policies

•Sources of information other than the patient himself are utilized when completing a personal and social history report.

•Information from friends, relatives, hospital, military, and other records are also used for the history.

•But whatever the source of information, the purposes of the social and personal history report is to gather information which will be helpful in diagnosing and treating the patient's disorder.

Goal:

•Resolve the problem to avoid catastrophic outcome.

Tasks:

•Provide reassurance.

•Assess the problem at hand.

•Explore potential resources.

Method:

•Convey understanding.

•Projecting a calm and confident manner.

Follow-up

1.Developmental Milestones: Cognitive, Emotional, Motor, Speech.

2.Schooling: Teachers, Friends.

3.Family : Family, New Arrivals, Deaths, Siblings, Grandparents.

4.Others: Dreams, Interests, Fears.

Most tests possess these defining features: