Qualification LevelsQualification Levels• Qualification Level: AQualification Level: A

No special qualifications are required, although the range of No special qualifications are required, although the range of products eligible for purchase is limited. products eligible for purchase is limited.

• Qualification Level: BQualification Level: B A degree from an accredited 4-year college or A degree from an accredited 4-year college or university in Psychology, Counseling, or a closely university in Psychology, Counseling, or a closely related field PLUS satisfactory completion of related field PLUS satisfactory completion of coursework in Test Interpretation, Psychometrics and coursework in Test Interpretation, Psychometrics and Measurement Theory, Educational Statistics, or a Measurement Theory, Educational Statistics, or a closely related area; OR license or certification from an closely related area; OR license or certification from an agency that requires appropriate training and agency that requires appropriate training and experience in the ethical and competent use of experience in the ethical and competent use of psychological tests.psychological tests.

• Qualification Level: CQualification Level: C All qualifications for Level B PLUS an advanced All qualifications for Level B PLUS an advanced professional degree that provides appropriate training professional degree that provides appropriate training in the administration and interpretation of in the administration and interpretation of psychological tests; OR license or certification from an psychological tests; OR license or certification from an agency that requires appropriate training and agency that requires appropriate training and experience in the ethical and competent use of experience in the ethical and competent use of psychological tests. psychological tests.

If you’re still curious…If you’re still curious…

• http://harcourtassessment.com/http://harcourtassessment.com/

• https://www3.parinc.com/https://www3.parinc.com/default.aspxdefault.aspx

• http://www.pearsonassessments.comhttp://www.pearsonassessments.com

Mental Status Exam, etc.Mental Status Exam, etc.

• Devilly, G.J. (2004). Assessment Devices. Retrieved March Devilly, G.J. (2004). Assessment Devices. Retrieved March 24, 2004, from Swinburne University, Clinical & Forensic 24, 2004, from Swinburne University, Clinical & Forensic Psychology Web site: Psychology Web site: http://www.swin.edu.au/victims/resources/assessment/assehttp://www.swin.edu.au/victims/resources/assessment/assessment.htmlssment.html

Behavioral AssessmentBehavioral Assessment

• Behavior can be understood by focusing Behavior can be understood by focusing on preceding events and resulting on preceding events and resulting consequencesconsequences

• When utilizing a behavioral approach When utilizing a behavioral approach during interviewing:during interviewing:– Provide the client with an overview of what Provide the client with an overview of what

and why [a problem behavior] needs to be and why [a problem behavior] needs to be addressedaddressed

– Identify the target behaviorIdentify the target behavior– Identify the problem frequency, duration, and Identify the problem frequency, duration, and

intensity (e.g., “how many tantrums did intensity (e.g., “how many tantrums did Conner have today?”)Conner have today?”)

Behavioral Interview guidelines, Behavioral Interview guidelines, cont.cont.– Identify conditions in which the problem Identify conditions in which the problem

occurs in terms of its antecedents, occurs in terms of its antecedents, behaviors, and consequencesbehaviors, and consequences

– Identify goals/ideal behaviors and estimate Identify goals/ideal behaviors and estimate the likelihood of obtaining itthe likelihood of obtaining it

– Identify strengthsIdentify strengths– Identify procedures for measuring relevant Identify procedures for measuring relevant

behaviors. (What, who, how, when, and behaviors. (What, who, how, when, and where?)where?)

– Identify how you will evaluate the Identify how you will evaluate the effectivenesseffectiveness

– Summarize.Summarize.

Motivation Assessment Motivation Assessment ScaleScale

• First, think of an annoying behavior you or First, think of an annoying behavior you or someone close to you does on regular someone close to you does on regular intervalsintervals

• Describe the behavior and settingDescribe the behavior and setting• Answer questions based on a scale of 0 to 6 Answer questions based on a scale of 0 to 6

(Never to Always)(Never to Always)– e.g., does the behavior occur following a request e.g., does the behavior occur following a request

to perform a difficult task? Does the behavior to perform a difficult task? Does the behavior start whenever you stop attending to this start whenever you stop attending to this person? Does it appear that this person enjoys person? Does it appear that this person enjoys performing this behavior? Would the behavior performing this behavior? Would the behavior occur…for a long time if no one were around?occur…for a long time if no one were around?

The Clinical InterviewThe Clinical Interview

Psychotherapy usually starts Psychotherapy usually starts with assessment…and with assessment…and

assessment usually starts with…assessment usually starts with…youyou

The therapist does not simply hear The therapist does not simply hear the patient-client, but she will “listen the patient-client, but she will “listen actively and purposefully, actively and purposefully, responding with the instrument of responding with the instrument of her trade… with the personal her trade… with the personal vulnerability of her own trembling vulnerability of her own trembling self.”self.”

Personal tenets of Personal tenets of psychoanalytic psychotherapypsychoanalytic psychotherapy

• It is more important for the clinician to It is more important for the clinician to understand people than to master specific understand people than to master specific treatment techniquestreatment techniques

– unless one understands someone’s unique, unless one understands someone’s unique, personal subjectivity, one cannot infer the best personal subjectivity, one cannot infer the best treatment approach for that individualtreatment approach for that individual

– how do you go about that? (hint: starts with an how do you go about that? (hint: starts with an “A”…)“A”…)

(McWilliams, 1999)(McWilliams, 1999)

During the clinical During the clinical interview:interview:

• Assess what cannot be changedAssess what cannot be changed– TemperamentTemperament– Congenital conditionsCongenital conditions– Irreversible effects of physical trauma, Irreversible effects of physical trauma,

illness, or addictionillness, or addiction– Unchangeable physical realitiesUnchangeable physical realities– Unchangeable life circumstancesUnchangeable life circumstances– Personal historyPersonal history

““A good understanding of A good understanding of normal development is normal development is

essential.”essential.”• Assess developmental issuesAssess developmental issues

– Why is this person coming for help now?Why is this person coming for help now?

• Does reported stressor represent a conflict Does reported stressor represent a conflict or a developmental arrest?or a developmental arrest?– Are the issues related to a specific phase of life?Are the issues related to a specific phase of life?

• Oral/Symbiotic: conflict of trust & mistrustOral/Symbiotic: conflict of trust & mistrust

• Anal/Separation-individuation: autonomy vs. shame & Anal/Separation-individuation: autonomy vs. shame & doubtdoubt

• Oedipal: conflicts about sexuality, aggression, and/or Oedipal: conflicts about sexuality, aggression, and/or dependencydependency

• What is the individual’s attachment style?What is the individual’s attachment style?

Assess DefensesAssess Defenses

• ““The whole interview process stimulates The whole interview process stimulates defense”defense”

• Characterological vs. Situational Defensive Characterological vs. Situational Defensive reactionsreactions

• What are the short and long-term implications What are the short and long-term implications of identifying/focusing on defenses?of identifying/focusing on defenses?– They may give it up & be overwhelmed or they They may give it up & be overwhelmed or they

may fight you offmay fight you off

• What style of communication is most likely to What style of communication is most likely to reach the individual in front of you? reach the individual in front of you?

Assess AffectAssess Affect

• Feel this. Feel this. Feel this. Feel this?Feel this. Feel this. Feel this. Feel this?

• Transference and countertransferenceTransference and countertransference

• Distinguishing between affect and action Distinguishing between affect and action – some people act without verbalizing– some people act without verbalizing

• AlexithymiaAlexithymia• Shame vs. guilt Shame vs. guilt ((“Guilt is the inner experience of “Guilt is the inner experience of

breaking the moral code. Shame is the inner breaking the moral code. Shame is the inner experience of being looked down upon by the social experience of being looked down upon by the social

group.”)group.”) Fossum & MasonFossum & Mason

Assess IdentificationsAssess Identifications

• Counter-identification (can be life-Counter-identification (can be life-saving, but is usually total & saving, but is usually total & uncompromising)uncompromising)

• EthnicityEthnicity

• ReligionReligion

• RaceRace

• CultureCulture

• SubcultureSubculture

Assessing Relational Assessing Relational PatternsPatterns

• ““How were individual’s connections How were individual’s connections with his or her love objects expressed?”with his or her love objects expressed?”

• What’s their internal world like? What’s their internal world like? (generous (generous or stingy, controlling or permissive, impinging or or stingy, controlling or permissive, impinging or distancing, validating or undermining, exploitive or distancing, validating or undermining, exploitive or supportive, autocratic or consensual, merciful or supportive, autocratic or consensual, merciful or punitive, critical of accepting, warm or cold, active or punitive, critical of accepting, warm or cold, active or passive, inhibited or expressive, passionate or passive, inhibited or expressive, passionate or indifferent, involved or negligent, predictable or indifferent, involved or negligent, predictable or chaotic, stoic or self-indulgent?)chaotic, stoic or self-indulgent?)

• Patterns present and absent in Patterns present and absent in transferencetransference

• Relational themes outside therapyRelational themes outside therapy

Assess Self-EsteemAssess Self-Esteem

• Do the requisites of this person’s self Do the requisites of this person’s self esteem permit me to work effectively esteem permit me to work effectively with him or her? (severe with him or her? (severe psychopathology, borderline, etc. etc.)psychopathology, borderline, etc. etc.)

• The truth hurts. Will it hurt their self-The truth hurts. Will it hurt their self-esteem?esteem?

• Improving self-esteem (help create Improving self-esteem (help create more baskets for their eggs)more baskets for their eggs)

Assess Pathogenic BeliefsAssess Pathogenic Beliefs

• Pathogenic beliefs…notice:Pathogenic beliefs…notice:– General comments about lifeGeneral comments about life– Descriptions of individual historiesDescriptions of individual histories– Repetitive behaviorRepetitive behavior– Transferance reactionsTransferance reactions

• Passing tests (corrective emotional Passing tests (corrective emotional experiences)experiences)

Imagine walking in to your first session Imagine walking in to your first session with a therapist…with a therapist…

• What do you see in the waiting room?What do you see in the waiting room?– Magazines, pictures, brochures, artwork Magazines, pictures, brochures, artwork

that reflect your culture and ethnic that reflect your culture and ethnic background??background??

• What’s your impression of the staff and What’s your impression of the staff and therapist?therapist?– Do you feel confident they recognize Do you feel confident they recognize

individuals from diverse backgrounds have individuals from diverse backgrounds have and desire varying degrees of acculturation and desire varying degrees of acculturation into the dominant culture? into the dominant culture?

Get out yer intakes…Get out yer intakes…

Beck Depression Inventory II (BDI-Beck Depression Inventory II (BDI-II)II)

• Add up the score for each of the Add up the score for each of the twenty-one questions and obtain the twenty-one questions and obtain the total. The highest score on each of the total. The highest score on each of the twenty-one questions is three, the twenty-one questions is three, the highest possible total for the whole test highest possible total for the whole test is sixty-three. The lowest possible score is sixty-three. The lowest possible score for the whole test is zero. Only add one for the whole test is zero. Only add one score per question (the highest rated if score per question (the highest rated if more than one is circled). more than one is circled).

““So what does my BDI-II score So what does my BDI-II score mean?”mean?”

• Below 4Below 4 = possible denial of = possible denial of depression, faking gooddepression, faking good

• 05-0905-09 = these ups and downs are = these ups and downs are considered normal (i.e., suck it up)considered normal (i.e., suck it up)

• 10-1810-18 = mild to moderate depression = mild to moderate depression• 19-2919-29 = moderate to severe depression = moderate to severe depression• 30-6330-63 = severe depression = severe depression• Over 44Over 44 = pretty damn high even for = pretty damn high even for

severely depressed persons; severely depressed persons; possible exaggeration of symptomspossible exaggeration of symptoms

Same for BAISame for BAI

• 0-210-21 = low anxiety = low anxiety

• 22-3522-35 = moderate = moderate anxietyanxiety

• Over 36Over 36 = high anxiety, = high anxiety, may be severemay be severe