Preview (14 of 46 pages)

This Document Contains Chapters 14 to 16 Chapter 14 Clinical and Counseling Assessment AN OVERVIEW The Diagnosis of Mental Disorders Biopsychosocial assessment The Interview in Clinical Assessment Types of interviews Psychometric aspects of the interview Case History Data Psychological Tests The psychological test battery CULTURALLY INFORMED PSYCHOLOGICAL ASSESSMENT Cultural Aspects of the Interview Cultural Considerations and Managed Care SPECIAL APPLICATIONS OF CLINICAL MEASURES The Assessment of Addiction and Substance Abuse Forensic Psychological Assessment Dangerousness to oneself or others Competency to stand trial Criminal responsibility Readiness for parole or probation Diagnosis and evaluation of emotional injury Profiling Custody Evaluations Evaluation of the parent Evaluation of the child Child Abuse and Neglect Physical signs of abuse and neglect Emotional and behavioral signs of abuse and neglect Issues in reporting child abuse and neglect Risk assessment THE PSYCHOLOGICAL REPORT The Barnum Effect Clinical versus Mechanical Prediction Close-up: Assessment of Dangerousness and the Secret Service Everyday Psychometrics: Elements of a Typical Report of Psychological Assessment Meet an Assessment Professional: Meet Dr. Joel Goldberg Self-Assessment TERM TO LEARN Profiling referred to by the FBI as “criminal investigative analysis,” a crime-solving process that draws upon psychological and criminological expertise applied to the study of crime-scene evidence. Some relevant reference citations: Sulkowski, M. L., & Lazarus, P. J. (2011). Contemporary responses to violent attacks on college campuses. Journal of School Violence, 10(4),338-354. Taylor, S., Lambeth, D., Green, G., et al. (2012). Cluster analysis examination of serial killer profiling categories: A bottom-up approach. Journal of Investigative Psychology and Offender Profiling, 9(1), 30-51 Wortley, S., & Owusu-Bempah, A. (2011). The usual suspects: Police stop and search practices in Canada. Policing & Society, 21(4), 395-407. For class consideration: Controversy exists as to whether profiling is an activity that clinicians be involved in. What is your view on the subject? How are clinical psychologists prepared (or not prepared) to play a meaningful role in crime-solving? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. At almost any point in time, there is some current issue in the news that has some relation to the assessment of psychopathology. It may be entertainment-related news, relating for example, the use of drugs or alcohol by a celebrity. It may also be a more serious story, such as issues related to psychological profiling to solve a crime or evaluation of the competence of a high profile defendant. Select whatever news story is current, and begin the lecture by stimulating discussion with reference to it. Then, have students discuss aspects of Chapter 14’s content with reference to the issues involved in the news story. Answer: Starting the lecture by discussing a current news story related to the assessment of psychopathology can provide a relevant and engaging entry point for students. By selecting a news story that captures their attention, such as celebrity substance abuse or the use of psychological profiling in criminal investigations, educators can stimulate discussion and encourage students to explore the real-world applications of Chapter 14's content. Guiding students to analyze the news story through the lens of psychopathology assessment prompts critical thinking about diagnostic criteria, assessment methods, and ethical considerations. Moreover, connecting theoretical concepts to contemporary issues enhances students' understanding of the relevance and implications of psychopathology assessment in various contexts. Through this approach, students develop a deeper appreciation for the complexities and practical applications of psychological assessment in addressing societal challenges and informing professional practice. 2. In this chapter, there is some discussion devoted to the question, “What constitutes a psychological disorder?” This open-ended question could be a useful starting point for a discussion of some of the issues covered in this chapter related to organizing a classification system such as the diagnostic manual published by the American Psychiatric Association. Answer: Initiating a discussion on the question "What constitutes a psychological disorder?" provides a valuable entry point for exploring the complexities of organizing a classification system for psychological disorders, such as the diagnostic manual published by the American Psychiatric Association. This open-ended inquiry encourages students to critically examine the criteria used to define and categorize psychological disorders, considering factors such as distress, impairment, deviation from cultural norms, and biological underpinnings. By engaging in this discussion, students can explore the challenges of balancing diagnostic precision with the need for flexibility and inclusivity in classification systems. Additionally, students may consider the cultural and societal influences on the conceptualization and classification of psychological disorders, reflecting on the importance of cultural competence in assessment and treatment. Through this discussion, students deepen their understanding of the complexities inherent in defining and classifying psychological disorders, fostering critical thinking and appreciation for the nuances of diagnostic practice. 3. Many students have been exposed to forensic psychology in the media. Discuss how it is different in real life. More specifically, discuss how forensic psychological evaluations are used to establish a defendant’s competency to stand trial or criminal responsibility. How are tools of psychological assessment used in other forensic applications such as evaluation of readiness for parole or probation. How are psychological tools of assessment used in child custody disputes? What other ways are tools of psychological assessment used in a forensic context? Answer: Contrasting portrayals of forensic psychology in the media with its real-life applications offers students insights into the nuanced and multifaceted nature of the field. In reality, forensic psychological evaluations serve critical roles in legal proceedings, such as assessing a defendant's competency to stand trial or criminal responsibility. These evaluations involve comprehensive assessments of mental health, cognitive functioning, and decision-making capacity to determine an individual's ability to understand and participate in legal proceedings or to be held accountable for their actions. Additionally, psychological assessment tools are employed in other forensic contexts, such as evaluating readiness for parole or probation, assessing risk of recidivism, and informing sentencing recommendations. In child custody disputes, psychological assessments aid in evaluating parental fitness, assessing parent-child dynamics, and determining the best interests of the child. Moreover, psychological assessment tools are utilized in various forensic applications, including assessing competency for witness testimony, evaluating malingering or feigned symptoms, and providing expert testimony on psychological factors relevant to legal cases. By exploring these real-life applications, students gain a deeper understanding of the diverse roles and responsibilities of forensic psychologists in the legal system. 4. Many students have had experience with interviews in different contexts ranging from an employment interview to an interview for membership in a club or organization. Have students share some of these experiences with particular emphasis on what makes for good and not-so-good interview styles. Here is a list of sample questions for their consideration: - What skills are necessary to conduct a good clinical interview? - Was the interviewer warm and accepting or cool and aloof? - Were the questions posed open-ended or closed-ended? - Which types of questions were more productive? - Did you feel the interviewer understood you? - How did the interviewer convey that understanding? - Did you feel at ease throughout the interview? - How important is it that the interviewee feel at ease? - In what ways did the interviewer try to put you at ease? - How did the interviewer attempt to put you at ease? - Was the interview structured or unstructured? - Which type of interview would have worked best, given the particular objectives of the interview? Answer: Encouraging students to share their experiences with interviews across different contexts can provide valuable insights into effective interview styles. Students may reflect on the skills necessary to conduct a good clinical interview, such as active listening, empathy, and rapport-building. They can consider the demeanor of the interviewer, noting whether they were warm and accepting or cool and aloof, and how this affected the interview experience. Discussing the types of questions posed, whether open-ended or closed-ended, allows students to evaluate which approach was more productive in eliciting meaningful responses. Students may also reflect on whether they felt understood by the interviewer and how this understanding was conveyed, highlighting the importance of empathy and validation in effective interviewing. Additionally, students can consider the importance of feeling at ease during the interview and discuss strategies used by interviewers to promote a comfortable atmosphere, such as active listening, nonverbal cues, and establishing rapport. Finally, students can reflect on the structure of the interview and consider which type, structured or unstructured, would have been most effective based on the interview objectives, such as gathering specific information or building rapport and trust. Through this discussion, students gain a deeper understanding of the key components of effective interviewing and the importance of tailoring interview styles to meet the objectives of the interaction. 5. Reference is made to various types of interviews in this chapter. For each of the various types, have students envision a situation where that type of interview would be most applicable. So, for example, in what type of situation do students believe a hypnotic interview is most applicable? What about a stress interview? a cognitive interview? Answer: Exploring different types of interviews and their applicability in various situations prompts students to consider the nuanced role of interview techniques in different contexts. For example, students may envision a hypnotic interview being most applicable in therapeutic settings, particularly for addressing trauma or accessing repressed memories where hypnosis may aid in relaxation and accessing subconscious experiences. In contrast, they might perceive a stress interview as suitable for assessing how individuals perform under pressure, such as in job interviews or high-stakes situations where decision-making skills are critical. When discussing a cognitive interview, students may envision its utility in forensic contexts, particularly in law enforcement investigations where it can enhance memory recall and retrieval of details from witnesses or victims of crimes. By considering the situational contexts in which each type of interview is most applicable, students gain a deeper understanding of the strategic use of interview techniques to achieve specific goals and outcomes. This exercise fosters critical thinking and application of theoretical concepts to real-world scenarios, enhancing students' proficiency in interview methodology across diverse professional settings. IN-CLASS DEMONSTRATIONS 1. Bring something to class (a) Bring in forensic assessment materials Bring in for discussion samples of other instruments used to assess forensic variables such as competency to stand trial. (b) Bring in custody evaluation materials Bring in for discussion samples of other instruments that might be used in evaluations for child custody. (c) Bring in resources for evaluation of dangerousness Bring in samples for discussion of instruments that could be used to assess dangerousness to oneself or others. (d) Bring in resources for evaluation of child abuse and/or neglect Bring in samples for discussion of instruments that could be used to assess child abuse or neglect. (e) Bring in resources for evaluation of substance abuse Bring in samples for discussion of instruments that could be used to assess aspects of problems with substance abuse. 2. Bring someone to class. (a) Invite a clinical or counseling psychologist with expertise in interviewing to class. This guest speaker could discuss the importance of interviews and how to make them maximally effective. This guest speaker could role-play with a volunteer from the class an actual interview, perhaps incorporating some of the “ADDRESING” guidelines cited in the text for use with culturally different interviewees. Ask the speaker to comment on how other tools of psychological assessment, such as the case study and tests, are used with interview data to form opinions and devise recommendations. (b) Invite an attorney, a judge, or a forensic psychologist with expertise in forensic assessment issues to class. The guest could speak, from a legal perspective, on assessment-related issues such as competency, insanity, dangerousness, duty to warn, profiling, or readiness for parole or probation, and so on. (c) Invite a mental health professional who conducts custody evaluations. Invite to class a local psychologist or psychiatrist who specializes in performing child custody evaluations. The guest speaker could describe the tools of psychological assessment used as part of a typical evaluation. The guest speaker might also wish to comment on some of the obstacles to getting testimony accepted into the court record. (d) Invite a profiler to class. Contact your local police department to see if there is someone in the community who serves as a profiler who can speak on the use of tools of psychological assessment in solving crime. Invite the profiler to class to relate experiences. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role-Play Exercises (a) Faking Good and Faking Bad on a Test This exercise could be used as a point of departure for discussing why face validity is a double-edged sword. One student could role-play taking the Beck Depression Inventory with instructions to “fake good” while another student could role-play taking the test with instructions to ‘fake bad.” What observations did the class make as the test was administered to these two students? (b) Mental Status Examination Role-Play In advance of this role play exercise, one student researches the current version of the DSM for the criteria that defines a particular mental disorder. That student then role plays the role of “Patient” with that disorder as another student (playing the role of “Interviewer”) conducts a mental status examination. Afterward, the student who played the role of Interviewer, as well as the rest of the class, is asked for diagnostic impressions of the role-playing interviewee. Was the interviewer, or class members, able to “correctly” diagnose the patient’s presenting disorder? (c) Structured Interview Role-Play Bring to class a structured interview such as the Structured Clinical Interview, the Structured Pediatric Interview, or the Child Assessment Schedule. Next, divide the class into pairs of students where one student will administer the interview to another (role-playing) student. All students then reverse roles so that every student takes a turn both as an interviewer and an interviewee. 2. Debate: Managing Managed Care In advance of this debate, all students will read up on issues related to managed care as they pertain to clinical assessment. Then, the class will be divided into three groups for a debate: (1) Clinical Assessors, (2) Managed Care Representatives, and (3) Arbitrators. The Clinical Assessors go first, setting forth their gripes with managed care. The Managed Care Representatives reply. A discussion follows. The Arbitrators then give their informed determination as to who made the better case for their respective position. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. (a) Arrange a field trip to visit a local child protection agency. Ask a representative from a local child protection agency to address the class on-site about state child abuse and child neglect laws and how they are enforced. What role does psychological and behavioral assessment play in evaluating child abuse and neglect? (b) Arrange a field trip to the courthouse Call the local courthouse to obtain information regarding when a case involving psychological assessment (for competency, sanity, involuntary hospitalization, etc.) is on the court calendar. Arrange for the class to sit in the gallery and observe the proceedings. (c) Arrange a field trip to a local treatment facility for substance abuse. Ask a representative from a local substance abuse facility to address the class on-site about how inpatient clients are assessed, pre- and post-treatment. What tools are used in these assessments? How useful are these tools in the rehabilitation process? What role, if any, does self-report play in assessment? How useful do self-reports tend to be? What role, if any, do cultural factors play in substance abuse? SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercises (a) Thinking about what constitutes a mental disorder Students are assigned the task of writing an essay entitled, “What is a psychological disorder?” In that essay, they are encouraged to show their understanding of the obstacles that exist to coming up with a globally accepted definition of “psychological disorder.” (b) Critically evaluating profiling Students are asssigned the task of writing an essay with these instructions: “From what you have read in the text, and drawing on outside sources, write a report on profiling that critically evaluates the question of whether psychologists should be involved in this activity.” (c) Critically thinking about the biopsychosocial approach The biopsychosocial approach, at least at an intuitive level, seems to be a very reasonable approach. And yet, it does not seem to be an approach that is entusiastically endorsed by clinicians. Why do students think this might be the case? What obstacles are there in the way of implementing a true biopsychosocial approach to assessment? 2. Generative Thinking Exercises (a) Generating new descriptions of psychological disorder Have the class generate one-sentence definitions of psychological disorders not found in the current edition of the DSM. (b) Generating “Aunt Fanny” descriptions As an example of the Barnum or Aunt Fanny effect, the textbook contains one example of a bogus description of someone that was supposedly derived on the basis of a personality test. In this task, students write their own, original “Aunt Fanny” description; one paragraph or so should be sufficient. 3. Read-then-Discuss Exercises (a) Test use in clinical versus counseling applications Although there is a great deal of overlap between tests used in clinical versus counseling applications, there are some types of tests in use that do not overlap between these two fields. Students will come to class prepared to discuss general trends in differences in psychological test use between clinical and counseling psychologists. (b) Profiling in the schools Prior to class, students are assigned the task of reading about proposed uses of profiling at school and universities. On a pre-appointed day, they come to class prepared to participate in a roundtable discussion where they share their opinions about such profiling. 4. Research-then-Report Exercises (a) Clinical versus more traditional measures Students will select an area of evaluation that they would like to know more about and then write a report on that area. The report will focus on the tools of evaluation used. In particular, the report will contrast the use of behavioral measures in this area with the use of more traditional tools of assessment. (b) The expert witness on mental health in court Expert witnesses can be extremely helpful in helping judges and juries arrive at informed decisions. Then again, expert witnesses can be “hired guns” who are really only selling biased opinions for a fee. Students are assigned the task of writing a report on the use in court of expert witnesses from the mental health community. (c) Use of psychological tools of assessment in civil cases In Chapter 14, students learned about how psychological tests could be used in the courtroom in criminal cases. But psychological tests also have a place in civil litigation as well. Students are asked to explore the role of clinical instruments in civil litigation in a report entitled, “The Use of Psychological Tests in Civil Litigation.” 5. Video-recording exercise Video-recording an interview for critique and discussion Students are assigned the task of video-recording one interview from any news or entertainment-related television they select. The entire interview, or interview segment, should run no longer than five minutes. Students then write a report critiquing the interview according to principles of good interviewing they have gleaned from the textbook (or other sources). Students should be prepared to bring in both the interview and their report for a class presentation. MEDIA RESOURCES On the Web http://www.behavenet.com/capsules/disorders/dsm4TRclassification.htm Detailed information about the DSM-IV-TR. http://www.drug-rehabilitation.com/online_assessment.htm Resources for the diagnosis and treatment of substance abuse. www.apa.org/divisions/div12/homepage.html Information APA Division 12, Clinical Psychology http://www.div17.org/ Information about APA Division 17, Counseling Psychology. http://www.ap-ls.org/ Information about the American Psychology and the Law Society (APA Division 41) and forensic psychology. Worth visiting if only to see their logo: a Psy with scales of justice attached. http://members.optushome.com.au/dwillsh/forensic.htm Site contains links to other sites related to forensic psychology. http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/cs3lk1.htm Detailed information on the legal concept of duty to warn. http://dictionary.law.com Curious about the definition of any legal term? Click on this. http://www.ipt-forensics.com/library/special_problems5.htm http://www.secasa.com.au/index.php/workers/17/41/8 Everything you ever wanted to know about anatomically correct dolls. http://skepdic.com/forer.html Information on the Barnum effect—referred to here as the “Forer” effect. http://www.managedcare-info.com/ www.themcic.com Information about managed care. www.ncpamd.com/mcjokes.htm Jokes about managed care. www.state.sd.us/social/CPS/Services/signs.htm Example of state’s social services Web site; in this case, South Dakota. On DVD, VHS, CD, and Other Media Clinical Interviewing Skills (2012, DVD, no running time listed, WILEY) John Sommers-Flanagan and Rita Sommers-Flanagan introduce students to various aspects of clinical interviewing and more specifically, an intake interview, a mental status examination, and a suicidal interviewee. Are You Good or Evil? (2011, DVD, 50 minutes, FMG) Originally produced by the BBC, this film explores the role of neurological wiring in the expression of morality. Questions regarding the viability of a criminal defense of “defective neural hardwiring” are raised. Basic Attending Skills (2006, DVD, 110 minutes, INS) Useful in elaborating on the role of the interview in assessment, this DVD presents tips on attending as well as the use of open and closed questions in interviewing. Adolescent Assessment: Are We Good Enough? (CD recorded March 11, 2011, no running time listed; SPA). Dr. Nancy Kaser-Boyd of UCLA presents standards of psycho-legal evaluations of juveniles including topics such as competence to stand trial, and suggestibility and false confessions. The Assessment of Trauma-Related Symptomatology (CD recorded March 25, 2010, no running time listed; SPA). Dr. John N. Briere of UCLA discusses trauma-specific psychological assessment and introduces the Trauma Symptom Inventory (TSI-2). Suicide and Self-Harm: Helping People at Risk (No copyright date listed, DVD, 90 minutes, PT.net) Physician Linda Gask provides a perspective on evaluating and helping suicidal clients. Mental Status Exam (1982, VHS, 25 minutes, CSU) Presents a mental status exam including an evaluation of a patient's physical appearance, mood, affect, and thought content. Describes methods for testing orientation, memory, general knowledge, abstract reasoning, judgment, and calculation. Detection and Treatment of Sexually Abused Children (1985, VHS, 30 minutes, PSU) This program was developed by two nurses from the Neuropsychiatric Institute at UCLA to help clinicians meet their responsibility to recognize and document early clues of sexual abuse, to encourage children to disclose abuse, to protect victims from reprisals, and to provide the best possible treatment for victims and their families. Defines sexual abuse and incest, and shows how to identify the physical and behavioral signs of abuse. Presents basic assessment strategies and appropriate nursing techniques. DSM-IV Videotaped Clinical Vignettes (1995, VHS, 116 minutes, MOU) Presents eight vignettes illustrating disorders contained in DSM-IV. Highlights of the DSM-IV (1994, VHS, 180 minutes, APA). Provides a brief overview of the DSM-IV with particular attention to how it differs from DSM-III-R. Managed Care Overview (1998, VHS, no running time listed, PSU) Defines managed care-related terminology and describes the history of managed care in the United States. Substance abuse assessment and appropriate referral (2001, VHS, 60 minutes, CLEMU). Presents tools for the assessment of substance abuse. The World of Abnormal Psychology-Personality Disorders (1992, VHS, 60 minutes, MOU) Illustrates the challenges involved in both the diagnosis and treatment of personality disorders including narcissistic, antisocial, borderline, and obsessive-compulsive personality disorders. Chapter 15 Neuropsychological Assessment THE NERVOUS SYSTEM AND BEHAVIOR Neurological Damage and the Concept of Organicity THE NEUROPSYCHOLOGICAL EVALUATION When a Neuropsychological Evaluation is Indicated General Elements of a Neuropsychological Examination History Taking, the Case History, and Case Studies The Interview The neuropsychological mental status examination The Physical Examination NEUROPSYCHOLOGICAL TESTS AND TEST BATTERIES Tests of General Intellectual Ability Tests to Measure the Ability to Abstract Tests of Executive Function Tests of Perceptual, Motor, and Perceptual-Motor Function Tests of Verbal Functioning Tests of Memory Neuropsychological Test Batteries OTHER TOOLS OF NEUROPSYCHOLOGICAL ASSESSMENT The fMRI Close-up: Fixed versus Flexible Neuropsychological Test Batteries and the Law Everyday Psychometrics: Medical Diagnostic Aids and Neuropsychological Assessment Meet an Assessment Professional: Meet Dr. Jeanne Ryan Self-Assessment TERM TO LEARN fMRI an acronym for functional magnetic resonance imaging that refers to an imaging device that creates real-time, moving images of internal functioning (particularly useful in identifying which parts of the brain are active at various times and during various tasks). Some relevant reference citations: Cameron, I.G., Pari, G., Alahyane, N., et al. (2012). Impaired executive function signals in motor brain regions in Parkinson’s disease. NeuroImage, 60(2), 1156-1170. Dorjee, D., & Bowers, J. S. (2012). What can fMRI tell us about the locus of learning? Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 48(4),509-514. Kishinevsky, F. I., Cox, J. E., Murdaugh, D. L., et al. (2012). fMRI reactivity on a delay discounting task predicts weight gain in obese women. Appetite, 58(2), 582-592. For class consideration: The functional MRI has revolutionized neuropsychology and neuropsychological research. Given such strides in technology, is it time for psychologists to begin to routinely obtain training in reading and interpreting MRI and fMRI output? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. Begin the class by announcing to the class that “This a test.” Actually, it really is—but it may not be the type of quiz that the students may be expecting. It is a test, however, that is discussed in the neuropsychological chapter assigned to students. Distribute two fresh, unlined, white, 8.5” by 11” pieces of paper to all students. When everyone has one, give these instructions: “Using one of these papers, draw the face of a clock. Draw a circle to represent the face of a clock and then put in the numbers, just like a clock. Add arms so that the time the clock is reading ten minutes after eleven. Begin now.” After most students seem to have completed the task, ask students to evaluate their own clock renderings in the same way that a neuropsychologist might evaluate it, in terms of looking for red flags. Of course, none of the students will be expected to have red flags; the discussion should move toward the signs in the clock drawings that a neuropsychologist might be looking for. After a discussion of the red flags that a neuropsychologist might look for in the clock drawings, administer these instructions: “Now take the remaining, blank paper you have and draw another clock. This one should also be reading ten minutes after eleven. However, draw as you believe a 95-year-old with severe cognitive dysfunction due to dementia and delirium would draw the clock. After students have drawn this second clock, have them each explain why they draw it the way they did. Did they draw it as if there was a tremor in the hand? Were there signs of perseveration in the drawing? How did they approach the task? By the way, a number of good resources on the Internet exist for supplementary information about the use of clock drawings in neurological assessment. See, for example, any (or all two) of the following: http://www.neurosurvival.ca/ClinicalAssistant/scales/clock_drawing_test.htm http://alzheimers.about.com/od/diagnosisissues/a/clock_test.htm Answer: Using the clock drawing task as a real-time assessment tool provides an engaging and interactive way to explore neuropsychological concepts in the classroom. By instructing students to draw a clock representing a specific time, followed by a second drawing reflecting severe cognitive dysfunction, educators can illustrate the subtleties and red flags that neuropsychologists observe in clinical settings. Through self-evaluation and group discussion, students can identify potential indicators of cognitive impairment, such as inaccuracies in time representation, spatial disorganization, and motor deficits. This activity encourages critical thinking as students analyze their own drawings and consider how different cognitive functions manifest in visual-spatial tasks. Moreover, exploring supplementary resources on clock drawing assessments enhances students' understanding of the clinical utility and interpretation of this assessment tool in diagnosing neurological conditions. By bridging theory with practical application, this activity deepens students' comprehension of neuropsychological assessment techniques and their relevance in clinical practice. 2. Ask students to think of a neurological disorder with which they have some familiarity (for example, epilepsy, Alzheimer’s etc.). Discuss an individual suffering from such a disorder might present upon examination with respect to each of these four tools of neuropsychological assessment: (1) the history, (2) the neuropsychological mental status examination, (3) the physical examination, and (4) neurological testing. Answer: Exploring how individuals with neurological disorders present during various stages of neuropsychological assessment offers students a comprehensive understanding of clinical evaluation processes. For instance, students may consider Alzheimer's disease and discuss how patients might present during each assessment tool: 1. History: Students can discuss how patients with Alzheimer's disease may report progressive memory loss, difficulty with daily tasks, and changes in mood or behavior during the history-taking process. Family members or caregivers may provide additional insights into the patient's cognitive decline and functional abilities over time. 2. Neuropsychological mental status examination: During this assessment, students may anticipate that patients with Alzheimer's disease could exhibit deficits in memory, attention, executive function, and language skills. They may demonstrate impaired recall of recent events, disorientation to time and place, and difficulty following complex instructions or engaging in abstract reasoning tasks. 3. Physical examination: Students may note physical manifestations associated with Alzheimer's disease, such as changes in gait, muscle weakness, or signs of nutritional deficiencies. They may also observe indicators of overall health status, including weight loss, dehydration, or signs of other comorbid conditions that could impact cognitive functioning. 4. Neurological testing: Students can discuss the use of specific neurological tests, such as the Mini-Mental State Examination (MMSE) or the Montreal Cognitive Assessment (MoCA), to assess cognitive function in patients with Alzheimer's disease. They may anticipate findings of impaired performance on tasks assessing memory, orientation, language, visuospatial abilities, and executive function. By examining how neurological disorders manifest across different assessment tools, students gain insight into the complexities of diagnosing and understanding cognitive impairments in clinical settings. This exercise promotes critical thinking and application of neuropsychological principles to real-world scenarios, enhancing students' proficiency in evaluating and interpreting neurological presentations. 3. One theme that has run through this course is that multiple measures are a better approach to coming decisions on the basis of assessment data than single measures. This is so in neuropsychological assessment as well. So, for opening discussion on the subject of neuropsychological assessment, the question could be raised to the class: “Why is it better for a neuropsychological evaluation to include a history taking, a mental status examination, and the administration of a neuropsychological test battery as opposed to relying on any one of these approaches? What difficulties could you envision if just one of these approaches were relied on to the exclusion of the others? Answer: Integrating multiple measures in neuropsychological assessment ensures a comprehensive understanding of an individual's cognitive functioning and helps mitigate the limitations associated with relying solely on one approach. By incorporating history-taking, clinicians gather valuable information about the patient's medical, developmental, and psychosocial background, providing context for current cognitive symptoms and aiding in differential diagnosis. The mental status examination offers real-time observations of cognitive and behavioral functioning, allowing clinicians to identify acute changes and assess immediate cognitive capacity. Administering a neuropsychological test battery further assesses specific cognitive domains, providing standardized measures of functioning and enabling comparison to normative data. Relying solely on one approach poses several challenges. Depending solely on history-taking may result in incomplete or biased information, as patients may have limited insight into their cognitive difficulties or may underreport symptoms. Similarly, conducting only a mental status examination may overlook subtle cognitive impairments that require more comprehensive assessment through formal testing. Furthermore, administering a single neuropsychological test may lack sensitivity to detect deficits across multiple cognitive domains, leading to misdiagnosis or inadequate treatment planning. By integrating multiple assessment approaches, clinicians can triangulate information from different sources, cross-validate findings, and develop a more nuanced understanding of cognitive strengths and weaknesses. This multidimensional approach enhances diagnostic accuracy, informs treatment planning, and facilitates monitoring of cognitive changes over time, ultimately optimizing patient care and outcomes. IN-CLASS DEMONSTRATIONS 1. Bring something to class (a) Bring in examples of clocks drawn by patients with varying diagnoses. Bring in examples of clocks drawn in response to the Draw-A-Clock test (DCT) from patients with various diagnoses. The drawings can be downloaded from the Web sites listed in the first class discussion exercise suggestion or from other Web sites. (b) The Bender Manual. Bring in the manual for the Bender-Gestalt II and discuss selected aspects of its development, standardization, administration, and interpretation. Compare the second edition of the test to the original. By the way, the authors of the second edition have done just that in a “bulletin” they published. This bulletin is posted online at: http://www.assess.nelson.com/pdf/9-95644_BenderII_ASB1.pdf 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a faculty member Invite a faculty member (from your university or a neighbouring one) who has expertise in some area of neuropsychology or physiology to speak on subjects related to the content of this chapter (such as neuropsychological assessment or brain-behavior relationships). (b) a local neuropsychologist Invite a local neuropsychologist to share with the class how she or he uses various tools of psychological assessment in everyday work. The neuropsychologist might also wish to discuss and demonstrate some of the noninvasive ways to conduct a physical examination (such as by testing certain reflexes); (c) a local neurologist Invite a local physician who is board-certified as a neurologist who can speak on how neurologists collaborate with neuropsychologists, and how neuropsychological tests are used in a medical practice. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role Play: Neuropsychologist and Patient Students will pair-off into teams wherein one student plays the role of Neuropsychologist and the other student plays the role of Patient. The student playing the Patient must complete prior research on a neuropsychological disorder, and come to class prepared to play that role. The student playing the Neuropsychologist must gain general familiarity with a variety of neuropsychological disorders and be prepared to “diagnose” the Patient. The Neuropsychologist interviews the Patient for about ten minutes. At the end of the interview, the Neuropsychologist states what disorder the Patient has. The Neuropsychologist provides a basis for this “diagnosis,” and the Patient discloses what disorder was actually being role-played. 2. Debate: Fixed versus Flexible Batteries After conducting independent study on the pros and cons of fixed versus flexible neuropsychological test batteries, students will debate the merits of these approaches. The class will be divided into three groups: (1) the Fixed Group, (2) the Flexible Group, and (3) the Judges. Groups 1 and 2 will argue for the use of fixed and flexible batteries respectively. Group 3 will then render an informed decision as to which group “won” the debate. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. Arrange a field trip, as a class to either a teaching hospital or a rehabilitation facility. (a) Visit a teaching hospital. Arrange with a hospital-based neuropsychologist to have the class visit the neurological inpatient service of a local teaching hospital. Ideally, the class could follow the neurologist and other students (interns and residents) in their rounds. (b) Visit a rehabilitation facility. Arrange with a neuropsychologist who is based in rehabilitation facility to have the class visit the facility and see, firsthand, the types of activities that are conducted to effect neuropsychological rehabilitation. The host should be prepared to discuss the role of neuropsychological evaluation tools in their everyday work. SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercise: Models of Memory The authors of the text present their own model of memory in this chapter. How does this model compare to others? Students will research other models of memory and then write a report that critically evaluates the model of memory presented in the text. 2. Generative Thinking Exercise: Controlled Word Association One of the tools of evaluation described in the chapter is a task called controlled word association. In controlled word association, the examiner says a letter of the alphabet and respondents then list as many words as they can that begin with that letter. Students may be paired-off in teams to serve alternately as examiner and respondent in a controlled word association task—which also happens to be a generative thinking task. 3. Read-then-Discuss Exercise: Judicial Influences on Neuropsychological Practice All students will prepare for a rountable discussion entitled “Judicial Influences on Neuropsychological Practice” by independently reading materials related to the Chapple case (as described in the chapter Close-up). Students will then come to class with their notes on these issues and discuss and debate matters such as the wisdom of the courts in deciding the admissibility of evidence yielded from fixed versus flexible neuropsychological test batteries. Additionally, students will research and discuss the court decisions since Chapple that have been made with reference to Chapple. Has Chapple been modified since it was handed down? If so, how? Also, if so, has it been modified for the better? 4. Research-then-Report Exercises (a) How neuropsychologists and neurologists work together How do the neurologist and neuropsychologist work together and complement each other? Using published sources in journals and books (e.g., Feinberg & Farah, 2003; Rizzo & Eslinger, 2004), write a report in which the responsibilities of these two professionals are detailed. Where is there overlap? Where is there not? What is the optimal relationship between neuropsychology and neuropsychologists? How is the field of neuropsychology the same and/or different than the field of behavioral neurology? (b) The differences and similarities of different specialty areas within neuropsychology Using sources such as journal articles and books on the subject (e.g., Attix & Welsh-Bohmer, 2006; Baron, 2004; Morgan & Ricker, 2007; Yeates et al., 2000), write a report that compares and contrasts the fields of adult neuropsychology with paediatric neuropsychology and geriatric neuropsychology. What are the special challenges faced by practitioners in each of these three specialty areas of neuropsychology? How does forensic neuropsychology fit into this mix (see, for example, Larrabee, 2005)? (c) On the subject of implicit memory Drawing on the research literature (such as Greenwald & Banaji, 1995; Richardson-Klavehn & Bjork, 1988; Roediger, 1990; and Schacter, 1987) students will write a report explaining what implicit memory is and how it is measured. (d) Locating published reviews and samples of current research for neuropsychological tests or test batteries. Each student chooses one of the neuropsychological tests or test batteries discussed in Chapter 15. The instructor should be sure that all types of tests are represented (e.g. memory, perceptual etc.). Students will then locate and summarize in writing (1) current reviews of the test they have been assigned, and (2) a sampling of the published research being conducted with the test or test battery. At the discretion of the instructor, these reports may simply be handed-in for grading or orally presented in summary form to the rest of the class. 5. Other Assignments and Exercises (a) “Show that you’ve got some brains” Groups of students will be assigned the task of creating a human brain from paper mache. Areas of the brain should be labeled. When presenting their model to the rest of the class, the group should be further prepared to discuss (a) brain/behavior relationships, (b) neuropsychological tests that are targeted to tapping general site areas of the brain, and (c) the areas of the brain that are thought to be involved with specific deficits in functioning such as anopia and ataxia. (b) Interview a school neuropsychologist A team of students will be assigned the task of contact local school districts to inquire if there is a school neuropsychologist on staff—and available to interview. If so, the team will go on-site for the interview, and if possible, videotape the interview (with everyone’s consent, of course). The video may then be shown and discussed in class. MEDIA RESOURCES On the Web http://www.div40.org/ Official Web site for APA Division 40 (Clinical Neuropsychology) http://www.med.umich.edu/1libr/yourchild/devmile.htm Information about developmental milestones. http://faculty.washington.edu/chudler/introb.html Neuroscience for kids; still useful for adults. http://faculty.washington.edu/chudler/lobe.html More neuroscience for kids; this one on the lobes of the brain. http://www.mazeworks.com/hanoi/ A virtual Tower of Hanoi, complete with interactive simulation capability. http://assess.nelson.com/test-ind/bender.html http://www.aphasia.org/ Definitional, diagnostic, and treatment issues regarding aphasia. http://www.crossroadsinstitute.org/memory-program.html A guide to memory for kids but useful for adults as well. http://www.neurosurvival.ca/ClinicalAssistant/scales/clock_drawing_test.htm http://alzheimers.about.com/od/diagnosisissues/a/clock_test.htm www.cumc.columbia.edu/news/review/pdf/p30-34.pdf Three sites for more information about the Draw-A-Clock test and the many scoring systems that have been devised for it. http://www.minddisorders.com/A-Br/Bender-Gestalt-Test.html Written description of errors on the Bender-Gestalt http://gestalttheory.net/info/wbender.html Max Wertheimer’s published comments on Lauretta Bender’s work. www.assess.nelson.com/pdf/9-95644_BenderII_ASB1.pdf Innovative features of the Bender-2 http://content.karger.com/ProdukteDB/produkte.asp?Doi=100772 Abstract in professional journal attesting to the diagnostic use of the Bender. On DVD, VHS, CD, and Other Media The Emotional Brain: An Introduction to Affective Neuroscience (2010, DVD, 33 minutes, DF) Brian Knutson, Ph.D. treats viewers to animation and fMRI images that help explain the interplay of reason and emotion in human decision-making. Discovering the Human Brain: New Pathways to Neuroscience (2007, DVD, 29 minutes, DF) Susan Bookheimer, Ph.D. takes viewers to the UCLA Brain Mapping Center, demonstrating the value of PET and MRI scans, as well as other technology, in understanding brain function. Are You Good or Evil? (2011, DVD, 50 minutes, FMG) Originally produced by the BBC, this film explores the role of neurological wiring in the expression of morality. Questions regarding the viability of a criminal defense of “defective neural hardwiring” are raised. The Brain and Love: Secrets of Your Mind (2010, DVD, 39 minutes, FMG) Are some brains better equipped to experience love than others? The answer to this question is explored in this ABC News documentary, complete with interviews with psychologists and neuroscientists. Development of the Human Brain (1990, VHS, 46 minutes, PSU) Presents the physical development of the brain from conception through age eight. Discovering Psychology-Program 3-The Behaving Brain (1989, VHS, 28 minutes, MOU) The brain's structure and composition along with insights into brain/behavior relationships. Discovering Psychology-Program 4-The Responsive Brain (1989, VHS, 28 minutes, MOU) How the brain controls behavior. Organic Mental Disorders (1992, VHS, 60 minutes, COU) Assessment, treatment, and prognosis for organic mental disorders caused by physical trauma, disease, and exposure to toxic substances. REFERENCES Attix, D. K., & Welsh-Bohmer, K. A. (Eds.) (2006). Geriatric neuropsychology: Assessment and intervention. New York: Guilford Press. Baron, I. S. (2004). Neuropsychological evaluation of the child. New York: Oxford University Press. Feinberg, T. E., & Farah, M. J. (Eds.). (2003). Behavioral neurology and neuropsychology (2nd ed.). New York: McGraw-Hill. Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4–27. Larrabee, G. J. (Ed.). (2005). Forensic neuropsychology: A scientific approach. New York: Oxford University Press. Morgan, J. E., & Ricker, J. H. (Eds.). (2007). Textbook of clinical neuropsychology. New York: Taylor & Francis. Richardson-Klavehn, A,, & Bjork, R. A. (1988). Measures of memory. Annual Review of Psychology, 39, 475–543. Rizzo, M., & Eslinger, P. J. (Eds.). (2004). Principles and practice of behavioral neurology and neuropsychology. Philadelphia: Saunders. Roediger, H. L. (1990). Implicit memory: Retention without remembering. American Psychologist, 45, 1043–1056. Roediger, H. L., & McDermott, K. B. (1993). Implicit memory in normal human subjects. In F. Boller & J. Grafman (Eds.), Handbook of neuropsychology (Vol. 8; pp. 63–181). Amsterdam: Elsevier. Schacter, D. L. (1987). Implicit memory: History and current status. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 501–518. Yeates, K. O., Ris, M.D., & Taylor, H. G. (Eds.). (2000). Pediatric neuropsychology: Research, theory, and practice. New York: Guilford Press. CHAPTER 16 Assessment, Careers, and Business CAREER CHOICE AND CAREER TRANSITION Measures of Interest The Strong Interest Inventory Other Interest Inventories Measures of Ability and Aptitude The General Aptitude Test Battery Measures of Personality Measuring personality traits Measuring personality types The relationship between personality and work performance Other Measures SCREENING, SELECTION, CLASSIFICATION AND PLACEMENT The Resume and the Letter of Application The Application Form Letters of Recommendation Interviews Portfolio Assessment Performance Tests Testing and assessment for aviators and astronauts The assessment center Physical Tests Drug testing COGNITIVE ABILITY, PRODUCTIVITY, AND MOTIVATION MEASURES Measures of Cognitive Ability Personnel selection and diversity issues Productivity Motivation Burnout and its measurement JOB SATISFACTION, ORGANIZATIONAL COMMITMENT, AND ORGANIZATIONAL CULTURE Job satisfaction Organizational commitment Organizational Culture [continued] [Chapter 16 Table of Contents, continued] OTHER TOOLS OF ASSESSMENT Consumer Psychology The Measurement of Attitudes Measuring implicit attitudes Surveys Motivation Research Methods Behavioral observation Other methods Close-up: Validity Generalization and the GATB Everyday Psychometrics: Assessment of Corporate and Organizational Culture Meet an Assessment Professional: Meet Dr. Chris Gee Self-Assessment TERM TO LEARN Dimensional qualitative research (DQR) an adaptation of Lazarus’s multimodal clinical approach for use in qualitative research applications, designed to ensure that the research is comprehensive and systematic from a psychological perspective and is guided by discussion questions based on the seven modalities (or dimensions) named in Lazarus’s model, which are summarized by the acronym BASIC ID (behavior, affect, sensation, imagery, cognition, interpersonal relations, and drugs); Cohen’s adaptation of Lazarus’s work adds an eighth dimension, sociocultural, changing the acronym to BASIC IDS. Some relevant reference citations: Cohen, R. J. (1999). What qualitative research can be. Psychology & Marketing, 16, 351-368. Martin, D., & Woodside, A.G. (2011). Gestalt modeling of international tourism behavior: Applying dimensional qualitative research in constructing grounded theory. Psychology & Marketing, 28(10), 998-1026. Sargeant, A, & Shang, J.(2011). Bequest giving: Revisiting donor motivation with dimensional qualitative research. Psychology & Marketing, 28(10), 980-997. For class consideration: How might DQR be applied to focus group research on new products? How might DQR be applied to focus group research on existing products (ranging from automobiles to snack foods)? What other potential applications are there for a dimensional approach to qualitative research? CLASS DISCUSSION QUESTIONS Here is a list of questions that may be used to stimulate class discussion, as well as critical and generative thinking, with regard to some of the material presented in this chapter of the text. 1. Much of this chapter is concerned with pre-employment counseling and personnel psychology. A logical approach to this material might entail beginning a class with references to adages such as the one about "getting the right person for the right job" or not "trying to fit a square peg into a round hole." This may then lead into a discussion of what person-job elements must mesh for the chances of a satisfactory outcome (“outcome” here referring to everything from a “satisfactory work life” to “a satisfactory career,” to “a satisfactory life)? What is the role of variables such as interest, aptitude, and personality in work success? Students may be encouraged to come up with specific job descriptions and then match those descriptions to “personality types” they believe would do well at that job. Answer: Initiating a class discussion with adages emphasizing the importance of aligning individuals with suitable jobs sets the stage for exploring the dynamics of person-job fit in pre-employment counseling and personnel psychology. Students can reflect on the essential elements that contribute to satisfactory outcomes in work settings, considering factors such as interest, aptitude, and personality. By encouraging students to conceptualize specific job descriptions, educators can facilitate the application of theoretical concepts to practical scenarios, prompting students to identify personality traits and characteristics conducive to success in various roles. This interactive exercise fosters critical thinking and engagement as students analyze the interplay between individual attributes and job requirements, highlighting the significance of person-job fit in optimizing workplace performance and career satisfaction. Through exploration and discussion, students gain insights into the complexities of personnel selection and the role of psychological factors in shaping work outcomes. 2. Using the chapter’s Everyday Psychometrics as a point of departure, begin a class discussion on this chapter with comments about the elements of a corporate culture. Draw parallels between the organizational culture of a corporation, and that of a university. Then, begin a discussion about a group formulation of how the organizational culture at your university could best be described. If you wish to students to carry this exercise one step further, have the class devise a brief (say, no more than 10-item) questionnaire designed to further understand the organizational culture at your university. Each student will then interview one faculty member—no one faculty member should be interviewed twice—with the class-devised questionnaire. Students return to class on an appointed day to discuss their findings and complete their formulation of the organizational culture at the university. Answer: Initiating the chapter discussion by exploring elements of corporate and university cultures sets the stage for understanding organizational dynamics. Drawing parallels between these contexts allows students to recognize commonalities and differences in values, norms, and practices. Transitioning to a group formulation of the university's organizational culture encourages active participation and critical thinking as students collaborate to articulate shared perceptions and experiences. By devising a brief questionnaire tailored to explore specific aspects of the university culture, students engage in applied research and gain practical insights into organizational behavior. Conducting interviews with faculty members further enriches the learning experience, providing firsthand perspectives and diverse viewpoints on the university's culture. The subsequent class discussion enables students to synthesize findings, identify patterns, and refine their understanding of the organizational culture, fostering deeper insights into the factors shaping institutional identity and functioning. 3. Class members can be encouraged to share “career guidance” experiences they have had with from family and friends. What criteria do friends and family use when evaluating the suitability of various careers, and the student’s suitability for that career? How are the criteria employed by counselors, as well as tools of assessment, different? Answer: Encouraging students to share their career guidance experiences from family and friends provides valuable insights into the diverse perspectives and criteria used in career decision-making. Students may highlight criteria such as salary potential, job stability, work-life balance, personal interests, and alignment with individual strengths and values, as commonly emphasized by friends and family. Contrasting these criteria with those employed by career counselors reveals differences in approach and emphasis. Counselors often utilize formal assessment tools, such as interest inventories, aptitude tests, and personality assessments, to provide objective insights and tailor recommendations to individual needs and preferences. Unlike informal advice from friends and family, career counselors adopt a holistic and evidence-based approach, considering multiple factors and providing personalized guidance to support informed decision-making and long-term career success. Through this comparison, students gain an appreciation for the role of professional guidance in navigating career choices and the value of integrating subjective insights with objective assessment in career planning. 4. As a follow-up to the Close-up on validity generalization and the GATB, lead a class discussion on the concept of validity generalization and how it relate to personnel selection. What are the implications of validity generalization for personnel directors? What are the implications of validity generalization for hiring for positions in municipal and state government? Answer: Initiating a class discussion on validity generalization and its implications for personnel selection fosters critical thinking and deeper understanding of assessment practices. Validity generalization, as discussed in the Close-up on the General Aptitude Test Battery (GATB), refers to the extent to which validity evidence from one context can be generalized to another. Students can explore how validity generalization streamlines personnel selection processes by allowing organizations to leverage existing validity evidence across diverse job roles and settings. Personnel directors benefit from validity generalization as it enables them to make informed decisions about the selection tools to use based on established validity across a range of occupations. Moreover, validity generalization enhances fairness and equity in hiring practices by ensuring consistency and validity in selection procedures for positions in municipal and state government. By engaging in this discussion, students gain insights into the practical implications of validity generalization for personnel management and its broader implications for promoting merit-based hiring practices in public sector organizations. 5. Class members can be encouraged to share experiences as subjects in marketing research. What tools of assessment were used? In-depth interviews? Focus groups? Mall intercept? Mail questionnaires? Telephone surveys? The discussion can be directed to opinions as to the psychometric soundness and utility of the tools of assessment employed. Which technique do students believe is best for which sort of research? Answer: Encouraging class members to share their experiences as subjects in marketing research provides valuable insights into the various tools of assessment used in this field. Students may discuss their involvement in in-depth interviews, focus groups, mall intercept surveys, mail questionnaires, telephone surveys, and other research methodologies. They can reflect on the psychometric soundness and utility of these tools, considering factors such as reliability, validity, response rates, and participant engagement. Through discussion, students may identify strengths and limitations of each technique, highlighting their suitability for different research objectives and target populations. For example, in-depth interviews and focus groups may offer rich qualitative data but require more time and resources, while mail questionnaires and telephone surveys provide larger sample sizes but may have lower response rates. By examining these experiences and opinions, students develop a nuanced understanding of the strengths and limitations of various assessment tools in marketing research and their applicability to different research contexts. IN-CLASS DEMONSTRATIONS 1. Bring something to class (a) Bring in a test manual. Bring in the test manual for any of the tests discussed in this chapter. For example, you may bring in the manual for the Strong Interest Inventory or the Self-Directed Search. Alternatively, you may wish to bring in a manual for tests having to with career entry, career transition, or career exit (retirement). Discuss issues related to the theoretical basis of the test that you bring in for discussion as well as the test’s psychometric soundness and utility. (b) Bring in a print ad or a commercial Cut out an intriguing advertisement from a popular magazine or video-record a commercial from television. Have your class, as a group, play consumer psychologist by analyzing the ad in terms of variables such as positioning of the advertised product. Have the class grapple with what the ad or commercial might “really” be selling; what “hot buttons” of the prospective consumer is the advertiser trying to press? 2. Bring someone to class. Invite a guest speaker to class. The guest speaker could be: (a) a Department of Marketing faculty member Invite a faculty member (from your university or a neighbouring one) in the Department of Marketing who can further enlighten class members on how tools of psychological assessment can and have been applied to questions regarding consumer behavior. (b) a Psychology Department faculty members with expertise in a particular test Invite a colleague on the faculty, with expertise in the use of the Strong Interest Inventory and/or the Myers-Briggs Type Indicator to address class members about how data from these tests are actually used at the university counseling center. (c) an I/O psychologist Invite an industrial/organizational psychologist employed by a local firm who can explain in detail what everyday work life is like. (d) an engineering psychologist Invite an engineering psychologist employed by a local firm who can explain in detail what everyday work life is like. (e) a consumer psychologist Invite a local consumer psychologist or market researcher who conducts focus groups (either as a corporate employee or freelancer) who can provide students with firsthand insights in consumer behavior research. (f) a counselor from a university counseling center Invite a counselor from the university counseling center with expertise in career guidance to speak on experiences and insights with regard to career entry, career transition, and, if possible, career exit. (g) a lawyer Invite a local attorney who specializes in employment issues to speak on legal issues related to psychological test use in the business world. What types of tests have been most challenged in the courts? Alternatively (or additionally), this guest speaker could address related issues such as litigation regarding discrimination on the basis of gender or culture. (h) an employment counselor Invite an employment counselor based at your local office of the state department of vocational rehabilitation services (assuming, of course, that there is such an office). The counselor could address topics such as: (i) state guidelines for use of psychological tests for vocational selection, placement, and classification, and (ii) aspects of how the Americans with Disabilities Act have been implemented in state regulations and law. IN-CLASS ROLE-PLAY AND DEBATE EXERCISES 1. Role-Play: Conduct a Focus Group. This is an exercise that can be done with one, two, or three (or more) groups of students, with seven students in each group (one student playing the role of Focus Group Moderator, and the remaining six students playing the role of Focus Group Respondent). The Moderator is responsible for bringing in the stimulus material for consideration by the Respondents, and for creating the Moderator Guide for conducting the focus group. The stimulus material may be a television commercial (video-recorded off-air), a radio commercial (recorded off-air), a print ad (clipped from any well known magazine) or a real product. Accordingly, this exercise could be conducted with different groups respectively called “The Television Commercial Evaluation Group,” “The Radio Commercial EvaluationGroup,” “The Print Ad Evaluation Group,” or “The Real Product Evaluation Group.” Students are oriented to the task with instructions such as the following: As a means of sampling the world of consumer psychology, you will gain firsthand experience in the conduct of a focus group. One of you will assume the role of Focus Group Moderator, and a group of six students will assume the role of Focus Group Respondents. The Moderator will be responsible for acquiring the stimulus material to be evaluated (a recorded television commercial or a recorded radio commercial, or a print ad cut from a magazine, or a real product). The Moderator will also be responsible for creating a list of questions (or “moderator guide”) about the stimulus materials. The Moderator will want to probe what the group is thinking and feeling in response to the presentation of the stimulus materials. For example, if the stimulus material is a television commercial for a soft drink, are the people pictured in the commercial the kind of people the students would like to have a soft drink with? If it's a radio commercial, do the students think it would have the "stopping power" to break through the clutter of commercials on the radio and make them stop and listen? What about a print ad as the stimulus? If the Focus Group Respondents saw it in the newspaper or magazine, would they attend to it or just keep turning pages? The focus group exercise could run for about 20 minutes or so. Afterwards, the class re-unites and discusses what was learned from the exercise in terms of issues such as, (1) why advertising (or new products) work or fails to work, and, (2) the methods by which the success or failure of advertising can best be assessed, (3) the value and limitations of focus groups as a means of evaluating advertising and new products. 2. Debate: The Pros and Cons of Aptitude Tests All students will read up in advance on the pros and cons of the use of aptitude tests in the workplace. The class will be divided into three groups: a Pro group, a Con group, and Judges. A debate will be held on the subject of whether the use of aptitude tests in the workplace should be encouraged or discontinued. Judges will render an informed decision as to who won the debate by providing their own input on the issues raised. OUT-OF-CLASS LEARNING EXPERIENCES 1. Take a field trip. (a) Visit the university counseling center for testing At the university counseling/testing center, students will take the Strong Interest Inventory, Revised Edition. After everyone has received back their findings, discuss them in class in terms of variables such as their perceived validity. (b) Visit the state employment service offices for testing Assign one or more students to visit the state employment service and register to take the General Aptitude Test Battery (GATB). Encourage all of the students who takes the GATB to share their experiences with the test with the rest of the class. (c) Visit the human resources office of a local, large corporation Arrange a visit to the human resources office of a large corporation. Arrange for the personnel director to address the group on the use of tests and other tools of assessment (such as application blanks, references, and the interview) in the personnel selection/retention process. What role do tools of assessment play in the hiring of new employees, and the transfer or promotion of existing employees? What opinions does the personnel director express about the use of assessment in pre-employment counseling? (d) Visit the offices of a local politician such as a state senator Arrange a visit to the offices of a local politician and a presentation about how surveys are conducted and used for reelection and other purposes. An assistant to a local state or municipal representative may be available to address the class regarding the construction and implementation of surveys for use by politicians. SUGGESTED ASSIGNMENTS 1. Critical Thinking Exercises (a) On the appeal of the MBTI The Myers-Briggs Type Indicator has by no means garnered sterling reviews from professionals in the field of assessment. Still, it has endured as a very popular test, especially with regard to commercial applications. Students will be encouraged to write an essay expressing their opinion regarding reasons for the continued popularity of the MBTI. (b) Attitude measurement in clinical versus consumer applications Clinicians and consumer psychologists both measure attitudes. But are they really measuring the same sorts of things? Students will answer this question with a yes or a no and then write a few paragraphs to support their position. (c) Are implicit attitudes unconscious? Class members will each write their own essay with this title and then gather for a roundtable debate on the issue. In their written reports, students may wish to cite sources that were also cited in the chapter, or cite other published sources. Sources cited in the chapter included:Amodio et al. (2006); Banaji (2001); Citrin and Greenwald (1998); Forehand and Perkins (2005); Friese et al. (2007); Gawronski and Bodenhausen (2007); Greenwald and Banaji (1995); Greenwald et al. (1998); Greenwald and Nosek (2001); Nock and Banaji (2007); Nosek et al. (2007); Payne et al. (2007); Phelps et al. (2000); Teachman (2007); and Vanman et al. 1997. 2. Generative Thinking Exercises (a) “I have an aptitude for…” This is a three-part exercise. In Part 1, students list all of the things they believe they have an aptitude for. In Part 2, they provide evidence to back up the things that they have listed in Part 1. In Part 3, they write a paragraph or so expanding on the nature each of these aptitudes, including thoughts as to how these aptitudes could best be measured in other people. (b) “This could be used for…” Students are asked if they remember the O’Connor Tweezer Dexterity Test from the chapter. (If not, they are advised to go back to the chapter and find the picture of it and the discussion of it). One of the published uses for this test is in screening assistants for a cosmetic procedure involving hair transplants (Brandy, 1995). But while looking at the picture of this instrument in the text, students are asked come up with another possible use for it. (c) Performance is what counts Students are given the following instructions: List 5 jobs that you think could best be screened for through the use of a performance sample. Then write a one-paragraph description for each, describing your idea for the performance smaple to be employed. (d) “You’ve got the personality for that job!” Students are given the following instructions: List five jobs that you think require a specific type of personality to do best at. Then, in no more than a paragraph for each, describe the person with the ideal personality for that job. 3. Read-then-Discuss Exercises (a) On letters of reference Students will conduct independent research on the advantages and limitations of letters of recommendation. They will come to class prepared to discuss their findings in a roundtable discussion. Option: Have them play the role of a graduate school admissions committee deciding upon what weight such letters should be given in the application process. (b) Race-norming and the GATB Using their textbook as well as other sources, students will research issues related to the race-norming controversy that arose with respect to GATB scores. They will come prepared to discuss these issues in class. (c) Gender differences in interest inventories Students can prepare a paper discussing the types of gender differences that have been found in large-scale studies of vocational interest and aptitude inventories/tests? The students can take a position on whether or not these differences challenge the reliability and validity of the tests and if they raise the issue of whether or not the tests are biased. Encourage students to refer back to previous discussions of test bias in the course. 4. Research-then-Report Exercises (a) Report on assessment center methodology Students are instructed as follows: Write a report on the assessment center; from its first inception, to its current applications, to its future. (b) Selection, classification, and placement. Students are instructed as follows: Differentiate the terms selection, classification, and placement. Provide an example or two from the published literature of each. Discuss the tools of assessment used in each of these applications. (c) Productivity and culture: Is there a relationship? Students are instructed as follows: Research the relationship—or non-relationship—between culture and productivity. Write a report of your findings. (d) Integrity test use in the corporate world How do corporations use integrity tests? Has there been a trend towards more or less usage of these tests in the business world? Students are asked to respond to these and related questions. They are asked to describe the uses to which data from integrity tests are put, as well as the reliability, validity, and utility of such data. (e) The face of burnout in different occupations Students, or groups of students could be assigned the task of writing a report on what “burnout” presents like in different occupational groups (such as caregivers, first-responders, etc.). After all of the reports have been written and turned-in, the students could then meet for a rountable discussion on similarities and differences with regard to the causes of burnout in different professions. Some articles students may want to use as resources for their reports include: Ahola et al.(2008); Bellingrath et al. (2008); D'Amato and Zijlstra (2008); Fahrenkopf et al. (2008); Ilhan et al. (2008); Narumoto et al. (2008); Ranta and Sud (2008); and Schaufeli et al. (2008). (f) Assessment in sport psychology Students, or groups of students, will select any aspect of sport psychology that they would like to know more about, and then write a report on how tools of assessment are used with regard to that aspect of sports psychology. Some sample sources students may wish to consult are as follows: Allen (2008); Bougard, et al., (2008); Brotherhood (2008); Donohue et al. (2007); Fox (2008); Gordon (2008); Stoeber et al. (2008); and Webbe (2008). 5. Other Assignments and Exercises (a) What’s wrong with application forms? We have all had experience with application forms. What is wrong with them? How can they be made better? Students will write a brief essay entitled, “The Problem with Most Application Forms.” The essay will conclude with specific suggestions for improvement. (b) Enhancing understanding of burnout. Students are instructed as follows: Obtain an application form for employment at a local fast food restaurant. Photocopy this blank form so that you now have two blank forms. Fill out one of the forms as if you really want the job. Fill out the other form as if you really want the job but are totally “burned out.” To do this right, by the way, you’re going to have to do a little independent reading-up on the subject of burnout. Bring the two forms to class for discussion. (c) Corporate culture assessment Drawing on the information provided in the chapter’s Everyday Psychometrics, have students prepare an interview of any one person that they know (or can get to participate) who works for a corporation. The individual must agree to participate in a survey about the culture within that corporation. Students will then participate in a roundtable discussion with other students to discuss differences in interview methods and findings. Participant/informants should be promised—and granted—confidentiality with respect to their responses. The thrust and focus of this exercise should be on the methodology employed to assess the corporate culture rather than on the findings. (d) Conduct an in-depth interview with a consumer (and fellow student) Students are asked to approach a person they know who is wearing clothing that features the designer’s name prominently; the purpose will be to ask the individual if he or she would be willing to participate in a brief interview. The interview will attempt to assess what motivates the person to buy such clothing. Impressions, based on the interview, are recorded in a one-page report that can be shared during class discussion (keeping the name of the interviewee anonymous). (e) Conduct a survey and an interview of high school guidance counselors Divide students into groups and assign them to visit local high school guidance counselors to discuss with them what tests (interest tests, aptitude tests, and other tests) the guidance counselors use in the vocational guidance process. What test information do the counselors find to be most and least useful? Representatives from each of the groups will then report back to the whole class. MEDIA RESOURCES On the Web http://www.careerkey.org/english Measures abilities, skills, interests, values and personality and how they relate to potential jobs including career planning, job searching, and career changes. http://www.cpp.com/products/strong/index.asp http://www.discoveryourpersonality.com/Strong.html These two Web sites provide more detailed information on the Strong Interest Inventory. http://www.brandymd.com/hair_restoration_assistants.cfm More detailed information on the use of the O’Connor Tweezer Dexterity Test and its use as a screening tool for hiring hair restoration assistants. Includes a description of the test and issues related to interpretation. http://fisher.osu.edu/marketing/scp/ Web site for the Society for Consumer Psychology http://www.consumerpsychologist.com/ Comprehensive information on Consumer Psychology including research methods. http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/semdif.html A description of the Semantic Differential technique including sample items. On DVD, VHS, CD, and Other Media Happiness Matters: How to Create a Culture for Business to Thrive (2011, DVD, 55 minutes, INS) Useful in elaborating on the material in Chapter 16 that deals with corporate culture, this DVD features the CEO of the online shoe sales company, Zappos, Tony Hsieh. Qualitative Research: Methods in the Social Sciences (2006, DVD, 20 minutes, INS) This DVD presents an introduction to qualitative research and tackles difficult questions such as those related to validity. Giving Personality Assessment Away (CD recorded March 26, 2010, no running time listed; SPA). Dr. S. Philip Erdberg discusses how “giving personality assessment away” can be of benefit to professionals in human service occupations such as law enforcement. The American with Disabilities Act (ADA): New Access to the Workplace (1991, VHS, 39 minutes, UMN) Explains the ADA, which bans discrimination against people with disabilities by employers. Includes dramatized vignettes covering hiring and related employment issues. Assessing Employee Potential (1972, VHS, 63 minutes, ED&M) How should employers go about measuring the potential of their employees? This film tackles the topic of matching people and positions using assessment center techniques, on-the-job evaluation, and other methods. Assessment Center (1987, VHS, 33 minutes, DJA) Sit-in on an assessment center and observe. Assessment Centers (1985, VHS, 50 minutes, DJA) This program discusses how and why assessment centers work for managerial hiring as well as promotion decisions. Career Self-Assessment: Where do You Fit (2001, VHS, 26 minutes, UDE) Talents and interests can translate to real career opportunities; this film shows how. Motivation: Classic Concepts (1987, VHS, 21 minutes, CRM) How managers can motivate employees to their full potential by addressing their needs, aspirations, and values. Five classic motivational theories inform the factors that motivate different people. Self-assessment: A Tool for Career Decision (1982, VHS, 37 minutes, COL) Perhaps the oldest tool for career decision-making—self-assessment—is discussed in detail. REFERENCES Ahola, K., Kivimäki, M., Honkonen, T., et al. (2008). Occupational burnout and medically certified sickness absence: A population-based study of Finnish employees. Journal of Psychosomatic Research, 64(2), 185–193. Amodio, D. M., Devine, P. G., & Harmon-Jones, E. (2006). Stereotyping and evaluation in implicit race bias: Evidence for independent constructs and unique effects on behavior. Journal of Personality and Social Psychology, 91(4), 652–661. Allen, S. R. (2008). Predicting performance in sport using a portable cognitive assessment device. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(9-A), 3724. Banaji, M. R. (2001). Implicit attitudes can be measured. In H. L. Roediger III, J. S. Nairne, I. Neath, & A. M. Surprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder. Science conference series. Washington, DC: American Psychological Association. Pp. 117–150. Bellingrath, S., Weigl, T., & Kudielka, B. M. (2008). Cortisol dysregulation in school teachers in relation to burnout, vital exhaustion, and effort-reward-imbalance. Biological Psychology, 78(1), 104–113. Bougard, C., Moussay, S., & Davenne, D. (2008). An assessment of the relevance of laboratory and motorcycling tests for investigating time of day and sleep deprivation influences on motorcycling performance. Accident Analysis & Prevention, 40(2), 635–643. Brandy, D. A. (1995). The O’Connor Tweezer Dexterity Test as a screening tool for hiring surgical hair restoration assistants. The American Journal of Cosmetic Surgery, 12 (4), 313–316. Brotherhood, J. R. (2008). Heat stress and strain in exercise and sport. Journal of Science and Medicine in Sport, 11(1), 6–19. Citrin, L. B., & Greenwald, A. G. (1998, April). Measuring implicit cognition: Psychologists’ and entomologsts’ attitudes toward insects. Paper presented at the annual meeting of the Midwestern Psychological Association, Chicago. D'Amato, A., & Zijlstra, F. R. H. (2008). Psychological climate and individual factors as antecedents of work outcomes. European Journal of Work and Organizational Psychology, 7(1), 33–54. Donohue, B., Silver, N. C., Dickens, Y., et al. (2007). Development and initial psychometric evaluation of the Sport Interference Checklist. Behavior Modification, 31(6), 937–957. Fahrenkopf, A. M., Sectish, T. C., Barger, L. K., et al. (2008). Rates of medication errors among depressed and burnt out residents: Prospective cohort study. BMJ: British Medical Journal, 336, 488. Forehand, M. R., & Perkins, A. (2005). Implicit assimilation and explicit contrast: A set/reset model of response to celebrity voice-overs. Journal of Consumer Research, 32(3), 435–441. Fox, B. (2008). A new direction in athletic imagery interventions: The relationship between imagery direction, anxiety, and motor performance. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(7-A), 2873. Friese, M., Bluemke, M., & Wänke, M. (2007). Predicting voting behavior with implicit attitude measures: The 2002 German parliamentary election. Experimental Psychology, 54(4), 247–255. Gawronski, B. & Bodenhausen, G. V. (2007). What do we know about implicit attitude measures and what do we have to learn? In B. Wittenbrink & N. Schwarz (Eds.), Implicit measures of attitudes. NY: Guilford Press. Pp. 265–286. Gordon, R. A. (2008). Attributional style and athlete performance: Strategic optimism and defensive pessimism. Psychology of Sport and Exercise, 9(3), 336–350. Greenwald, A. G., & Banaji, M. R. (1995). Implicit social cognition: Attitudes, self-esteem, and stereotypes. Psychological Review, 102, 4–27. Greenwald, A. G., & Farnham S. D. (2000). Using the Implicit Association Test to measure self-esteem and self-concept. Journal of Personality and Social Psychology, 79, 1022–1038. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74, 1464–1480. Greenwald, A. G., & Nosek, B. A. (2001). Health of the Implicit Association Test at age 3. Zeitschrift für Experimentelle Psychologie, 48(2), 85–93. Ilhan, M. N., Durukan, E., Taner, E., et al. (2008). Burnout and its correlates among nursing staff: Questionnaire survey. JAN Journal of Advanced Nursing, 61(1), 100–106. Narumoto, J., Nakamura, K., Kitabayashi, Y., et al. (2008). Relationships among burnout, coping style, and personality: Study of Japanese professional caregivers for elderly. Psychiatry and Clinical Neurosciences, 62(2), 174–176. Nock, M. K., & Banaji, M. R. (2007). Prediction of suicide ideation and attempts among adolescents using a brief performance-based test. Journal of Consulting and Clinical Psychology, 75(5), 707–715. Nosek, B. A., Greenwald, A. G., & Banaji, M. R. (2007). The Implicit Association Test at age 7: Methodological and conceptual review. In J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity of higher mental processes. Frontiers of social psychology. NY: Psychology Press. Pp. 265–292. Payne, B., K., McClernon, F. J., & Dobbins, I. G. (2007). Automatic affective responses to smoking cues. Experimental and Clinical Psychopharmacology, 15(4), 400–409. Phelps, E.A., O’Connor, K. J., Cunningham, W. A., et al. (2000). Performance on indirect measures of race evaluation predicts amygdala activation. Journal of Cognitive Neuroscience, 12, 729–738. Ranta, R. S., & Sud, A. (2008). Management of stress and burnout of police personnel. Journal of the Indian Academy of Applied Psychology, 34(1), 29–39. Schaufeli, W. B., Taris, T.W., & van Rhenen, W. (2008). Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well-being? Applied Psychology: An International Review, 57(2), 173–203. Stoeber, J., Stoll, O., Pescheck, E., & Otto, K. (2008). Perfectionism and achievement goals in athletes: Relations with approach and avoidance orientations in mastery and performance goals. Psychology of Sport and Exercise, 9(2), 102–121. Teachman, B. A. (2007). Evaluating implicit spider fear associations using the Go/No-go Association Task. Journal of Behavior Therapy and Experimental Psychiatry, 38(2), 156–167. Vanman, E.J., Paul, B.Y., Ito, T.A., & Miller, N. (1997). The modern face of prejudice and structural features that moderate the effect of cooperation on affect. Journal of Personality and Social Psychology, 73, 941–959. Webbe, F.M (2008). Sports neuropsychology. In A. M. Horton, Jr., & D. Wedding (Eds.), The neuropsychology handbook (3rd ed.). New York: Springer. Solution Manual for Psychological Testing and Assessment Ronald Jay Cohen, Mark E. Swerdlik, Edward D. Sturman 9780077649814, 9781259870507

Students Benifited: 205

CH-14-16 Clinical and Counseling Assessment – Psychological Testing and Assessment : Book Guide

Preview (14 of 46 pages)

Document Details

Related Documents

CH-11-13 Assessment For Education – Psychological Testing and Assessment : Book Guide

CH-8-10 Test Development – Psychological Testing and Assessment : Book Guide

CH-5-7 Reliability – Psychological Testing and Assessment : Book Guide

CH-3-4 A Statistics Refresher – Psychological Testing and Assessment : Book Guide

CH-1-2 Psychological Testing and Assessment – Psychological Testing and Assessment : Book Guide

Resources

Pages

Help

Legal

CH-14-16 Clinical and Counseling Assessment – Psychological Testing and Assessment : Book Guide

Preview (14 of 46 pages)

Document Details

Related Documents

CH-11-13 Assessment For Education – Psychological Testing and Assessment : Book Guide

CH-8-10 Test Development – Psychological Testing and Assessment : Book Guide

CH-5-7 Reliability – Psychological Testing and Assessment : Book Guide

CH-3-4 A Statistics Refresher – Psychological Testing and Assessment : Book Guide

CH-1-2 Psychological Testing and Assessment – Psychological Testing and Assessment : Book Guide

Send listing report

Resources

Pages

Help

Legal

Send Message

My favorites

Application Form