bluuebunny/crossref_metadata_2025_split huggingface dataset:
Computerized Psychological Assessment
Authors: Butcher James N. 
Published: November 2003

AbstractComputer‐based psychological assessment has come far since it began to evolve over 40 years ago. Many practitioners use some computer scoring and computer‐based interpretation and consider computer‐assisted test interpretation to be an ethical professional activity. The application of computerized methods has broadened both in scope and in depth. However, the merger of computer technology and psychological test interpretation has not been a perfect relationship. Past efforts at computerized assessment have not gone far enough in making optimal use of the flexibility and power of computers for making complex decisions. Computerized applications are limited, to some extent, by available psychological expertise and psychotechnology. To date, computer‐human interactions are confined to written material and do not take into account potentially valuable information such as critical nonverbal cues (e.g., speech patterns, vocal tone, and facial expressions). Research has supported the view that computer‐administered tests are essentially equivalent to booklet‐administered instruments. Research thus far appears to point to the conclusion that computer‐generated reports should be viewed as valuable adjuncts to clinical judgment, rather than as substitutes for skilled clinicians. In spite of some limitations and unfulfilled hopes, computer‐based psychological assessment is an enormously successful endeavor.
Ethical Issues in Psychological Assessment
Authors: Koocher Gerald P. , Rey‐Casserly Celiane M. 
Published: November 2003

AbstractPsychologists who conduct assessments face many ethical challenges in conducting their work. Assessment is unique among the services offered by professional psychologists because it is service seldom performed solely at the behest of a single individual. More typically, people who arrive at the psychologist's office for assessment have been sent by concerned parents or school teachers, potential employers, disability insurance companies, attorneys, or other professionals. The referring parties are invariably seeking answers to questions that may or may not be found in the analysis of psychometric data. The people being tested may benefit or suffer as a consequence of the assessment, no matter how competently it is carried out. Ethical issues arise before assessments are undertaken, during the testing process or collection of data, and after the information collected is scored, interpreted, and translated into a report. This chapter explores the ethical problems inherent in the sequence of steps involved in psychological assessment (i.e., before, during, and following the actual contact with the person being assessed). In addition, because the chapter was completed during a period of flux in the evolution of the American Psychological Association's (APA) Ethical Standards of Psychologists and Code of Conduct, proposed changes in the professional standards and the reasoning behind them are discussed.
Education and Training in Psychological Assessment
Authors: Handler Leonard , Clemence Amanda Jill 
Published: November 2003

AbstractThis chapter concerns key issues in teaching and learning personality assessment, including a discussion of: (1) the difference between “testing” and “assessment”, (2) reasons for teaching and learning assessment, (3) methods of helping students to develop critical thinking skills in the interpretation and integration of data, (4) material on teaching students how to select appropriate assessment batteries, and (5) methods to help students overcome their natural resistance to the application of their assessment knowledge, lest they make errors and injure the patient/client. The chapter focuses on the experience of the student as he or she learns the material and on methods to make assessment more meaningful to the student and the patient/client. It also deals with ethical and political issues in teaching assessment, the influence of cultural diversity on assessment data, and assessment on internship. Several controversies are discussed, such as the preference for self‐report measures or projective measures and whether the academic programs or internship faculty should be primarily responsible for teaching assessment. The chapter concludes with a discussion of new and innovative issues in teaching personality assessment, use of computers and the Internet, therapeutic assessment, assessment of healthy aspects of personality, development of focused personality measures, and an expanded concept of intelligence to include personality variables.
Psychological Assessment in Adult Mental Health Settings
Authors: Bagby R. Michael , Wild Nicole , Turner Andrea 
Published: November 2003

AbstractThe goal of this chapter is to provide a general outline for the psychological assessment of adult psychiatric inpatients and outpatients. We regard psychological assessment as a problem‐solving process in which psychological tests, structured diagnostic interviewing, and unstructured clinical interviewing are employed to answer specific referral requests. The fundamental premises of the approach recommended in this chapter is that psychological assessments must be evidenced based and multimodal. Consistent with this approach, psychological assessment should evaluate a client's psychiatric symptoms in relation to the diagnostic criteria according to the most recent version of theDiagnostic and Statistical Manual for Mental Disordersand use objective tests supplemented with structured interviews that have proven reliability and validity. Examples of such tests and interview techniques that meet these standards are discussed as are various practical issues, including selecting the appropriate tests, addressing referral questions, and the requisite skills required to conduct psychological assessments.
Psychological Assessment in School Settings
Authors: Braden Jeffery P. 
Published: November 2003

AbstractPsychological assessment in school settings is distinguished from psychological assessment in other settings according to populations (e.g., students, teachers), problems (e.g., academic, social), procedures (e.g., consultation, instruction), and the setting in which assessment and intervention occurs. The purposes driving psychological assessment in schools (i.e., screening, diagnosis, intervention, evaluation, selection, and certification) are reviewed. Following this review, the current status and practice of psychological assessment in schools is described (i.e., interviews and record reviews, observational systems, checklists and self‐report techniques, projective techniques, standardized tests, and response‐to‐intervention approaches). Assessment of academic achievement is given special attention in this chapter, in relation to psychoeducational diagnosis, and in relation to the increasing use of academic achievement assessments in educational accountability and standards‐based educational reforms. The chapter concludes with a prognostication about the future of psychological assessment in schools related to four key themes: (1) aligning assessment to scientific and technical advances, (2) aligning assessment to educational standards, (3) accommodating diverse learners in assessment, and (4) the utility of assessment for intervening with students.
Psychological Assessment in Correctional Settings
Authors: Megargee Edwin I. 
Published: November 2003

AbstractThis chapter describes and discusses psychological assessment in adult correctional settings, emphasizing the initial assessments and evaluations mandated by professional organizations and credentialing bodies such as the American Association for Correctional Psychology and the National Commission on Correctional Health Care. It examines external and internal classification, risk assessment, mental health and psychological screening, as well as needs assessment for management and treatment programming in jails, correctional institutions, probation, and parole settings. The instruments discussed include the Dangerous Behavior Rating Scale, the Violence Risk Assessment Guide, the Spousal Assault Risk Assessment Guide, the HCR‐20, the Minnesota Sex Offender Screening Tool, the Rapid Risk Assessment for Sexual Offender Recidivism, the Sex Offender Risk Appraisal Guide, the Sexual Violence Risk‐20, Hare's Psychopathy Checklist‐Revised, Quay's Adult Internal Management System, the Minnesota Multiphasic Personality Inventory‐2, the Megargee MMPI‐2 based offender classification system, the Shipley Institute of Living Scale, the General Ability Measure for Adults (GAMA), the Wechsler Adult Intelligence Scale III (WAIS‐III), and the Test of Adult Basic Education (TABE).
Psychological Assessment in Geriatric Settings
Authors: Edelstein Barry A. , Martin Ronald R. , Koven Lesley P. 
Published: November 2003

AbstractThis chapter addresses the clinical assessment of older adults. The principal goal of this chapter is to acquaint the reader with assessment issues that are relatively unique to older adults, with particular attention to factors that could influence the process or outcome of clinical assessment. We begin with the discussions of two intra and interpersonal variables, bias in the form of ageism and cultural competence. Ignorance of the importance and influence of these variables can lead to the corruption, contamination, and invalidation of the entire assessment enterprise. We then consider biological and medical issues that are more common among older adults that can play a significant role in the interplay between biological and environmental factors. Next, we shift to two conceptual issues, beginning with the assessment paradigms within which the clinician performs the assessment. We then address diagnostic issues and question the prudence of utilizing traditional diagnostic taxonomies with older adults. The complexities of carrying out clinical assessments are then addressed through discussions of multiple method and multidimensional assessment. We follow this with a discussion of psychometric considerations for developing or selecting assessment instruments suitable for older adults. The chapter is closed with a brief discussion of future directions in the assessment of older adults.
Assessment of Neuropsychological Functioning
Authors: Podell Kenneth , DeFina Philip A. , Barrett Paul , McCullen AnneMarie , Goldberg Elkhonon 
Published: November 2003

AbstractNeuropsychology, like most other subspecialties in psychology, has undergone extensive and rapid changes and development over the past few decades. This has been particularly the case for neuropsychology within the past several years, as the 1990s were designated as the decade of the brain. Neuropsychology has been shaped by both economic pressures and changes and technological developments. These alterations in the field have lead to the development of new clinical avenues, technological progress, clinical and theoretical breakthroughs, and fundamental changes in the practice and teaching of neuropsychology. This chapter will explore these changes and developments focusing on both clinical and experimental areas, as well as offer some insight and advice regarding how these changes are affecting the field today. The chapter starts with a brief historical perspective, and then discusses the exciting and popular new clinical areas of sports‐related concussion and forensic neuropsychology. This is followed by a discussion of recent developments and issues in neuropsychological assessment and how advances in psychometric properties have improved neuropsychological assessment techniques. The final section discusses recent advances in experimental neuropsychology, mainly its role in fMRI research and transcranial magnetic stimulation, followed by an overview and ideas about the future direction of neuropsychology.
Assessment of Interests
Authors: Lowman Rodney L. , Carson Andrew D. 
Published: November 2003

AbstractWe define interests as relatively stable psychological characteristics of people that identify the personal evaluation attached to particular groups of occupational or leisure activity clusters. After discussing theories of the development of interests, we present and discuss major measures of the construct, including the Strong Vocational Interest Blank (Strong Interest Inventory), the Campbell Interest and Skill Survey, the Kuder Occupational Interest Survey, the Unisex Edition of the ACT Interest Inventory, the Self‐Directed Search, the Vocational Preference Inventory, Johansson's measures, and the Interest‐Finder. We then discuss psychometric issues (reliability and validity) across these measures, as well as observed group differences in measured interests. We then examine the relationships between interests and other domains, especially personality and ability. We also discuss future directions for research.
Assessment of Psychopathology With Behavioral Approaches
Authors: O'Brien William H. , McGrath Jennifer J. , Haynes Stephen N. 
Published: November 2003

AbstractWilliam H. O'Brien, Jennifer J. McGrath, and Stephen N. Haynes's cognitive‐behavioral conceptualizations of disordered behavior have become increasingly complex due to advances in research and a broadening of assumptions within the behavioral paradigm. As a result, contemporary behavior therapists must be able to identify and evaluate many potential relationships among target behaviors and causal variables in a typical assessment. The ability to accomplish these complex assessment tasks is partially founded on a well‐developed understanding of the many ways that target behaviors can be operationally defined and familiarity with the paths through which causal variables exert an influence on target behaviors. In addition, therapists must be familiar with sampling and assessment methods that can be used to empirically measure and evaluate relationships among target behaviors and causal variables. In this chapter, the conceptual foundations of behavioral assessment are reviewed. Following this, a discussion of the strengths and limitations of the most commonly used behavioral sampling strategies and assessment methods is presented. Finally, intuitive and quantitative data analytic techniques are critically examined.
Assessing Personality and Psychopathology With Self‐Report Inventories
Authors: Ben‐Porath Yossef S. 
Published: November 2003

AbstractThis chapter describes the history and development of self‐report inventories (SRIs) as measures of personality and psychopathology. Early criticisms of this technique are reviewed, with an emphasis on concerns regarding their susceptibility to distortion and limited empirical foundations for their interpretation. Current issues in SRI‐based assessment are then reviewed and discussed, including various approaches to constructing SRIs and their relative merits, approaches to and foundations for SRI interpretation including the merits of empirical and content‐based interpretation, and derivation of standard scores for SRI interpretation. Next, the concept of protocol validity is defined and threats to protocol validity, including content and non‐content‐based threats, are identified and discussed. These threats include nonresponding, random responding, fixed responding, overreporting, and underreporting. Finally, needs for further SRI research studies are identified. These include generating broader research bases to allow for a greater role for construct validity in SRI interpretation, the need to address questions regarding validity generalization in SRI interpretation, further research to clarify the potential role of configural SRI interpretation, and additional studies to guide efforts at detecting threats to protocol validity and their implications for SRI interpretation.
Current Status and Future Directions of Assessment Psychology
Authors: Naglieri Jack A. , Graham John R. 
Published: November 2003

AbstractThis chapter summarizes the conclusions reached by other authors in the volume. It presents a brief history of psychological assessment and discusses the current status of assessment within the disciplines of psychology and education. The use of psychological assessment in a variety of settings (child and adult mental health, geriatric, industrial/organizational, medical, forensic, correctional, and educational) is surveyed and the unique issues associated with assessments in each setting are highlighted. Current trends and important issues in various types of assessment (cognitive/intellectual, interests, neuropsychology, personality/psychopathology, interviews, behavioral and projective approaches, and self‐report inventories) are presented. The authors conclude that it is essential to demonstrate that inferences based on assessment data are related to specific uses that occur in specific applications of specific instruments. The authors make a plea for less emphasis on assessment procedures and instruments that are decades old and more emphasis on innovative approaches to assessment. They conclude that assessment psychology is alive and well and making important contributions in the settings where it is practiced and to the thousands of people who are assessed each year.
Forensic Training and Practice
Authors: Packer Ira K. , Borum Randy 
Published: November 2003

AbstractThe recognition by the American Psychological Association (APA) of Forensic Psychology as a Specialty is a significant landmark for the field. This recognition has resulted from the development of a substantial body of professional literature and specialized knowledge. The foundation for these advances was laid in the decades of the 1970s, with the establishment of the American Psychology‐Law Society (later recognized as Division 41 by APA) and the American Board of Forensic Psychology (which subsequently became a specialty board of the American Board of Professional Psychology).This chapter describes the state of the field in terms of both practice and formalized training. The areas of practice within both Forensic Psychology (application of clinical specialties) and Legal Psychology (application of experimental specialties) are described. Current training paradigms, including graduate education, internships, postdoctoral fellowships, and continuing education activities, are discussed. Since this training is not yet formalized, recommendations are made for developing an integrated model of training, consistent with the recognition of Forensic Psychology as a Specialty. This model will continue to emphasize the importance of a basic, broad‐based clinical foundation for practice. In addition, an argument is made for the need to develop an agreed‐upon standard for “Diplomate” status.
Evaluation of Malingering and Deception
Authors: Rogers Richard , Bender Scott D. 
Published: November 2003

AbstractThe evaluation of malingering and other forms of deception is a cornerstone issue in forensic practice. This chapter provides both conceptual and clinical issues about the assessment of response styles. It carefully distinguishes explanatory models that address the underlying motivation for dissimulation from detection models that consider clinical methods for the identification of response styles. In particular, malingering can be unduly influenced by our misassumptions and our perspectives toward its assessment. Regarding the latter, intuitional, standard, and specialized perspectives of malingering are explored.Clinical methods for the assessment of response styles are highly dependent on their validation. Relative contributions of different research designs (simulation, known‐groups, differential‐prevalence, and bootstrapping) are reviewed. Detection strategies are examined for dissimulation with mental disorders and feigned cognitive impairment. Specialized measures (e.g., the SIRS, PDRT, and VIP) are featured for: (1) malingering and mental disorders, (2) defensiveness and mental disorders, and (3) malingering and cognitive impairment.
Eyewitness Memory for People and Events
Authors: Wells Gary L. , Loftus Elizabeth F. 
Published: November 2003

AbstractThe two primary aspects of eyewitness testimony, namely, memory for events and memory for people, are reviewed. The chapter utilizes a metaphor that likens eyewitness memory to trace evidence. Like other types of trace evidence (e.g., crime scene blood, fibers), a major concern exists regarding how the evidence is collected. Research on memory for events is reviewed with respect to misinformation effects, planting false childhood memories, the influence of imagination on memory reports, and other suggestive procedures. Research on memory for people is reviewed with respect to variables that affect identification accuracy (such as lineup structure) and the process governing lineup identifications (relative judgments). A classification scheme is introduced that partitions eyewitness identification variables into the categories of general impairment variables versus suspect‐bias variables and crosses this categorization scheme with other categorization schemes (e.g., system versus estimator variables, witness characteristics versus event characteristics). The general thesis of the chapter is that eyewitness memory evidence needs to be collected and preserved using scientifically grounded protocols rather than using the casual and often dangerous methods that too commonly mark practices in the justice system.
Child Custody Evaluation
Authors: Otto Randy K. , Buffington‐Vollum Jacqueline K. , Edens John F. 
Published: November 2003

AbstractChild custody evaluations may be the most complex, difficult, and challenging of all forensic evaluations, involving the assessment of numerous parties with respect to multiple issues or capacities. This chapter provides a broad overview of the various legal, practical, and empirical issues related to child custody evaluations. Beginning within the legal context, the family bar's perception of mental health professionals' involvement in cases of contested custody is discussed, followed by a brief overview of contemporary child custody law in the United States. After a review of existing custody guidelines and standards, the basic stages and components of custody evaluations are delineated. More specifically, the chapter summarizes information regarding appointment, notification, and consent issues, the clinical evaluation process (including evaluation of parents, evaluation of children, direct observation of parent‐child interactions, psychological testing, and gathering of third‐party information), and report writing and testimony. We conclude with a review of research that should inform custody evaluations, focusing specifically on empirical studies of parenting practices, and divorce and custody outcomes.