1. Chapter 8 INTRODUCTION TO CLINICAL PSYCHOLOGY, THIRD CANADIAN EDITION by John Hunsley and Catherine M. Lee

2. Questions The person-situation debate Self-presentation biases Developing culturally appropriate measures Self-report checklists of behaviours and symptoms Projective measures of personality For next class Overview

3. PersonSituation To what extent is behaviour determined by personality or context?

4. PersonalityBehaviour Mischel

5. Tony is quiet and thoughtful Tony tells jokes Tony likes exercising on his own Tony always joins in with the group Using situational variability as an important source of information:

6. 3 different types Why might someone intentionally try to look good or bad on psychological tests? What might inconsistent or random responding indicate about the person completing the test? Self-presentation biases & Validity scales Malingering Faking good Random responses

7. Is the content applicable across different groups? e.g., smack (England, Australia) and spank (Canada, United States) Are constructs related in similar ways across different groups? e.g., links between perfectionism and depression Do the cut-off scores developed with one group apply to other groups? e.g., problematic levels of dependency Is the factor structure the same across groups? Developing culturally useful measures

8. Jayawickreme et al. (2012) Sri Lankans affected by war Commonly used measures of depression and PTSD predicted functioning Prediction enhanced when local wording used Culturally appropriate measures

9. Avoid using scores Use tests to generate hypotheses only Explicitly acknowledge questionable validity of test with this group When there are no measures validated for use with a specific group Use measures that have been validated for the specific group Consult published norms in interpreting findings Use multiple assessment methods to reduce bias Ideally Culturally appropriate assessment

10. Translate from language 1 to language 2 Back-translate from language 2 to language 1 Compare the 2 versions and adjust as required Pilot test translated version for comprehensibility and adjust as required Test reliability of translated version in larger sample and adjust as required Re-standardize scores with norms from 2 nd language group Study construct validity of translated measure Steps to translate a measure

11. Clinical utility Do clinicians find it useful? Is there replicated evidence of reliability and validity? Does it make a difference?

12. Based on idea that we are good sources of information about ourselves – Do others see us the same way we see ourselves? – Can we really know ourselves? Does “digging” lead to self-discovery? Self-Report Personality Measures

13. Many measures available that assess a wide range of psychopathological conditions (including disordered personality characteristics) Measures of psychopathology commonly used by clinical psychologists – Minnesota Multiphasic Personality Inventory-2 – Minnesota Multiphasic Personality Inventory-Adolescent – Millon Clinical Multiaxial Inventory-III – Millon Adolescent Clinical Inventory – Personality Assessment Inventory Self-Report Personality Measures

14. Many measures of normal personality available Measures of normal personality commonly used by clinical psychologists – California Psychological Inventory – NEO Personality Inventory–3 Self-Report Personality Measures

15. Dozens of checklists, with scientific support, available for use Examples of commonly used checklists – Achenbach System of Empirically Based Assessment Youth Self-Report, Child Behavior Checklist Adult Self-Report, Adult Behavior Checklist Older Adult Self-Report, Older Adult Behavior Checklist – Symptom Checklist-90-Revised – Outcome Questionnaire-45 – Beck Depression Inventory-II – Children’s Depression Inventory 2 Self-Report Checklists of Behaviour and Symptoms

16. Association techniques (indicate what a stimulus looks like) Construction techniques (produce a story, drawing, etc.) Completion techniques (finish a sentence, story, etc.) Arrangement/selection techniques (rank order preference for stimuli) Expression techniques (analysis of handwriting) Projective Measures of Personality

17. Many concerns about standardization (or clinicians deviating from standardized procedures for administration and scoring) and availability of appropriate norms Considerable variability in the extent to which there are reliability and validity data supporting the test/technique – Sometimes there appears to be supporting data, but research studies may use different stimuli or scoring systems than what are typically used by clinicians Projective Measures of Personality

18. Thematic Apperception Test Rorschach Inkblot Test Projective Measures of Personality

19. For next class

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