UNIT -IV

Practicum In Diagnostics Assessment And Practice

Module-II
Understanding and Interpretation of assessment Tools & Application and report writing

Why is psychological assessment important?

Psychological assessment is a powerful tool that goes beyond labels. It unlocks a deeper understanding
of your inner world, promoting mental health and empowering individuals to reach their full potential.\

Why Do We Do It?
This psychological investigation serves two main purposes:

 Diagnosis: It helps identify potential mental health conditions, allowing for targeted treatment
plans.
 Insight: It provides a deeper understanding of your strengths and weaknesses, guiding personal
growth and development.

The Process:
Imagine a roadmap. The journey begins with a referral and an initial interview, where the psychologist
builds trust and gathers background information. Then, they select specific tools like intelligence tests,
personality assessments, or even inkblot tests, depending on your needs.

Pulling it Together:
After all the information is collected, it's like piecing together a puzzle. The psychologist analyzes the
data, identifies patterns, and reaches conclusions. This information is then compiled into a report,
outlining any diagnoses and recommendations for treatment or support.

Where is it Used?
Psychological assessments are like a Swiss Army Knife – useful in various settings:

1
Unit-IV | Module-II Page
 Clinical: For diagnosing and treating mental health conditions.
 Educational: To assess learning styles and support educational needs.
 Forensic: To inform legal decisions in court cases.
 Organizational: To improve employee selection and well-being in workplaces.

IT IS IMPORTANT FOR:

To understand presenting issues

Assessments are used to increase a psychologist’s understanding of a client. When a client attends
therapy, the first couple of sessions may be spent on gathering information and exploring the problems
and symptoms that the individual wants to work on. Verbal and written questionnaires (standardised –
with set questions, or more informal) can help therapists comprehend the target areas for sessions.
Assessments are vital to help psychologists pinpoint areas to work on, and to understand the exact
nature of symptoms, as well as strengths the individual possesses. Assessments may also be used to
work towards a diagnosis.
To save time
When undergoing therapy, clients tend to want time for the therapist to listen, as well as practical
strategies to use. Giving enough information for a psychologist to assist can be a lengthy process.
Assessments, especially written ones, can be an effective and fast way for psychologists to gather
information. This efficiency may mean there is more time to work on treating these issues.
To give structure
Assessments can help provide clarity in the therapeutic process. For example, a psychologist will have
standard areas they are assessing in an intake session and will be able to prompt the client for this
information. Structure reduces the chance that important information will be missed. Assessments may
also help piece together how different symptoms interact, as well as which areas are more severe.
To help diagnose
Psychological assessment may lead to a diagnosis (may need the support of other professionals
depending on which diagnosis). A formal assessment to work towards a diagnosis may even be the key
reason for seeing a psychologist. For example, some people will see psychologists for the goal of
having ADHD or autism assessments, both of which involve standard steps to help measure the
individual’s symptoms against diagnostic criteria.
Assessments can also help narrow down the type and cause of symptoms a client is experiencing.

2
To help assess readiness for therapy techniques

Unit-IV | Module-II Page

Psychologists may ask questions (verbally or written) to help them deliver therapy at an appropriate
pace. For example, if helping a client work up to a feared activity, a psychologist may ask for ratings of
how stressful various steps towards the goal would be. Psychologists may also check in on a client’s
distress during therapy techniques and adjust the pace of therapy accordingly. Another type of
assessment psychologists frequently conduct is risk assessments, where risk and protective factors are
measured to assist in keeping a person/s safe.
To gauge progress
In order to assess therapy progress, psychologists may give clients questionnaires. These assessments
can help track wellbeing over time and may help to show whether therapy is working or needs to be
adapted.
To convey information
Mental health can be difficult to report on, and assessments of symptoms can assist in conveying
information. For example, assessments of wellbeing from an initial and a sixth session may be taken
and reported to a referring GP to show how a client is progressing across time.
Assessments may also be used to convey the significance of mental health issues to other parties (e.g.,
doctors, schools, other clinicians). For professionals to work together most effectively it is useful to
have quantitative, standard measurements of a client’s mental health. This helps practitioners know
they are talking about symptoms and severity in a uniform way, and thus understanding each other
more clearly. Some organisations, such as schools or NDIS, may be more receptive to providing
assistance if formal assessment questionnaires are reported.
To corroborate information and give context
Assessments may be given to more than just the individual client. For example, a child client may be
assessed through parent and teacher questionnaires, in addition to self-report. Assessments with
multiple parties can gain a broader perspective of a client’s difficulties and strengths. In some
assessments, such as a functional behavioural analysis, the setting and context of a behaviour are
considered, broadening the psychologist’s understanding of the client.
Limits of assessments
While we have discussed the many benefits of assessments, these tools do come with limitations.
Assessments can only go so far in assisting with gathering information. Assessments will not catch the
unique personality and strengths of each client, nor will they build rapport between therapist and client.

3
Unit-IV | Module-II Page
Additionally, assessments need to be appropriate for the given client (at a length and vocabulary that
will feel comfortable for that individual). Assessments are also limited to who completes them. For
example, if a client has limited insight, then a self-report questionnaire may not be informative. Or, for
a child client, a parent may minimise or overplay particular symptoms based on their own unique
perception.
Summary
Assessments are an important part of psychological therapy as they assist in gathering and conveying
information, as well as help gauge progress, aid in directing therapeutic direction, and may lead to
diagnosis. There are, however, limitations around assessments and they cannot replace a strong
therapeutic bond between client and clinician.

Importance of Assessment Tools in Education

Whether in regular schooling or vocational education and training, assessment tools ensure that the
learning process is meeting the needs of students. These educational assessment tools can help:
 Track student progress and identify areas needing improvement.
 Personalise learning experiences to suit individual student needs.
 Inform teaching strategies, aligning with diverse learning styles.
 Evaluate the effectiveness of educational programs and curricula.
 Ensure alignment with educational standards and requirements
 Cater to the diverse needs of students in special education, ensuring an inclusive and equitable
learning environment

Psychological inventories are valuable tools used in various settings beyond education. Here are some
key areas where they play a significant role:

 Clinical Psychology: This is a primary area where inventories are used to diagnose mental
health conditions. Inventories like the Minnesota Multiphasic Personality Inventory (MMPI) and
Beck Depression Inventory (BDI) help assess symptoms of depression, anxiety, personality
disorders, and other mental health concerns.
 Organizational Psychology: In workplaces, inventories can be used for employee selection,
assessing job-related skills and personality traits suitable for specific roles. Additionally,
inventories can identify potential areas for employee development and well-being. Examples
include personality tests and work ethic evaluations.
 Forensic Psychology: Psychological inventories can be used in legal settings to evaluate
defendants, assess risk of recidivism, and determine competency to stand trial. Inventories like
the Psychopathy Checklist (PCL) might be used to assess anti-social personality traits.
 Counseling Psychology: During therapy sessions, inventories can be used to track progress,
identify areas for focus, and measure changes in behavior or personality. Inventories for

4
Unit-IV | Module-II Page
depression, anxiety, or relationship satisfaction might be used.
 Sports Psychology: Here, inventories can assess mental toughness, anxiety levels, and
competitive drive in athletes. These assessments can help optimize performance and mental
well-being for competition.
 Research: Psychological inventories are widely used in research to study various aspects of
human behavior, personality, and mental health. These studies contribute to a broader
understanding of the human mind.

Remember: The specific inventory used will vary depending on the purpose and setting. It's crucial for
qualified professionals to administer and interpret these tests to ensure accurate results and ethical use.
 Psychometric Tests Classification

It is important for the team to have a clear understanding of the organization’s needs to make a
complete and unambiguous analysis.

There are no good or bad tests, no right or wrong answers. What is relevant is the result and whether
those chosen are the most in line with the company’s standards.

The classification of psychometric tests varies according to what they are intended to measure:
1. Intelligence.
2. Aptitudes and skills.
3. Personality.
We will examine them more closely.
Intelligence
Psychometric intelligence tests quantify several pieces of information:
Focus:
 IQ (intelligence quotient). (MA / CA x 100 = IQ)
 Learning capacity.
 The application of new knowledge.
 Initiative and synthesis analysis.
 Decision-making capacity and facility.
 Capacity and proactivity in problem-solving.
 Adaptation to changes.
Examples: he most commonly used tests are:
 The Raven’s Test measures concentration levels and skills related to observation and logic.
 MISIC - Malin's Intelligence Scale for Indian Children, Indian adaptation of WISC [MISIC]
includes both verbal and performance scales. Age 6 to 15 years.
 WAPIS-PR Wechsler Adult Performance Intelligence Scale-PR Indian Adaptation (15 years to
44).
Aptitude and skills. Tests:
 Focus: Predict an individual's potential for success in a particular field or profession.

5
 Examples: Scholastic Assessment Test (SAT), American College Testing (ACT).

Unit-IV | Module-II Page

 Differential Aptitude Test (D.A.T.s) , David's Battery Of Differential Abilities (DBDA)

Personality Tests:
 Focus: Evaluate personality traits, preferences, and behavioral styles.
 Examples: Minnesota Multiphasic Personality Inventory (MMPI), Myers-Briggs Type Indicator
(MBTI), Big Five Inventory (BFI).
 The Eysenck Personality Questionnaire - Revised (EPQ-R) measures three major dimensions of
personality: Extraversion/Introversion, Neuroticism, and Psychoticism or Tough-mindedness. The EPQ-
R is an excellent assessment tool to measure the personality domain.
 Junior Eysenck Personality Questionnaire (JEPQ)
The Junior Eysenck Personality Questionnaire (JEPQ) extends personality measurement in children
aged 7-17. The three major dimensions of personality that ...

Other Test Like:

 Beck’s Depression Inventory BD I-II.
 Hamilton Anxiety Scale,
 Zimmerman Interest Test
 Depression Anxiety Stress Scale (DASS)

A Sample Report of Psychometric Test

6
Unit-IV | Module-II Page

End of Module-II
CMPSD-260624