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The Minnesota Multiphasic Personality Inventory (MMPI) is a standardized psychometric test of adult personality and psychopathology. Psychologists and other mental health professionals use various versions of the MMPI to help develop treatment plans, assist with differential diagnosis, help answer legal questions, screen job candidates during the personnel selection process, or as part of a therapeutic assessment procedure.
Forensic Psychology, a subfield of psychology, involves the application of psychological knowledge and methods to both civil and criminal legal questions. Traditionally, it has a broad definition as well as a narrow definition. The broader classification states that forensic psychology involves the application of all psychological areas of research to the legal field, while the narrower definition characterizes forensic psychology as “The application of clinical specialties to legal institutions and people who come into contact with the law.” While the American Psychological Association (APA) officially recognized forensic psychology as a specialty under the narrower definition in 2001, the Specialty Guidelines for Forensic Psychologists previously acknowledged by the APA in 1991 were revised in 2013 to include all subfields of psychology that apply "the scientific, technical, or specialized knowledge of psychology to the law."
Clinical psychology is an integration of science, theory, and clinical knowledge for the purpose of understanding, preventing, and relieving psychologically-based distress or dysfunction and to promote subjective well-being and personal development. Central to its practice are psychological assessment, clinical formulation, and psychotherapy, although clinical psychologists also engage in research, teaching, consultation, forensic testimony, and program development and administration. In many countries, clinical psychology is a regulated mental health profession.
The Lüscher color test is a discredited psychological test invented by Dr. Max Lüscher in Basel, Switzerland. Max Lüscher believed that sensory perception of color is objective and universally shared by all, but that color preferences are subjective, and that this distinction allows subjective states to be objectively measured by using test colors. Lüscher believed that because the color selections are guided in an unconscious manner, they reveal the person as they really are, not as they perceive themselves or would like to be perceived.
The Dodo bird verdict is a controversial topic in psychotherapy, referring to the claim that all empirically validated psychotherapies, regardless of their specific components, produce equivalent outcomes. It is named after The Dodo character of Alice in Wonderland. The conjecture was introduced by Saul Rosenzweig in 1936, drawing on imagery from Lewis Carroll's novel Alice's Adventures in Wonderland, but only came into prominence with the emergence of new research evidence in the 1970s.
Paul Everett Meehl was an American clinical psychologist, Hathaway and Regents' Professor of Psychology at the University of Minnesota, and past president of the American Psychological Association. A Review of General Psychology survey, published in 2002, ranked Meehl as the 74th most cited psychologist of the 20th century, in a tie with Eleanor J. Gibson. Throughout his nearly 60-year career, Meehl made seminal contributions to psychology, including empirical studies and theoretical accounts of construct validity, schizophrenia etiology, psychological assessment, behavioral prediction, and philosophy of science.
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The Beck Anxiety Inventory (BAI), created by Aaron T. Beck and other colleagues, is a 21-question multiple-choice self-report inventory that is used for measuring the severity of anxiety in children and adults. The questions used in this measure ask about common symptoms of anxiety that the subject has had during the past week. It is designed for individuals who are of 17 years of age or older and takes 5 to 10 minutes to complete. Several studies have found the Beck Anxiety Inventory to be an accurate measure of anxiety symptoms in children and adults.
Psychological evaluation is a method to assess an individual's behavior, personality, cognitive abilities, and several other domains. A common reason for a psychological evaluation is to identify psychological factors that may be inhibiting a person's ability to think, behave, or regulate emotion functionally or constructively. It is the mental equivalent of physical examination. Other psychological evaluations seek to better understand the individual's unique characteristics or personality to predict things like workplace performance or customer relationship management.
A clinical formulation, also known as case formulation and problem formulation, is a theoretically-based explanation or conceptualisation of the information obtained from a clinical assessment. It offers a hypothesis about the cause and nature of the presenting problems and is considered an adjunct or alternative approach to the more categorical approach of psychiatric diagnosis. In clinical practice, formulations are used to communicate a hypothesis and provide framework for developing the most suitable treatment approach. It is most commonly used by clinical psychologists and psychiatrists and is deemed to be a core component of these professions. Mental health nurses and social workers may also use formulations.
Common factors theory, a theory guiding some research in clinical psychology and counseling psychology, proposes that different approaches and evidence-based practices in psychotherapy and counseling share common factors that account for much of the effectiveness of a psychological treatment. This is in contrast to the view that the effectiveness of psychotherapy and counseling is best explained by specific or unique factors that are suited to treatment of particular problems. According to one review, "it is widely recognized that the debate between common and unique factors in psychotherapy represents a false dichotomy, and these factors must be integrated to maximize effectiveness". In other words, "therapists must engage in specific forms of therapy for common factors to have a medium through which to operate". Common factors is one route by which psychotherapy researchers have attempted to integrate psychotherapies.
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Jon Elhai is a professor of clinical psychology at the University of Toledo. He directs the University of Toledo's Posttraumatic Stress Disorder (PTSD) Research Lab. Elhai is known for being an expert in the assessment and diagnosis of Posttraumatic stress disorder (PTSD), forensic psychological assessment of PTSD, and detection of fabricated/malingered PTSD.
Post-traumatic stress disorder (PTSD) is an anxiety disorder that may develop after an individual experiences a traumatic event. In the United States, the Social Security Administration and the Department of Veterans Affairs each offer disability compensation programs that provide benefits for qualified individuals with mental disorders, including PTSD. Because of the substantial benefits available to individuals with a confirmed PTSD diagnosis, which causes occupational impairment, the distinct possibility of Type I errors exists, some of which are due to malingering of PTSD.
The Psychopathic Personality Inventory (PPI-Revised) is a personality test for traits associated with psychopathy in adults. The PPI was developed by Scott Lilienfeld and Brian Andrews to assess these traits in non-criminal populations, though it is still used in clinical populations as well. In contrast to other psychopathy measures, such as the Hare Psychopathy Checklist (PCL), the PPI is a self-report scale, rather than interview-based, assessment. It is intended to comprehensively index psychopathic personality traits without assuming particular links to anti-social or criminal behaviors. It also includes measures to detect impression management or careless responding.
In psychology, a facet is a specific and unique aspect of a broader personality trait. Both the concept and the term "facet" were introduced by Paul Costa and Robert McCrae in the first edition of the NEO-Personality Inventory (NEO-PI) Manual. Facets were originally elaborated only for the neuroticism, openness to experience, and extraversion traits; Costa and McCrae introduced facet scales for the agreeableness and conscientiousness traits in the Revised NEO-PI. Each of the Big Five personality traits in the five factor model contains six facets, each of which is measured with a separate scale. The use of facets and facet scales has since expanded beyond the NEO PI-R, with alternative facet and domain structures derived from other models of personality. Examples include the HEXACO model of personality structure, psycholexical studies, circumplex models, the Multidimensional Personality Questionnaire (MPQ), and the California Psychological Inventory.
The General Behavior Inventory (GBI) is a 73-question psychological self-report assessment tool designed by Richard Depue and colleagues to identify the presence and severity of manic and depressive moods in adults, as well as to assess for cyclothymia. It is one of the most widely used psychometric tests for measuring the severity of bipolar disorder and the fluctuation of symptoms over time. The GBI is intended to be administered for adult populations; however, it has been adapted into versions that allow for juvenile populations, as well as a short version that allows for it to be used as a screening test.
Accelerated experiential dynamic psychotherapy (AEDP) is a mind-body psychotherapy that is informed by research in the areas of attachment theory, emotion theory, and neuroscience of change. This model of psychotherapy incorporates techniques from experiential therapies and ISTDP.
References
- 1 2 Finn, Stephen E; Tonsager, Mary E (December 1997). "Information-gathering and therapeutic models of assessment: complementary paradigms" (PDF). Psychological Assessment. 9 (4): 374–385. doi:10.1037/1040-3590.9.4.374.
- ↑ Finn, Stephen E (2009). "How is Therapeutic Assessment different from other types of psychological assessment?". therapeuticassessment.com. Retrieved 20 April 2013.
- ↑ Finn, Stephen E (2009). "What is the history of Therapeutic Assessment?". therapeuticassessment.com. Retrieved 20 April 2013.
- ↑ Finn, Stephen E; Kamphuis, Jan H (2006). "Therapeutic Assessment with the MMPI-2" (PDF). In Butcher, James N (ed.). MMPI-2: a practitioner's guide. Washington, DC: American Psychological Association. pp. 165–191. doi:10.1037/11287-008. ISBN 978-1591472872. OCLC 57750845.
- ↑ Finn, Stephen E; Tonsager, Mary E (September 1992). "Therapeutic effects of providing MMPI-2 test feedback to college students awaiting therapy" (PDF). Psychological Assessment. 4 (3): 278–287. doi:10.1037/1040-3590.4.3.278.
- ↑ Newman, Martyn L; Greenway, Philip (June 1997). "Therapeutic effects of providing MMPI-2 test feedback to clients at a university counseling service: a collaborative approach" (PDF). Psychological Assessment. 9 (2): 122–131. doi:10.1037/1040-3590.9.2.122.
- ↑ Ackerman, Steven J; Hilsenroth, Mark J; Baity, Matthew R; Blagys, Matthew D (August 2000). "Interaction of therapeutic process and alliance during psychological assessment". Journal of Personality Assessment. 75 (1): 82–109. doi:10.1207/S15327752JPA7501_7.
- ↑ Hilsenroth, Mark J; Peters, Eric J; Ackerman, Steven J (December 2004). "The development of therapeutic alliance during psychological assessment: patient and therapist perspectives across treatment". Journal of Personality Assessment. 83 (3): 332–344. doi:10.1207/s15327752jpa8303_14.
- ↑ Poston, John M; Hanson, William E (June 2010). "Meta-analysis of psychological assessment as a therapeutic intervention" (PDF). Psychological Assessment. 22 (2): 203–212. doi:10.1037/a0018679.
- ↑ Smith, Justin D (Spring 2010). "Therapeutic Assessment with children and families: current evidence and future directions" (PDF). Emotional & Behavioral Disorders in Youth. 10 (2): 39–43.
- ↑ Finn, Stephen E (2009). "Therapeutic Assessment training". therapeuticassessment.com. Retrieved 20 April 2013.
- ↑ Finn, Stephen E (1996). Manual for using the MMPI-2 as a therapeutic intervention. Minneapolis: University of Minnesota Press. ISBN 978-0816628858. OCLC 34471306.