PSYCHOLOGICAL ASSESSMENT II (PY 610‐01) Fall 2010 T&Th 11.00 a.m. to 12.15 p.m. Gordon Palmer 204 Instructor: Martin Sellbom, Ph.D. Office: Gordon Palmer 255A Office Hours: By Appointment Only Office Telephone: 348‐9936 E­mail: [email protected] (best way to reach me) REQUIRED TEXTBOOKS: Archer, R. P., & Smith, S. R. (Ed.)(2008). Personality Assessment. New York, NY: Routledge. [ISBN‐13: 0‐8058‐6118‐1] Graham, J.R. (2006). MMPI­2: Assessing personality and psychopathology, 4th Edition. New York: Oxford University Press. [ISBN‐13: 978‐0‐1951‐6806‐8] ***Note: Make sure you get the MMPI­2­RF Chapter Addendum*** Finn, S. E. (2007). In Our Clients’ Shoes: Theory and Techniques of Therapeutic Assessment. New York: Routledge. [ISBN‐13: 978‐0‐8058‐5764‐1] REQUIRED MATERIALS FOR CHECK­OUT: The Psychological Clinic has copies of various test manuals that you will need to review as we are discussing various tests during this course. We do not have enough copies (and in some instances, only one) for each student, so please develop a good way of accessing and reviewing these test manuals. Ben‐Porath, Y. S., & Tellegen, A. (2008). MMPI­2­RF (Minnesota Multiphasic Personality Inventory­2­Restructured Form): Manual for administration and scoring. Minneapolis, MN: University of Minnesota Press. First, M.B. et. al. (1995). User’s guide for the structured clinical interview for DSM­IV Axis I Disorders. Washington, D.C.: American Psychiatric Press. First, M.B. et. al. (1997). User’s guide for the structured clinical interview for DSM­IV Axis II Personality Disorders. Washington, D.C.: American Psychiatric Press. Morey, L. C. (2007). Personality Assessment Inventory professional manual (2nd ed.). Lutz, FL: Psychological Assessment Resources. Tellegen, A., et. al. (2003). MMPI‐2 Restructured Clinical (RC) Scales: Development, Validation, and Interpretation. Minneapolis, MN: University of Minnesota Press. 1
REQUIRED READINGS: See the Appendix for a list of required journal articles and book chapters. I will expect that students keep up with the reading. Lecture material will, in many instances, assume familiarity with the assigned reading and students may be asked questions about this material. The final exam will include questions about reading material not covered in lectures. COURSE DESCRIPTION/OBJECTIVES: This course will provide a graduate level overview of adult assessment of personality and psychopathology. The class will cover clinical and structured interviewing, multi‐scale self‐report inventories, and performance‐based (i.e., projective) measures. Students will become familiar with the administration, scoring, and interpretation of the most common measures within these domains, with a strong emphasis on the MMPI‐2 – the most frequently used psychological test instrument in clinical practice (including APA‐accredited internships). In addition, students will practice integrating personality assessment test results and writing reports. Finally, the course will cover issues such as use of personality tests in a therapeutic manner and provision of client feedback following testing. Stephen Finn’s Therapeutic Assessment will be emphasized and students will become familiar with this technique. LEARNER­CENTERED OUTCOMES: This matrix provides the course objectives along with information about the variety of assessments that will be used to help you learn the material (formative assessments) and those that will measure your knowledge (summative assessments). Learning Outcome Assessment 1. Know the history of personality trait 1a. Class Discussion (formative) psychology and be able to describe how evolution in trait theory has influenced both test construction and revisions of current psychological test instruments. 1b. Exam (summative) 2. Be able to administer, score, and interpret 2a. Class discussion (formative) MMPI‐2 and MMPI‐2‐RF 2b. In‐class activities (formative) 2c. Protocol interpretations (summative) 3. Be able to administer, score, and interpret the 3a. Class discussion (formative) PAI 3b. In‐class activities (formative) 3c. Protocol interpretations (summative) 4. Be able to integrate various sources of client 4a. Class discussion (formative) 2
data, including background information, interview, and psychological test data to form a conceptualization of a client. Students should be able to organize and integrate this information in a written report. 5. Know the merits of performance‐based testing, and be familiar with administration, scoring, and interpretation of such tests. 6. Know the principles and application of therapeutic assessment. More specifically, they should know how to use of personality tests in a therapeutic manner and provision of client feedback following testing. 4b. Psychological test report (summative) 5a. Class discussion (formative) 5b. Exam (summative) 6a. Collaborative assessment techniques (formative) 6b. Class discussion (formative) 6c. Exam (summative) CLASS ATTENDANCE/PARTICIPATION: Attendance of graduate level courses is expected. If you are unable to attend a class, you must let me know in advance when possible. Students are further expected to be active participants in learning the material, which includes asking questions, commenting on lecture material/readings, and participating in class activities. However, there will be no points associated with attendance or participation – it is my hope that students are intrinsically motivated to learn via this method. STUDENT EVALUATION: Student competence in various course domains will be measured via several avenues: a. SCID­I scoring and interpretation competence: You will be provided with a transcript of SCID responses to parts of either the Mood Disorder module or the Psychotic Disorder module. Your goals is to (a) score the protocol, (b) determine diagnostic impression (if any), and (c) write a brief narrative of symptoms. b. MMPI­2/MMPI­2­RF interpretation competence: You will be asked to interpret three MMPI‐2 protocols and two MMPI‐2‐RF protocols as the semester progresses. The MMPI‐2 protocols will be practice cases 2‐4 in the Graham book (see Appendix). The MMPI‐2‐RF protocols will be distributed one week before the due date. These interpretations will be due in weekly intervals, upon conclusion of the MMPI‐2 course section. c. PAI interpretation competence: You will be asked to interpret one PAI protocol. This protocol will be provided one week prior to the due date. 3
d. Integrating test data and report writing competence: You will be asked to complete a psychological assessment report in accordance with the recommendations provided in class. You will be provided with an incomplete report that includes the initial sections (referral issues, presenting problems and symptoms, psychosocial background information, and mental status exam). You will also be provided with various personality test protocols, including a SCID protocol. Your task is to complete the psychological testing section, provide a diagnostic impression, write a summary, and provide a conceptual formulation that integrates all of the information. Your report should also include treatment implications, prognosis, and some recommendations. e. Global course competence: There will be a cumulative final exam that will assess student competencies not measured in other assignments. More details about the final exam, including a list of domains from which test questions could be derived, will be provided prior to the exam. It is important that you keep up with the readings and lecture materials to perform satisfactorily on the exam. NOTE: All written assignments should be e­mailed to me before 11.00 a.m. on the due date. NO LATE PAPERS WILL BE ACCEPTED. Point Distribution Across Assignments: SCID­I Protocol Scoring and Interpretation 15 points Test Protocol Interpretation 95 points MMPI‐2 protocol #1 10 points MMPI‐2 protocol #2 15 points MMPI‐2 protocol #3 20 points MMPI‐2‐RF protocol #1 15 points MMPI‐2‐RF protocol #2 20 points PAI protocol 15 points Assessment Report 40 points Final Exam 50 points Total 200 points Grades Letter grades will be assigned based on the following distribution: A = 90‐100% (of the total available points), B = 80‐89%, C = 70‐79%, D = 60‐69%, and F < 60%. ACADEMIC MISCONDUCT: The University of Alabama policy: Academic misconduct by students includes all acts of dishonesty in any academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help, another student commit an act of academic dishonesty. Academic dishonesty includes, but is not limited to, each of the following acts when performed in any type of academic or academically related matter, exercise, or activity. 4
(1) Cheating‐‐using or attempting to use unauthorized materials, information, study aids, or computer‐related information. (2) Plagiarism‐‐representing the words, data, pictures, figures, works, ideas, computer program or output, or anything not generated in an authorized fashion, as one's own. (3) Fabrication‐‐presenting as genuine any invented or falsified citation or material. (4) Misrepresentation‐‐falsifying, altering, or misstating the contents of documents or other materials related to academic matters, including schedules, prerequisites, and transcripts. Academic misconduct cases shall be resolved by the divisional academic misconduct monitor or the academic dean of the division in which the alleged action took place. Penalties for academic misconduct can range from a reprimand to a penalty as severe as suspension for a definite time or even indefinite suspension. Please refer to the complete ACADEMIC MISCONDUCT DISCIPLINARY POLICY for complete information on appeals, procedures, etc. STUDENTS WITH DISABILITIES: If you are registered with the Office of Disability Services, please make an appointment with me as soon as possible to discuss any course accommodations that may be necessary. If you have a disability but have not contacted the Office of Disability Services, you can register for services by calling 348‐4285. COURSE OUTLINE: This outline can only be viewed as a rough guide, as the exact amount of time for each topic can never be estimated. Therefore, changes may occur throughout the semester. Please be alert for announcements!!! Date Lecture Topic Assigned Readings Assignment Due 8/19 Syllabus; Introduction to Personality Assessment 8/24 Introduction to Personality 5, 7, 9 Assessment 8/26 Introduction to Personality 1; A&S Ch. 1 Assessment 8/31 Clinical Interviewing A&S Ch. 2 9/2 Structured Interviews SCID User Guides 9/7 Structured Interviews 9/9 Intro to MMPI‐2 2; Graham Ch. 1‐2, 9 5
Date Lecture Topic Assigned Readings 9/14 9/16 9/21 MMPI‐2 MMPI‐2 MMPI‐2 9/23 9/28 9/30 10/5 10/7 10/12 MMPI‐2 MMPI‐2 MMPI‐2‐RF MMPI‐2‐RF MMPI‐2‐RF PAI 10/14 10/19 10/21 10/26 PAI PAI MCMI‐III (if time permits) Intro to Performance‐Based Measures Intro to Performance‐Based Measures Rorschach Rorschach TAT and Other Performance‐
Based Measures Integrating Test Results, Report Writing Integrating Test Results, Report Writing 10/28 11/2 11/4 11/9 11/11 11/16 Graham Ch. 3 Graham Ch. 4‐5 RC Manual; Graham Ch 7 (RC); 6, 10 Graham Ch. 6‐8 Graham Ch. 11 MMPI‐2‐RF Manual Graham RF chapter PAI Manual; A&S Ch. 5 A&S Ch. 4 3, 4, 8 Assignment Due SCID Protocol Due MMPI‐2 Protocol #1 MMPI‐2 Protocol #2 MMPI‐2 Protocol #3 MMPI‐2‐RF Protocol #1 MMPI‐2‐RF Protocol #2 PAI Protocol A&S Ch. 8 A&S Ch. 9 A&S Ch. 11 6
Date Lecture Topic Assigned Readings 11/18 NO CLASS – Mid‐Semester Break (and ABCT week) Therapeutic Assessment 11/23 11/25 11/30 12/2 12/10 NO CLASS – Thanksgiving Break Therapeutic Assessment Therapeutic Assessment FINAL EXAM 8­11.30 a.m. Assignment Due Finn – Ch. 1‐6, 10, 12, 13, 19 Psychological Assessment Report APPENDIX – REQUIRED READINGS 1. Ben‐Porath, Y. S. (2003). Assessing personality and psychopathology with self‐
report inventories. In J.R. Graham & J.A. Naglieri (Eds.), Handbook of Psychology, (Vol. 10, pp. 553‐578). Hoboken, NJ: John Wiley & Sons, Inc. 2. Helmes, E., & Reddon, J.R. (1993). A perspective on developments in assessing psychopathology: A critical review of the MMPI and MMPI‐2. Psychological Bulletin, 113, 453‐471. 3. Hibbard, S. (2003). A critique of Lilienfeld et al.’s (2000) “The scientific status of projective techniques.” Journal of Personality Assessment, 80, 260‐271. 4. Lilienfeld, S.O., Wood, J.M., & Garb, H.N. (2000). The scientific status of projective techniques. Psychological Science in the Public Interest, 1, 25‐66. 5. Meyer, G.J. et al. (2001). Psychological testing and psychological assessment: A review of evidence and issues. American Psychologist, 56, 128‐165. 6. Nichols, D. (2006). The trials of separating bath water from baby: A review and critique of the MMPI–2 Restructured Clinical Scales. Journal of Personality Assessment, 87, 121–138. 7. Ozer, D. J. & Reise, S. P. (1994). Personality Assessment. Annual Review of Psychology, 45, 357‐388. 7
8. Society for Personality Assessment (2005). The Status of the Rorschach in Clinical and Forensic Practice: An Official Statement by the Board of Trustees of the Society for Personality Assessment. Journal of Personality Assessment, 85, 219‐237. 9. Tellegen , A. (1991). Personality Traits: Issues of Definition, Evidence, and Assessment. In W. M. Grove & D. Cicchetti (Eds.), Thinking Clearly about Psychology: Essays in honor of Paul E. Meehl, Vol 2: Personality and Psychopathology (pp. 10‐35). Minneapolis, MN: University of Minnesota Press. 10. Tellegen, A., Ben‐Porath, Y. S., Sellbom, M., Arbisi, P. A., McNulty, J. L., & Graham, J. R. (2006). Further Evidence on the Validity of the MMPI‐2 Restructured Clinical (RC) Scales: Addressing Questions Raised by Rogers et al. and Nichols. Journal of Personality Assessment. 87, 148‐171. 8