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Clinical Assessment:
Interview and IntelligenceAssessments
Zoltan Kovary PhD
ELTE PPK
Department of Clinical Psychology and Addictology
!"#$"% A&t&mn 'emester
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The
Assessmentin ClinicalPsychology
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The definition ofpsychological assessment
(Psychological assessment
is a process of testing that&ses a com)ination of
techni*&es to help arriveat some hypotheses a)o&ta person and their)ehavior+ personality andcapa)ilities,-
.ane /ramingham+ PhD
Psychcentral,com
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0istorical o&tline After 11
The clinical psychologist+ ase2pert ofdiagnosis$assessment
"3%!4s 5 6!4s Decline in interest 7
therapies
"38!4s
9enewal and growth
ew areas forensic psychology ne&ropsychology
D'; III
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Definition 5 p&rpose
An ongoing process
Evaluation of an individ&al4sstrengths and wea
Assessthe s&ita)ility of thepatient for therapy
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The referral$clinical *&estion
The referral *&estion: startingpoint
;ost important iss&es
A)normalmental$psychological state
A)normal traits
Psychodynamics
The level of adaptation
Coping Intelligence
Depends on the clinician4stheoretical commitment?
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Tools of clinicalpsychological assessment
Interview =first+ never miss>
Intelligence assessment
I@ level
'tr&ct&re of intelligence At the last occasion, to avoid the
effects of performanceorientation!
ehavior assessment Personality assessment =tests>
B)ective tests Traits
Proective tests Psychodynamics
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The interview
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eneral characteristics ofinterview
Interaction ot ordinary conversation+ )&t a
planned and goal oriented interaction
To elicit data+ information+ )eliefs andattit&des
Personal conditions of the interviewer Professional
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Interviewing Essentials andTechni*&es
Physical settings
Privacy
Protection from interr&ptions Time frames
at&re of the patients
'
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9apport
The *&ality of relationship )etween patientand clinician
A comforta)le atmosphere and a m&t&al
&nderstanding of the p&rpose of theinterview
Characteristics Can )e achieved in many ways+ there are no
certain tric
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Comm&nication To ens&re ma2im&m
comm&nication
eginning a 'ession G acas&al *&estion
Fse a lang&age that thepatient can &nderstand Avoid argon
Avoid infantiliHation
Don4t identify with the patient?
@&estions Avoid interrogation?
ecome progressively morestr&ct&red as the interviewproceeds
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Interview @&estion Types
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Comm&nication 'ilence
Can mean many things?
Assess its meaning and f&nction inthe conte2t of the specificinterview
The response Listening
e an active listener?
ratification of the self
o& m&st resist the temptation toshift the foc&s to yo&rselves
Clinicians sho&ld avoid disc&ssingtheir personal lives or opinions
The impact+ )ac
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Things to avoid d&ring thesessions
E2pression of consternation
E2cessive worry
;oral &dgement
P&nishing )ehavior
Criticism /alse promises
Personal references+ )oasting
'caring the patient
Charging the patient with o&r
own pro)lems Intolerance
Arg&es =political+ spirit&al>
Persiflage
Dispraise
laming for fail&res
9eection
Pre&dices Dogmatic templates
Early+ deep interpretations
Dogmatic dream analyses
/orcing the e2ploration of
tra&matic contents /lattering
Fnnecessary enco&ragement
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/rames of references
The Patient4s eliefs
E2pectations
oals vs advantages ofillness
E2ternal press&re
An2iety
Psychological games
The Clinician4s Preparedness
P&rposes
B)ectivity vs coldness+aloofness
0as to give feed)ac
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The content and str&ct&re
of the interview
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The most important contentsof the interview
Act&al$ cross sectionalpart The history of the
patient4sillness$disorder$pro)lems
Longit&dinal section The history of the
patient4s life
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Cross sectional part
Identifying The main complaints The history of the illness$pro)lem
/ormation Its role in the patient4s life Personal coping Previo&s interventions
Act&al social and e2istentialstat&s Personal impressions
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Personal life history
Early childhood+ family roots
Childhood
Kindergarden 'chool
Adolescence
'e2&al mat&ration
Identity
Ad<hood Profession
;arriage$family life
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'o&rces of the information: The three layersof the content according to Argelander
Objective informations
Jerifia)le data
Subjective informations
The personal meaning ofevents
Scenic informations
The e2perience of thesit&ation
ehavior
The interviewer is involved
The clinician has to integrate these kind of informations!!!
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The three logical levels of theinterview
.&dgement a)o&t the
present sit&ation 5emergency decision
Anamnesis andpersonality diagnostics
Psychodinamic&nderstanding
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", .&dgement a)o&t the present sit&ation 5emergency decision
Prior
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Decision a)o&t what
Crisis
'&icide ris
Psychological+ social ande2istential stat&s
Coping
Developmental aspects
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, Psychodynamic &nderstanding
Ego7strength
Defence mechanisms
9egression Primary and
secondary gains ofillness
The (meaning- ofillness
9e*&ires empathy
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Jarietes of interviews
The inta
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Assessment of Intelligence
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Intelligence
A, inet ="8#67"3""> Intelligentia *&otiens =I@>
;ental age$)iological age "!!
Ch, 'pearman ="8%7"3M#> 'pecial and general intelligences
L, Th&rstone ="3367"3##> 'even primary mental a)ilities
D, 1echsler ="8367"38"> Jer)al and performative
intelligences =J@ 5 P@ N I@>
9, Cattel ="3!#7"338> CrystalliHed 5 fl&id intelligences
0, ardner ="3M> ;<iple intelligences
ALL OF THESE ARE CONSTRUCTIONS, INTELLIGENCE IS WHATINTELLIGENCE TEST MEASURE!!!
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9aymond Cattel4s theory ofcrystalliHed and fl&id intelligence
d 4 th f lti l
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ardner4s theory of m<ipleintelligences
I@ l l
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I@ G levels
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The str&ct&re of intelligenceaccording to 1echsler test
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Assessment
1hat is the clinical *&estion
Dementia
Choice: Mini Mental tate
I@ =Compos mentis>
Choice: avenProgressive Matrices
https"##$$$%raventest%net#
Intelligence str&ct&re
Intelligence deficit type Choice: &echsler=1AI'
III+ IJ>
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1AI' I@ Jer)al s&)test
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1AI' I@ Performance s&)tests
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Than< yo& for yo&r
attention?