Psychological testing
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What are the pros and cons of using case history data as a tool of assessment?
Case history data includes an individual’s transcripts and medical records that contain relevant information. The data may be present in files stored in agencies and institutions such as schools, criminal justice agencies, hospitals, and employers. Informal sources of case history data may include family albums, audiotapes, movies, art work, work samples, doodling, and home videos. The main advantage of using case history data for assessment is that the data can be used in numerous assessment contexts. For instance, the data can help gather insight on an individual’s past life and any circumstances or events that impact an individual’s functioning and adjustment. In neuropsychological assessment, case history data provides information about an individual’s functioning before traumatic events led to a deficit. In learning institutions, psychologists use case history data to gather information on student behavior or academic capabilities (Cohen & Swerdlik, 2018).
The main limitation for using case history data for assessment is that it relies on the subjective interpretations made by the assessor. In case the assessor has unconscious bias, the assessment may not be effective. Additionally, it may take long to gather data about the assessee because the assessor has to reach out to various institutions and agencies. It also takes long to go through the data and determine which information is of high quality or relevant to the assessment. Case history data may be of minimal value in situations where the client’s problem is subtle and can only be detected and assessed after sustained and careful observation (Cohen & Swerdlik, 2018).
Describe a situation in which testing is more appropriate than assessment. By contrast, describe a situation in which assessment is more appropriate than testing.
Assessment refers to gathering data related to an individual’s psychology and integrating it with the aim of conducting a psychological evaluation. The main tools used to gather data include interviews, tests, observations, and tests. Psychological testing is a process where variables related to psychology are measured using procedures or devices that were specifically designed to gauge certain abilities or attributes (Cohen & Swerdlik, 2018). For example, when one wants to measure the Intelligence Quotient (IQ) of a high-achieving student, testing would be more appropriate than an assessment because the main objective is to gauge the student’s abilities. The outcome of an IQ test is a numerical value that aligns with the student’s intellectual functioning. An example of a test that can be used in such a case is the Wechsler Adult Intelligence Test (WAIS).
In a situation where an offender is referred to a psychologist to determine if the offender is competent enough to go for trial, an assessment may be preferred instead of a test. According to Hoge (2016), assessments help to answer specific referral questions and are always individualized based on the problem facing the client. The assessment process would include selecting specific tools that would help determine the defendant’s mental status and detect any deficits that may make them incompetent. The assessor may select specific tests and incorporate other data collection methods such as interviews, self-reports, and psychological observation to make accurate conclusions about mental health status, decisional competence, and competence to comprehend criminal charges and assist counsel.
References
Cohen, R. J. & Swerdlik, M. E. (2018). Psychological testing and assessment (9th ed.). New York, NY: McGraw-Hill Companies.
Hoge, S. (2016). Competence to stand trial: An overview. Indian Journal of Psychiatry, 58(6), 187. https://doi.org/10.4103/0019-5545.196830