Syllabus Psychological Assessment: Personality
Psychological Assessment: Personality PSYC 710 Spring 2012
Syllabus Course Course Title: Catalog Number: Location: Class Schedule: Lab Schedule:
Psychological Assessment: Personality PSYC 710–001, 11729 GMU Center for Psychological Services Classroom Thursday 1:00–3:40 Thursday 4:00–5:50
Instructors Instructor: Office: Phone: Office Hours: Teaching Assistant:
Grover C. Foehlinger, Jr., Ph.D., NCSP, Associate Professor ([email protected]) GMU Center for Psychological Services, 202 G 703-993-5127; 571-480-8777; 703-352-0035 (fax)@gmu.edu Tuesday 9:00–12:00; and by appointment Anna Bukont ([email protected])
Course Description PSYC 710 is a study of clinical techniques and psychological instruments used in assessment of school-aged children and adolescents; the nature, applications, limitations, and predictive value of these methods; and the procedures for selection, administration, scoring, and interpretation of techniques for evaluation of personality, adjustment, adaptive functioning, and behavior.
Goal and Objectives The goal of this course is to prepare graduate students in school psychology to assess the social, emotional, and behavioral adjustment of children and adolescents in educational and clinical settings. The course provides an overview of relevant personality theory and psychometric theory, and students learn a variety of techniques that can be applied in a diagnostic problem-solving model.
Students will attain the goal by demonstrating mastery of the following objectives: 1. Identify major theories of personality on which diagnostic procedures are based. 2. Apply basic principles of instrumentation for objective and projective tests that purport to measure personality, adjustment, adaptive functioning, or behavior in children and adolescents. 3. Evaluate the reliability, validity, and utility of objective and projective tests that measure personality, adjustment, or behavior. 4. Conduct general and focused interviews with children and with parents or guardians of children to collect relevant diagnostic data pertaining to social, emotional, adaptive, and behavioral adjustment.
PSYC 710 Spring 2012
5. Conduct structured and semi-structured behavioral observations. 6. Select broad- and narrow-band psychological tests relevant to specific referral questions; administer tests in a manner consistent with prescribed procedures; score the tests accurately; and interpret results. 7. Synthesize diagnostic data from multiple sources; formulate valid interpretations of the data; select appropriate educational and clinical recommendations; and document results, diagnostic conclusions, and recommendations in a written report.
Texts and Materials Required Texts and Materials: Exner, J. (2001). Rorschach workbook for the comprehensive system (5th ed.). Ashville, NC: Rorschach Workshops. Reynolds, C. R., & Kamphaus, R. W. (2003). Handbook of psychological & educational assessment of children: Personality, behavior, and context (2nd ed.). New York: Guilford. Sattler, J. M. (2005). Assessment of children: Behavioral, social, and clinical foundations, (5th ed.). La Mesa, CA: Jerome M. Sattler Publisher. Administration and technical manuals for various tests are required. The manuals are available in the test library at the Center for Psychological Services. Record forms for various tests are provided for instructional purposes only. They may not be reproduced in any form. Recommended Text: Exner, J. E. (2000). A primer for Rorschach interpretation. Asheville, NC: Rorschach Workshops. Relevant Readings: American Educational Research Association (1999). Standards for educational and psychological testing. Washington, DC: Author. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author. American Psychological Association (2010). Ethical principles of psychologists and code of conduct. National Association of School Psychologists (2010). Principles for professional ethics. Mash, E. J., & Barkley, R. A. (2007). Assessment of childhood disorders. New York: Guilford.
PSYC 710 Spring 2012
Policies and Procedures Academic policies and procedures are established by the University’s College of Humanities and Social Sciences. Additional information about these policies and procedures can be found at http://chss.gmu.edu/gradpolicies. Dates & Deadlines: Students should be cognizant of the following deadlines established by the Registrar:
Last Day to Add Course Last Day to Drop Course without Penalty Last Day to Drop Course with Penalty Spring Break Last Day of Classes Exam Period
January 31, 2012 January 31, 2012 February 24, 2012 March 12–18, 2012 May 5, 2012 May 9–16, 2012
Honor Code: Academic integrity is an expectation and obligation. By enrolling in this course, students are bound by the University’s Honor Code, http://www.gmu.edu/catalog/9798/honorcod.html. They must also be mindful of ethical principles established by the National Association of School Psychologists and the American Psychological Association. Accommodations: Reasonable accommodations are available for students with disabilities. It is the student’s responsibility to contact the Office of Disability Resources at 703-993-2474 and to notify the instructor of any requests for accommodations (e.g., extended time, large type, etc.) during the first week of the semester. All academic accommodations must be arranged through the Disability Resource Center.
Requirements & Assessment Course Structure: The format of this course includes didactic lectures and experiential labs. Reading assignments for lectures are provided in the schedule at the end of the syllabus. The materials are to be read before the designated lecture. Content presented in assigned readings is essential for developing proficiency as a practicing school psychologist. Not all readings will be discussed in class, but students are responsible for all assigned materials. The lab focuses on developing applied competencies in 1.) conducting diagnostic interviews with children, parents, and teachers; 2.) applying structured and semi-structured observational techniques to assess personality, adjustment, or behavior; 3.) administering and scoring the Rorschach technique with the Exner Comprehensive System, and 3.) preparing written reports of psychological assessment that require synthesis of diagnostic data. Attendance and Assignments: Attendance at classes and labs is required, and students are responsible for all information presented during class and lab meetings. The instructor or lab assistant should be notified when students are unable to attend a class; and, in the event of absence, students should obtain lecture notes or assignments from classmates. Students are responsible for submitting assignments on the date due, even if unable to attend class. All assignments must be completed by the due date (see attached schedule). The grade for an assignment may be deducted by 5% if not submitted by the designated due date. All assignments must be submitted by the date on which the final exam is scheduled. If extenuating circumstances preclude a student from completing all assignments by the due date, the student may request a grade of “Incomplete.”
PSYC 710 Spring 2012
The student is responsible for initiating the request in writing to the instructor before the end of the semester, and the request should include a rationale for why the extension is needed. Approval of such requests is at the discretion of the instructor. Assessment: Both formative and summative assessments are administered to monitor progress and to document performance. Nine formal assessments are conducted during the semester. These measures and the percentage of final grade contributed by each follow: Taped interview with child and written comments Taped interview with adult and written comments Report of behavioral observation Administration & scoring of BASC record Administration & scoring of CBCL record Administration & scoring of ABAS-2 record Administration & scoring of DAP: SPED record 10 Administration & scoring of Roberts record Administration & scoring of Rorschach record Final exam: comprehensive psychological report Total
10 10 5 10 10 5 10 10 10 20 100
Interviews: Students are required to conduct two diagnostic interviews: one with a parent or guardian of a child and one with a school-aged child. Students are expected to secure informed consent, record the interview (video preferred), and submit the recording for review. In addition, students prepare a brief (two-page limit for each) written reflection of the interview experience (i.e., what techniques you used, what surface or latent dynamics influenced the process, what – if anything – made you anxious, what went well, what you would do differently the next time, etc.). Behavioral Observation: Students are required to conduct a behavioral observation and prepare a written summary. The observation may be based on part of a diagnostic evaluation conducted at the GMU Center for Psychological Services or may be conducted in a K-12 classroom with informed consent of the parent and permission of the school administrator. Details about the observation and the summary will be presented in class. Administration, Scoring, & Interpretation of Tests: Students are required to conduct simulated administrations of common tests including the BASC (child or parent), the CBCL (child or parent), the ABAS-2, the DAP: SPED, the Roberts, and the Rorschach. Upon completion of each test, students are expected to compute scores, prepare a summary of scores derived from the test, formulate a working hypothesis based on results of the instrument or procedure, and submit a brief written summary of the information. Final Exam – Comprehensive Psychological Report: Students are required to write one report of a comprehensive psychological evaluation. The assessment data (background information, interview data, test results, etc.) are provided and are based on an amalgam of several “real” cases. The focus of the case is the impact of social, emotional, and behavioral factors on adjustment and educational performance; however, cognitive and achievement results are provided, and these data should be considered and integrated into the report. The following content should be incorporated in the final
PSYC 710 Spring 2012
report: 1.) reason for referral, background information, and behavioral observations; 2.) assessment of cognitive abilities, executive processes, and academic achievement; 3.) assessment of social, emotional, and behavioral adjustment and, if relevant, social-adaptive functioning; 4.) comprehensive integration of all data with diagnostic impressions; and 5.) both educational and clinical recommendations, if appropriate. Grading: The final grade, based on assessment of requirements listed above, is assigned based on the following scale: A+ = 97-100% A = 93-96% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% NB: If a student’s grade is within a borderline range, class and lab participation are considered in determining a final grade for the course.
Syllabus Course Course Title: Catalog Number: Location: Class Schedule: Lab Schedule:
Psychological Assessment: Personality PSYC 710–001, 11729 GMU Center for Psychological Services Classroom Thursday 1:00–3:40 Thursday 4:00–5:50
Instructors Instructor: Office: Phone: Office Hours: Teaching Assistant:
Grover C. Foehlinger, Jr., Ph.D., NCSP, Associate Professor ([email protected]) GMU Center for Psychological Services, 202 G 703-993-5127; 571-480-8777; 703-352-0035 (fax)@gmu.edu Tuesday 9:00–12:00; and by appointment Anna Bukont ([email protected])
Course Description PSYC 710 is a study of clinical techniques and psychological instruments used in assessment of school-aged children and adolescents; the nature, applications, limitations, and predictive value of these methods; and the procedures for selection, administration, scoring, and interpretation of techniques for evaluation of personality, adjustment, adaptive functioning, and behavior.
Goal and Objectives The goal of this course is to prepare graduate students in school psychology to assess the social, emotional, and behavioral adjustment of children and adolescents in educational and clinical settings. The course provides an overview of relevant personality theory and psychometric theory, and students learn a variety of techniques that can be applied in a diagnostic problem-solving model.
Students will attain the goal by demonstrating mastery of the following objectives: 1. Identify major theories of personality on which diagnostic procedures are based. 2. Apply basic principles of instrumentation for objective and projective tests that purport to measure personality, adjustment, adaptive functioning, or behavior in children and adolescents. 3. Evaluate the reliability, validity, and utility of objective and projective tests that measure personality, adjustment, or behavior. 4. Conduct general and focused interviews with children and with parents or guardians of children to collect relevant diagnostic data pertaining to social, emotional, adaptive, and behavioral adjustment.
PSYC 710 Spring 2012
5. Conduct structured and semi-structured behavioral observations. 6. Select broad- and narrow-band psychological tests relevant to specific referral questions; administer tests in a manner consistent with prescribed procedures; score the tests accurately; and interpret results. 7. Synthesize diagnostic data from multiple sources; formulate valid interpretations of the data; select appropriate educational and clinical recommendations; and document results, diagnostic conclusions, and recommendations in a written report.
Texts and Materials Required Texts and Materials: Exner, J. (2001). Rorschach workbook for the comprehensive system (5th ed.). Ashville, NC: Rorschach Workshops. Reynolds, C. R., & Kamphaus, R. W. (2003). Handbook of psychological & educational assessment of children: Personality, behavior, and context (2nd ed.). New York: Guilford. Sattler, J. M. (2005). Assessment of children: Behavioral, social, and clinical foundations, (5th ed.). La Mesa, CA: Jerome M. Sattler Publisher. Administration and technical manuals for various tests are required. The manuals are available in the test library at the Center for Psychological Services. Record forms for various tests are provided for instructional purposes only. They may not be reproduced in any form. Recommended Text: Exner, J. E. (2000). A primer for Rorschach interpretation. Asheville, NC: Rorschach Workshops. Relevant Readings: American Educational Research Association (1999). Standards for educational and psychological testing. Washington, DC: Author. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author. American Psychological Association (2010). Ethical principles of psychologists and code of conduct. National Association of School Psychologists (2010). Principles for professional ethics. Mash, E. J., & Barkley, R. A. (2007). Assessment of childhood disorders. New York: Guilford.
PSYC 710 Spring 2012
Policies and Procedures Academic policies and procedures are established by the University’s College of Humanities and Social Sciences. Additional information about these policies and procedures can be found at http://chss.gmu.edu/gradpolicies. Dates & Deadlines: Students should be cognizant of the following deadlines established by the Registrar:
Last Day to Add Course Last Day to Drop Course without Penalty Last Day to Drop Course with Penalty Spring Break Last Day of Classes Exam Period
January 31, 2012 January 31, 2012 February 24, 2012 March 12–18, 2012 May 5, 2012 May 9–16, 2012
Honor Code: Academic integrity is an expectation and obligation. By enrolling in this course, students are bound by the University’s Honor Code, http://www.gmu.edu/catalog/9798/honorcod.html. They must also be mindful of ethical principles established by the National Association of School Psychologists and the American Psychological Association. Accommodations: Reasonable accommodations are available for students with disabilities. It is the student’s responsibility to contact the Office of Disability Resources at 703-993-2474 and to notify the instructor of any requests for accommodations (e.g., extended time, large type, etc.) during the first week of the semester. All academic accommodations must be arranged through the Disability Resource Center.
Requirements & Assessment Course Structure: The format of this course includes didactic lectures and experiential labs. Reading assignments for lectures are provided in the schedule at the end of the syllabus. The materials are to be read before the designated lecture. Content presented in assigned readings is essential for developing proficiency as a practicing school psychologist. Not all readings will be discussed in class, but students are responsible for all assigned materials. The lab focuses on developing applied competencies in 1.) conducting diagnostic interviews with children, parents, and teachers; 2.) applying structured and semi-structured observational techniques to assess personality, adjustment, or behavior; 3.) administering and scoring the Rorschach technique with the Exner Comprehensive System, and 3.) preparing written reports of psychological assessment that require synthesis of diagnostic data. Attendance and Assignments: Attendance at classes and labs is required, and students are responsible for all information presented during class and lab meetings. The instructor or lab assistant should be notified when students are unable to attend a class; and, in the event of absence, students should obtain lecture notes or assignments from classmates. Students are responsible for submitting assignments on the date due, even if unable to attend class. All assignments must be completed by the due date (see attached schedule). The grade for an assignment may be deducted by 5% if not submitted by the designated due date. All assignments must be submitted by the date on which the final exam is scheduled. If extenuating circumstances preclude a student from completing all assignments by the due date, the student may request a grade of “Incomplete.”
PSYC 710 Spring 2012
The student is responsible for initiating the request in writing to the instructor before the end of the semester, and the request should include a rationale for why the extension is needed. Approval of such requests is at the discretion of the instructor. Assessment: Both formative and summative assessments are administered to monitor progress and to document performance. Nine formal assessments are conducted during the semester. These measures and the percentage of final grade contributed by each follow: Taped interview with child and written comments Taped interview with adult and written comments Report of behavioral observation Administration & scoring of BASC record Administration & scoring of CBCL record Administration & scoring of ABAS-2 record Administration & scoring of DAP: SPED record 10 Administration & scoring of Roberts record Administration & scoring of Rorschach record Final exam: comprehensive psychological report Total
10 10 5 10 10 5 10 10 10 20 100
Interviews: Students are required to conduct two diagnostic interviews: one with a parent or guardian of a child and one with a school-aged child. Students are expected to secure informed consent, record the interview (video preferred), and submit the recording for review. In addition, students prepare a brief (two-page limit for each) written reflection of the interview experience (i.e., what techniques you used, what surface or latent dynamics influenced the process, what – if anything – made you anxious, what went well, what you would do differently the next time, etc.). Behavioral Observation: Students are required to conduct a behavioral observation and prepare a written summary. The observation may be based on part of a diagnostic evaluation conducted at the GMU Center for Psychological Services or may be conducted in a K-12 classroom with informed consent of the parent and permission of the school administrator. Details about the observation and the summary will be presented in class. Administration, Scoring, & Interpretation of Tests: Students are required to conduct simulated administrations of common tests including the BASC (child or parent), the CBCL (child or parent), the ABAS-2, the DAP: SPED, the Roberts, and the Rorschach. Upon completion of each test, students are expected to compute scores, prepare a summary of scores derived from the test, formulate a working hypothesis based on results of the instrument or procedure, and submit a brief written summary of the information. Final Exam – Comprehensive Psychological Report: Students are required to write one report of a comprehensive psychological evaluation. The assessment data (background information, interview data, test results, etc.) are provided and are based on an amalgam of several “real” cases. The focus of the case is the impact of social, emotional, and behavioral factors on adjustment and educational performance; however, cognitive and achievement results are provided, and these data should be considered and integrated into the report. The following content should be incorporated in the final
PSYC 710 Spring 2012
report: 1.) reason for referral, background information, and behavioral observations; 2.) assessment of cognitive abilities, executive processes, and academic achievement; 3.) assessment of social, emotional, and behavioral adjustment and, if relevant, social-adaptive functioning; 4.) comprehensive integration of all data with diagnostic impressions; and 5.) both educational and clinical recommendations, if appropriate. Grading: The final grade, based on assessment of requirements listed above, is assigned based on the following scale: A+ = 97-100% A = 93-96% A- = 90-92% B+ = 87-89% B = 83-86% B- = 80-82% NB: If a student’s grade is within a borderline range, class and lab participation are considered in determining a final grade for the course.
