Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.
- Comer, R. J. (2015).Abnormal psychology (9th ed.). New York, NY: Worth.
- Chapter 4, “Clinical Assessment, Diagnosis, and Treatment”
- Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2001, May). What’s wrong with this picture? Scientific American, 284(5), 80–87. Retrieved from httpss://www.psychologicalscience.org/pdf/pspi/sa1_2.pdf
link includes a PDF version of the article. The authors raise important
concerns about the reliability and validity of some commonly used
- American Psychological Association. (2013). Testing and assessment. Retrieved from
httpss://www.apa.org/science/programs/testing/index.aspxThis American Psychological Association site includes an FAQ section as well as information about standards for psychological tests, links to other testing websites, and specific test resources.
Discussion – Week 2COLLAPSE
Sharing Assessment Information
noted in this week’s Introduction, there is a natural progression from
assessment to diagnosis to treatment. Information gathered during the
clinical assessment phase is valuable to the clinician as he or she
seeks to identify the correct diagnosis and the eventual plan for
treatment. However, clinicians sometimes are reluctant to disclose to
their clients all of the information gathered during a comprehensive
assessment. In fact, they are usually taught to release only summary
information and to retain raw data, unless they are communicating with a
professional who is trained to interpret the raw data. In this week’s
Discussion, you will weigh in on this controversial practice and support
To prepare for this Discussion:
the major points in the course textbook’s presentation on assessment,
focusing on the first part of Chapter 4 entitled “Clinical Assessment:
How and Why Does the Client Behave Abnormally?”
the following example: A client comes to treatment complaining about
being depressed. He scores high on a measure of paranoia, though he does
not reach a clinical level. Do you think it is worth spending session
time sharing this information and explaining its meaning to him, or do
you think it would it be best to focus on other things? If you were this
patient, would you want to know everything learned in the assessment?
about how a clinician should balance the patient’s right to know
against the “expense” of full disclosure, including the communication of
information that may not be useful and is difficult to explain.
With these thoughts in mind:
by Day 4 your position regarding the patient’s right to know versus the
“expense” of full disclosure of information collected in a
comprehensive assessment. Be sure to justify your position.
Be sure to support your postings and responses with specific references to the Learning Resources.