BLOK 6
Psychodiagnostics
,Inhoud
Task 1 ..................................................................................................................................................... 2
Lecture 1 .............................................................................................................................................. 10
Task 2 ................................................................................................................................................... 14
Lecture 2 .............................................................................................................................................. 23
Task 3 ................................................................................................................................................... 30
Task 4 ................................................................................................................................................... 35
Lecture 3 .............................................................................................................................................. 41
Lecture 4 .............................................................................................................................................. 44
Task 5 ................................................................................................................................................... 46
Task 6 ................................................................................................................................................... 54
Lecture 5 .............................................................................................................................................. 61
Lecture 6 .............................................................................................................................................. 63
Assignment .......................................................................................................................................... 65
The task................................................................................................................................................ 65
Background/ Theoretical basis of the test ................................................................................... 65
Target group and age range ......................................................................................................... 65
Administration.................................................................................................................................. 65
Psychometrics ..................................................................................................................................... 65
Manual .............................................................................................................................................. 65
Norms ............................................................................................................................................... 65
Reliability .......................................................................................................................................... 65
Validity .............................................................................................................................................. 66
Test administration ............................................................................................................................. 66
Evaluation ............................................................................................................................................ 67
References .......................................................................................................................................... 67
1
,Task 1
1. Does Andrew suffer from depression? What might be a differential diagnosis?
Andrew suffer from mild mood disturbance according to the ‘Beck's Depression Inventory’. There you have
a mild mood disturbance when you got 11-16 points. This questionnaire exists of questions where you do
self-scoring on the questions.
The scoring scale:
1-10: These ups and downs are considered normal
11-16: Mild mood disturbance
17-20: Borderline clinical depression
21-30: Moderate depression
31-40: Severe depression
Over 40: Extreme depression
Source: Beck’s Depression Inventory (1978). (n.d.).
Our results support the notion, that researchers using the BDI-II as an outcome measure in clinical studies
should define remission as BDI-II scores below 13 since this yields the best classification in healthy and
somatic samples. However, the results also indicate that using a cut point of 19 to indicate remission may
be better among patients that suffer from comorbid psychiatric illnesses. Given the limitations described
above, the latter point needs to be validated in future studies, that directly compare differences in optimal
cut points for BDI-II scores in different recruitment settings. For clinicians, our results echo the call for
higher cut points to interpret BDI-II scores in psychiatric samples than in somatic and healthy samples in
order to maximize its diagnostic utility.
Source: Michael von Glischinski , Ruth von Brachel , & Gerrit Hirschfeld. (n.d.). How depressed is “depressed”? A
systematic review and diagnostic meta-analysis of optimal cut points for the Beck Depression Inventory revised (BDI-
II). Quality of Life Research, Vol. 28.
Factoren
Dysfunctional parenting is significantly associated with the development of pathological narcissism in
adulthood. Parental coldness and emotional control of the child are more likely associated with vulnerable
narcissism.
Narcissistic people often externalize their problems, projecting them onto others. Other manifest difficulties
include social isolation, sexual dysfunction, irritability and aggression, and an increasing reliance on drugs
and/or alcohol to elevate mood. Some report feelings of emptiness, dysphoria and despair; in others,
feelings of shame, humiliation and worthlessness may predominate, particularly in relation to events such
as the break-up of a relationship or loss of their job.
Narcissistic Personality Inventory
The Narcissistic Personality Inventory is the same as the Self Confidence Test. Narcissists could
underreport on psychological tests as they want to do good, and won’t show they are suffering from a
disease. For therapists narcissists are very difficult to work with in therapy.
There is adaptive and maladaptive narcissism. Narcissism is not that rare. It is generally useful to use BDI-
II in this case. The first hypothesis is: he has depression. As the score is low: it could be narcissism and
give him the self- confidence scale. So, don’t rely on 1 test, but use different tests to get a differential
diagnosis.
Psychoanalytic models of narcissism (view 1 on narcissism)
Psychoanalysts described the construct of narcissism as a personality characteristic of vanity and self-
love that is not exclusively sexual, nor confined to the realm of pathology, but a normal part of human
development. Psychoanalytic papers highlighted the defensive function of narcissism in protecting the
individual from feelings of low self-worth and self- esteem, as well as conceptualising narcissism as a
dimensional psychological state that ranged from normal to pathological. Later psychoanalysts expanded
on the idea of a narcissistic personality type, for instance dividing it into ‘aggressive-expansive’,
‘perfectionist’ and ‘arrogant-vindictive’. The self-psychology approach of Kohut offers the ‘deficit model’ of
narcissism, which asserts that pathological narcissism originates in childhood as a result of the failure of
parents to empathise with their child. Narcissistic individuals are prone to experiencing emptiness and
depression in response to narcissistic injury. By contrast, Kernberg’s object relations approach
emphasises aggression and conflict in the psychological development of narcissism, focusing on the
patient’s aggression towards and jealousy of others. In this ‘conflict model’, early childhood experiences
of cold, indifferent or aggressive parental figures push the child to develop feelings of specialness as a
retreat. These feelings evolve into a pathological grandiose self-structure, which defends against the
child’s rage at his inability to internalise good objects. In pathologically narcissistic individuals, primitive
defence mechanisms of idealisation, denigration and splitting predominate, the capacity for sadness, guilt
and mourning is lacking, and the main affects are shame, jealousy and aggression.
Social and personality models of narcissism- Christopher Lash (view 2 on narcissism)
2
, Cultural studies suggested that the USA is seen as a more narcissistic society, in which individualism,
professional success, fame and material wealth are celebrated, in contrast to Eastern cultures in Asia and
the Middle East, which promote collectivism and more shared parenting practices and where self-reports
of narcissistic traits are shown to be lower. There is now a large empirical literature in the social-personality
field that conceptualises narcissism as a normative personality trait, which can be adaptive and
maladaptive. Most of this research has relied on the Narcissistic Personality Inventory, the instrument most
frequently used to measure narcissism. Cognitive-behavioural clinicians emphasize on the social learning
of core beliefs or self schemas. Social learning perspective proposes that children learn about themselves
and others from their parents’ behaviour, and in narcissistic individuals, beliefs about specialness and
entitlement are thought to stem from early parental overindulgence. Others have pointed to parental abuse
and neglect as instrumental in the development of pathological narcissism. Beck described dysfunctional
core beliefs or schemas, stemming from early experiences of adverse parenting, associated with
narcissistic personality disorder (NPD).
christopher Lasch
2. Does it make sense to give people such as Andrew a test like the BDI-II, and why is that? More generally,
are tests and tasks helpful?
It will give you an idea of what is the matter with peoples. The tests and the tasks help with giving someone
the right diagnosis.
The purposes and appropriate uses of psychological assessment:
Some of the primary purposes of assessment are to (a) describe current functioning, including cognitive
abilities, severity of disturbance, and capacity for independent living; (b) confirm, refute, or modify the
impressions formed by clinicians through their less structured interactions with patients; (c) identify
therapeutic needs, highlight issues likely to emerge in treatment, recommend forms of intervention, and
offer guidance about likely outcomes; (d) aid in the differential diagnosis of emotional, behavioural, and
cognitive disorders; (e) monitor treatment over time to evaluate the success of interventions or to identify
new issues that may require attention as original concerns are resolved; (f) manage risk, including
minimization of potential legal liabilities and identification of untoward treatment reactions; and (g) provide
skilled, empathic assessment feedback as a therapeutic intervention in itself.
Examples of evidence supporting the goals of psychological testing and assessment
The PAWG report provided a narrative review of data on the utility of testing for various clinical purposes,
including (a) the description of clinical symptomatology and differential diagnosis, (b) the description and
prediction of functional capacities in everyday behaviour, (c) the prediction of subsequent functioning and
differential treatment needs for medical and mental health conditions, (d) the monitoring of treatment over
time, and (e) the use of psychological assessment as a treatment in itself.
Distinction between psychological testing and psychological assessment:
Psychological testing is a relatively straightforward process wherein a particular scale is administered to
obtain a specific score. Subsequently, a descriptive meaning can be applied to the score on the basis of
normative, nomothetic findings. In contrast, psychological assessment is concerned with the clinician who
takes a variety of test scores, generally obtained from multiple test methods, and considers the data in the
context of history, referral information, and observed behaviour to understand the person being evaluated,
to answer the referral questions, and then to communicate findings to the patient, his or her significant
others, and referral sources.
Conclusions:
Formal assessment is a vital element in psychology's professional heritage and a central part of
professional practice today. This review has documented the very strong and positive evidence that
already exists on the value of psychological testing and assessment for clinical practice. We have
demonstrated that the validity of psychological tests is comparable to the validity of medical tests and
indicated that differential limits on reimbursement for psychological and medical tests cannot be justified
on the basis of the empirical evidence. We have also demonstrated that distinct assessment methods
provide unique sources of data and have documented how sole reliance on a clinical interview often leads
to an incomplete understanding of patients. On the basis of a large array of evidence, we have argued that
optimal knowledge in clinical practice (as in research) is obtained from the sophisticated integration of
information derived from a multimethod assessment battery.
Finally, to advance research, we have identified critical implications that flow from the distinction between
testing and assessment and have called for future investigations to focus on the practical value of
assessment clinicians who provide test-informed services to patients and referral sources. We hope this
review simultaneously clarifies the strong evidence that supports testing while helping to initiate new
research that can further demonstrate the unique value of well-trained psychologists providing formal
assessments in applied health care settings.
Source: Gregory J. Meyer , Stephen E. Finn , Lorraine D. Eyde , Gary G. Kay , Kevin L. Moreland , Robert R. Dies , …
Geoffrey M. Reed. (n.d.). Psychological testing and psychological assessment: A review of evidence and issues.
American Psychologist, Vol. 56.
3
Psychodiagnostics
,Inhoud
Task 1 ..................................................................................................................................................... 2
Lecture 1 .............................................................................................................................................. 10
Task 2 ................................................................................................................................................... 14
Lecture 2 .............................................................................................................................................. 23
Task 3 ................................................................................................................................................... 30
Task 4 ................................................................................................................................................... 35
Lecture 3 .............................................................................................................................................. 41
Lecture 4 .............................................................................................................................................. 44
Task 5 ................................................................................................................................................... 46
Task 6 ................................................................................................................................................... 54
Lecture 5 .............................................................................................................................................. 61
Lecture 6 .............................................................................................................................................. 63
Assignment .......................................................................................................................................... 65
The task................................................................................................................................................ 65
Background/ Theoretical basis of the test ................................................................................... 65
Target group and age range ......................................................................................................... 65
Administration.................................................................................................................................. 65
Psychometrics ..................................................................................................................................... 65
Manual .............................................................................................................................................. 65
Norms ............................................................................................................................................... 65
Reliability .......................................................................................................................................... 65
Validity .............................................................................................................................................. 66
Test administration ............................................................................................................................. 66
Evaluation ............................................................................................................................................ 67
References .......................................................................................................................................... 67
1
,Task 1
1. Does Andrew suffer from depression? What might be a differential diagnosis?
Andrew suffer from mild mood disturbance according to the ‘Beck's Depression Inventory’. There you have
a mild mood disturbance when you got 11-16 points. This questionnaire exists of questions where you do
self-scoring on the questions.
The scoring scale:
1-10: These ups and downs are considered normal
11-16: Mild mood disturbance
17-20: Borderline clinical depression
21-30: Moderate depression
31-40: Severe depression
Over 40: Extreme depression
Source: Beck’s Depression Inventory (1978). (n.d.).
Our results support the notion, that researchers using the BDI-II as an outcome measure in clinical studies
should define remission as BDI-II scores below 13 since this yields the best classification in healthy and
somatic samples. However, the results also indicate that using a cut point of 19 to indicate remission may
be better among patients that suffer from comorbid psychiatric illnesses. Given the limitations described
above, the latter point needs to be validated in future studies, that directly compare differences in optimal
cut points for BDI-II scores in different recruitment settings. For clinicians, our results echo the call for
higher cut points to interpret BDI-II scores in psychiatric samples than in somatic and healthy samples in
order to maximize its diagnostic utility.
Source: Michael von Glischinski , Ruth von Brachel , & Gerrit Hirschfeld. (n.d.). How depressed is “depressed”? A
systematic review and diagnostic meta-analysis of optimal cut points for the Beck Depression Inventory revised (BDI-
II). Quality of Life Research, Vol. 28.
Factoren
Dysfunctional parenting is significantly associated with the development of pathological narcissism in
adulthood. Parental coldness and emotional control of the child are more likely associated with vulnerable
narcissism.
Narcissistic people often externalize their problems, projecting them onto others. Other manifest difficulties
include social isolation, sexual dysfunction, irritability and aggression, and an increasing reliance on drugs
and/or alcohol to elevate mood. Some report feelings of emptiness, dysphoria and despair; in others,
feelings of shame, humiliation and worthlessness may predominate, particularly in relation to events such
as the break-up of a relationship or loss of their job.
Narcissistic Personality Inventory
The Narcissistic Personality Inventory is the same as the Self Confidence Test. Narcissists could
underreport on psychological tests as they want to do good, and won’t show they are suffering from a
disease. For therapists narcissists are very difficult to work with in therapy.
There is adaptive and maladaptive narcissism. Narcissism is not that rare. It is generally useful to use BDI-
II in this case. The first hypothesis is: he has depression. As the score is low: it could be narcissism and
give him the self- confidence scale. So, don’t rely on 1 test, but use different tests to get a differential
diagnosis.
Psychoanalytic models of narcissism (view 1 on narcissism)
Psychoanalysts described the construct of narcissism as a personality characteristic of vanity and self-
love that is not exclusively sexual, nor confined to the realm of pathology, but a normal part of human
development. Psychoanalytic papers highlighted the defensive function of narcissism in protecting the
individual from feelings of low self-worth and self- esteem, as well as conceptualising narcissism as a
dimensional psychological state that ranged from normal to pathological. Later psychoanalysts expanded
on the idea of a narcissistic personality type, for instance dividing it into ‘aggressive-expansive’,
‘perfectionist’ and ‘arrogant-vindictive’. The self-psychology approach of Kohut offers the ‘deficit model’ of
narcissism, which asserts that pathological narcissism originates in childhood as a result of the failure of
parents to empathise with their child. Narcissistic individuals are prone to experiencing emptiness and
depression in response to narcissistic injury. By contrast, Kernberg’s object relations approach
emphasises aggression and conflict in the psychological development of narcissism, focusing on the
patient’s aggression towards and jealousy of others. In this ‘conflict model’, early childhood experiences
of cold, indifferent or aggressive parental figures push the child to develop feelings of specialness as a
retreat. These feelings evolve into a pathological grandiose self-structure, which defends against the
child’s rage at his inability to internalise good objects. In pathologically narcissistic individuals, primitive
defence mechanisms of idealisation, denigration and splitting predominate, the capacity for sadness, guilt
and mourning is lacking, and the main affects are shame, jealousy and aggression.
Social and personality models of narcissism- Christopher Lash (view 2 on narcissism)
2
, Cultural studies suggested that the USA is seen as a more narcissistic society, in which individualism,
professional success, fame and material wealth are celebrated, in contrast to Eastern cultures in Asia and
the Middle East, which promote collectivism and more shared parenting practices and where self-reports
of narcissistic traits are shown to be lower. There is now a large empirical literature in the social-personality
field that conceptualises narcissism as a normative personality trait, which can be adaptive and
maladaptive. Most of this research has relied on the Narcissistic Personality Inventory, the instrument most
frequently used to measure narcissism. Cognitive-behavioural clinicians emphasize on the social learning
of core beliefs or self schemas. Social learning perspective proposes that children learn about themselves
and others from their parents’ behaviour, and in narcissistic individuals, beliefs about specialness and
entitlement are thought to stem from early parental overindulgence. Others have pointed to parental abuse
and neglect as instrumental in the development of pathological narcissism. Beck described dysfunctional
core beliefs or schemas, stemming from early experiences of adverse parenting, associated with
narcissistic personality disorder (NPD).
christopher Lasch
2. Does it make sense to give people such as Andrew a test like the BDI-II, and why is that? More generally,
are tests and tasks helpful?
It will give you an idea of what is the matter with peoples. The tests and the tasks help with giving someone
the right diagnosis.
The purposes and appropriate uses of psychological assessment:
Some of the primary purposes of assessment are to (a) describe current functioning, including cognitive
abilities, severity of disturbance, and capacity for independent living; (b) confirm, refute, or modify the
impressions formed by clinicians through their less structured interactions with patients; (c) identify
therapeutic needs, highlight issues likely to emerge in treatment, recommend forms of intervention, and
offer guidance about likely outcomes; (d) aid in the differential diagnosis of emotional, behavioural, and
cognitive disorders; (e) monitor treatment over time to evaluate the success of interventions or to identify
new issues that may require attention as original concerns are resolved; (f) manage risk, including
minimization of potential legal liabilities and identification of untoward treatment reactions; and (g) provide
skilled, empathic assessment feedback as a therapeutic intervention in itself.
Examples of evidence supporting the goals of psychological testing and assessment
The PAWG report provided a narrative review of data on the utility of testing for various clinical purposes,
including (a) the description of clinical symptomatology and differential diagnosis, (b) the description and
prediction of functional capacities in everyday behaviour, (c) the prediction of subsequent functioning and
differential treatment needs for medical and mental health conditions, (d) the monitoring of treatment over
time, and (e) the use of psychological assessment as a treatment in itself.
Distinction between psychological testing and psychological assessment:
Psychological testing is a relatively straightforward process wherein a particular scale is administered to
obtain a specific score. Subsequently, a descriptive meaning can be applied to the score on the basis of
normative, nomothetic findings. In contrast, psychological assessment is concerned with the clinician who
takes a variety of test scores, generally obtained from multiple test methods, and considers the data in the
context of history, referral information, and observed behaviour to understand the person being evaluated,
to answer the referral questions, and then to communicate findings to the patient, his or her significant
others, and referral sources.
Conclusions:
Formal assessment is a vital element in psychology's professional heritage and a central part of
professional practice today. This review has documented the very strong and positive evidence that
already exists on the value of psychological testing and assessment for clinical practice. We have
demonstrated that the validity of psychological tests is comparable to the validity of medical tests and
indicated that differential limits on reimbursement for psychological and medical tests cannot be justified
on the basis of the empirical evidence. We have also demonstrated that distinct assessment methods
provide unique sources of data and have documented how sole reliance on a clinical interview often leads
to an incomplete understanding of patients. On the basis of a large array of evidence, we have argued that
optimal knowledge in clinical practice (as in research) is obtained from the sophisticated integration of
information derived from a multimethod assessment battery.
Finally, to advance research, we have identified critical implications that flow from the distinction between
testing and assessment and have called for future investigations to focus on the practical value of
assessment clinicians who provide test-informed services to patients and referral sources. We hope this
review simultaneously clarifies the strong evidence that supports testing while helping to initiate new
research that can further demonstrate the unique value of well-trained psychologists providing formal
assessments in applied health care settings.
Source: Gregory J. Meyer , Stephen E. Finn , Lorraine D. Eyde , Gary G. Kay , Kevin L. Moreland , Robert R. Dies , …
Geoffrey M. Reed. (n.d.). Psychological testing and psychological assessment: A review of evidence and issues.
American Psychologist, Vol. 56.
3
