Theories of counselling and psychotherapy: an integrative approach/
Elsie Jones-Smith
- 2nd ed.
- Los Angeles: Sage, 2016.
- xxxix, 783 p. : ill. ; 26 cm.
WHAT IS ASSESSMENT? TESTING, TEST SCORING, AND TEST THEORY What Is Psychological Assessment? 1.1 The Why, What, WIio, How, and When of Assessment? 1.2 Current Definitions of Assessment 1.3 Proposal for a Comprehensive, Systemic Definition of Assessment: Three Elements and Their Relations 1.3.1 Theory Formahon in Assessment 1.3.2 Operationalization and Measurement in Assessment 1.3.3 Instrumentation: Procedures, Tests, and Questionnaires 1.4 The Assessment Process 1.5 A Preliminary Description of Assessment, and a Preview of the Chapters 1.6 Comments and Evaluation Chapter 2 Test Theory and Assessment 2.1 Why Do You Need Test Theory and Psychometrics in Assessment? 2.2 Classical Test Theory 2.3 Modern Test Theory or Item Response Theory 2.4 The Relation between Classical and Modern Test Tlieory 2.5 Comments and Evaluation Chapter 3 History of Psychological Assessment 3.1 Studying History of Assessment: What Is Historically Important? 3.2 Function and Usefulness of Studying the History of Assessment 3.3 History of Assessment 3.3.1 History of Theory Formation for Assessment 3.3.2 History of Measurement, Item and Test Scoring, and Assessment 3.3.3 History of Instrumentation in Assessment 3.4 Scientific and Sociocultural Context of the Test Movement: Some Important Contributors to the Practice of Assessment 3.5 Comments and Evaluation Chapter 4 Clinical versus Statistical Prediction: A Controversy of the Past? 4.1 Origin of the Clinical versus Statistical Prediction Controversy 4.2 Clinical versus Statistical Prediction 4.2.1 Content of the Controversy 4.3 Empirical Research to Settle the Controversy: Results of Three Meta-studies 4.4 Analysis of Clinical Prediction and Judgment 4.5 Do Assessors Combine Information Nonlinearly? 4.6 Comments and Evaluation Chapter 5 PART 2 ASSESSMENT PROCESS, AND THE DIAGNOSTIC CONCEPTS OF RELIABILITY AND VALIDITY Assessment in the Fields of Psychology 5-1 Fields of Psychology Clinical and Health Psychology 5.1.2 Personnel, Organizational, and Vocational Psychology 5.1.3 Developmental and Educational Psychology 5.1.4 Neuropsychology 5.1.5 Comments and Evaluation 5.2 Assessment: Products, Processes, and Procedures 5.2.1 Testing and the Assessment Process 5.2.2 Implicit Assessment Processes 5.2.3 Explicit Assessment Processes 5.2.4 Alternative Outlooks on the Assessment Process: Recent Trends 5.2.5 Assessors: Individual Differences, Development, and Social Context 5.2.6 Comments and Evaluation Chapter 6 Assessment, Reliability, and Validity 6.1 Reliability: Implicit Concepts 6.2 Reliability: Explicit Concepts 6.2.1 Reliabilit}' and Assessment 6.2.2 What Is the Desired Value of the Reliability Coefficient? 6.3 Validity 6.3.1 Implicit Concepts: Validity and Values, Development of Reflective Thinking 6.3.2 Validity: Explicit Concepts 6.3.3 Test Validity 6.3.4 Validity: The Criterion Problem 6.3.5 Validity Concepts in (Quasi) Experimentation 6.3.6 Two Specific Concepts: Validity Generalization and Incremental Validity 6.3.7 Desired Value of the Predictive Validity Coefficients 6.4 Comments and Evaluation PARTS ASSESSMENT AND ANALYSIS OF THE CLIENT'S PERSONALITY, INTELLIGENCE, COGNIHON, AND SOCIAL CONTEXT Chapter 7 The Client's Personality 7.1 History and Meaning of the Person Concept 7.1.1 Character, Person, Individual 7.1.2 A Brief Historical Overview of Defining the Persoi i 7.1.3 Comments and Evaluation 7.2 Implicit Theory Formation of the Person 7.2.1 Implicit Theory Formation of Individual Differences: The Big Five 7.2.2 Implicit Theory Formation of Development of the Person 7.2.3 Implicit Theory Formation of Social Context of the Person 7.2.4 Comments and Evaluation 7.3 Explicit Theory Formation of the Person 7.3.1 Organization of Explicit Views 7.3.2 Explicit Tlieory Formation of Individual Differences 7.3.3 Explicit Theoiy Formation of Development of the Person 7.3.4 Explicit Theory Formation: The Social Context of the Person 7.3.5 Personality and Other Characteristics 7.4 Integration of Explicit Theory Formation of the Person 7.4.1 One Frame for Theory Formation about Personality? 7.4.2 Individual Differences x Development: Stability versus Change 7.4.3 Individual Differences and Context: Person x Situation Debate 7.4.4 Social Context x Development: Organismic versus Mechanistic Views on the Person 7.4.5 Comments and Evaluation 7.5 Alternative Theory Formation of the Person: Recent Trends 7.5.1 Alternative Theory Formation of Individual Differences 7.5.2 Alternative Tlieory Formation of Development of the Person 7.5.3 Alternative Theory Formation: Social Context of the Person 7.5.4 Comments and Evaluation 7.6 Operationalization, Measurement, and Instrumentation of the Person 7.6.1 Operationalization and Measurement and Personality Research 7.6.2 Instrumentation: Individual Differences, Development, Social Context 7.6.3 Comments and Evaluation 7.7 The Role of Personality Assessment in Analyzing the Client's Question 7.8 Assessment of Personality Disorders 7.8.1 Implicit Theory Formation of Personality Disorders 7.8.2 Explicit Theory Formation: Theoretical Orientations and Personality Disorders Chapter 8 7.8.3 Alternative Tlieory Formation of Personality Disorders 7.8.4 Operationalization and Measurement of Personality Disorders 7.8.5 Instrumentation of Personality Disorders 7.8.6 Comments and Evaluation The Client's Intelligence, Cognition, Aptitude, and Achievement 8.1 History and Meaning of the Concepts 8.1.1 Intelligence, Cognition, Aptitude, and Achievement 8.1.2 A Brief Historical Overview of Defining Intelligence 8.1.3 Comments and Evaluation 8.2 Implicit Theory Formation of Intelligence, Aptitudes, and Achievement 8.2.1 Implicit Theory Formation; Individual Differences in Intelligence, Aptitude, and Achievement 8.2.2 Implicit Theory Formation: Development of Intelligence, Aptitude, and Achievement 8.2.3 Implicit Theory Formation; Social Context and Intelligence, Aptitude, and Achievement 8.2.4 Comments and Evaluation 8.3 Explicit Theory Formation of Intelligence, Aptitude, and Achievement 8.3.1 Explicit Theory Formation; Individual Differences in Intelligence, Aptitude, and Achievement 8.3.2 Explicit Theory Formation; Development of Intelligence, Aptitude, and Achievement 8.3.3 Explicit Theory Formation; Social Context and Intelligence, Aptitude, and Achievement 8.4 Integration of Explicit Theory Formation of Intelligence 8.4.1 Combinations of the Three Orientations and Intelligence 8.4.2 Individual Differences and Development; Multiple Intelligences x Cognitive Development 8.4.3 Individual Differences and Social Context; Nature x Nurture 8.4.4 Development and Social Context; Organismic Growth versus Influence of Peers/Training 8.4.5 Comments and Evaluation 8.5 Alternative Theory Formation of Intelligence, Aptitude, and Achievement; Recent Trends 8.5.1 Alternative Theory Formation; Individual Differences in Intelligence, Aptitude, and Achievement 8.5.2 Alternative Theory Formation; Development of Intelligence, Aptitude, and Aclaievement 8.5.3 Alternative Theory Formation: Social Context of Intelligence, Aptitude, and Acliievement 8.5.4 Comments and Evaluation 8.6 Operationalization, Measurement, and Instrumentation of Intelligence, Aptitude, and Achievement 8.6.1 Operationalization and Measurement of Intelligence, Aptitude, and Achievement 8.6.2 Instrumentation 8.6.3 Comments and Evaluation 8.7 Applying the System to Assessment of Intellectual Disorders 8.7.1 Implicit Theory Formation about Intellectual Disorders 8.7.2 Explicit Theory Formation: Tliree Orientations emd Chapter 9 Intellectual Disorders 8.7.3 Alternative Tlieory Formation about Disorders in Intelligence, Aptitude, and Achievement 8.7.4 Operationalizing and Measuring Disorders in Intelligence, Aptitude, and Achievement 8.7.5 Instrumentation for Assessing Disorders in Intelligence, Aptitudes, and Achievements 8.7.6 Comments and Evaluation Assessment of the Physical and Social Context of the Client 9.1 ITistory and Meaning of the Concepts of Physical and Social Context of the Client 9.1.1 Views on the Physical and Social Context of the Client 9.1.2 A Brief Historical Overview of Defining the Social Context 9.1.3 Comments and Evaluation 9.2 Implicit Theory Formation about the Social Context 9.2.1 Implicit Theory Formation of Differences between Social Contexts 9.2.2 The Importance of Implicit Theory Formation of the Social Context to the Assessor 9 3 Explicit Theory Formation of the Social Context 9.4 Examples of Empirical Studies of Relations between Contexts and Behavior 9.4.1 Physical Context and Cognitive and Social Adjustment 9.4.2 Family Context and Cognitive and Social Adjustment: Individual Differences, Development, and Relation of Contexts 9.4.3 Cultural Context and Cognitive and Social Adjustment: Individual Differences, Development, and Relation of Contexts 9.4.4 Manipulated and Designed Social Contexts: Treatnients, Interventions, Psychotherapies, and Unwanted Behaviors 9.5 Importance of Results of Context x Behavior Studies to the Assessor 9.6 Operationalization, Measurement, and Instiumentation of the Social Context 9.6.1 Operationalization and Measurement of Physical and Social Contexts 9.6.2 Instrumentation and Social Contexts 9.6.3 Comments and Evaluation 9.7 The Role of Assessment of the Social Context in Analyzing the Client's Question 9.8 Assessment of Dysfunctional Social Contexts of the Client 9.9 Comments and Evaluation 9.10 Reflections on Part 3: The Need to Assess a Client's Chapter 10 Personality, Intelligence, Physical, and Social Context PART 4 JUDGING THE QUALITY OF ASSESSMENT Quality of Psychological Assessment of the Client 10.1 Implicit Judgments of the Quality of Psychological Assessment 10.1.1 Implicit Criteria for the Quality of Assessment 10.2 Quality of Explicit Theory Formation 10.2.1 Quality of Theory Formation: The Individual Differences Orientation to the Person, and Intelligence Aptitude and Achievement, and Context 10.2.2 Quality of Theory Formation: Development of tlae Person and of Intelligence and Cognition 10.2.3 Quality of Tlieory Formation: Social Context 10.3 Quality of Operationalization and Measurement: The Contribution of Test Theory 10.4 Qualit)' of Instrumentation 10.5 Quality of the Assessment Process 10.6 Quality of Assessment: Ethics, Privacy, Fairness of Testing, and Faking 10.7 Some Persistent Challenges/Dilemmas in Assessment of the Client