Theories of counselling and psychotherapy: an integrative approach/ Elsie Jones-Smith

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