Pages: 6

Chapter 1 states the book’s principal objective, which is to teach readers the basics of psychological assessment. These fundamentals consist of the following steps: (a) admissions (i.e., activating a case); (b) conducting an initial clinical interview based upon a biopsychosocial model of psychopathology; (c) developing a working diagnostic summary (i.e., psychodiagnosis) and case conceptualization; (d) designing an effective treatment plan that is logically related to the aforesaid diagnosis and case formulation; (e) reducing all of this information into writing for purposes of proper documentation; and (f) knowing enough about the basics of psychological measurement for purposes of making appropriate and timely referrals for psychological testing services, and better understanding psychological test scores presented in clients’ final reports. The core content of this chapter then reviews how each of these steps is thoroughly covered throughout the ensuing material, further supplemented by numerous tables, figures, exhibits, boxes, and, most especially, practice forms that are available for immediate download on the Routledge E-Resources Website for this book.

Pages: 74

Chapter 2 is apportioned into two main sections, including (a) admissions, and most especially, (b) the initial clinical interview. First, admissions section focuses on how a case becomes active and its implications for the mental health practitioner, including the ethical principles and laws that attach to the clinician–client fiduciary relationship. Second, the majority of the chapter delineates how an initial clinical interview is to be properly conducted in the most efficient and effective manner. This discussion is dichotomized into (a) process and (b) content for pedogeological purposes. Process focuses upon dynamic issues, including the interviewing skills designed to (a) most efficaciously elicit the needed assessment information from the client and (b) develop the trust and rapport with the client requisite for positive behavior change. Content focuses on what type of information is needed to develop diagnostic and case formulation assessment summaries, along with logically related, internally consistent, and coherent treatment recommendations. An initial diagnostic interview outline is provided, with each section being elaborated in the narrative in order to clarify what data are to be documented. The importance of various kinds of data is established by empirical and theoretical research when needed.

Pages: 52

Chapter 3 focuses on two aspects of psychological disorders, including etiological models and nosological diagnostic systems. The purpose of reviewing etiological models is to provide a conceptual scheme for explaining why one or more psychological disorders are triggered in any particular case. In sequence, these models include (a) developmental psychopathology, (b) path analysis, and (c) vulnerability-stress (or diathesis-stress). Second, this chapter reviews major types of psychopathology that are proposed by several well-known diagnostic systems. The focus here is on DSM–5–TR because this nomenclature is requisite for billing third-party payers in the United States. However, the ICD–10, DC:0–5, and PDM–2 systems and selected disorders are also reviewed, as each provides additional useful disorders that effectively fill in extant gaps or weaknesses noted in the DSM–5–TR system (e.g., emotion dysregulation disorder prior to the age of six years; sensory processing disorders).

Pages: 52

Chapter 4 is devoted to three facets of mental health treatment. First, treatment is analyzed in terms of where it fits within the process of contemporary mental health services. Second, mental health treatment is defined in such a way that the subsequent review of specific therapies is logically structured and sequenced. Thereafter, this chapter presents (a) five treatments that are classified as psychoanalytic/psychodynamic (i.e., ego psychology, object-relations psychotherapy, self-psychology, interpersonal psychotherapy, and supportive psychotherapy), (b) a brief form of Adlerian therapy, (c) a series of interventions classified as behavioral (e.g., relaxation therapy, parent management training, and social skills training), and lastly, (d) various iterations of cognitive-behavioral therapy (e.g., cognitive therapy, mindfulness therapy, and dialectical behavior therapy). Fundamental learning principles are reviewed prior to presenting the various behavior therapy interventions because they form the basis for such techniques. All of these treatments are discussed within the context of an individual or one-on-one therapy modality. Regarding all treatments, cross-references are made to forms that provide pre-drafted treatment recommendations designed to be used in actual clinical practice. This chapter prepares for the ensuing companion chapter that continues with the remaining individual therapies, a number of alternative treatment modalities, and finally, recommendations for psychological testing.

Pages: 39

Chapter 5 completes coverage of the individual psychotherapies by providing a review of the core principles that together define the humanistic approach. Three psychotherapies classified as humanistic are then discussed, including person-centered, existential, and gestalt. Thereafter, alternative therapy modalities are presented, including play psychotherapy, family systems therapy, group psychotherapy, biomedical therapy, and substance use disorders therapy. It is noted that play psychotherapy and group psychotherapy modalities are amenable to therapeutic integration. The family systems therapy approach presentation involves two complementary methods. Specifically, Bowenian multigenerational family therapy is more insight-oriented and longer-term, while structural-strategic family therapy is more action-oriented and shorter-term. The final two therapy modalities are biomedical and substance use treatments. The former focuses on pharmacological intervention, while the latter targets the substance-related maladaptive behaviors using multiple therapy modalities. As done in Chapter 4, accompanying treatment recommendations for all therapies presented in this chapter are cross-referenced for purposes of clarification and utility. The chapter concludes with recommendations for more in-depth assessment, including both traditional psychological testing and the more specialized neuropsychological testing.

Pages: 46

Chapter 6 is devoted to discussing the basics of psychological measurement, which is supplemented by illustrating the development of a simple hypothetical test of neurotic disorder in childhood. The purpose is to inform mental health clinicians of all persuasions and training backgrounds enough about how psychological testing works such that they can (a) request such services when needed in mental health practice and (b) comprehend the data yield more effectively when presented within the context of a client’s psychological assessment report. The components of precision, accuracy, and utility as concerning standardized psychological testing are all defined and illustrated assiduously throughout the chapter. The objective is to edify readers regarding these key constructs so that they become more informed consumers of this valuable psychological service in mental health practice. It is hoped that this presentation will encourage mental health clinicians to utilize psychological testing services to a greater extent in their practice for the ultimate benefit of their clients’ progress in treatment.