Psychological Assessment II (PSYC 811) Spring 2020 10:00 - 12:40, Mondays at Clinic

Professor: Jerome Short, Ph.D.               Office: David King Hall 2019
Phone: 703-993-1368                            Office Hours: Tuesdays 1:00 - 3:00 pm
Website: http://psychology.gmu.edu/people/jshort    E-Mail: jshort@gmu.edu

Teaching Assistant: Eleanor Speidel (ejones37@gmu.edu)
Lab: Mondays 10:30 am - 12:00 pm, Center for Psychological Services (Clinic)
Last day to add course: Jan. 28 Drop Deadlines: Feb. 5 (100% refund); Feb. 11 (50% refund)

This is the second semester of a two-semester sequence on psychological assessment. The goals of the course are to help students learn a foundation in theories, strategies, techniques, and issues in psychological assessment, focusing on empirical support and practical clinical utility. At the conclusion of the course, students will be able to: (1) conduct semi-structured clinical interviews, (2) choose and administer appropriate assessment instruments/techniques; (3) describe the concept of risk stratification and benefits of screening tools to detect patterns of substance use; (4) provide accurate, clear, and effective interpretations of assessment results; (5) develop specific recommendations, tailored to the needs of the individual client that address the reason for referral, and (6) provide accurate and helpful feedback to clients in person and in reports.

Student Learning Outcomes (Profession-Wide Competencies in Assessment, Research, Communication and Interpersonal Skills, Individual and Cultural Diversity, Ethical and Legal Standards, and Professional Values and Attitudes):

1. Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.

2. Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).

3. Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.

4. Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

5. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision- making biases, distinguishing the aspects of assessment that are subjective from those that are objective.

6. Critically evaluate research and use existing knowledge to solve problems.

7. Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

8. Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in assessment activities.

9. Be knowledgeable of and act in accordance with the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and relevant professional standards and guidelines.

10. Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.

11. Conduct self in an ethical manner in all professional activities.

I will evaluate your performance on these student learning outcomes (and profession-wide competencies) with class participation, proficiency exams, test protocols, review of assessment video recordings and reports, lab scores, and course grades.

Recommended Books.
Morey, L. C. (2003). Essentials of PAI Assessment. New Jersey: John Wiley & Sons.
Nichols, D.S., & Kaufman, A.S. (2011). Essentials of MMPI-2 Assessment. New York: John Wiley & Sons.

Course Structure and Requirements:
Interviews/Assessments/Reports:

You will need one child CAP case, one college student volunteer, and one comprehensive assessment case from the clinic. Please video-record adult volunteers and assessment clients and turn them into the TA for review. You cannot assess anyone with whom you an outside relationship (i.e., a student in one of your classes, a co-worker, a relative, etc.). You must conduct yourself in a professional manner at all times (i.e., arriving early for appointments; contacting clients if you must change appointments; and professional dress and conduct).

Grading. I will base your final grade on your earned percentage as defined below.

A+ = 97% or more   A = 93 – 96%    A- = 90 - 92%   B+ = 87 - 89%   B = 83 - 86%
C = 75 - 85%    F = below 75%

Grade for Lecture: (75% of total grade)
3 Reports (1 CAP case, 1 adult volunteer, 1 child volunteer, and 1 comprehensive assessment with clinic client)

Grade for Lab: (25% of total grade)
Timely and thorough completion of all test protocols and recordings
Lab test administration proficiency
Protocol scoring accuracy and effort; learning from corrections

Labs: Your Lab Instructor will provide feedback on your interviewing, administration and scoring, report writing, and general professional interaction skills.  You will turn in your protocols and videotaped interviews to your Lab Instructors for review and feedback.  They will grade your work and you will re-submit unsatisfactory work until it is satisfactory.  You will make copies of lab materials at your own expense.

Honor code: George Mason University has an Honor Code, which requires all members of this community to maintain the highest standards of academic honesty and integrity. Cheating, plagiarism, lying, and stealing are all prohibited. It is every student’s responsibility to familiarize himself or herself with the Honor Code. The Honor Code is available at: http://oai.gmu.edu/. I may enter a failing grade for anyone found guilty of an honor code violation. All students must abide by the American Psychological Association 2002 Ethical Principles of Psychologists and Code of Conduct.

Accommodations for students with disabilities:  If you are a student with a disability and you need academic accommodations, please see me and contact the Disability Resource Center (DRC) at 703-993-2474.  All accommodations must be arranged through that office, and must be initiated immediately, prior to any anticipated need.

Use of Technology: Students will access course materials through Blackboard.   Class Cancellation Policy: Students will receive emails when classes are cancelled and information when we will make up classes.

Class and Lab Schedule

January 27 Assessment of Mood
*Assessment, Research
Angst, J. (2013). Bipolar disorders in DSM-5: Strengths, problems, and perspectives. International Journal of Bipolar Disorders, 1(12), 1–3.
First, M. (2014). DSM-5 Handbook of Differential Diagnoses. Arlington, VA: American Psychiatric Publishing, Inc. Chapter 1: Differential Diagnosis Step by Step
. Kessler, R.C., Berglund, P., Demler, O., Jin, R., Merikangas, K., & Walters, E.E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey replication. Archives of General Psychiatry, 62, 593-602.
Uher, R., Payne, J.L., Pavlova, B., & Perlis, R.H. (2014). Major depressive disorder in DSM-5: Implications for clinical practice and research of changes from DSM-IV. Depression and Anxiety, 31, 459-471.
January 27 LabIntroduction to SCID and SCID Mood Modules, DASS-21, PHQ-9

February 3 Assessment of Adult Anxiety
*Assessment, Research
Antony, M., & Rowa, K. (2005). Evidence-based assessment of anxiety disorders in adults. Psychological Assessment, 17(3), 256-266.
Asmundson, G.J.G., Taylor, S., & Smits, J.A.J. (2014). Panic disorder and agoraphobia: An overview and commentary. Depression and Anxiety, 31, 480-486.
Heimberg, R.G., Hofmann, S.G., Liebowitz, M.R., … Craske, M.G. (2014). Social anxiety disorder in DSM-5. Depression and Anxiety, 31, 472-479.
Ruscio, A. M., Hallion, L. S., Lim, C. C. W., Aguilar-Gaxiola, S., Al-Hamzawi, A., Alonso, J., . . . Scott, K. M. (2017). Cross-sectional comparison of the epidemiology of DSM-5 generalized anxiety disorder across the globe. JAMA Psychiatry, 74(5), 465-475.
February 3 Lab SCID Anxiety Modules

February 10 Assessment of Adult OCD and PTSD
*Assessment, Research
Green, J. D., Annuziata, A., Kleiman, S. E., …, Marx, B. P. (2017). Examining the diagnostic utility of the DSM-5 PTSD symptoms among male and female returning veterans. Depression and Anxiety, 34, 752-760.
Krzanowska, E., & Kuleta, M. (2017). From anxiety to compulsivity – a review of changes to OCD classification in DSM-5 and ICD-11. Archives of Psychiatry and Psychotherapy, 3, 7-15.
Stein, D.J., McLaughlin, K.A., Koenen, K.C., … Kessler, R.C. (2014). DSM-5 and ICD-11 definitions of posttraumatic stress disorder: Investigating “narrow” and “broad” approaches. Depression and Anxiety, 31, 494-505.
Van Ameringen, M., Patterson, B., Simpson, W. (2014). DSM-5 Obsessive-compulsive and related disorders: Clinical implications of new criteria. Depression and Anxiety, 31, 487-493.
February 10 Lab SCID OCD and PTSD Modules

February 17 MMPI Assessment and Interpretation
*Assessment, Research, Communication
Nichols, D.S. (2010). Essentials of MMPI-2 Assessment. New York: John Wiley & Sons. Chapters 1-5.
Keo-Meier, C. L., & Fitzgerald, K. M. (2017). Affirmative psychological testing and neurocognitive assessment with transgender adults. Psychiatric Clinics of North America, 40(1), 51-64.
February 17 Lab SCID Proficiencies on Mood, Anxiety, OCD, and PTSD
*Schedule College Student Volunteer*

February 24 PAI Assessment and Interpretation
*Assessment, Research, Communication
Morey, L.C. (2003). Essentials of PAI Assessment. New Jersey: John Wiley & Sons. Chapters 1-5.
February 24 Lab MMPI and PAI Administration, Scoring, and Interpretation

March 2 Assessment of Eating and Substance Use Disorders
*Assessment, Research
Grant, B.F., Goldstein, R.B., Saha, T.D. … Hasin, D.S. (2015). Epidemiology of DSM-5 alcohol use disorder. JAMA Psychiatry, 72(8), 757-766.
Grant, B.F., Saha, T.D., Ruan, W.J., … Hasin, D.S. (2016). Epidemiology of DSM-5 drug use disorder. JAMA Psychiatry, 73(1), 39-47.
Stice, E., Gau, J.M., Rohde, P., & Shaw, H. (2017). Risk factors that predict future onset of each DSM-5 eating disorder: Predictive specificity in high-risk adolescent females. Journal of Abnormal Psychology, 126(1), 38-51.
March 2 Lab SCID Substance Use and Eating Disorders, Alcohol Use Disorders Identification Test (AUDIT), and Drug Abuse Screening Test (DAST) administration
*College Student Volunteer Report due to TAs*

March 9 Spring Break

March 16 Learning Disorders Assessment
*Assessment, Research
Miciak, J., Fletcher, J.M., Stuebing, K.K., Vaughn, S., & Tolar, T.D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21-37.
Pham, A.V., & Riviere, A. (2015). Specific learning disorders and ADHD: Current issues in diagnosis across clinical and educational settings. Current Psychiatry Reports, 17:38.
March 16 Lab Woodcock-Johnson Tests of Achievement-IV and Nelson Denny Reading Test
*Request Comprehensive Assessment Case*

March 23 Personality Disorder Assessment
*Assessment, Research
*College Student Volunteer Report due to Professor*
Hopwood, C.J., Wright, A.G.C., Krueger, R.F., Schade, N., Markon, K.E., & Morey, L.C. (2013). DSM-5 pathological personality traits and the Personality Assessment Inventory. Assessment, 20(3), 269-285.
South, S. C., & DeYoung, N. J. (2013). Behavior genetics of personality disorders: Informing classification and conceptualization in DSM-5. Personality Disorders: Theory, Research, and Treatment, 4(3), 270-283.
Widiger, T.A. (2015). Assessment of DSM-5 personality disorder. Journal of Personality Assessment, 97(5), 456-466.
March 23 Lab SCID-II

March 30 Projective Assessment
*Assessment, Research
Garb, H.N., Wood, J.M., Lilienfeld, S.O., & Nezworski, M.T. (2005). Roots of the Rorschach controversy. Clinical Psychology Review, 25, 97-118.
Lillienfeld, S.O., Wood, J.M., & Garb, H.N. (2000). The scientific status of projective techniques. Psychological Science in the Public Interest, 1, 27-66.
Weiner, I.B. & Greene, R.L. (2008). Handbook of Personality Assessment. New Jersey: John Wiley & Sons. Ch. 11: Rorschach Inkblot Method. Ch. 12: Thematic Apperception Test. Ch. 13: Figure Drawing Methods. Ch. 14: Sentence Completion Methods.
March 30 Lab Projectives administration practice

April 6 Parent Reports of Youth Anxiety & Externalizing Behavior
*Assessment, Research
Barry, C.T., Golmaryami, F.N., Rivera-Hudson, N., & Frick, P.J. (2013). Evidence-based assessment of conduct disorder: Current considerations and preparation for DSM-5. Professional Psychology: Research and Practice, 44(1), 56-63.
Rey, Y., Marin, C.E., & Silverman, W.K. (2013). Assessment of anxiety disorders: Categorical and dimensional perspectives. In R.A. Vasa and A.K. Roy (Eds.) Pediatric Anxiety Disorders: A Clinical Guide. Current Clinical Psychiatry, pp. 231-267.
April 6 Lab MINI-KID, ADHD, ODD, CD modules

April 13 Child Reports of Anxiety & Externalizing Behavior
*Assessment, Research
Moller, E.L., Majdandzic, M., Craske, M.G., & Bogels, S.M. (2014). Dimensional assessment of anxiety disorders in parents and children for DSM-5. International Journal of Methods in Psychiatric Research, 23(3), 331-344.
Keenan, K. (2012). Mind the gap: Assessing impairment among children affected by proposed revisions to the diagnostic criteria for oppositional defiant disorder. Journal of Abnormal Psychology, 121(2), 352-359.
April 13 Lab MINI-KID, ASEBA

April 20 Case Conceptualization
*Assessment, Research, Communication
Wenzel, A., Dobson, K. S., & Hays, P. A. (2016). Assessment and case conceptualization. Cognitive behavioral therapy techniques and strategies (pp. 15-42). Washington, DC, US: American Psychological Association.
Lilienfeld, S. O., & Treadway, M. T. (2016). Clashing diagnostic approaches: DSM/ICD versus RDoC. Annual Review of Clinical Psychology, 12, 435-463.
April 20 Lab Supervision on assessment cases *WISC-V report for CAP due to TAs*

April 27 Class Couple and Family Assessment
*Assessment, Research, Communication
*WISC-V report for CAP due to Professor*
Alderfer, M.A., Fiese, B.H., Gold, J.I., … Patterson, J.  (2008).  Evidence-based assessment in pediatric psychology: Family measures.  Journal of Pediatric Psychology, 33(9), 1046-1061.
Snyder, D.K., Heyman, R.E., & Haynes, S.N.  (2005).  Evidence-based approaches to assessing couple distress. Psychological Assessment, 17(3), 288-307.       
April 27 Lab Supervision on Assessment cases

May 4 Class Community Needs Assessment and Ethical Issues
*Assessment, Individual and Cultural Diversity, Ethics
American Psychological Association (2002). Ethical principles of psychologists code of conduct. American Psychologist, 57, 1060-1073.
Royse, D., Thyer, B.A., Padgett, D.K., & Logan, T.K.  (2001).  Program Evaluation.  Belmont,  CA: Wadsworth/Thompson Learning. Ch. 3. Needs assessment.
May 4 labSupervision on Assessment cases *Comprehensive Assessment Report due to TAs*

May 11
*Comprehensive Assessment Report due to Professor*