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Illi Nuramira binti Mohd Isa PEC110006

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Rozieana binti Ab Latiff PEC110029
Assessment: Interviewing
Ethical Issue: Limits and Confidentiality
Outcome
At the end of this article, the readers could figure out how to
assess an interview with right and proper way.
Age and health must be counted as an important aspect
while doing any interviews.
An awareness of ethics must be
Issues in interview can be identified while doing any
interview, therefore the interview is more thorough and
accurate.
Know and understand the ethical codes in an interview.
Ethical codes dictate that psychologists must provide
confidential sevices.
To respect clients privacy and must not discuss details with
other people without clients permission.
There are also legal obligations to break confidentiality when
a persons safety is at risk.
Psychologists must ensure that clients understand the limit to
confidentiality before they enter into agreement to receive
psychological services.
Unstructured Assessment
Interview
In conducting clinical interviews, psychologists strive to
create safe environment designed to make the client more at
ease to talk about the issue.
Assessment interview is conducted free from disruptions.
Ideally, offices are soundproofed to limit distracting
background noises.
Empathic listening may be sufficient to provide temporary
relief to a distressed friend, but it is not sufficient to enable
the psychologist to formulate a diagnosis or to begin
treatment planning.
Table 6.2 lists some of the
ways that clinical interviews
differ from regular
conversations.
Because the phrasing of the question can influence the type
of answer, psychologists are careful not to ask leading
questions or to put words in the clients mouth.
Contrary the conversation of regular conversation, the
psychologist gently persist with a line of questioning until the
question has been answered.
Sometimes clients are at loss how to answer and must reflect
before answering. Psychologists use silence to allow the
client time to reflect and, therefore, do not feel obliged to fill
in the gaps in conversation as they might in a social context.
Structured Diagnostic Interviews
Although structured interview can be designed to address
almost any clinical issue, the majority are designed to provide
diagnostic information.
The Structured Clinical Interview for Axis I Disorder (SCID)
permits diagnosis of a broad spectrum disorders.
This SCID have two types which are SCID-I is an interview
designed for research that includes the entire spectrum of
DSM Axis I disorder, whereas the shorter SCID-CV covers
only the most common disorder.
The SCID begins with an open ended interview on
demographic information, work history, chief complaint,
history of present and past psychology, treatment history and
assessment of current functioning.
This less structured format is designed to build a rapport with
the client before beginning the structured symptom-focused
questions that are designed to yield diagnostic information.
It is clear therefore that the SCID is not a completely
standardized instrument.
In contrast to the broad coverage of the SCID, the Anxiety
Disorder Interview Schedule for DSM-IV (ADIS) is a semi
structured diagnostic interview that focuses on anxiety
disorders and disorders that are commonly comorbid with
anxiety disorders (mood disorders, somatoform disorders,
and substance-related disorders).
Like SCID, the ADSI includes general background
information as well as questions that relate directly to DSM IV
criteria. There is considerable evidence of the reliability and
validity of the ADIS. Its main advantage over more general
diagnostic interviews lies in the depth of coverage of the
disorders that are assessed (Summerfeldit & Antony, 2002).
Table 6.4 presents
information on the
diagnostic interviews we
have discussed.the
comprehensive interviews
take at least an hour to
administer, whereas the
screening measures are
completed more quickly.
Some of the structured diagnostic interviews that were
originally developed for adults have been modified for use
with children.
Some features of diagnostic interviews are particularly
problematic with children. These include the length which
often exceeds childrens attention capacity, as well as
requiring a more precise response.
Therefore some creative formats have been developed.
Ablow and colleagues have uses puppets in the assessment
of children ages 4-8.(Ablow et al., 1999)
A group of researches have developed a diagnostic interview
for children ages 6-11 years which uses cartoon drawings as
cues (Valla, Bergeron & Smolla, 2000).
Children are shown a series of drawings and asked to
respond to a question on whether they would or would not
behave like the target child.
General Issue in
Interviewing
Attending Skills
Clinical assessment
requires not only in asking
questions but also listening.
Table 6.5 lists a number of
listening skills that are
crucial for a psychologist to
develop.

Psychologist have to attend carefully to what is being said
and also observes nonverbal behaviour such as nods, eye
contact and vocalizations such as Mmmm and Uh huh
to communicate that he or she is tracking the conversation
without interrupting the flow of what being said.
Unlike regular conversations, clinical assessment interviews
focus exclusively on the client.
It is essential that the psychologist ask questions and listen
to the clients answer in a manner that is respectful and
nonjudgemental.
In situations in which the client describes a behaviour that the
psychologist cannot condone or finds abnorrent, the
psychologist must still maintain non-blaming stabce and seek
to understand the clients perspective.
Contextual Information
This may include demographic information about the clients
current context such as age, living arrangement, family
composition, school or employment.
The type of background information considered essential to
an assessment depends on the theoretical orientation of the
psychologist as well as on the type of services offered.
Table 6.7 shows question
that might be asked to help
the client move from a
vague description to one
that clearly describes the
problems, its frequency,
intensity and duration.
Culturally Sensitive Interviewing
It is essential that psychologists pay attention towards ethnic,
racial and linguistic group think, act and behave.
In interviewing clients the psychologists must sensitive to
ethnic socioeconomic, regional and spiritual variables that
affect the clients experience and the behaviour with the
psychologists (Sue & Sue, 2008; Takushi & Uomoto, 2001).
No psycholigist can expect to be familiar with all of the
cultural diversity he or she will encounter in his or her
professional life, so iti is necessary to be aware of any
cultural blind spots.
Defining Problems and Goals
Clients always not clear with their issues. They just make
general statement such as I cant get along with people or
decribe their loved ones in unclear ways such as hes
irrensponsible
In assessment interviews, the psychologist helps the client
eloborate on the problem. In particular, ask clients many
questions designed to translate the complaint into a
behavioural description of the problem.
Assessing Suicide Risk
Given the special risk for suicide among those suffering from
depressive disorder, in assessing a depressed client it is
customary to ask questions be based on what is known
about the factors that increase the risk of suicidal behaviour.
Psychologists ask direct questions about suicidal thoughts,
plans and their lethality and access to the means to attempt
suicide.
Questions must also focus in history of suicide attempts.
Because some suicidal clients may make only a general
statement about their level of unhappiness or hopelessness.
Table 6.9 gives examples of
the kinds of questions
psychologists ask in
assessing suicide risk.
Interviewing Couple
Couple interviewed may be conducted to focus on the
partners impression of the clients problems, on couples
problem or on the problems that the couples child is
experiencing.
It requires the couple to engage with two people.
It allows the psychologist ask about and observe the way the
couple interacts, their warmth toward one another, the way
they handle differences, and the way they communicate in
general (Synyder, Heyman & Haynes, 2008).

Interviewing Families
The psychologist has the daunting task of establishing
rapport with several people who have different agendas for
the assessment.
At the beginning the psychologist tells family members
explicitly that he or she would like to hear from each person.
However, to put that into practice, the psychologist often
must diplomatically cut off one family member to ensure that
each has a turn.
Family members are invited to comment from their own
perspective.
Interviewing Children and
Adoloscents
Interviews with children are designed to explore the childs
perspective.
It is conducted in a way that makes it seem like a
conversation to the child but that ensures the relevant topics
are covered. The purpose of the interview must be explained.
To engage the child in conversation, the psychologist
maintains a varied voice tone and relaxed posture.
The vocabulary used in interviews also must be considered
as it is not easy for child to comprehend if the words not
understood by them.
Careful attention must be paid to ensure that the interviewer
does not inadvertently influence the child to give a particular
response (Bruck & Ceci, 2004).
Psychologist must also alter their style when interviewing
adolescent.
If they treat them as an adult, there may be concepts and
terms that the client doesnt understand.
On the other hand, adolescent may also be sensitive to what
they perceive as simplistic baby talk such as Do you know
what I mean when I say bulimia?
Summary & Conclusion
Interviews are used by all clinical psychologists in their
assessment activities.
Psychologist must be sensitive to diversity issues including
cultural, regional and generational norms.
Summary
This article explaining about the right and proper way to do
an interview with clients.
It is also talking about types of interview divided into two
which are structured diagnostic interviews and unstructured
diagnostic interviews.
General issues in interviewing emerges while interviewing as
well explained in this article such as attending skills,
contextual information, culturally sensitive interviewing,
defining problems and goals, assessing suicide risk,
interviewing couple, interviewing families, and last but not
least interviewing child and adoloscent.

References
Hersen, M., & Turner, S. M. (2003). Diagnostic interviewing.
New York: Plenum Press.

First, M. B. (1998). Structured clinical interview for DSM-IV
axis I disorders: patient edition (February 1996 final),
SCID-I/P (Version 2.0, rev. 8/98. ed.). New York, N.Y.:
Biometrics Research Dept., New York State Psychiatric.

Sue, D. W., & Sue, D. (2008). Counselling the culturally
different: theory and practice (5th ed.). New York:
J. Wiley.

Sattler, J. M. (1998). Clinical and forensic interviewing of
children and families: guidelines for the mental
health, education, pediatric, and child maltreatment
fields. San Diego, CA: Jerome M. Sattler, Publisher.
HISTORY OF THE STANFORD-BINET
INTELLIGENCE SCALES:
CONTENT AND PSYCHOMETRICS

STANFORD-BINET INTELLIGENCE SCALES,
FIFTH EDITION
ASSESSMENT SERVICE BULLETIN NUMBER 1
OUTCOME

TABLE 4 SHOWS CORRELATIONS OF VERBAL IQ (VIQ) AND NON
VERBAL IQ (NVIQ) WITH FULL SCALE IQ (FSIQ)








Kirk A. Bicker. History Of The Stanford-Binet Intelligence Scales
Content And Psychometrics (pp6).
TABLE 7 SHOWS CORRELATIONS OF FSIQ FOR THE SB FROM L-M, SB IV, AND
SB5
TABLE 8 SHOWS SB IV AND SB5 FACTOR CORRELATIONS
Kirk A. Bicker. History Of The Stanford-Binet Intelligence Scales Content And
Psychometrics (pp9).
TABLE 9 SHOWS ESTIMATED EQUATING TABLE : EXPECTED SB5 FULL SCALE IQ RANGES
FOR SELECTED SB IV COMPOSITE SAS SCORES
TABLE 10 SHOW ESTIMATED EQUATING TABLE : EXPECTED SB5 FULL SCALE IQ RANGE
FOR SELECTED SB FORM L-M IQ SCORES
Kirk A. Bicker. History Of The Stanford-Binet Intelligence Scales Content
And Psychometrics (pp10).
TABLE 11 SHOWS PERCENT OF SB IV AND SB5 ITEMS APPEARING IN
OTHER VERSIONS OF THE STANFOD-BINET
Kirk A. Bicker. History Of The Stanford-Binet Intelligence Scales
Content And Psychometrics (pp11).
SUMMARY
The Stanford-Binet Intelligence Scales, Fifth Edition
represents the latest in a series of enhancements
derived from the tradition of intelligence testing
originated in 1905 by Alfred Binet and Theodore
Simon
The SB5 incorporates many insights implicitly
designed into the early editions of the measure as
implemented by Binet, Simon, Terman, and Merrill,
but presents them in a way that provides vast
practical improvements in the areas of content
coverage and psychometric characteristics.
The Wechsler Intelligence Scales
Developed by Dr. David Wechsler
Learning outcomes
1. Overview of Wechsler Scale
2. Types of Wechsler Scale
3. Administration and scoring of Wechsler Scale
4. Wechsler adult Intelligence Test

The Wechsler-Bellevue Intelligence Scale was
published in 1939
was designed to measure intellectual
performance by adults.
Since 1939, three scales have been developed
and subsequently revised, to measure
intellectual functioning of children and adults

The Wechsler Intelligence Scales. Retrieved from http://www.iupui.edu/~flip/wechsler.html

1. The Wechsler Adult Intelligence Scale-
III (WAIS-III) is intended for use with adults.
2. The Wechsler Intelligence Scale for Children-
III (WISC-III) is designed for children ages 6
16
3. While the Wechsler Preschool and Primary
Scale of Intelligence-R (WPPSI-R) is designed
for children age 4 - 6 1/2 years.

The Wechsler Intelligence Scales. Retrieved from http://www.iupui.edu/~flip/wechsler.html


Administration and Scoring

The procedures for administering and scoring the
three Wechsler scales are similar.
Each test has two batteries of subtests grouped
into two general areas:
1) Verbal scales and
2) Performance scales
The Verbal scales measure general knowledge,
language, reasoning, and memory skills
while the Performance scales measure spatial,
sequencing, and problem-solving skills

The Wechsler Intelligence Scales. Retrieved from http://www.iupui.edu/~flip/wechsler.html


LETS TRY IT!
To do the test, click here
http://wechsleradultintelligencescale.com/
SUMMARY
The Wechsler Adult Intelligence Scale (WAIS)
is an intelligence test that was first published
in 1955 and designed to
measure intelligence in adults and older
adolescents. The test was designed by
psychologist David Wechsler who believed
that intelligence was made up a number of
different mental abilities rather than a
single general intelligence factor.