How to Write and Evaluate Psychological Reports
Published in March 2012
233 pages
978-3-89967-773-7 (ISBN)
Description
How to Write and Evaluate Psychological Reports
is the English translation of the 5th revised and extended edition published in German in 2008. The 1st edition was published in 1991.
Essential
This book has a unique approach to its subject. It integrates scientific theory and methodological knowledge in psychology to provide help with the complex process of writing psychological reports.
Basic and Advanced
All German-speaking countries use this book as a primary reference work in basic and graduate university courses. It is also used in advanced courses on psychological assessment and in training on how to write psychological reports.
Instructive
Thanks to its clarity of expression, its structure that follows the assessment process step by step, and its reader-friendly layout (e.g. colored advanced organizers for each sub-chapter), the book is easy for all students of psychology to understand and to work with.
Checklists
The rules of decision-oriented assessment methodology are summarized in 37 checklists (Chapter 23). User feedback generally confirms these checklists as being very helpful in the assessment routine.
A complete psychological report in the field of personnel psychology illustrates psychological assessment using the decision-oriented method. This example can, in a broader sense, also be read as a case study of vocational rehabilitation.
Non-psychologists who want to or have to evaluate psychological reports (especially lawyers) frequently asked for support in understanding such reports. They will find special help in Chapter 22 and in corresponding checklists in Chapter 24.
References
The current edition follows the "Guidelines for the Assessment Process" of the European Association of Psychological Assessment. The 3rd edition served as a major source for these guidelines.
The German Federal Court of Justice (Bundesgerichtshof) cited the book in a very important judgment on the psychological assessment of the credibility of witnesses´ accounts.
Lawyers appreciate psychological reports based on the decision-orientated method because of their structure and clarity. Many confirm the usefulness of the book's special aids and checklists for evaluating such reports.
is the English translation of the 5th revised and extended edition published in German in 2008. The 1st edition was published in 1991.
Essential
This book has a unique approach to its subject. It integrates scientific theory and methodological knowledge in psychology to provide help with the complex process of writing psychological reports.
Basic and Advanced
All German-speaking countries use this book as a primary reference work in basic and graduate university courses. It is also used in advanced courses on psychological assessment and in training on how to write psychological reports.
Instructive
Thanks to its clarity of expression, its structure that follows the assessment process step by step, and its reader-friendly layout (e.g. colored advanced organizers for each sub-chapter), the book is easy for all students of psychology to understand and to work with.
Checklists
The rules of decision-oriented assessment methodology are summarized in 37 checklists (Chapter 23). User feedback generally confirms these checklists as being very helpful in the assessment routine.
A complete psychological report in the field of personnel psychology illustrates psychological assessment using the decision-oriented method. This example can, in a broader sense, also be read as a case study of vocational rehabilitation.
Non-psychologists who want to or have to evaluate psychological reports (especially lawyers) frequently asked for support in understanding such reports. They will find special help in Chapter 22 and in corresponding checklists in Chapter 24.
References
The current edition follows the "Guidelines for the Assessment Process" of the European Association of Psychological Assessment. The 3rd edition served as a major source for these guidelines.
The German Federal Court of Justice (Bundesgerichtshof) cited the book in a very important judgment on the psychological assessment of the credibility of witnesses´ accounts.
Lawyers appreciate psychological reports based on the decision-orientated method because of their structure and clarity. Many confirm the usefulness of the book's special aids and checklists for evaluating such reports.
More details
Content
1 - Contents [Seite 7]
2 - Chapter 1 Introduction [Seite 13]
2.1 - 1.1 Goals [Seite 13]
2.2 - 1.2 Overview [Seite 14]
2.3 - 1.3 Notes on using this book [Seite 16]
3 - Chapter 2 Fundamentals of our approach [Seite 17]
3.1 - 2.1 Decision-oriented psychological assessment [Seite 17]
3.2 - 2.2 Our view of psychology [Seite 20]
3.3 - 2.3 Goals of decision-oriented assessment [Seite 21]
3.4 - 2.4 Conditions for psychological assessment [Seite 22]
3.5 - 2.5 General criteria for evaluating psychological reports [Seite 24]
4 - Chapter 3 The client's question [Seite 26]
4.1 - 3.1 Deciding for or against a client's question [Seite 26]
4.2 - 3.2 Required assumptions [Seite 28]
4.3 - 3.3 Requirement profile [Seite 29]
4.4 - 3.4 Required knowledge for assessment work [Seite 31]
4.5 - 3.5 Prediction of individual behavior [Seite 32]
4.6 - 3.6 Citing the client's question in the psychological report [Seite 33]
5 - Chapter 4 Selection of variables [Seite 34]
5.1 - 4.1 Behavioral equation [Seite 34]
5.2 - 4.2 Environment variables [Seite 36]
5.3 - 4.3 Organism variables [Seite 37]
5.4 - 4.4 Cognitive variables [Seite 39]
5.5 - 4.5 Emotional variables [Seite 41]
5.6 - 4.6 Motivational variables [Seite 43]
5.7 - 4.7 Social variables [Seite 45]
5.8 - 4.8 Three classes of information for the explanation and prediction of [Seite 46]
5.9 - 4.9 Criteria for the selection of variables [Seite 47]
6 - Chapter 5 Psychological Questions (= Hypotheses) [Seite 49]
6.1 - 5.1 The function of psychological questions [Seite 49]
6.2 - 5.2 Constructing psychological questions [Seite 50]
6.3 - 5.3 Formulating psychological questions [Seite 50]
6.4 - 5.4 Number of psychological questions [Seite 52]
7 - Chapter 6 Workthrough of example clients' questions [Seite 54]
7.1 - 6.1 Client's question [Seite 54]
7.2 - 6.2 Information available before the beginning of the assessment [Seite 55]
7.3 - 6.3 Requirement profile [Seite 56]
7.4 - 6.4 Psychological questions [Seite 57]
7.4.1 - 6.4.1 Grouping the psychological questions according to the behavioral equation [Seite 57]
7.4.2 - 6.4.2 Psychological questions relating to motivational conditions [Seite 58]
7.4.3 - 6.4.3 Psychological questions relating to intellectual conditions [Seite 58]
7.4.4 - 6.4.4 Psychological questions relating to the ability to withstand emotional and physical strain [Seite 58]
7.4.5 - 6.4.5 Psychological questions relating to social conditions [Seite 59]
7.4.6 - 6.4.6 Alternative ways of structuring psychological questions [Seite 60]
7.4.7 - 6.4.7 Decision-oriented construction of hypotheses for judicial questions regarding parental custody [Seite 60]
7.4.8 - 6.4.7.1 Goals of decision-oriented assessment in custody questions [Seite 60]
7.4.9 - 6.4.7.2 The requirement profile [Seite 61]
7.4.10 - 6.4.7.3 Selection of the relevant variables [Seite 63]
7.4.11 - 6.4.7.4 The formulation of psychological questions [Seite 63]
7.4.12 - 6.4.7.5 Shortened psychological questions [Seite 66]
8 - Chapter 7 Planning the assessment [Seite 67]
8.1 - 7.1 Role of the assessment plan [Seite 67]
8.2 - 7.2 Broad plan of the assessment [Seite 68]
8.3 - 7.3 Detailed plan of the assessment [Seite 69]
8.4 - 7.4 Ratio of costs to benefits as a criterion for planning a [Seite 70]
9 - Chapter 8 Analysis of the a-priori strategy [Seite 72]
9.1 - 8.1 Analysis of the a-priori strategy for single-case questions [Seite 72]
9.2 - 8.2 Qualitative analysis of the a-priori strategy [Seite 73]
9.3 - 8.3 Optimizing the assessment strategy [Seite 74]
9.4 - 8.4 Quantitative analysis of the a-priori strategy for institutional [Seite 75]
9.5 - 8.5 Analysis of the a-priori strategy for institutional questions [Seite 75]
10 - Chapter 9 Features of assessment information sources [Seite 77]
10.1 - 9.1 Functions of the features of assessment information sources [Seite 77]
10.2 - 9.2 Nature of the observer [Seite 78]
10.3 - 9.3 Contents of the observation [Seite 80]
10.4 - 9.4 Time and duration of the observation [Seite 81]
10.5 - 9.5 Nature of the observation [Seite 82]
11 - Chapter 10 Standardized assessment procedures [Seite 84]
11.1 - 10.1 Criteria for the selection of standardized assessment procedures [Seite 84]
11.2 - 10.2 A theory definition for psychological work [Seite 85]
11.3 - 10.3 Functions of theories for assessment procedures [Seite 86]
11.4 - 10.4 Objectivity of standardized procedures [Seite 87]
11.4.1 - 10.4.1 Objectivity in execution [Seite 87]
11.4.2 - 10.4.2 Measures for increasing the objectivity in execution [Seite 88]
11.4.3 - 10.4.3 Objectivity in scoring [Seite 89]
11.4.4 - 10.4.4 Objectivity of interpretation [Seite 91]
11.5 - 10.5 Reliability of standardized procedures [Seite 93]
11.5.1 - 10.5.1 Deciding on a type of reliability [Seite 94]
11.5.2 - 10.5.2 Evaluating the reliability [Seite 94]
11.6 - 10.6 Validity of standardized procedures [Seite 95]
11.7 - 10.7 Some comments on the size of validity coefficients [Seite 97]
12 - Chapter 11 Part I of the assessment plan for the example client's question relating to aptitude assessment [Seite 99]
12.1 - 11.1 Standardized procedures [Seite 99]
12.2 - 11.2 Decisions when selecting standardized procedures [Seite 100]
12.3 - 11.3 Selection of standardized procedures [Seite 102]
12.4 - 11.4 Description of the standardized procedures in the psychological [Seite 103]
13 - Chapter 12 Decision-oriented interviewing [Seite 105]
13.1 - 12.1 Definition [Seite 105]
13.2 - 12.2 Aims of various types of interview [Seite 106]
13.3 - 12.3 Interview guide for the decision-oriented interview [Seite 107]
13.4 - 12.4 Function of interview guides [Seite 108]
13.5 - 12.5 Characteristics of interview guides [Seite 110]
13.6 - 12.6 Broad structure of an interview guide [Seite 111]
13.7 - 12.7 Detailed structure of an interview guide [Seite 113]
13.8 - 12.8 Features of efficient questions [Seite 114]
13.9 - 12.9 Poor questions [Seite 116]
13.10 - 12.10 Degree of openness of a question [Seite 117]
13.11 - 12.11 Degree of directness of a question [Seite 118]
13.12 - 12.12 Preconditions for carrying out decision-oriented interviews [Seite 119]
13.13 - 12.13 Conditions for a successful assessment interview [Seite 120]
14 - Chapter 13 Part II of the assessment plan for the example of a client's question concerning aptitude assessment [Seite 122]
14.1 - 13.1 Interview guide for the decision-oriented interview [Seite 122]
14.2 - 13.2 Selection of the partly-standardized and non-standardized [Seite 127]
14.3 - 13.3 Description of the partly-standardized and non-standardized [Seite 128]
15 - Chapter 14 Person perception and assessment judgments [Seite 130]
15.1 - 14.1 Person perception in daily life and assessment judgments [Seite 130]
15.2 - 14.2 The importance of social psychological research into person [Seite 131]
15.3 - 14.3 Individual differences in assessment judgments [Seite 133]
16 - Chapter 15 Errors and biases in the process of forming assessment judgments [Seite 134]
16.1 - 15.1 Description of errors and biases in the process of forming [Seite 134]
16.2 - 15.2 Errors and biases in psychological questions [Seite 135]
16.3 - 15.3 Errors and biases of judgment when planning assessments [Seite 138]
16.4 - 15.4 Errors and biases of judgment when presenting the results of the [Seite 139]
16.5 - 15.5 Errors and biases of judgment in the conclusions [Seite 140]
16.5.1 - 15.5.1 Generally observable errors and biases of judgment in the conclusions [Seite 140]
16.5.2 - 15.5.2 Errors and biases of judgment in the conclusions which are determined by the personality of the assessing psychologist [Seite 142]
17 - Chapter 16 Possibilities of minimizing errors and biases in assessment decision-making [Seite 144]
17.1 - 16.1 Extending knowledge [Seite 144]
17.2 - 16.2 Initial conditions [Seite 145]
17.3 - 16.3 Combining statements [Seite 147]
17.4 - 16.4 Decision criteria [Seite 148]
17.5 - 16.5 Attributing traits to people [Seite 148]
17.5.1 - 16.5.1 Four types of behavioral description [Seite 148]
17.5.2 - 16.5.2 Features of personality traits [Seite 149]
17.6 - 16.6 Development of documented assessment plans [Seite 150]
18 - Chapter 17 Evaluating behavioral observations [Seite 151]
18.1 - 17.1 Types of behavioral observation [Seite 151]
18.2 - 17.2 Scoring tests [Seite 152]
18.3 - 17.3 Presenting the test results [Seite 154]
18.4 - 17.4 Decision-oriented interviews: analysis [Seite 156]
18.5 - 17.5 Interview results: presentation [Seite 156]
18.6 - 17.6 Presentation of interview results in indirect speech [Seite 158]
19 - Chapter 18 The data section of the example psychological report [Seite 159]
19.1 - 18.1 Aptitude assessment sample case: 4. Data Section [Seite 159]
20 - Chapter 19 The results section [Seite 166]
20.1 - 19.1 Aims of the assessor in the results section [Seite 166]
20.2 - 19.2 Procedure of the assessor in the results section [Seite 167]
20.3 - 19.3 Recommendations and suggestions in the psychological report [Seite 169]
20.4 - 19.4 Formulations in the results section [Seite 170]
21 - Chapter 20 Results section of the example psychological report [Seite 172]
22 - Chapter 21 Foundations of a theory of decision-oriented psychological assessment [Seite 183]
22.1 - 21.1 Assumptions of the theory [Seite 183]
22.2 - 21.2 Beliefs as cognitions directing actions [Seite 184]
22.3 - 21.3 Expectations as cognitions directing actions [Seite 186]
22.4 - 21.4 On the testability of the theory [Seite 188]
22.5 - 21.5 First results of empirical tests of the theory of decision-oriented [Seite 189]
22.5.1 - 21.5.1 Assessment in family law: how it is and how it can be [Seite 189]
22.5.2 - 21.5.2 On the development of assessment strategies [Seite 190]
22.5.3 - 21.5.3 Decision-oriented interviewing in psychological assessment [Seite 190]
22.5.4 - 21.5.4 Training in psychological assessment [Seite 191]
22.5.5 - 21.5.5 Guidelines for the Assessment Process (GAP) [Seite 192]
22.6 - 21.6 Decision-oriented assessment - a useful technology [Seite 192]
22.6.1 - 21.6.1 A technology - a necessity in psychological assessment [Seite 192]
22.6.2 - 21.6.2 Utility as the highest criterion of a technology [Seite 193]
22.6.3 - 21.6.3 Optimization of assessment strategies [Seite 193]
23 - Chapter 22 Aids for the evaluation of psychological reports by non-psychologists [Seite 195]
23.1 - 22.1 Structure of a psychological report [Seite 196]
23.2 - 22.2 Transparency of the psychological report [Seite 197]
23.3 - 22.3 Formulations in the psychological report [Seite 197]
23.4 - 22.4 Client's question [Seite 198]
23.5 - 22.5 Formulation of psychological questions [Seite 198]
23.6 - 22.6 Description of the assessment plan in the psychological report [Seite 199]
23.7 - 22.7 Scoring and analyzing tests and questionnaires in the data [Seite 200]
23.8 - 22.8 Description and analysis of interviews and non-standardized [Seite 201]
23.9 - 22.9 Results section of a psychological report [Seite 202]
23.10 - 22.10 Recommendations and suggestions in the psychological report [Seite 204]
24 - Chapter 23 Checklists to support the psychological assessor during the assessment process and the writing of a psychological report [Seite 206]
24.1 - Unknown [Seite 1]
24.1.1 - 23.1 Checklist: The client's question [Seite 206]
24.1.2 - 23.2 Checklist: Profile of requirements [Seite 206]
24.1.3 - 23.3 Checklist: Knowledge [Seite 207]
24.1.4 - 23.4 Checklist: Selection of groups of variables [Seite 207]
24.2 - 23.5 Checklist: Selection of environment variables [Seite 207]
24.3 - 23.6 Checklist: Selection of organism variables [Seite 208]
24.4 - 23.7 Checklist: Selection of cognitive variables [Seite 208]
24.5 - 23.8 Checklist: Selection of emotional variables [Seite 209]
24.6 - 23.9 Checklist: Selection of motivational variables [Seite 209]
24.7 - 23.10 Checklist: Selection of social variables [Seite 210]
24.8 - 23.11 Checklist: Criteria for the selection of variables [Seite 210]
24.9 - 23.12 Checklist: Formulating psychological questions (= hypotheses) [Seite 210]
24.10 - 23.13 Checklist: Selection of sources of information [Seite 211]
24.11 - 23.14 Checklist: Detailed planning of the assessment [Seite 211]
24.12 - 23.15 Checklist: Costs and benefits of every source of information [Seite 211]
24.13 - 23.16 Checklist: Evaluation of an observer [Seite 212]
24.14 - 23.17 Checklist: Contents of observations [Seite 212]
24.15 - 23.18 Checklist: Characteristics of scientific behavioral observations [Seite 212]
24.16 - 23.19 Checklist: Criteria for the selection of standardized procedures [Seite 213]
24.17 - 23.20 Checklist: Objectivity of execution of psychological assessment [Seite 213]
24.18 - 23.21 Checklist: Criteria for scoring and analyzing psychological [Seite 213]
24.19 - 23.22 Checklist: Conditions for the highest possible degree of [Seite 214]
24.20 - 23.23 Checklist: Reliability of standardized psychological assessment [Seite 214]
24.21 - 23.24 Checklist: Validity of standardized psychological assessment [Seite 214]
24.22 - 23.25 Checklist: Planning a decision-oriented interview (DOI) [Seite 215]
24.23 - 23.26 Checklist: Broad structure of an interview guide [Seite 215]
24.24 - 23.27 Checklist: Detailed structure of an interview guide [Seite 216]
24.25 - 23.28 Checklist: Formulating "good" questions [Seite 216]
24.26 - 23.29 Checklist: Suggestive questions [Seite 217]
24.27 - 23.30 Checklist: Conditions for decision-oriented interviews [Seite 217]
24.28 - 23.31 Checklist: Presenting the plan of the assessment in the [Seite 218]
24.29 - 23.32 Checklist: Scoring of tests and questionnaires and presenting the [Seite 218]
24.30 - 23.33 Checklist: Analysis and presentation of information from [Seite 219]
24.31 - 23.34 Checklist: The results section of a psychological report [Seite 219]
24.32 - 23.35 Checklist: Recommendations and suggestions in a psychological [Seite 220]
24.33 - 23.36 Checklist: Formulations in the results section of a psychological [Seite 221]
24.34 - 23.37 Checklist: Structure of a psychological report [Seite 221]
25 - Chapter 24 Checklists for the evaluation of psychological reports by non-psychologists [Seite 222]
25.1 - 24.1 Structure of a psychological report [Seite 222]
25.2 - 24.2 Transparency of the psychological report [Seite 222]
25.3 - 24.3 Formulations in the psychological report [Seite 222]
25.4 - 24.4 Client's question [Seite 223]
25.5 - 24.5 Formulation of psychological questions [Seite 223]
25.6 - 24.6 Description of the assessment plan in the psychological report [Seite 223]
25.7 - 24.7 Scoring and analysis of tests and questionnaires in the data section [Seite 223]
25.8 - 24.8 Analysis and presentation of information from interviews and non-standardized [Seite 224]
25.9 - 24.9 Results section of a psychological report [Seite 224]
25.10 - 24.10 Recommendations and suggestions in the psychological report [Seite 225]
26 - References [Seite 226]
2 - Chapter 1 Introduction [Seite 13]
2.1 - 1.1 Goals [Seite 13]
2.2 - 1.2 Overview [Seite 14]
2.3 - 1.3 Notes on using this book [Seite 16]
3 - Chapter 2 Fundamentals of our approach [Seite 17]
3.1 - 2.1 Decision-oriented psychological assessment [Seite 17]
3.2 - 2.2 Our view of psychology [Seite 20]
3.3 - 2.3 Goals of decision-oriented assessment [Seite 21]
3.4 - 2.4 Conditions for psychological assessment [Seite 22]
3.5 - 2.5 General criteria for evaluating psychological reports [Seite 24]
4 - Chapter 3 The client's question [Seite 26]
4.1 - 3.1 Deciding for or against a client's question [Seite 26]
4.2 - 3.2 Required assumptions [Seite 28]
4.3 - 3.3 Requirement profile [Seite 29]
4.4 - 3.4 Required knowledge for assessment work [Seite 31]
4.5 - 3.5 Prediction of individual behavior [Seite 32]
4.6 - 3.6 Citing the client's question in the psychological report [Seite 33]
5 - Chapter 4 Selection of variables [Seite 34]
5.1 - 4.1 Behavioral equation [Seite 34]
5.2 - 4.2 Environment variables [Seite 36]
5.3 - 4.3 Organism variables [Seite 37]
5.4 - 4.4 Cognitive variables [Seite 39]
5.5 - 4.5 Emotional variables [Seite 41]
5.6 - 4.6 Motivational variables [Seite 43]
5.7 - 4.7 Social variables [Seite 45]
5.8 - 4.8 Three classes of information for the explanation and prediction of [Seite 46]
5.9 - 4.9 Criteria for the selection of variables [Seite 47]
6 - Chapter 5 Psychological Questions (= Hypotheses) [Seite 49]
6.1 - 5.1 The function of psychological questions [Seite 49]
6.2 - 5.2 Constructing psychological questions [Seite 50]
6.3 - 5.3 Formulating psychological questions [Seite 50]
6.4 - 5.4 Number of psychological questions [Seite 52]
7 - Chapter 6 Workthrough of example clients' questions [Seite 54]
7.1 - 6.1 Client's question [Seite 54]
7.2 - 6.2 Information available before the beginning of the assessment [Seite 55]
7.3 - 6.3 Requirement profile [Seite 56]
7.4 - 6.4 Psychological questions [Seite 57]
7.4.1 - 6.4.1 Grouping the psychological questions according to the behavioral equation [Seite 57]
7.4.2 - 6.4.2 Psychological questions relating to motivational conditions [Seite 58]
7.4.3 - 6.4.3 Psychological questions relating to intellectual conditions [Seite 58]
7.4.4 - 6.4.4 Psychological questions relating to the ability to withstand emotional and physical strain [Seite 58]
7.4.5 - 6.4.5 Psychological questions relating to social conditions [Seite 59]
7.4.6 - 6.4.6 Alternative ways of structuring psychological questions [Seite 60]
7.4.7 - 6.4.7 Decision-oriented construction of hypotheses for judicial questions regarding parental custody [Seite 60]
7.4.8 - 6.4.7.1 Goals of decision-oriented assessment in custody questions [Seite 60]
7.4.9 - 6.4.7.2 The requirement profile [Seite 61]
7.4.10 - 6.4.7.3 Selection of the relevant variables [Seite 63]
7.4.11 - 6.4.7.4 The formulation of psychological questions [Seite 63]
7.4.12 - 6.4.7.5 Shortened psychological questions [Seite 66]
8 - Chapter 7 Planning the assessment [Seite 67]
8.1 - 7.1 Role of the assessment plan [Seite 67]
8.2 - 7.2 Broad plan of the assessment [Seite 68]
8.3 - 7.3 Detailed plan of the assessment [Seite 69]
8.4 - 7.4 Ratio of costs to benefits as a criterion for planning a [Seite 70]
9 - Chapter 8 Analysis of the a-priori strategy [Seite 72]
9.1 - 8.1 Analysis of the a-priori strategy for single-case questions [Seite 72]
9.2 - 8.2 Qualitative analysis of the a-priori strategy [Seite 73]
9.3 - 8.3 Optimizing the assessment strategy [Seite 74]
9.4 - 8.4 Quantitative analysis of the a-priori strategy for institutional [Seite 75]
9.5 - 8.5 Analysis of the a-priori strategy for institutional questions [Seite 75]
10 - Chapter 9 Features of assessment information sources [Seite 77]
10.1 - 9.1 Functions of the features of assessment information sources [Seite 77]
10.2 - 9.2 Nature of the observer [Seite 78]
10.3 - 9.3 Contents of the observation [Seite 80]
10.4 - 9.4 Time and duration of the observation [Seite 81]
10.5 - 9.5 Nature of the observation [Seite 82]
11 - Chapter 10 Standardized assessment procedures [Seite 84]
11.1 - 10.1 Criteria for the selection of standardized assessment procedures [Seite 84]
11.2 - 10.2 A theory definition for psychological work [Seite 85]
11.3 - 10.3 Functions of theories for assessment procedures [Seite 86]
11.4 - 10.4 Objectivity of standardized procedures [Seite 87]
11.4.1 - 10.4.1 Objectivity in execution [Seite 87]
11.4.2 - 10.4.2 Measures for increasing the objectivity in execution [Seite 88]
11.4.3 - 10.4.3 Objectivity in scoring [Seite 89]
11.4.4 - 10.4.4 Objectivity of interpretation [Seite 91]
11.5 - 10.5 Reliability of standardized procedures [Seite 93]
11.5.1 - 10.5.1 Deciding on a type of reliability [Seite 94]
11.5.2 - 10.5.2 Evaluating the reliability [Seite 94]
11.6 - 10.6 Validity of standardized procedures [Seite 95]
11.7 - 10.7 Some comments on the size of validity coefficients [Seite 97]
12 - Chapter 11 Part I of the assessment plan for the example client's question relating to aptitude assessment [Seite 99]
12.1 - 11.1 Standardized procedures [Seite 99]
12.2 - 11.2 Decisions when selecting standardized procedures [Seite 100]
12.3 - 11.3 Selection of standardized procedures [Seite 102]
12.4 - 11.4 Description of the standardized procedures in the psychological [Seite 103]
13 - Chapter 12 Decision-oriented interviewing [Seite 105]
13.1 - 12.1 Definition [Seite 105]
13.2 - 12.2 Aims of various types of interview [Seite 106]
13.3 - 12.3 Interview guide for the decision-oriented interview [Seite 107]
13.4 - 12.4 Function of interview guides [Seite 108]
13.5 - 12.5 Characteristics of interview guides [Seite 110]
13.6 - 12.6 Broad structure of an interview guide [Seite 111]
13.7 - 12.7 Detailed structure of an interview guide [Seite 113]
13.8 - 12.8 Features of efficient questions [Seite 114]
13.9 - 12.9 Poor questions [Seite 116]
13.10 - 12.10 Degree of openness of a question [Seite 117]
13.11 - 12.11 Degree of directness of a question [Seite 118]
13.12 - 12.12 Preconditions for carrying out decision-oriented interviews [Seite 119]
13.13 - 12.13 Conditions for a successful assessment interview [Seite 120]
14 - Chapter 13 Part II of the assessment plan for the example of a client's question concerning aptitude assessment [Seite 122]
14.1 - 13.1 Interview guide for the decision-oriented interview [Seite 122]
14.2 - 13.2 Selection of the partly-standardized and non-standardized [Seite 127]
14.3 - 13.3 Description of the partly-standardized and non-standardized [Seite 128]
15 - Chapter 14 Person perception and assessment judgments [Seite 130]
15.1 - 14.1 Person perception in daily life and assessment judgments [Seite 130]
15.2 - 14.2 The importance of social psychological research into person [Seite 131]
15.3 - 14.3 Individual differences in assessment judgments [Seite 133]
16 - Chapter 15 Errors and biases in the process of forming assessment judgments [Seite 134]
16.1 - 15.1 Description of errors and biases in the process of forming [Seite 134]
16.2 - 15.2 Errors and biases in psychological questions [Seite 135]
16.3 - 15.3 Errors and biases of judgment when planning assessments [Seite 138]
16.4 - 15.4 Errors and biases of judgment when presenting the results of the [Seite 139]
16.5 - 15.5 Errors and biases of judgment in the conclusions [Seite 140]
16.5.1 - 15.5.1 Generally observable errors and biases of judgment in the conclusions [Seite 140]
16.5.2 - 15.5.2 Errors and biases of judgment in the conclusions which are determined by the personality of the assessing psychologist [Seite 142]
17 - Chapter 16 Possibilities of minimizing errors and biases in assessment decision-making [Seite 144]
17.1 - 16.1 Extending knowledge [Seite 144]
17.2 - 16.2 Initial conditions [Seite 145]
17.3 - 16.3 Combining statements [Seite 147]
17.4 - 16.4 Decision criteria [Seite 148]
17.5 - 16.5 Attributing traits to people [Seite 148]
17.5.1 - 16.5.1 Four types of behavioral description [Seite 148]
17.5.2 - 16.5.2 Features of personality traits [Seite 149]
17.6 - 16.6 Development of documented assessment plans [Seite 150]
18 - Chapter 17 Evaluating behavioral observations [Seite 151]
18.1 - 17.1 Types of behavioral observation [Seite 151]
18.2 - 17.2 Scoring tests [Seite 152]
18.3 - 17.3 Presenting the test results [Seite 154]
18.4 - 17.4 Decision-oriented interviews: analysis [Seite 156]
18.5 - 17.5 Interview results: presentation [Seite 156]
18.6 - 17.6 Presentation of interview results in indirect speech [Seite 158]
19 - Chapter 18 The data section of the example psychological report [Seite 159]
19.1 - 18.1 Aptitude assessment sample case: 4. Data Section [Seite 159]
20 - Chapter 19 The results section [Seite 166]
20.1 - 19.1 Aims of the assessor in the results section [Seite 166]
20.2 - 19.2 Procedure of the assessor in the results section [Seite 167]
20.3 - 19.3 Recommendations and suggestions in the psychological report [Seite 169]
20.4 - 19.4 Formulations in the results section [Seite 170]
21 - Chapter 20 Results section of the example psychological report [Seite 172]
22 - Chapter 21 Foundations of a theory of decision-oriented psychological assessment [Seite 183]
22.1 - 21.1 Assumptions of the theory [Seite 183]
22.2 - 21.2 Beliefs as cognitions directing actions [Seite 184]
22.3 - 21.3 Expectations as cognitions directing actions [Seite 186]
22.4 - 21.4 On the testability of the theory [Seite 188]
22.5 - 21.5 First results of empirical tests of the theory of decision-oriented [Seite 189]
22.5.1 - 21.5.1 Assessment in family law: how it is and how it can be [Seite 189]
22.5.2 - 21.5.2 On the development of assessment strategies [Seite 190]
22.5.3 - 21.5.3 Decision-oriented interviewing in psychological assessment [Seite 190]
22.5.4 - 21.5.4 Training in psychological assessment [Seite 191]
22.5.5 - 21.5.5 Guidelines for the Assessment Process (GAP) [Seite 192]
22.6 - 21.6 Decision-oriented assessment - a useful technology [Seite 192]
22.6.1 - 21.6.1 A technology - a necessity in psychological assessment [Seite 192]
22.6.2 - 21.6.2 Utility as the highest criterion of a technology [Seite 193]
22.6.3 - 21.6.3 Optimization of assessment strategies [Seite 193]
23 - Chapter 22 Aids for the evaluation of psychological reports by non-psychologists [Seite 195]
23.1 - 22.1 Structure of a psychological report [Seite 196]
23.2 - 22.2 Transparency of the psychological report [Seite 197]
23.3 - 22.3 Formulations in the psychological report [Seite 197]
23.4 - 22.4 Client's question [Seite 198]
23.5 - 22.5 Formulation of psychological questions [Seite 198]
23.6 - 22.6 Description of the assessment plan in the psychological report [Seite 199]
23.7 - 22.7 Scoring and analyzing tests and questionnaires in the data [Seite 200]
23.8 - 22.8 Description and analysis of interviews and non-standardized [Seite 201]
23.9 - 22.9 Results section of a psychological report [Seite 202]
23.10 - 22.10 Recommendations and suggestions in the psychological report [Seite 204]
24 - Chapter 23 Checklists to support the psychological assessor during the assessment process and the writing of a psychological report [Seite 206]
24.1 - Unknown [Seite 1]
24.1.1 - 23.1 Checklist: The client's question [Seite 206]
24.1.2 - 23.2 Checklist: Profile of requirements [Seite 206]
24.1.3 - 23.3 Checklist: Knowledge [Seite 207]
24.1.4 - 23.4 Checklist: Selection of groups of variables [Seite 207]
24.2 - 23.5 Checklist: Selection of environment variables [Seite 207]
24.3 - 23.6 Checklist: Selection of organism variables [Seite 208]
24.4 - 23.7 Checklist: Selection of cognitive variables [Seite 208]
24.5 - 23.8 Checklist: Selection of emotional variables [Seite 209]
24.6 - 23.9 Checklist: Selection of motivational variables [Seite 209]
24.7 - 23.10 Checklist: Selection of social variables [Seite 210]
24.8 - 23.11 Checklist: Criteria for the selection of variables [Seite 210]
24.9 - 23.12 Checklist: Formulating psychological questions (= hypotheses) [Seite 210]
24.10 - 23.13 Checklist: Selection of sources of information [Seite 211]
24.11 - 23.14 Checklist: Detailed planning of the assessment [Seite 211]
24.12 - 23.15 Checklist: Costs and benefits of every source of information [Seite 211]
24.13 - 23.16 Checklist: Evaluation of an observer [Seite 212]
24.14 - 23.17 Checklist: Contents of observations [Seite 212]
24.15 - 23.18 Checklist: Characteristics of scientific behavioral observations [Seite 212]
24.16 - 23.19 Checklist: Criteria for the selection of standardized procedures [Seite 213]
24.17 - 23.20 Checklist: Objectivity of execution of psychological assessment [Seite 213]
24.18 - 23.21 Checklist: Criteria for scoring and analyzing psychological [Seite 213]
24.19 - 23.22 Checklist: Conditions for the highest possible degree of [Seite 214]
24.20 - 23.23 Checklist: Reliability of standardized psychological assessment [Seite 214]
24.21 - 23.24 Checklist: Validity of standardized psychological assessment [Seite 214]
24.22 - 23.25 Checklist: Planning a decision-oriented interview (DOI) [Seite 215]
24.23 - 23.26 Checklist: Broad structure of an interview guide [Seite 215]
24.24 - 23.27 Checklist: Detailed structure of an interview guide [Seite 216]
24.25 - 23.28 Checklist: Formulating "good" questions [Seite 216]
24.26 - 23.29 Checklist: Suggestive questions [Seite 217]
24.27 - 23.30 Checklist: Conditions for decision-oriented interviews [Seite 217]
24.28 - 23.31 Checklist: Presenting the plan of the assessment in the [Seite 218]
24.29 - 23.32 Checklist: Scoring of tests and questionnaires and presenting the [Seite 218]
24.30 - 23.33 Checklist: Analysis and presentation of information from [Seite 219]
24.31 - 23.34 Checklist: The results section of a psychological report [Seite 219]
24.32 - 23.35 Checklist: Recommendations and suggestions in a psychological [Seite 220]
24.33 - 23.36 Checklist: Formulations in the results section of a psychological [Seite 221]
24.34 - 23.37 Checklist: Structure of a psychological report [Seite 221]
25 - Chapter 24 Checklists for the evaluation of psychological reports by non-psychologists [Seite 222]
25.1 - 24.1 Structure of a psychological report [Seite 222]
25.2 - 24.2 Transparency of the psychological report [Seite 222]
25.3 - 24.3 Formulations in the psychological report [Seite 222]
25.4 - 24.4 Client's question [Seite 223]
25.5 - 24.5 Formulation of psychological questions [Seite 223]
25.6 - 24.6 Description of the assessment plan in the psychological report [Seite 223]
25.7 - 24.7 Scoring and analysis of tests and questionnaires in the data section [Seite 223]
25.8 - 24.8 Analysis and presentation of information from interviews and non-standardized [Seite 224]
25.9 - 24.9 Results section of a psychological report [Seite 224]
25.10 - 24.10 Recommendations and suggestions in the psychological report [Seite 225]
26 - References [Seite 226]
