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Psychological Assessment Level 3 Certificate Course
Learn About Psychological Assessment
Psychological Assessment course online. A comprehensive guide to the role of psychological assessments. Learn to determine why and when to use psychological assessment, and develop an understanding of the different types of assessment available (eg. Behavioural Assessment, Wechsler Intelligence and Memory Scales, Minnesota Multiphasic Personality Inventory, etc).
This course is accredited by ACCPH at level 3 and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" and be entitled to use the post-nominal latters "MCMA" after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
A psychological assessment is when a skilled psychologist uses the techniques and tools of psychology to learn general or specific facts about another person, either to information others how they function or to predict their behaviour and functioning in the future.
Assessment is usually for the point of diagnosis or classification. That is, placing a person into a loosely or strictly defined category of people. This allows us to understand what they are like in general and assess the presence of other relevant characteristics based on people similar to them.
Lesson Structure: Psychological Assessment BPS308
There are 7 lessons:
- What is psychological assessment
- Types of psychological tests
- Achievement tests
- Aptitude tests
- Intelligence tests
- Occupational tests
- Personality tests
- History of psychological testing
- Justification for using tests
- Advantages and disadvantages of using psychometric testing
- Ethnicity and different cultures
- Psychological testing of language minority and culturally different children
- Why your child should be tested
- Why it is important for parents to know about testing
- Validity and reliability
- Construct, discriminant and convergent validity
- Test retest reliability
- Context of Clinical Assessment
- Ethical practice
- Case study: confidentiality
- Informed consent
- Record keeping
- Dual relationships
- Professional boundaries
- Selecting tests
- Case study: ethics and lie detection
- Computer assisted assessment
- Virtual reality; new tool for psychological assessment
- Personality traits and designing a questionnaire
- Ambiguity and bias
- Closed and open questions
- The Assessment Interview
- The interview
- Screening for psychological disorders
- Structured and unstructured interviews
- Assessing Post Traumatic Stress Disorder (PTSD) among veterans
- Screening and referral procedure overview
- If patient refuses referral to mental health care
- Use of a primary care screen
- Discussing screening results with patients
- Discern if traumatic events are ongoing
- Making a recommendation
- Scheduling a follow up
- Psychomentric properties of SCID
- Behavioural Assessment
- Kinds of consequences
- Intrinsic and extrinsic reinforcers
- Consequences and timing
- The premack principle
- Criticisms of behaviourism
- Methods of behavioural assessment
- The focus of assessment
- Functional analysis
- Analysis of problem behaviour
- Motivational analysis
- Behavioural vs traditional assessment
- Wechsler Intelligence Scales
- Measuring intelligence
- Cognitive, cognitive contextural and biological theories
- Psychometric theories
- Wechsler Intelligence scales
- Normal results
- Sub tests, verbal subtests, performance subtests
- Cultural bias
- Precautions with intelligence testing
- The intelligence test as a tool
- Wechsler Memory scales
- Wechsler Memory test
- Wechsler Memory Scale III
- Minnesota Multiphasic Personality Inventory
- Minnesota Multiphasic Personality Inventory (MMPI) Assessment
- False negatives; false positives
Each lesson requires the completion of an assignment which is submitted to the academyl, marked by the academy's tutors and return
Learning Goals: Psychological Assessment BPS308
- Explain the main kinds of psychological tests and why they are used, and meaning of test reliability and validity
- Explain ethical and other factors that constrain clinical assessment
- Describe a structured and an unstructured interview
- Explain behavioural assessment and how it can be conducted
- Discuss Wechsler scales in detail
- Explain the purpose and use of the Wechsler Memory Test
- Explain the purpose and usage of the Minnesota Multiphasic Personality Inventory
Practical (Set Tasks)
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
Structured and unstructured interviews
Structured - Often, structured interviews use closed questions which require a simple pre-determined answer. Examples of closed questions are "When did this problem begin? Was there any particular stressor going on at that time? Can you tell me about how this problem started?" Closed interviews are better suited for specific information gathering. Structured interviews are useful in that they provide a standard set of questions in a fixed order and there are a restricted number of answers e.g. Yes/no, agree/disagree. They also allow replication and comparison between people and are a quick and easy way to collect data.
SCID is only one of a range of different structured and semi structured interview tools available.SCID-R is the Structured Clinical Interview for the DSM-III-R and is, as the name implies, an example of a very structured. It is designed to provide a diagnosis for a client by detailed questioning of the client in a "yes/no" or "definitely/somewhat/not at all" forced choice format. It is broken up into different sections reflecting the diagnosis in question. Whilst SCID-IV is a clinician administered, semi-structured interview that is developed to help diagnose a broad range of psychiatric disorders detailed in DSM-IV.It is probably the most widely used test in North American research. It is closely tied to the DSM criteria.
There are several versions including –
SCID-I/P is used for subjects already identified as psychiatric patients, whilst SCID-i/P with Psychotic Screen, is design for patients in psychiatric settings where psychotic disorders are expected to be rare. There is also a non patient version SCID-I/NP.However, the versions are mainly used by clinicians who are specially trained in their use.
The SCID begins with an overview of the person’s history e.g. Marital status, work history, chief complaint, history of present and past periods of psychopathology, treatment history, assessment of current functioning etc. The responses are in the person’s own words and used to establish a rapport with the client.
There will then be 12 questions that the clinician uses to determine whether some diagnoses can be overlooked. This is followed by diagnostic questions. The questions can be answered simply yes/no, but further information will obviously provide greater understanding. For example, “Has it ever seemed like people were talking about you or taking a special interest in you?” If the person answers “yes” to this, the clinician might ask for specific examples.
The SCID-R can be used in a number of ways, such as with victims of post traumatic stress disorder (PTSD). SCID-R and the newer version for DSM-IV (SCID-IV) contain a brief preface describing possible criterion for PTSD, followed by a short list of traumas. No behavioural definitions of the assaults are included and respondents are required to generate descriptions of any experienced trauma not on the list. The interviewer will document all traumatic events, but will only use the “worst” trauma, as specified by the subject, in considering a diagnosis. No attempt is made to evaluate or identify subjective aspects of the trauma. Also, no specific prompts on event characteristics will be used, such as number of assailants, duration of assault, presence of weapon etc.
This engaging text explains how psychological profiling is used to assess others – from new staff and school children to criminals and killers.
by John Mason and the Staff of ACS
Psychological Profiling eBook course online. Psychological profiling is used to assess anyone from potential new staff and school children to serial killers. It helps you to determine someones personality, neuroses, mental health and career suitability. This book provides an excellent overview of psychological profiling techniques and pitfalls.
A profile of an individual at its most basic is an outline of what a person is really like in terms of their personality traits and characteristics. The most widely known form of profiling is that which is used to assess criminal behaviour. This is largely due to the popularity of TV shows and books which include criminal profiling.
When we hear the term "psychological profiling", we often assume it is in relation to criminal behaviour, however profilingcan be used for a wide range of reasons, such as:
■ Assessing a person’s suitability for a specific role or profession.
■ Determining a specific characteristic in a person, such as intelligence or neuroses.
■ Determining someone’s personality.
■ Determining a person’s mental health state.
■ Diagnosing clinical conditions.
We often also see tests online and in magazines that are termed psychological tests", purporting to tell you the type of person you are by answering a few questions. Whilst these may be based upon some known pattern of traits, determining an individual’s profile is much more involved than this, and such tests only provide an indication at best.
In light of its media and television popularity, psychological profiling has become well-known and accepted over recent years.
Profiling is essentially building up a picture of an individual’s characteristics such as likely behaviours, attitudes, personal traits, unique skills or capabilities, and so forth in relation to norms of the general population. It is an assessment carried out by a skilled psychologist, using techniques and tools from psychology to learn general and specific facts about a person. In other words, a profile is a comparison of one person’s traits and behaviours to those of everyone else. It is a picture of how similar or different someone is, how well or poorly they perform, on a range of characteristics in relation to the average scores and performances of the general population.
CHAPTER 1 INTRODUCTION
- What is profiling?
- Types of profiling
- When and why do we carry out profiling?
- How profiling is done
CHAPTER 2 HOW TO PROFILE SOMEONE
- Profiling techniques
- Putting it all together
CHAPTER 3 INTERVIEWS AND QUESTIONNAIRES
- Psychological screening
- What is an interview?
- Planning an interview: structured or unstructured
- Components of a profiling interview
- What can go wrong?
- Dealing with interview data
CHAPTER 4 BEHAVIOURAL ASSESSMENT
- The abc model
- Traditional vs behavioural assessment
- Different applications of behavioural assessments
- Behavioural assessment techniques
- Problems with behavioural assessments
CHAPTER 5 CLASSICAL ASSESSMENT TESTS
- The nature of traditional assessment tests
- Reliability and validity of psychological tests
CHAPTER 6 WHAT COMES NEXT?
- Applications for profiles
- How & where to use a profile
- Ethics of profiling
- Problems with profiling
- The future of profiling
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- ADL Ebook where relevant
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: firstname.lastname@example.org
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,