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Psychological Assessment 100 Hours Certificate Course

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Psychological Assessment 100 Hours Certificate Course

Price: £340.00Course Code: BPS308 CLD
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( Karin Bright, 06/03/2014 ) Q: Hello, I am looking for a course that would help in certification/qualification to administer cognitive assessments (Level C). would this course provide a certificate? Which cognitive assessments are covered in the course? Thank you
( 11/03/2014 ) A: Hello Karin, This course provides 100 hours of Self Paced study and is a knowledge based course. It would likely help you on your way to administer cognitive assessments in terms of serving as an foundation for future study. We would be happy to provide a sample of the course on request so you can see what it covers in a little more detail.
( Elena Andriotis, 20/11/2013 ) Q: To whom it may concern, I am interested in signing up for this particular course. I just wanted to know if the certificate will allow me to get access to the tests? Are there other prerequisites to get access to these tests online? Kind Regards, Elena
( 21/11/2013 ) A: Hello Elena, Once you've paid for the course, you will be given access to everything you need, including the test/exam at the end of the course. Our exam process is covered by the fee, but it is not done online, rather you receive this in the post through your adjudicator.

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Psychological Assessment 100 Hours Certificate Course

Psychological Assesment 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 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.


 

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

 

Lesson Structure:   Psychological Assessment BPS308

There are 7 lessons:

  1. Introduction
    • 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
  2. Context of Clinical Assessment
    • Ethical practice
    • Confidentiality
    • 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
    • Weaknesses
    • Ambiguity and bias
    • Closed and open questions
  3. The Assessment Interview
    • The interview
    • Screening for psychological disorders
    • Structured and unstructured interviews
    • SCID
    • 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
  4. Behavioural Assessment
    • Behaviourism
    • Kinds of consequences
    • Reinforcers
    • Intrinsic and extrinsic reinforcers
    • Consequences and timing
    • The premack principle
    • Extinction
    • Criticisms of behaviourism
    • Methods of behavioural assessment
    • The focus of assessment
    • Functional analysis
    • Analysis of problem behaviour
    • Motivational analysis
    • Behavioural vs traditional assessment
  5. Wechsler Intelligence Scales
    • Introduction
    • 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
  6. Wechsler Memory scales
    • Memory
    • Wechsler Memory test
    • Wechsler Memory Scale III
  7. Minnesota Multiphasic Personality Inventory
    • Minnesota Multiphasic Personality Inventory (MMPI) Assessment
    • Problems
    • 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

 


 

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:

Iona Lister
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

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. 


 

Psychological Profiling EBook

This engaging text explains how psychological profiling is used to assess others – from new staff and school children to criminals and killers. 

Psychological Profiling

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.

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.

CONTENTS

CREDITS 

CHAPTER 1 INTRODUCTION

  • What is profiling?
  • Personality
  • 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

 

Course Info
How Do Our Tuition Fees Compare?Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.
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