Kuliah Dek Rizky Psikologi

Communicating assessment data

• Report clarity
• Relevance to goals
• Usefulness of reports
• Clarity, meaningful, synthesis

Clinical Interview

• A conservation with a purpose or goal
• An interaction : at least 2 persons ( interviewer vs interviewer and face to face )
• Interview vs Conservation : specific purpose, participant’s role, time and place

Interview structure :

• The degree to wich the interviewer determines the content and course of the conversation
• No directive – semi structured – structured
• Goals of interview, Course of interview, theoretical orientation, and personal preferences
• Trends toward structured interview

Stage in the interview

• Stage 1 : Begining the interview, establishment the report
• Stage 2 : The middle of the interview, informational gathering : nondirective techniques, directive techniques, combining interview tactics
• Stage 3 : Closing the interview Read the rest of this entry »

Phases in clinical assessment :

• Groth – marmat ( 2003 ) :
• Evaluating the referral questions
• Acquiring knowledge relating to the content of the problem
• Data collection
• Interpreting the data
• Conceptual validity ( Maloney , and Ward, 1976 )

The clinical assessment process

• Nietzel, Bernstein, and Millich ( 2003 ) :
• A Schematic view of the clinical assessment process
• I => Planning, data, collection, procedure.
• II => Collecting, assessment, data
• III => Data, processing and hypothesis formation
• IV => Communicating assessment data

Planning for assessment :

• What do want to know?
• Assessment levels :
• Somatic
• Physical
• Demographic
• Overt behavior
• Cognitive / intellectual
• Emotional / Affective
• Environmental

Factors guiding assessment choices

• theoretical Model
• Reliability and Validity
• Clinician’s assessment specific factors ( personal preferences, training experiences )
• Clinician’s assessment strategy ( bandwidth – fidelity issues ) Read the rest of this entry »

Clinical observation assessment

• Goals :
• Collect informational that is not available in any other way
• Supplement other data as part of a multiple assessment approach

Benefits of observational assessment

• Supplementing self – reports
• Highlighting situational determinants of behavior : signs vs samples
• Minimizing inference
• Enhancing ecological validity

Observational method

• Selection : people , classes of behavior, events, situations, time
• Provocation : provoke or wait
• Recording : observer memory, record sheet, audio or videotape, physiological monitoring system, timers, counters
• Encording : most difficult : a system for encoding raw observations into usable form must be developed

Approach to observational assessment

• Naturalistic vs controlled observation
• Participants vs non participants : Complete observer, Observer as participant, participant as observer, complete participant Read the rest of this entry »

Introduction to Clinical Psychology

What is clinical psychology?

• A subfield of the large discipline of psychology
• Conduct research on behavior and mental processes
• Involvement in the assessment or measurement of the abilities and characteristics of individual human beings
• Effort to help people who are psychologically distressed
• Clinical attitude or clinical approach

The Activities of clinical psychologist

• Assessment
• Treatment
• Research
• Teaching
• Consultation
• Administration
• Distribution of clinical activities
• Clients and their problems
• Employment settings and salaries or clinical psychologists
• Socio – cultural diversity among clinical psychologist

The Roots of clinical Psychology

• The research tradition in psychology
• Attention to individual differences
• Changing conceptions of behavior disorder Read the rest of this entry »

Perkembangan Kogntif dan Bahasa Anak

A. Perkembangan Kognitif Anak

Menurut PIAGET perkembangan ini dibagi dalam 4 tahap:
1. Sensori Motor (usia 0-2 tahun)
Dalam tahap ini perkembangan panca indra sangat berpengaruh dalam diri anak.
Keinginan terbesarnya adalah keinginan untuk menyentuh/memegang, karena didorong oleh keinginan untuk mengetahui reaksi dari perbuatannya.
Dalam usia ini mereka belum mengerti akan motivasi dan senjata terbesarnya adalah ‘menangis’.
Menyampaikan cerita/berita Injil pada anak usia ini tidak dapat hanya sekedar dengan menggunakan gambar sebagai alat peraga, melainkan harus dengan sesuatu yang bergerak (panggung boneka akan sangat membantu). Read the rest of this entry »