SYLLABUS:



SYLLABUS: Psychology 5321

Graduate Seminar in Personality Assessment

Instructor: Dr. James Wood

Psychology 203

Phone: 747-6570 E-mail: jawood@utep.edu

Website:

Office Hours: Tuesdays and Thursdays 8:00-10:00

or by appointment

Texts:

Greene, R. L. (1999). MMPI-2: An Interpretive Manual (2nd ed.) Boston: Allyn & Bacon.

Lanyon, R. I., & Goodstein, L. D. (1997) Personality Assessment (3rd ed.)

New York: Wiley.

Assorted articles and book chapters, as listed in syllabus.

READINGS (must be completed by the dates given)

January 21

Lanyon & Goodstein, Chapters 1-3

January 28

Lanyon & Goodstein, Chapters 4 & 5

Lilienfeld, S. O., Wood, J. M., & Garb, H. N. (2000). The scientific status of projective techniques. Psychological Science in the Public Interest, 1, 27-66.

Wood, J. M., Nezworski, M. T., Lilienfeld, S. O., & Garb, H. N. (2003). The Rorschach, fortune tellers, and cold reading. Manuscript submitted for publication.

February 4 Lanyon & Goodstein, Chapters 6 & 7

Hunsley, J., Lee, C. M., & Wood, J. M. (2003). Controversial and questionable assessment procedures. In S. O. Lilienfeld, J. M. Lohr, & S. J. Lynn (Eds.), Science and pseudoscience in contemporary clinical psychology. New York: Guilford.

February 11

Lanyon & Goodstein, Chapters 8 & 9

Garb, H. N., & Boyle, P. A. (2003). Understanding why some clinicians use pseudoscientific methods. In S. O. Lilienfeld, J. M. Lohr, & S. J. Lynn (Eds.), Science and pseudoscience in contemporary clinical psychology. New York: Guilford.

February 13

First homework assignment due at beginning of class (evaluation of psychometric properties of a personality scale)

February 18

Lanyon & Goodstein, Chapters 10-12

February 20

MIDTERM EXAMINATION

February 25

Greene, Chapters 1, 2, and part of 3 (pp. 1-63)

February 27

Second homework assignment due at beginning of class (evaluation of psychometric properties of a personality scale)

March 4

Greene, Chapter 3 (pp. 63-129)

March 11

Greene, Chapters 4 & 7

March 15-23 SPRING BREAK

March 25 Greene, Chapters 5 & 6

April 1 Greene, Chapter 8

April 8 Green, Chapter 9 & 10

Cuellar, I. (1998). Cross-cultural clinical psychological assessment of Hispanic Americans. Journal of Personality Assessment, 70, 71-86.

Gray-Little, B. (1995). The assessment of psychopathology in racial and ethnic minorities. In James N. Butcher (Ed.), Clinical Personality Assessment: Practical Approaches. New York: Oxford University Press.

April 10

Third homework assignment due at beginning of class (interpretation of MMPI-2 results)

April 15

Morey, L. C. (1999). Personality Assessment Inventory. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment. Mahwah, NJ: Erlbaum.

Rogers, R., Salekin, R. T., & Sewell, K. W. (1999). Validation of the Millon Clinical Multiaxial Inventory for Axis II disorders: Does it meet the Daubert standard? Law and Human Behavior, 23, 425-443.

Lambert, M. J., & Finch, A. E. (1999). The Outcome Questionnaire. In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment. Mahwah, NJ: Erlbaum.

April 22

Matazow, G. S., & Kamphaus, R. W. (2001). Behavior Assessment System for Children (BASC): Toward accurate diagnosis and effective treatment. In J. J. W. Andrews, D. H. Saklofske, & H. L. Janzen (Eds.), Handbook of psychoeducational assessment. San Diego, CA: Academic Press.

Gresham, F. M. (2001). Assessment of social skills in children and adolescents. In J. J. W. Andrews, D. H. Saklofske, & H. L. Janzen (Eds.), Handbook of psychoeducational assessment. San Diego, CA: Academic Press.

(Readings for April 22 are continued on the next page)

April 22 (continued from previous page)

Volpe, R. J., & DuPaul, G. J. (2001). Assessment with brief behavior rating scales. In J. J. W. Andrews, D. H. Saklofske, & H. L. Janzen (Eds.), Handbook of psychoeducational assessment. San Diego, CA: Academic Press.

April 24

Fourth homework assignment due at beginning of class (interpretation of MMPI-2 results)

April 29

Sechrest, L., Stickle, T. R., & Stewart, M. (1998). The role of assessment in clinical psychology. In A. Bellack, M. Hersen (Series Eds.), & C. R. Reynolds (Vol. Ed.), Comprehensive Clinical Psychology: Vol. 4: Assessment. New York: Pergamon.

Wood, J. M., Garb, H. N., Lilienfeld, S. O., & Nezworski, M. T. (2002). Clinical assessment. Annual Review of Psychology, 53, 519-543.

May 6 (Tuesday). 4:00-5:30 p.m. FINAL EXAMINATION

OBJECTIVES OF COURSE.

By completion of course, students will be able to

(1) describe the adult and child personality measures that are most frequently used by clinical psychologists;

(2) evaluate the psychometric properties of these and other personality measures;

(3) describe the history of personality testing, including the major intellectual developments and problems in the field;

(4) describe and avoid the most common errors made by clinicians when they evaluate or use personality measures;

(5) discuss intelligently the special issues regarding the use of personality measurement with Latinos, other American ethnic groups, or non-Americans;

(6) interpret the MMPI-2;

PREREQUISITES

Students are presumed (but not required) to have the background equivalent to an undergraduate course in Abnormal Psychology.

APPROACH

This course will require a great deal of reading. The grading system is designed to reward students for doing the readings promptly, carefully, and thoughtfully. In addition, homework assignments will be used to help students develop skills in (a) evaluating personality measures and (b) interpreting the MMPI-2.

POP QUIZZES

There will be five pop quizzes during the semester. There are no make-ups for pop quizzes, so if you miss a pop quiz your grade will be 0. At the end of the semester, the grade from your lowest pop quizzes will be dropped (if you have missed a pop quiz, it will be the grade that is dropped). the remaining four pop quizzes will be averaged to compute your "pop quiz grade". This grade will count toward 40% of your course grade.

The purpose of pop quizzes is to ensure that you do the readings on time. Therefore pop quizzes will virtually always cover readings before these readings have been discussed in class. A pop quiz will normally cover only the readings due on the date in question, unless the instructor announces otherwise beforehand. A typical pop quiz will be fill-in-the-blank, with some multiple choice questions.

MID-TERM AND FINAL

The mid-term examination will count toward 10% of your grade. The mid-term examination will cover all readings and the lecture material up to the time of the examination.

The final examination will count toward 10% of your grade. It will focus on the readings and lecture material assigned after the mid-term. However, some questions on the final may assume you have knowledge of topics that were covered before the mid-term. To clarify: on the final, the strong emphasis will be on topics covered after the midterm, but you will be expected to remember central topics (such as reliability and validity) covered before the midterm.

HOMEWORK ASSIGNMENTS: PSYCHOMETRIC EVALUATION OF TEST SCALES

You will be asked to do two homework assignments in which you provide a written evaluation of the psychometric properties of a personality test scale. The instructor will assign the two scales that he wants you to evaluate. However, if you wish to evaluate a scale other than the ones assigned to you, you may do so if you contact the instructor well before the assignment is due and gain his approval.

The instructor will provide you with a strict format that you should follow exactly when doing the written evaluations of test scales. Furthermore, you may be asked to do a brief presentation on the scale in class. Your grade for the assignment will be based on your written evaluation and (if applicable) your class presentation. Each evaluation will count toward 10% of your grade.

HOMEWORK ASSIGNMENTS: INTERPRETATION OF MMPI-2 SCORES

You will be asked to do two homework assignments in which you interpret a patient’s MMPI-2 test scores. The instructor will provide you with the test scores that he wants you to interpret. He will also provide you with a strict format that you should follow exactly when doing the MMPI-2 interpretations. Furthermore, you may be asked to do a brief presentation on your interpretations in class. Your grade for the assignment will be based on your written interpretation and (if applicable) your class presentation. Each interpretation will count toward 10% of your grade.

PUNCTUALITY ON HOMEWORK ASSIGNMENTS

All homework assignments must be handed in at the beginning of class on the day they are due. Assignments that are not handed in on time will receive a lower grade.

COOPERATION AMONG STUDENTS ON HOMEWORK ASSIGNMENTS

It is important that you master the skills to evaluate test scales and interpret MMPI-2 results on your own. However, it is also likely that you will need some help when you are first gaining these skills. Therefore, you may consult with other students as much as you wish when writing your first scale evaluation and your first MMPI-2 interpretation. However, you may not consult with anyone else regarding your second scale evaluation or your second MMPI-2 interpretation. In other words, the second evaluation and second interpretation must be entirely your own work, without any advice or input from anyone else.

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