To what areas of psychology do the General Guidelines for Providers of Psychological Services apply?
Apply to:
- clinical
- counseling
- I/O
- school
Don’t apply to:
- teaching
- scientific research or writing
What does General Guideline 1: Providers say about responsibility for planning, directing, and reviewing the provision of psychological services?
- 3 says professional psychologists are responsible for this in psychological service units.
- 4 says professional psychologists bring their expertise to bear in planning and development of overall services within organizational settings.
What do the General Guidelines say about personnel required to provide a service?
General Guideline 1: Providers, in 1.1 says as many professional psychologists as are necessary to assure quality of service are required.
General Guideline 2: Programs reiterates this in 2.1.2 Composition and organization of a psychological service unit, saying sufficient numbers of personnel should be included to achieve given goals.
What does General Guideline 2: Programs say about organizations’ roles, objectives, and scope of services?
2.2.1 Policies: They should be developed in writing, reviewed annually, and made available to all staff, users, and sanctioners.
What does General Guideline 2: Programs say about use of privileged information?
2.3.8 Procedures says we don’t use privileged information we get in the course of our work (for professional advantage or personal gain).
What does General Guideline 3: Accountability say about the field’s self-review?
3.2 we act as members of an independent and autonomous profession and 3.3 we make periodic evaluations of our services.
For what purpose were the Specialty Guidelines for the Delivery of Services developed?
To educate the public, profession, and interested third parties (e.g., insurance companies) about the APA’s polices in the referenced areas.
What are the 3 classifications of testing standards in the Standards for Educational and Psychological Testing?
- primary (standards that are necessary)
- secondary (those that are desirable but likely to be beyond reasonable expectations)
- conditional (those that are situationally either primary or secondary)
What are the 4 parts into which the Standards for Educational and Psychological Testing are divided?
Part I: Technical Standards for Test Construction and Evaluation
Part II: Professional Standards for Test Use
Part III: Standards for Particular Applications
Part IV: Standards for Administrative Procedures
What is the general gist of the Validity section of Standards for Educational and Psychological Testing Specialty Guidelines?
- Evidence should be given for the validity of all tests, constructs, criteria, etc.
- Departures from standard interpretations of data (e.g., using multiple items) should be supported by evidence.
- Arguments not supported by evidence should be noted as such and limitations to interpretations should be described.
What is the general gist of the Reliability and Errors of Measurement section of Standards for Educational and Psychological Testing Specialty Guidelines?
- Reliability and standard errors should be thoroughly described and quantified for scoring, test construction procedures (e.g., sampling), etc.
- Where reliability is limited, biased, or unknown, it should be clearly noted and limitations to interpretation described.
What are the 4 subfields of psychology for which the Specialty Guidelines for the Delivery of Services were developed?
- clinical
- counseling
- school
- I/O
What does standard 6.12 in General Principles of Test Use Specialty Guidelines say about screening tests?
That they should only be used to identify those who warrant further evaluation and not for any other purpose (e.g., diagnosis).
What is the general gist of the Employment Testing section of Standards for Educational and Psychological Testing Specialty Guidelines?
Tests used to evaluate personnel for suitability for employment or promotion should be valid for the job in question, both in content and construct.
What does the Protecting the Rights of Test Takers section of the Standards for Educational and Psychological Testing Specialty Guidelines say about assigning individuals to categories (in score reporting)?
This should be done based on carefully selected criteria and the least stigmatizing labels should always be assigned.
According to the Reliability and Errors of Measurement in the Standards for Educational and Psychological Testing Specialty Guidelines, are internal reliability analyses reasonable substitutes for alternate-forms or retest reliability?
Standard 2.6 says no, not unless other evidence supports that interpretation for this particular case.
According to the Introduction to the Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations, what are some important multicultural assessment and intervention skills?
- recognition of cultural diversity
- understanding the role of culture and ethnicity in the development of diverse populations
- understanding of the socioeconomic and political factors impacting diverse populations
- helping clients to understand their own sociocultural identification and the interaction of that with behavior and needs
According to the Introduction to the Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations, what have been some of the relevant research foci in this area?
- impact of racial similarity/differences in psychotherapy
- minority utilization of MHS
- relative effectiveness of therapy styles (directive vs non-)
- role of cultural values in treatment
- cultural competency
What are 4 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists bear in mind research and practice relevant to target populations?
a) We acknowledge and account for the impact of ethnicity and culture on behavior
b) We seek to increase our understanding and awareness of the needs of target populations
c) We recognize the limits of our competence
d) We consider and account for the validity of interventions and assessments as applied to target populations
What are 5 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists recognize ethnicity and culture as significant parameters in understanding psychological processes?
a) We are aware of our own background experiences and make efforts to correct any resulting biases
b) Our practices incorporate understanding of clients/patients’ background, both in terms of challenges and strengths
c) We facilitate clients/patients’ understanding of their own cultural values and norms and ways to apply this to enhance their quality of life
d) We seek to determine if issues arise from racism or bias, so as to help a client/patient to avoid inappropriate personalization of impersonal issues.
e) We consider cultural beliefs and values along with differential diagnoses.
What are 2 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists respect the roles of family and community structures and beliefs?
a) We identify family and community resources.
b) We make sure we are clear about our role and the client/patient’s expectations.
What are 2 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists show respect for clients/patients’ spiritual beliefs and values?
a) We become familiar with indigenous beliefs and observe and respect them.
b) When appropriate, we consult with and/or include community spiritual practitioners in interventions.
What are 3 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists address language issues?
Whenever possible, we interact with clients/patients in the language they prefer.
a) If we cannot do this, we refer to a mental health professional who can. If this is not possible, we offer a translator. If none are available, a trained paraprofessional from the client/patient’s culture may translate.
b) We do not put translators/paraprofessionals into dual roles.
c) We communicate assessment data in terms clear and relevant to the needs of those assessed.
What are 2 ways the APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations recommend psychologists consider the impact of adverse factors in assessment and intervention?
a) Our interventions match the client/patient’s needs (e.g., Maslow’s hierarchy).
b) Where there is a conflict between cultural values and human rights, we work to improve the welfare of all persons concerned.
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Clinical Psychology 150
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Test 3 Missed Qs51
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Clinical Psychology 246
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Clinical Psychology 330
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Clinical Psychology 432
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Clinical Psychology 548
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Clinical Psychology 643
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Diagnosis & Psychopathology 149
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Diagnosis & Psychopathology 249
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Diagnosis & Psychopathology 349
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Diagnosis & Psychopathology 441
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DSM IV 144
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DSM IV 244
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DSM IV 330
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Ethics 139
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Ethics 237
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Ethics 348
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Ethics 437
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Ethics 543
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Learning Theory & Behavior Therapy 128
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Learning Theory & Behavior Therapy 234
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Learning Theory & Behavior Therapy 332
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Learning Theory & Behavior Therapy 427
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Learning Theory & Behavior Therapy 525
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Neuropsychology 139
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Neuropsychology 234
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Neuropsychology 339
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Neuropsychology 440
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Neuropsychology 536
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Neuropsychology 617
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I_O Psychology 136
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I_O Psychology 239
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I_O Psychology 341
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I_O Psychology 440
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Developmental Psychology 137
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Developmental Psychology 240
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Developmental Psychology 339
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Developmental Psychology 432
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Developmental Psychology 534
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Neuropsychology 719
