Multimethod Clinical Assessment

Edited by Christopher J. Hopwood and Robert F. Bornstein

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Hardcover
June 18, 2014
ISBN 9781462516018
Price: $63.00
476 Pages
Size: 6⅛" x 9¼"
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June 18, 2014
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476 Pages
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From leading authorities, this book presents evidence-based strategies for using multimethod assessment to enhance clinical practice. The volume is organized around key assessment targets in the areas of personality, psychopathology, and clinical management (for example, treatment planning and progress monitoring). Each chapter presents multiple methods that are particularly useful for assessing the issue at hand, provides a framework for using these methods together, and reviews the empirical data supporting their integration. Illustrative case examples clarify the approaches described and show how incorporating assessment into treatment can strengthen the therapeutic relationship.

“The editors and contributors do an excellent job of documenting the benefits of multimethod assessment. The book identifies and reviews validating evidence for the assessment methods most commonly used in personality description, differential diagnosis, and treatment planning and outcome evaluation. Chapters provide instructive guidelines and case illustrations for combining interview, test, observational, and informant data to generate incremental validity and increase the predictive power of clinical assessments. This book makes a valuable contribution.”

—Irving B. Weiner, PhD, ABPP, Department of Psychiatry and Neurosciences, University of South Florida


“This is an unusually rich and masterful volume, with contributions from numerous authorities in the assessment field. Hopwood and Bornstein have succeeded in outlining the need for a multimethod approach and in providing clear guidance on how to implement such an approach in the clinic. This important book is well suited to graduate courses in assessment and is an indispensable addition to any practitioner's library.”

—Robert F. Krueger, PhD, Distinguished McKnight University Professor, Department of Psychology, University of Minnesota


“Hopwood and Bornstein have tackled one of the monumental challenges in clinical psychology—the problem of applied assessment. Taking issue with the field's increasingly narrow, problem-focused practices based solely on diagnosis and so-called 'gold standard' instruments, they argue that multitrait, multimethod assessment encompassing the whole person should become the minimum standard. Addressing a diverse range of topics, the contributors show that both convergences and divergences among multiple assessment methods need to be understood in order to develop a full picture of the help-seeking client. The book is organized within an integrative, cross-theoretical framework that provides practical support for effectively carrying out multimethod assessment.”

—Gary Brown, PhD, Psychology Department, Royal Holloway University of London, United Kingdom


“A wonderful book. It provides a framework for a contemporary approach to assessment that advances the field. The focus is on the value of multimethod assessment of individual differences in domains relevant to treatment planning. The editors and contributors are experts in research and clinical applications whose chapters are of high quality. Essential reading for practitioners, graduate students, and scholars interested in assessment.”

—Sandra W. Russ, PhD, Department of Psychological Sciences, Case Western Reserve University


“This unique and important book addresses the vexing question of how to integrate data across multiple methods of assessment, when the constructs being measured typically disagree. Distinguished experts from a wide range of applied assessment areas thoroughly review the research evidence on cross-method agreement (and disagreement) in their domains, offer insightful models for considering the unique information provided by different methods, and apply their insights to illuminate individual cases. The result is an invaluable guide for all clinicians and researchers who seek to understand people in their full complexity.”

—Gregory J. Meyer, PhD, Department of Psychology, University of Toledo

Table of Contents

Introduction to Multimethod Clinical Assessment, Robert F. Bornstein and Christopher J. Hopwood

I. Personality and Individual Differences

1. Multimethod Assessment of Traits, Janine Galione and Thomas F. Oltmanns

2. Multimethod Assessment of Interpersonal Dynamics, Aaron L. Pincus, Pamela Sadler, Erik Woody, Michael J. Roche, Katherine M. Thomas, and Aidan G. C. Wright

3. Multimethod Assessment of Affective Processes, Rachel L. Tomko and Timothy J. Trull

4. Multimethod Assessment of Existential Concerns: A Terror Management Perspective, Spee Kosloff, Molly Maxfield, and Sheldon Solomon

5. Mulitmethod Assessment of Implicit and Explicit Processes, Alex Cogswell and Natalie Emmert

II. Psychopathology and Resilience

6. Multimethod Assessment of Anxiety: Integrating Data from Subjective Experience, Cognitive Performance, and Neurophysiological Measures, Jason S. Moser, Amy Przeworski, Hans S. Schroder, and Kimberly Marie Dunbeck

7. Multimethod Assessment of the Adult Externalizing Spectrum: Disorders of Antisocial Behavior and Substance Abuse, Daniel M. Blonigen and Amy Wytiaz

8. Clinical Assessment of Thought Quality: A Multimethod Approach, Mark A. Blais and Iruma Bello

9. Multimethod Assessment of Resilience: Integration with an Individual-Differences Model, Christy A. Denckla and Anthony D. Mancini

III. Clinical Management

10. Multimethod Assessment and Treatment Planning, Joni L. Mihura and Robert A. Graceffo

11. Psychotherapy Progress and Process Assessment, A. Pascual-Leone, Terence Singh, Shawn Harrington, and Nikita Yeryomenko

12. Multimethod Assessment of Distortion: Integrating Data from Interviews, Collateral Records, and Standardized Assessment Tools, Danielle Burchett and R. Michael Bagby

13. Multimethod Risk Assessment, Michael L. Stanfill, Suzanne O’Brien, and Donald J. Viglione, Jr.

14. Integration and Therapeutic Presentation of Multimethod Assessment Results: An Empirically Supported Framework and Case Example, Justin D. Smith and Stephen E. Finn

Conclusion: Toward a Framework for Integrating Multimethod Clinical Assessment Data, Christopher J. Hopwood and Robert F. Bornstein


About the Editors

Christopher J. Hopwood, PhD, is Professor of Psychology and Head of the Social and Personality Psychology area at the University of California, Davis. He has published numerous articles, book chapters, and books on personality processes and psychological assessment. Dr. Hopwood is Associate Editor of Journal of Personality and Social Psychology and Journal of Personality Assessment, and is Consulting Editor for several other journals. Dr. Hopwood is also a founding member of the Personality Change Consortium and board member of the North American Society for the Study of Personality Disorders.

Robert F. Bornstein, PhD, is Professor of Psychology at Adelphi University. He has published numerous articles, book chapters, and books on personality dynamics, assessment, diagnosis, and treatment. Dr. Bornstein is a Fellow of the American Psychological Association, the Association for Psychological Science, and the Society for Personality Assessment. He is a five-time recipient of the Walter G. Klopfer Award for Outstanding Statistically Based Research Article from the Society for Personality Assessment, and received the Theodore Millon Award in Personality Psychology from the American Psychological Foundation.

Contributors

R. Michael Bagby, PhD, ABAP, CPsych, Departments of Psychology and Psychiatry, University of Toronto, Toronto, Canada

Iruma Bello, PhD, First Episode Psychosis Program, Department of Psychiatry, New York University Langone Medical Center/Bellevue Hospital, New York, New York

Mark A. Blais, PsyD, Department of Psychiatry, Massachusetts General Hospital/Harvard Medical School, Boston, Massachusetts

Daniel M. Blonigen, PhD, Center for Innovation to Implementation, VA Palo Alto Health Care System, Menlo Park, California

Robert F. Bornstein, PhD, Derner Institute of Advanced Psychological Studies, Adelphi University, Garden City, New York

Danielle Burchett, PhD, Division of Social, Behavioral, and Global Studies, California State University, Monterey Bay, and United States Air Force Psychology Research Service Analytic Group, Department of Defense Center–Monterey Bay, Seaside, California

Alex Cogswell, PhD, Children’s Psychiatry Clinic, University at Buffalo, State University of New York, Buffalo, New York

Christy A. Denckla, MA, Derner Institute of Advanced Psychological Studies, Adelphi University, Garden City, New York

Kimberly Marie Dunbeck, BS, Department of Psychology, Case Western University, Cleveland, Ohio

Natalie Emmert, BA, Children’s Psychiatry Clinic, University at Buffalo, State University of New York, Buffalo, New York

Stephen E. Finn, PhD, Center for Therapeutic Assessment, University of Texas at Austin, Austin, Texas

Janine Galione, MA, Department of Psychology, Washington University in St. Louis, St. Louis, Missouri

Robert A. Graceffo, MA, Department of Psychology, University of Toledo, Toledo, Ohio

Shawn Harrington, MA, Department of Psychology, University of Windsor, Windsor, Ontario, Canada

Christopher J. Hopwood, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

Spee Kosloff, PhD, Department of Psychology, California State University, Fresno, Fresno, California

Anthony D. Mancini, PhD, Department of Psychology, Pace University, Pleasantville, New York

Molly Maxfield, PhD, Department of Psychology, University of Colorado, Colorado Springs, Colorado Springs, Colorado

Joni L. Mihura, PhD, Department of Psychology, University of Toledo, Toledo, Ohio

Jason S. Moser, PhD, Department of Psychology, Michigan State University, East Lansing, Michigan

Suzanne O’Brien, PhD, California Forensic Assessment Project, San Diego, California

Thomas F. Oltmanns, PhD, Department of Psychology, Washington University in St. Louis, St. Louis, Missouri

Antonio Pascual-Leone, PhD, Department of Psychology, University of Windsor, Windsor, Ontario, Canada

Aaron L. Pincus, PhD, Department of Psychology, Pennsylvania State University, University Park, Pennsylvania

Amy Przeworski, PhD, Department of Psychology, Case Western Reserve University, Cleveland, Ohio

Michael J. Roche, MS, Department of Psychology, Pennsylvania State University, University Park, Pennsylvania

Pamela Sadler, PhD, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada

Hans S. Schroder, BS, Department of Psychology, Michigan State University, East Lansing, Michigan

Terence Singh, PhD, Early Psychosis Treatment Service, Foothills Medical Centre, Calgary, Alberta, Canada

Justin D. Smith, PhD, Department of Psychology and Neuroscience, Baylor University, Waco, Texas

Sheldon Solomon, PhD, Department of Psychology, Skidmore College, Saratoga Springs, New York

Michael L. Stanfill, PhD, Jail Health Services, Public Health–Seattle and King County, and Department of Health Services, University of Washington, Seattle, Washington

Katherine M. Thomas, MS, Department of Psychology, Michigan State University, East Lansing, Michigan

Rachel L. Tomko, MA, Department of Psychological Sciences, University of Missouri, Columbia, Missouri

Timothy J. Trull, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri

Donald J. Viglione, Jr., PhD, California School of Professional Psychology at Alliant International University, San Diego, California

Erik Woody, PhD, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada

Aidan G. C. Wright, PhD, Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania

Amy Wytiaz, PhD, VA Palo Alto Health Care System, Menlo Park, California

Nikita Yeryomenko, MA, Department of Psychology, University of Windsor, Windsor, Ontario, Canada

Audience

Practitioners and students in clinical psychology; also of interest to psychiatrists, social workers, and other evaluators in clinical and forensic settings.

Course Use

May serve as a text in graduate-level courses such as Clinical Assessment, Personality, and Psychological Testing.