Introduction
Clinical examination using Sattler’s pillars of assessment is carried out to ensure that the results are not taken into account in isolation from other vital signs. In this way, the overall clinical picture can be drawn as clearly as possible. The four essential pillars are norm-referenced tests, observations, interviews, and informal assessment procedures(Wilson & Braaten, 2019). They allow for the diagnosis of various psychological conditions, such as depression, anxiety, and general emotional well-being.
Given these parameters in a clinical examination, specific patterns may be identified that will indicate either normality or abnormalities. Consideringstandardization, it will be possible to compare the patient’s indicators with general data representing the norm. It is essential to consider ethical principles during the assessment process to ensure the process is as fair as possible.
The Testing Process
The testing process can occur in several stages, each designed to create a more accurate customer profile. One of the imperative elements is Norm-Referenced Tests, which can provide data for the clinical assessment of psychological status. To do this, first of all, it is necessary to designate specific and suitable tests for detecting specific deviations. One of the tools that can be used is the Patient Health Questionnaire (PHQ-9), which allows practitioners to indicate which mental indicators are standard and which have deviations (Hoffman, 2021).
The Generalized Anxiety Disorder Scale-7 (GAD-7) is an element that should be used to understand an utter picture of the mental state (Hoffman, 2021). The need to use practically proven tests is justified by the fact that they will be able to show the highest quality practical results. In addition, comparison with generally accepted standards can help identify detected deviations more objectively.
During diagnosis, an imperative element is observation during assessment sessions. In this context, the therapist must observe the patient’s behavior when designing tests and answering questions. This may provide sufficient insight into the critical characteristics of understanding the significance of reactions to specific issues. One factor is contextual observation (Wilson & Braaten, 2019). It refers to the level of comfort during testing. This indicator must be taken into account to understand human behavior holistically.
This aspect can provide a more comprehensive assessment for a sufficient diagnosis that objectively evaluates the patient’s capabilities. For example, mood swings during an assessment may indicate that a person does not fully understand some aspects of testing or does not want to answer unambiguously (Hoffman, 2021). Considering all the minor aspects of a condition during an assessment can improve final results.
The process may involve an interview that will help gather important information about the person’s symptoms and current well-being. In addition, this can be valuable in clarifying the medical history and all the variables regarding the family. One of the main goals of this step is to identify stressors to understand what may have caused depression or anxiety (Henkelmann et al., 2020). In addition to these general rules, it is also imperative to consider the patient’s cultural factors. This is necessary to address all existing problems without exposing the person to awkward or unpleasant situations, as they can aggravate the current moment. The therapist should use open-ended questions to encourage the patient to provide as much information as possible.
In the testing process, informal assessment procedures can play an imperative role and provide insight into how the patient copes with specific demanding situations. This should be based on what stressors have been previously identified. Thus, if stress, irritability, or fatigue develop due to work conditions, it will be necessary to monitor how the patient copes with them (Wilson & Braaten, 2019). This can provide an understanding of what coping mechanisms the client’s psyche uses to cope with mental stress. A potential way to help clients uncover important psychological features is to encourage self-reporting.
Ethical Guidelines
Consideration of critical ethical principles is imperative in the evaluation process. Confidentiality is the basis for testing since all information should be kept between the therapist and the client. An example could be when a patient reports conflict with work colleagues and openly admits hostility towards these persons. Thus, retaining information is vital to maintaining work dynamics and not affecting the patient’s external environment(Russell & Gajos, 2020). An exception to this ethical rule can only be data that may directly or indirectly threaten the life of the patient or any other person. Thus, ensuring personal data protection is an important point that should be aimed at ensuring a comfortable state during the assessment process.
Informed consent is another aspect of ethical rules that must be followed for the patient to understand the meaning of the assessment better. An example of providing such a document is an explanation of the assessment process itself and the associated procedures that will be performed to understand the patient’s mental state. The context of this explanation is to ensure that the patient begins to understand what goals are imperative for the therapist and are pursued during this testing (Bell et al., 2020).
Explaining all key concepts may be necessary to create a quality relationship between the psychologist and the patient. An essential element is also to convey to the person that although the goal is to find out what is abnormal in the context of the patient’s condition, interventions do not guarantee a positive effect (Russell & Gajos, 2020). Informing about confidentiality tools is also imperative so that the patient begins to trust and reveal more about his honest thoughts and reactions to any aspects in the future.
Scope of competence is another ethical principle that must be considered to ensure that the therapist does not exceed existing authority. For example, during therapy, it may be discovered that the patient suffers from excessive use of psychoactive substances. Thus, the ethical duty of a psychologist is to refer a person to a narcologist who can deal with this area. It may be essential to have a holistic impact on the person and their condition in providing comprehensive treatment.
For these purposes, it is vital to understand the intervention and competency frameworks that should contribute to a comprehensive understanding of the problem (Bell et al., 2020). This will guarantee quality treatment that will be addressed in all crucial areas. Complex side conditions can significantly affect how effective communication with a psychologist will be.
From an ethical point of view, cultural awareness and competence are also crucial to correctly addressing the condition in assessment. For example, when assessing a member of an indigenous population, an in-depth understanding of the environment and traditions may be required to determine what unusual behavior is normal for the patient. Identifying and acknowledging one’s biases and any other critical aspects that may affect care provision is necessary (Russell & Gajos, 2020).
The therapist cannot fully monitor all critical aspects of a person’s behavior without considering these categories. The interpretation of the results may be significantly influenced by characteristics present only in people from specific cultural groups. If necessary, it may be helpful to ask appropriate follow-up questions directly to the client to clarify the characteristics of cultural groups(Bell et al., 2020). Finding out such details can then positively impact how the therapist will conduct interventions and conversations to improve mental well-being.
Conclusion
Sattler’s pillars of assessment are imperative aspects that can provide essential reasons for implementing therapy. In addition, taking into account all aspects, such as norm-referenced tests, observations, interviews, and informal assessment procedures, can help to create a complete picture of the individual’s mental state. Together, these stages can provide sufficient data to understand a person’s mental state and actions. At the same time, the psychologist must be regulated by clear ethical principles that oblige him to keep all information about the client confidential. The only exception is when the patient himself or other people are in danger. Considerable attention should also be paid to cultural characteristics as they can help determine an individual approach to achieve maximum results.
References
Bell, D. J., Self, M. M., Davis III, C., Conway, F., Washburn, J. J., & Crepeau-Hobson, F. (2020). Health service psychology education and training in the time of COVID-19: Challenges and opportunities. American Psychologist, 75(7), 1-41. Web.
Henkelmann, J. R., de Best, S., Deckers, C., Jensen, K., Shahab, M., Elzinga, B., & Molendijk, M. (2020). Anxiety, depression and post-traumatic stress disorder in refugees resettling in high-income countries: Systematic review and meta-analysis. BJPsych open, 6(4), 1-8. Web.
Hoffman, T. (2021). The student experience of psychoeducational assessment: A phenomenological study (Publication No. 0000–0001–7216–3405 )[Doctoral dissertation, Antioch University]. AURA – Antioch University Repository and Archive. Web.
Russell, M. A., & Gajos, J. M. (2020). Annual research review: Ecological momentary assessment studies in child psychology and psychiatry. Journal of Child Psychology and Psychiatry, 61(3), 376-394. Web.
Wilson, H. K., & Braaten, E. B. (2019). An introduction to assessment. In Wilson, H. K. & Braaten E. B. (Eds.), The Massachusetts General Hospital Guide to Learning Disabilities: Assessing Learning Needs of Children and Adolescents (pp. 3-17). Humana Cham.