Higher Education

Counselor's Guide to Clinical, Personality, and Behavioral Assessment, 1st Edition

  • Bradley T. Erford Loyola College in Maryland
  • ISBN-10: 0618474145  |  ISBN-13: 9780618474141
  • 288 Pages
  • © 2006 | Published
  • College Bookstore Wholesale Price = $84.75



This combined textbook and reference guide identifies the three major types of psychological assessment, clinical, personality, and behavioral, and provides a survey of current theory and an expert review of the most commonly used assessment instruments (tests) in each area. The book concludes with three representative case studies that demonstrate the uses of various assessment instruments in practice.

Features and Benefits

  • The text includes reviews of the seventeen most commonly used clinical, personality, and behavioral testing instruments, how to use them, and their application to the assessment process.
  • Chapter 3 presents a workable framework to help students assimilate the DSM-IV-TR system.

Table of Contents

1. Clinical Assessment
The Purpose of Clinical Assessment
Factors That Affect Responses to Clinical, Personality, and Behavioral Assessment
The Intake Interview: Assessing the Client's History and Background
Clinical Assessment
Types of Clinical Interviews
The Mental Status Examination (MSE)
A Semi-structured Mental Status Examination Protocol
Brief MSE Administration Formats
Standardized Assessments in Clinical Diagnosis
2. Reviews of Commonly Used Clinical Assessments
I. The Achenbach System of Empirically Based Assessment (ASEBA)
II. The Beck Depression Inventory--Second Edition (BDI-II)
III. The Brief Symptom Inventory (BSI)
IV. The Millon Clinical Multiaxial Inventory--Third Edition (MCMI-III) and Millon Adolescent Clinical Inventory (MACI)
V. The Minnesota Multiphasic Personality Inventory--Second Edition (MMPI-2) and Minnesota Multiphasic Personality Inventory--Adolescent (MMPI-A)
VI. The Personality Inventory for Children--Second Edition (PIC-2)
VII. The Revised Children's Manifest Anxiety Scale (RCMAS)
VIII. The Reynolds Adolescent Depression Scale--Second Edition (RADS-2)
IX. The Substance Abuse Subtle Screening Inventory--3 (SASSI-3)
3. Understanding Personality and Its Assessment from a Trait Perspective
Understanding Personality
Measuring Traits
The Use of Validity Scales in Trait Assessment
4. Reviews of Commonly Used Personality Assessments
X. The 16PF (Fifth Edition)
XI. The Myers-Briggs Type Indicator® (MBTI)
XII. The Revised NEO Personality Inventory (NEO PI-R)
XIII. The Piers-Harris Children's Self-Concept Scale--Second Edition (PHCSCS-2)
5. Behavioral Assessment: Principles and Applications
Phases of Behavior Assessment
Procedures of Behavioral Assessment
Direct Behavior Observation Methods
Single Subject Design Methodology
6. Reviews of Commonly Used Behavioral Assessments
XIV. The Attention Deficit Disorders Evaluation Scale--Third Edition (ADDES-3)
XV. The Behavior Assessment System for Children (BASC)
XVI. The Various Conners Rating Scales
XVII. The Disruptive Behavior Rating Scale (DBRS)
XVIII. The Eyberg Child Behavior Inventory (ECBI) and Sutter-Eyberg Student Behavior Inventory--Revised (SESBI-R)
XIX. The Social Skills Rating System (SSRS)
XX. The Walker Problem Behavior Identification Checklist (WPBIC)
7. Case Studies
1. Robert, Age 8
2. Matthew, Age 15
3. Angela, Age 44
A. Client History and Background
B. Axes I & II Disorders and Differential Diagnostic Conditions to Explore
C. Attention-Deficit/Hyperactivity Disorder (AD/HD) Brief Clinical Parent Interview (ABCPI)
D. Semi-Structured Mental Status Examination Interview Protocol

Meet the Author

Author Bio

Bradley T. Erford

Bradley T. Erford, Ph.D., is a professor in the school counseling program of the Educational Specialties Department at Loyola College in Maryland. He is a past president and fellow of the American Counseling Association (ACA) and a recipient of the ACA Research Award, ACA Extended Research Award, ACA Professional Development Award, and ACA Carl Perkins Government Relations Award. He has authored or edited more than 30 books. His research specialization lies primarily in the development and technical analysis of psychoeducational tests and has resulted in the publication of numerous journal articles, book chapters, and psychoeducational materials.