Dissertation/Thesis Abstract

Question development by individuals in therapeutic assessment: Does it result in more positive outcomes?
by Friedhoff, Lesley Ann, Ph.D., Kent State University, 2013, 96; 3618892
Abstract (Summary)

In Therapeutic Assessment individuals are given feedback based on questions developed prior to administration of psychological testing. It is hypothesized that feedback delivered in this manner results in greater therapeutic outcomes than standard feedback administration. This study compared the therapeutic outcomes of individuals who received Minnesota Multiphasic Personality Inventory Second Edition – Restructured Form (MMPI-2-RF; Ben-Porath & Tellegen, 2008) feedback based on personally-developed questions to the outcomes of individuals who received standard MMPI-2-RF feedback. The study utilized a two (group) by three (time) design; the sample consisted of 39 undergraduate university students (17 men, 22 women). Nineteen participants received feedback based on their questions, while 20 participants received standard feedback. Symptoms of distress and self-esteem were assessed prior to MMPI-2-RF administration, immediately after MMPI-2-RF feedback, and two weeks after feedback. Participants also rated their perceptions of the assessment process at the final two time points. Results indicated that all participants, regardless of feedback style, experienced statistically significant decreases in anxiety and depressive symptoms two weeks after feedback. There were no differences in self-esteem or perceptions about the assessment process between groups or across time. This study provides further evidence of the therapeutic utility of feedback, but does not suggest that basing feedback on client-developed questions results in a greater magnitude of therapeutic benefits than standard feedback. An additional finding was that all participants were engaged in the assessment process as evidenced by a 100 percent valid MMPI-2-RF profile rate, which speaks to the importance of making individuals aware they will receive feedback prior to testing as it may lead to increased engagement in the assessment process.

Indexing (document details)
Advisor: Graham, John R.
School: Kent State University
Department: Psychology
School Location: United States -- Ohio
Source: DAI-B 75/08(E), Dissertation Abstracts International
Subjects: Counseling Psychology, Quantitative psychology
Keywords: Assessment feedback, MMPI-2-RF, Minnesota multiphasic personality inventory, Therapeutic assessment
Publication Number: 3618892
ISBN: 978-1-303-87439-0
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy