• 2002 158pp paperback ISBN: 9781568870762
This new second edition brings the same refreshing matter-of-fact
guidance that made the first edition so popular with both students and
professionals. Although the suggested format for psychological evaluations
remains essentially the same, the authors have updated and expanded several
sections within that format to enhance the quality of the evaluation report.
A new section, Notification of Purpose and Limits of Confidentiality, has
been added and new material on background information and the use of collateral
information has been included. New examples have been added to supplement
and clarify the text and a new example of a full report is presented. The
Recommendations section has also been modified to incorporate specific strengths
and problem areas.
This book offers a wealth of descriptive information,
organizing questions, guidelines, and other strategic information to make
your written report as clear, comprehensive, and error free as possible.
"This is a terrific book that sets forth a practical approach and a logical
structure to psychological report writing, while allowing for flexibility
and individualization. Students, interns, and seasoned clinicians will find
it helpful in bringing balance and focus to their assessment work. After
reviewing this book, and sharing it with colleagues, we've decided to use
it within our Psychology Internship Training Program, as well as make it
a reference for our senior staff."
-Harry J. Reiff, PsyD, JD, Director of
Psychology, Northeast Florida State Hospital; Attorney At Law, Jacksonville
FL
"Writing Psychological Reports is a highly readable manual on how to write
a general psychological report, which the authors aptly describe as the
psychological equivalent of an MRI. This volume is an invaluable resource
for both beginners and experienced clinicians alike."
-Ronald F. Levant, EdD, ABPP, Dean and
Professor, Psychology, Nova Southeastern University
Table of Contents
Dedication
Acknowledgments
Introduction
Chapter 1 - Before Beginning
Rationale for a Report / Fundamental Guidelines / Confidentiality and Ethics
/ Computerization / The Report Writer / The Organization of the Report
Chapter 2 - Preresults Sections
Report Heading and Demographic Information / Reason for Referral / Notification
of Purpose and Limits of Confidentiality / Evaluation Instruments and Sources
of Information / Background Information / Behavioral Observations
Chapter 3 - Results Section: Intellectual and Cognitive Functioning
Orientation, Sensation/Perception, and Cognitive Focus / Intellectual Functioning
/ Academic Achievement / Language Functioning / Other Specific Cognitive
Functions / Localization and Degree of Impairment / Reporting Questionable
Findings / Conclusion: Intellectual and Cognitive Functioning
Chapter 4 - Results Section: Personality Functioning
Introduction / Theoretical Formulation / Emotional Factors / Intrapsychic
Factors / Interpersonal Functioning
Chapter 5 - Impressions/Diagnoses
Conclusion: Personality Functioning / Summary / Recommendations
Chapter 7 - Conclusion
Appendices
A - Psychological Evaluation Format: Guideline Questions / B - Psychological
Evaluation Format / C- Example: Confidential Psychological Evaluation
References
Subject Index
About the Authors
Greg J. Wolber, PhD, ABPP, is a clinical psychologist practicing in
Virginia and Maryland. He currently serves as Chief Psychologist of the Forensic
Evaluation Team at Central State Hospital in Petersburg VA. For the past
25 years, he has provided psychological assessment and treatment services
to a wide variety of patient populations in varied settings, and has supervised
postdoctoral residents, interns, and other clinical psychology students for
20 years. He has consulted to several agencies and taught psychological
assessment and treatment procedures to doctoral candidates.
William F. Carne, PhD, is a clinical psychologist who currently maintains
an independent private practice in Virginia, serving adolescent, adult, and
geriatric patients. Dr. Carne conducts psychometric and diagnostic evaluations
on patients with a wide array of presenting problems, and also supervises
students who are performing such evaluations.