ASESMEN KLINIS: TES OBYEKTIF

1. ASESMEN KLINIS:TES OBYEKTIF

2. Tes kepribadian objektif disebut juga self-report inventory • Objective personality measure involve the administration of a standard set of question or statement to which the examinee respond using a fixed set of options. • Pilihan jawaban: benar/salah, ya/tidak, skala dimensional

3. KEUNTUNGAN • Ekonomis Dapat dilakukan secara klasikal 2. Skoring & administrasi relatif sederhana dan objektif Interpretasi mjd lebih mudah & klinisi hanya m’butuhkan sedikit kemampuan interpretif

4. KERUGIAN • Same score on a measure may have several alternative interpretations • The transparent meaning of some inventories’ questions, which can obviously facilitate faking on the part of some patient  some test tend to dependheavily on the patient’s self-knowledge • The forced-choice approach prevents individuals from qualifying or elaborating their responses so that some additional information may be lost or distorted • The limited understanding or even the limited reading ability of some individuals may lead them to misinterpret question

5. Metode Konstruksi Tes Objektif • Content Validation  Involve: a. Carefully defining all relevant aspects of the variable you are attempting to measure b. Consulting experts before generating items c. Using judges to assess each potential item’s relevance to the variable of interest d. Using psychometric analyses to evaluate each item before you include it in your measure

6.  Potential Problem : 1. Can clinicians assume that every patient interprets a given item in exactly the same way? 2. Can patient accurately report their own behavior or emotions? 3. Will patient be honest, or will they attempt to place themselves in a good light? 4. Can clinicians assume that the ‘expert’ can be counted on to define the essence of the concept they are trying to measure?

7. Empirical Criterion Keying  No assumption are made as to whether a patient is telling the truth or the response really corresponds to behavior or feelings – certain patient describe themselves in a certain ways  Members of particular diagnostic group will tend to respond in the same way – not necessary to select test item in a rational, theoretical fashion  Problem: Difficulty of interpreting the meaning of a score

8. Factor Analysis/ Internal Consistency  Examine the intercorrelations among the individual items from many existing personality inventories  Exploratory: Atheoretical – begins by capturing a universe of items & and the proceeds to reduce them to basic elements (personality, adjustment, diagnostic affiliation, etc) in attempt to arrive at the core traits and dimensions of personality  Confirmatory: More theory driven, seeking to confirm a hypothesized factor structure (based on theoretical predictions) for the test item

9.  The strength: The emphasis on an empirical demonstration that items purporting to measure a variable or dimension of personality are highly related to one another  The limitations: The items are actually measuring the variable of interest; we only know that the items tend to be measuring the same ‘thing’ • Construct Validity Approach Kombinasi 3 metode di atas

10. MMPI & MMPI-2 • Publikasi oleh Hathaway & McKinley th. 1943 • Contoh t’baik dari pendekatan empirical keying

11. MMPI • B’tujuan utk m’identifikasi diagnosa psikiatrik individu • Item2nya dirancang b’dasarkan tes kepribadian sebelumnya, riwayat kasus, & pengalaman klinis • Kategori psikiatrik: hypocondriasis (Hs), depression (D), hysteria (Hy), psychopatic deviate (Pd), paranoia (Pa), psychasthenia (Pt), schizophrenia (Sc), & hypomania (Ma). • Dua skala tambahan: masculinity-feminity (Mf) & social introversion (Si) • MMPI yg original tdd dari 550 items yg harus dijawab pasien dgn ‘true’, ‘false’, & ‘cannot say’ • Digunakan utk usia 16 tahun ke atas, namun digunakan juga utk anak yg lebih muda

12. MMPI-2 • MMPI dikritik karena tidak mewakili populasi US secara umum – partisipan hanya berasal dari area Mineapolis dgn karaketristik yg berbeda • Adanya MMPI-2 – dgn penyesuaian, jml item ada 704 item • Digunakan utk usia 13 thn ke atas atau yg dapat m’baca di kelas 8 • Bisa individual ataupun klasikal • Dapat diskor dgn komputer • T’dpt versi bahasa non-English • Telah dikembangkan MMPI-2 utk remaja, yaitu MMPI-A (adolescents)

13. Validitas skala  Problem: distortion through various tes-taking attitudes or response sets.  Utk m’deteksi faking bad, test-taking attitudes, & carelessness atau misunderstanding, ada 4 skala validitas dalam MMPI: 1. ? (Cannot say) scale. Item yg tidak dijawab 2. F (Infrequency) scale. 60 item yg jarang dijawab. Nilai F yg tinggi mungkin ada penyimpangan respons, atau hipotesis lain ttg perilaku 3. L (Lie) scale. 15 items whose endorsement places the respondent in a very positive light 4. K (Defensiveness) scale. 30 item suggest defensiveness in admitting certain problems.

14.  Tiga skala validitas yg baru dalam MMPI-2 5. Fb (Back-page Infrequency) scale. 40 items occuring near the end of the MMPI-2 are infrequently endorsed 6. VRIN (Variable Response Inconsistency) scale. 67 pairs of item with either similar or opposite content 7. TRIN (True Response Inconsistency) scale. 23 items pairs thar are opposite in content.  Ketujuh skala validitas di atas digunakan utk memahami motivasi & test-taking attitudes responden. • MMPI dpt digunakan ketika klinisi m’butuhkan informasi ttg bbrp masalah pasien, ketika klinisi harus membuat hipotesis ttg status diagnostik pasien, mengetahui kekuatan & kelemahan pasien