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Pla docent de l'assignatura
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D’acord amb la Resolució SLT/275/2021, de 5 de febrer, per la qual es prorroguen i es modifiquen les mesures en matèria de salut pública per a la contenció del brot epidèmic de la pandèmia de COVID-19 al territori de Catalunya, el 9 de febrer de 2021 el rector de la Universitat de Barcelona, havent consultat els degans i deganes de les facultats i el Consell de l’Alumnat, va resoldre que la docència teòrica del segon semestre del curs 2020-2021 ha de ser parcialment presencial per als estudiants de primer curs. La resta de la docència s’ha de continuar impartint virtualment.
Les resolucions dictades des de l’inici del curs 2020-2021 en relació amb la crisi sanitària podrien obligar a adaptar la planificació de la docència i, en conseqüència, també a modificar alguns apartats dels plans docents. La descripció d’aquests canvis es recull en addendes al final dels plans docents originals.
Nom de l'assignatura: Avaluació Psicològica
Codi de l'assignatura: 568386
Curs acadèmic: 2020-2021
Coordinació: Antonio Andres Pueyo
Departament: Departament de Psicologia Clínica i Psicobiologia
Crèdits: 5
Programa únic: S
Més informació
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Hores estimades de dedicació
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Hores totals 125
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Activitats presencials i/o no presencials
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50
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- Teoricopràctica
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Presencial
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42
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- Tutorització per grups
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Presencial
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8
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Treball tutelat/dirigit
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30
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Even though this is not a statistics course, much of psychological testing and measurement involves the incorporation of statistical techniques and/or principles.
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Competències que es desenvolupen
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CB7 To have the capacity to apply the acquired knowledge and problem solving skills in new or not well known environments in wider or multidisciplinary contexts related to their area of study.
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CB8 To be able to integrate knowledge and face the complexity of formulating judgements from information that, being incomplete or limited, includes reflections about the social and ethical responsibilities linked to the application of this knowledge and judgements.
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CG1 To comprehend that psychological explanations can differ with different populations and contexts. To recognize and respect human diversity.
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CG5 To be able to search for and evaluate scientific evidence to support statements and professional interventions.
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CE2 To show abilities in the application of data collection and registering techniques in the area of research in behaviour and cognition.
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Referits a coneixements
Assessment is an essential skill for psychologists in clinical and research settings. The main objective of this course is to provide students with a theoretical and practical knowledge about psychological assessment. We aim to develop the student’s capacity to understand the use of psychological measurement and assessment specially devoted to the behavior prediction questions and problems. We will cover a variety of conceptual issues such as testing and assessment, basic psychometric principles, and the ethical issues involved in conducting assessments.
The primary objectives of this course are as follows: 1. Provide you with a fundamental understanding of the core issues in psychological measurement and assessment; 2. Understand the key techniques undergirding predcitive task and psychological assessment. 3. Analyzing the classic actuarial vs clinical debate in psychological assessment
Referits a habilitats, destreses
The main objective is to develop analyzing and critical reading on classic and modern papers devoted to the psychological measurement and assessment in prediction of behavior tasks.
Referits a actituds, valors i normes
The "prediction problem" in psychology has a several ethical and legal questions related with the determinism and intimacy of data and these two problems will be treated throughout the course.
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1.
The classics on psychological assessment and behavior prediction
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The Meehl paper on 1954
The Wiggins paper on 1973
The Paunonen paper on 1998
The Ozer and Benet paper on 2006
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The basics on behavior prediction
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The clinical approach
The actuarial approach
The professional judgement approach
3.
The violent behavior risk prediction as a model
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The outcome problem
The risk factors and causation
Methodological and technical solutions
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The next frontier in behavior prediction
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Determinism and free will
Neuroprediction and psychological tests
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Metodologia i activitats formatives
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This course aims at reflecting on the main issues on psychological assessment research.
Class meetings will consist of a mix of lectures, discussion of the readings, and role-played demonstrations. Students are expected to complete all readings prior to the class meeting for which they are assigned and to participate actively in class discussions and demonstrations.
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Avaluació acreditativa dels aprenentatges
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Grades will be based on class participation (including classroom presentation, active participation in discussion, obvious familiarity with the readings, and completion of any homework), and one written assignment. The assignment should be concise, succinct, typed and double-spaced (preferably adhering to APA style (6th Edition of Publication Manual of the American Psychological Association). Students will be expected to be honest and avoid cheating and plagiarism.
Every week you will be assigned short exercises due the next week. Most of these exercises will be about reading an article or your classmates’ presentations. Evaluation skills are learned primarily by critiquing strong and weak point of other students’ instruments.
Grades will be assigned as follows:
Class discussions and presentations: 50%
Final assignment and oral presentation: 50%
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Fonts d'informació bàsica
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Consulta de la disponibilitat al Cercabib
Llibre
Meehl, P. E. (1954). Clinical verus Statistical Prediction.Echo point Books and Media.Minessotta.
Edició de 1963 
Wiggins, J. S. (1988). Personality and Prediction: Principles of personality assessment. Florida: Robert E. Krieger Publishing Company.
Signh,P.P., Bjorkly,S and Fazel,S. (eds) (2016). International Perspectives on Violence Risk Assessment. Oxford Univ. Press. New York.
Capítol
Haynes, S.N., Nelson, K., & Blaine, D.D. (1999). Psychometric issues in assessment research. In P. C. Kendall, J. N. Butcher, G. H. Holmbeck (Eds.), Handbook of research methods in clinical psychology (2nd edition). New York: Wiley & Sons, Inc.
Article
American Psychological Association (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57, 1060-1073.
Edició en paper.
Paunonen, S. V. (1998). Hierarchical Organization of Personality and Prediction of Behavior. Journal of Personality and Social Psychology, 74(2), 538–556.
Edició en paper
Ozer, D., & Benet-Martinez, V. (2006). Personality and the prediction of consequential outcomes. Annu. Rev. Psychol., 57, 401–421. doi:10.1146/annurev.psych.57.102904.190127
Edició en paper
Forero, C. G., Gallardo-Pujol, D., Maydeu-Olivares, A., & Andres-Pueyo, A. (2009). A longitudinal model for predicting performance of police officers using personality and behavioral data. Criminal Justice and Behavior, 36(6), 591–606. doi:10.1177/0093854809333406
Desmarais, S., & Singh, J. P. (2013). Risk Assessment Instruments Validated and Implemented in Correctional Settings in the United States: An Empirical Guide
Guy, L. S., Packer, I. K., & Warnken, W. (2012). Assessing Risk of Violence Using Structured Professional Judgment Guidelines. Journal of Forensic Psychology Practice, 12(3), 270–283. doi:10.1080/15228932.2012.674471
Company Martínez, V., & Andrés-Pueyo, A. (2015). The Spanish version of the Criminal Sentiment Scale Modified (CSS-M): Factor structure, reliability, and validity. The European Journal of Psychology Applied to Legal Context, 7, 67–72. doi:10.1016/j.ejpal.2015.03.001
Jaffee, S. R., Strait, L. B., & Odgers, C. L. (2012). From correlates to causes: Can quasi-experimental studies and statistical innovations bring us closer to identifying the causes of antisocial behavior? Psychological Bulletin, 138(2), 272–295. doi:10.1037/a0026020
Edició en paper
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Adaptació de la docència teòrica a les modalitats en línia i mixta durant el curs 2020-2021. La docència mixta és aplicable només als estudiants de primer curs de grau.
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In this situation all the activities will be by online/campus virtual resources not in the classroom.
Grades will be based on class participation (including classroom presentation, active participation in discussion, obvious familiarity with the readings, and completion of any homework), and one written assignment. The assignment should be concise, succinct, typed and double-spaced (preferably adhering to APA style (6th Edition of Publication Manual of the American Psychological Association). Students will be expected to be honest and avoid cheating and plagiarism.
Every week you will be assigned short exercises due the next week. Most of these exercises will be about reading an article or your classmates’ presentations. Evaluation skills are learned primarily by critiquing strong and weak point of other students’ instruments.
Grades will be assigned as follows:
Class discussions and presentations: 50%
Final assignment and oral presentation: 50%
There’s no more changes in the schedule and planning.
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