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Using Test Data in Clinical Practice

Using Test Data in Clinical Practice
A Handbook for Mental Health Professionals

July 2002 | 256 pages | SAGE Publications, Inc
Material presented in many testing books is appropriately broad and comprehensive, but the effect for students new to testing is difficulty in then translating the extensive information into the practical skills of administering, scoring, and interpreting tests to help inform the treatment process. Few resources exist to help students and mental health clinicians with the daunting task of learning how to synthesize test data from numerous instruments into a meaningful treatment plan and strategy for a client. This book was written to address that need.

It takes readers through a systematic explanation of how to understand and integrate data from multiple sources to maximize the information gleaned from the tests. It also emphasizes using test data to maximize helpfulness to the client and how to interpret test data to clients in language that is understandable.

Introduction to Testing in Clinical Practice
The WAIS-III: Guidelines for Administration and Interpretation
Presentation of WAIS-III Findings in Reports and to Clients
The MMPI-2 and MMPI-A: Guidelines for Administration and Interpretation
Effective MMPI Feedback Sessions and Written Reports
The Strong Interest Inventory and the Kuder Career Search
Interest Inventory Interpretation
Adult Case Study
Ethical and Legal Responsibilities in Testing in Clinical Situations
Appendix A: MMPI-2 Practice Case of Jerome

"I do think the idea proffered by these authors is a wonderful one: a text that will facilitate graduate students’ application of widely-used personality, intelligence, and career tests…Their systematic, step-by-step approach will be welcomed, I’m sure." 

Gordon MacNeil
University of Alabama

"I believe that the book provides an additional guide in using and interpreting test results and would be useful in professional libraries and as a supplementary text in courses that integrate assessment information at the graduate level." 

Roy H. Tunick
West Virginia University

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