What is a psychological evaluation?

The psychological evaluation process it is one of the most important components of intervention in the field of psychology. It is thanks to which it is possible to propose effective measures to treat specific problems based on what has been observed.

In this article we will see how it is defined and what a psychological evaluation consists of and the diagnosis to which it leads.

• Related article: "Types of psychological therapies"

The birth of the idea of ​​psychological evaluation

The historical moment in which the greatest scientific boom and development of the psychological particularities of the human being took place was it corresponds mainly to the 19th and 20th centuries (although a considerable volume of earlier studies and research is assumed).

With this and from the development of certain disciplines of knowledge such as statistics, pedagogy, experimental psychology among others, it was possible to establish some first approximations to the concept of diagnosis.

As in most of the aspects related to the field of psychology, the definition of this phenomenon has been seen reformulated from the new contributions that the authors have been proposing throughout the story.

Within the most contemporary perspectives, there are three theoretical currents that have served as support to explain what type of variables should be the object of diagnosis: the environmentalist (emphasis on situational factors as behavioral determinants), the interactionist (relevance of the interaction between subject and environment) and cognitivist (cognitive style as the basis behavioral).

The psychological diagnosis and its components

The findings of the three psychological currents mentioned have made possible a deeper and more complete definition of what the diagnostic process implies. According to its general meaning, diagnosis implies the analysis of data collected in order to evaluate (or know) certain aspects of various nature.

Applying this characterization to the field of psychology, the object of study is the description of the cognitive, emotional and behavioral particularities of a specific subject. Therefore, it seems relevant for this purpose to consider how this individual relates to their usual interaction contexts.

In addition, it is assumed that the diagnosis has the ultimate purpose of intervention (as the most frequent objective, although not the only one) and is delimited at all times within the scientific-technical field. Its process involves the combination of different work methodologies.

The three elements of diagnosis in psychology

A diagnosis has three main elements: the subject on whom the process falls, the object that establishes what content is the basis for the diagnosis, and the purpose of the same, which motivates the application of a specific intervention where the causes or factors that favor the observations presented in the diagnosis.

In addition, the proposed intervention can be qualifying (place that the subject occupies with respect to a reference group), modifier (what influencing causes should be modified), preventive (implementation of alternatives to avoid a certain future situation) or restructuring (reorganization of influencing factors for preventive purposes).

The phases of the general process of psychological diagnosis

Diverse are the contributions made by expert authors in the field on the number and type of procedures that should make up the diagnostic process. It seems that, however, there is some consensus to include four main phases, each of which has different more specific stages.

1. Planning

In the planning phase, the preliminary information search regarding the subject and her environment, an analysis that supports the initial assumptions (depending on the classificatory, preventive or restructuring presented by the diagnosis) and, finally, the configuration of the diagnostic development where the analysis variables are established initially proposed.

2. Developing

A second stage consists of the development of the process, in which the theoretical framework is defined in which base the contributions that facilitate the study of the units of analysis, being as simple as possible and presenting a predictive ability adequate information on the results of future observations.

3. Verification of the hypotheses

Subsequently, a third step is constituted by the verification of the theoretical hypotheses initially proposed with respect to what was found in the observations made during the evaluation.

4. Report writing

Finally, a report of results must be prepared in which the pertinent data of the evaluator and the evaluated person are included, those referring to all the procedures applied during the process, the findings and their assessment and, ultimately, the relevant guidelines that will guide the intervention process later.

The report must be adapted to the recipient in terms of the form and type of language used, as well as the tone and expressions used in it, so that they understand it.

Characteristics of the Psychological Report

A psychological report is a document that reflects the result obtained from the analysis and contrast of hypotheses initially raised, which have motivated the evaluation of the subject in question.

This instrument is objective, in such a way that the communication of the data found to the recipient party is facilitated.

In a generic way, a report must include identification data of the evaluator and the evaluated person, the objectives that motivate said report, the exposition of the collection techniques of information, the procedure used, the results obtained, the conclusion and final assessment of the examiner and the guidelines to be put into practice as a intervention.

What's more, the format and style of a psychological report can differ based on of the criterion that is taken as a basis for its elaboration: theoretical (according to the guidelines of a concrete theoretical model), technical (organizing the results from the tests and applied techniques) and based on the problem (the demand or reason for consultation marks a specific structure in the report).

On the other hand, the psychological report has legal validity and is considered a scientific document (the findings are replicable) and useful (includes final guidelines for psychological intervention).

The behavioral or functional approach in psychological evaluation

There are several types of approaches that can be taken to guide an individual's psychological evaluation process:

• Traditional approach (or attribute model): focused on analyzing personality traits as fundamental units of study.

• Operational focus or evolutionary: model that defends a set of evolutionary stages in the psychological development of the subject.

• Cognitive approach: focused on the study of the person's cognitions as the main axis.

• Psychoeducational approach o prescriptive: more aimed at the field of school learning and the analysis of the intellectual capacities of students.

• Behavioral approach o functional: oriented to the evaluation of the relationship between the internal and external variables of the subject as determinants of her own behavior.

From the most behavioral psychological currents (or cognitive-behavioral) the functional approach is usually the approach used during the referral diagnostic process. This model allows a more complete study and analysis of the determining variables in the evaluation process because it defends the premise that behavior should be considered taking into account a multiplicity of influencing factors, both internal and external.

Thus, human behavior should not be understood as the result of the sum of individual factors, since each interaction that occurs between two (or more) already derives from itself in a totally different type of influence from the aggregate of its original causes. Given its enormous complex character and plastic (or modifiable), its explanation should be approached following this same philosophy: that of considering its determining elements as complex and variable as well.

The characteristics of the functional approach

The functional approach prioritizes environmental or contextual variables (at first) and interactionist (at a time posterior) as determinants of the individual's behavior, thus prioritizing the analysis of this type of variables in the process diagnosis. Its postulates derive from the Theory of Behavior Modification and the contributions of authors such as B. F. Skinner, mainly.

Within this model, three perspectives can be distinguished, which differentially emphasize the influence of the environment, the characteristics of the subject or the interaction of the two factors: the behavioral-situational perspective, the cognitive-behavioral and the cognitive-social behavioral perspective, respectively.

Given the relevance of the observable factors that this theoretical proposal defends, the variables that it takes as the unit of analysis are those that occur in the present moment, which are accompanied by antecedents and consequent coming.

At a methodological level, its assumptions are experimentally evaluated by objective observation of the behavioral repertoire of the subject as a reflection of internal abilities and capacities. Therefore, it corresponds to a deductive-inductive methodology within the subject.

This model has both an interventional (or modifying) and preventive purpose, since it has incorporated the interaction between the subject and his environment as a variable object of analysis. It thus understands the dynamic power of this relationship between both elements and gives behavior a significance of modifiability and adaptability (hence its preventive capacity).

Psychological evaluation as a process

As can be seen from reading the text, the psychological evaluation process becomes a set of rigorously established procedures which are essential to enable an adequate diagnosis and, subsequently, an intervention appropriate to the particularities of each individual in particular and to the therapeutic objectives they desire be achieved.

In this sense, the functional approach has been exposed as a model that has significant theoretical support, which allows a complete analysis of all the variables that may be influencing the current state (symptoms, behaviors, cognitions, etc.) of the individual.

Bibliographic references:

• Horse, V. AND. & Simon, M. TO. (2001): Manual of Child Clinical Psychology. Madrid: Pyramid.
• Cohen, R. & Swerdlik, M. (2001): Psychological Testing and Evaluation. Mexico: McGraw-Hill.
• Fernández-Ballesteros, R. (2000): Introduction to Psychological Evaluation. Madrid: Pyramid.
• Forns, M. (1993): Child psychological evaluation. Barcelona: Barcanova.