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Cambridge Handbook of Clinical Assessment and Diagnosis

Contributor(s): Sellbom, Martin (Editor), Suhr, Julie A (Editor)

ISBN: 9781108415910

Publisher: Cambridge University Press

Hardcover
$246.00
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Pub Date: December 19, 2019

Dewey: 616.89

LCCN: 2019037676

Lexile Code: 0000

Features: Bibliography, Index, Price on Product

Target Age Group: NA to NA

Physical Info: 1.20" H x 11.10" L x 8.50" W ( 3.30 lbs) 530 pages

BISAC Categories:

Psychology | Clinical Psychology

Series: Cambridge Handbooks in Psychology

Descriptions, Reviews, etc.

Description: This Handbook provides a contemporary and research-informed review of the topics essential to clinical psychological assessment and diagnosis. It outlines assessment issues that cross all methods, settings, and disorders, including (but not limited to) psychometric issues, diversity factors, ethical dilemmas, validity of patient presentation, psychological assessment in treatment, and report writing. These themes run throughout the volume as leading researchers summarize the empirical findings and technological advances in their area. With each chapter written by major experts in their respective fields, the text gives interpretive and practical guidance for using psychological measures for assessment and diagnosis.

Brief description: Martin Sellbom is a professor in the Department of Psychology at the University of Otago, New Zealand. He has received several awards for his scholarly accomplishments, including the American Psychological Foundations Theodore Millon award, American Psychology-Law Society's Saleem Shah Award and the Society for Personality Assessment's Samuel and Anne Beck Award.

Review Quotes: 'This book contains a well-organized collection of treatises that cover the spectrum of psychological assessment, including the fundamentals of psychometry, ethical and validity issues, and methods for assessing common psychiatric and neurological conditions. Each chapter is written to facilitate easy digestion and practical implementation, serving educators, students, clinicians, and researchers alike. Thomas A. Hammeke, Medical College of Wisconsin

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