Psychological Tests for Evaluating the Parents and Children Involved in a Custody Dispute

Psychological Tests for Evaluating the Parents and Children Involved in a Custody Dispute

There is no perfect psychological test used in custody disputes. However, the Minnesota Multiphasic Personality Inventory 2 Restructured Form (MMP2- RF) is better than other tests. This test represents an important change in how psychologists assess and conceptualize psychopathology and personality as a hierarchical order of relatively dimensional, focused, and narrow constructs (APA, 2018). It, therefore, helps with assessing adult psychological dysfunction as well as treatment plans.

Goldfinger (2019) states that the Rorschach Inkblot Method is suitable for child custody evaluations. It helps the examiners get behavior measures directly from their subjects and provides descriptions of many traits regarding the parents (Calloway, 2005). It measures psychosis as well as related serious psychopathology signs (Goldfinger, 2019). Also, the Woodcock-Johnson Tests of Achievement-IV (WJA-IV) helps in measuring the intellectual and learning abilities of the parents (Goldfinger, 2019). This test can be useful in ruling out any learning disabilities in parents.

The other test used in a custody dispute is Wechsler Ault Intelligence Scales-IV (WAIS-IV), which measures the cognitive functioning of the parents (Goldfinger, 2019). This test is chosen because it is not susceptible to defensive responses like the Parenting Stress Index. This method is valid because it can be used to measure the cognitive functions of parents. However, the results of the tests can be affected by mild anxiety degree, but this can be considered during the assessment context (Goldfinger, 2019).

Modifications to the Choices If the Client is Not a Native English Speaker

If a client is not a native English speaker, I will use the testing of limits strategy to modify the tests. For example, I would review the test items again. I would remove the time limits and find out if the respondents comprehend the responses they have given. I would also ask them about the specific subtests or items that seemed difficult and try to present them in their native language, as Horin, Hernandez, & Donoso (2012) recommend. I would give the client more time and breaks during the tests and include culture-specific interpretations and translations of the tests.

Importance of Considering the Context of Psychological Assessment When Interpreting Findings for Forensic Purposes

It has been found that custody disputes are often very stressful, and the litigants of custody are often under a lot of pressure and stress to the extent that their stress levels can affect the test results (Goldfinger, 2019). Goldfinger (2019) also adds that when an individual is angry because of being evaluated, their results can also be compromised. Therefore, the custody litigant is more stressed than they would be and may appear more maladjusted. Moreover, litigants of custody respond to the psychological tests by being defensive, thus displaying themselves as favorable (Goldfinger, 2019). As a result, it is crucial to pay attention to the context to address the impact of these challenges in the interpretation of the tests.

Consideration in the Assessment of Malingering

Malingering may happen when the examinees are motivated to respond to the tests of IQ in a manner that they are likely to be diagnosed with intellectual disability so that they avoid the undesired consequences of their actions (Goldfinger, 2019). If aspects trigger any suspicion of malingering in psychological assessment in the custody dispute context, examinees need to be cautious about how they frame their questions. They need to avoid leading questions that may give the respondents clues regarding how a certain psychological disability or illness manifests itself (Lebourgeois, 2007). According to Lebourgeois (2007), clinicians need to first depend on open-ended questions. After the respondents have been allowed to report symptoms using their own words, examiners can then ask particular questions with details that assist in characterizing symptoms as atypical or typical.

Moreover, examiners need to know that malingering takes a lot of effort on the examinee’s part (Lebourgeois, 2007). Thus, some examinees who malinger will get tired as the interview proceeds. Examiners should, therefore, be prepared to set a longer time for the interview while noting the discrepancies between actual abilities and claimed deficits during the interview process. For example, in malingered cognitive disability, an examinee may impulsively name things in a room like a phone, a TV, a clock, or a camera. However, when presented with a direct presentation, they appear puzzled as they are asked to name a watch, a clock, a phone, or a camera (Lebourgeois, 2007). With this in mind, examinees need to be highly aware of these discrepancies since this information, among others, may work in support of the malingering opinion. It is important that the examinee depends further on the clinical experience of the examinees for sound evaluation.

How to Identify Faking

Validity scales can be used to search if the examinee is responding in a more negative or positive light to identify faking good or underreporting of socially undesirable characteristics or symptoms (Goldfinger, 2019). As Lebourgeois (2007) notes, the longer the test, the harder it gets for an individual to maintain what they initially said. The examinee can rephrase some questions and ask them later in the interview to determine some level of honesty compared with the previous responses.

References

American Psychological Association- APA (2018). Assessment using MMPI-2-RF. APA.

Goldfinger, K.B. (2019). Psychological Testing in Everyday Life: History, Science, and Practice. Los Angeles: SAGE Publications, Inc.

Horin, E. V., Hernandez, B., & Donoso, O. A. (2012). Behind closed doors: Assessing individuals from diverse backgrounds. Journal of Vocational Rehabilitation, 37(2), 87-97.

Lebourgeois III, H. W. (2007). Malingering: Key points in assessment. Psychiatric Times, 24(5), 21-21.

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Take the role of a psychological evaluator, evaluating the parents and children involved in a child custody dispute to provide expert evidence to determine what is in the children’s best interest.

Psychological Tests for Evaluating the Parents and Children Involved in a Custody Dispute

Behind Closed Doors: Assessing Individuals from Diverse BackgroundsDownload Behind Closed Doors: Assessing Individuals from Diverse Backgrounds
For this discussion, you are to explore issues related to context when psychological testing is utilized in forensic settings. Refer to the list below to determine your assigned role and why your client was referred for an evaluation.
Review the literature on at least four psychological tests you would utilize based on the reason for referral. Research up-to-date information about the tests you selected by visiting the test publishers’ websites and at least one peer-reviewed journal article published within the last 15 years. Review the resources from the University of Arizona Global Campus Library, Scholarly, Peer-Reviewed, and Other Credible Sources. Links to an external site., for guidance on identifying a peer-reviewed journal article.

To complete this discussion, your initial post must include the following:

Indicate the names and most current versions of the four tests you selected and briefly summarize what each test measures.
Explain the rationale for your choices based on research investigating the psychometric properties of the tests (for example, reliability and validity).
Explain what modifications you would make (if any) to your choice of tests if you learned your client was not a native English speaker.
Discuss the importance of considering the context of psychological assessment when interpreting findings for forensic purposes.
Briefly summarize at least one major consideration in the assessment of malingering, exaggerating, or faking of psychological illness or disability for secondary gain (e.g., to claim disability or to avoid legal or other consequences). Following your summary,
For students with last names beginning with H through M, explain how you would identify faking good or the underreporting of socially undesirable characteristics or symptoms.
For students with last names beginning with A through G, N through S, or T through Z, explain how you would identify malingering, faking bad, or the underreporting of socially desirable characteristics or symptoms.
Note: It is common for there to be a delay between the time a test publisher updates a test and the time a textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. Discuss the newest version available if there is a newer version than the version discussed in the textbook, other readings, or listed below.