UNIT 1

HISTORY OF PSYCHOLOGICAL
ASSESSMENT
INDEX

Antecedents of Psychological Assessment

Constitution of Psychological Assessment
Development of Psychological Assessment
Psychological Assessment in Spain

BIBLIOGRAPHY

.Díaz Martínez, A. (2016). Psychological Assessment, (2nd Ed.) Valencia: Tirant

lo Blanch

Fernández Ballesteros, R. (2004) Evaluación Psicológica: concepto, métodos y

estudio de casos I. Pirámide. Chapter 1

Pelechano, V. (1988). Del psicodiagnóstico clásico al diagnóstico

ecopsicológico, vol I. Valencia: Alfaplús. Chapter 3

Moreno Rosset, C. (2005). Evaluación Psicológica. Concepto, proceso y aplicación

en las áreas del desarrollo y de la inteligencia. Sanz y Torres. Chapter 2
 PSYCHOLOGICAL ASSESSMENT DEFINITION
Psychological Assessment is a sub-discipline of Psychology

PSYCHOLOGY
Object of study: human behavior in the necessary levels of complexity
(the study of complex structures such as consciousness, memory, etc.).

Objective: To find the general principles governing human behavior

PSYCHOLOGICAL ASSESSMENT
Object of study: exploration and analysis of the behavior of a subject
(or a specific group of subjects)

Objective: To verify whether individual subject follows the general

principles
Different applied objectives : description
diagnosis (DSM V)
selection,
prediction,
explanation,
change and / or
evaluation of treatments or interventions
 PSYCHOLOGICAL ASSESSMENT ANTECEDENTS

1. MYTHICAL ANTECEDENTS: attempted to understand the behavior of people

and predict future behavior or events through mythical beliefs:

Astrology, horoscopes and astrological charts, depending on the location of

the stars
Palmistry: by reading the palm of the hand.
Cartomancy: through the Tarot
Hepatoscopy: the study of the liver of a sacrificed animal to predict future
events

Etruscan inscriptions on a
bronze model of a sheep´s
liver
 PSYCHOLOGICAL ASSESSMENT ANTECEDENTS
2. RATIONAL ANTECEDENTS

1. Ancient China (2,200 BC approx.): Assessment of civil servants using exams

2. Bible: Gideon chose soldiers observing their posture drinking water in the river.
He chose those who did not kneel but crouched and drank water without being dropped
from the hand (alert and skill)

3.Ancient Greece: a) School of Pythagoras: Procedure for selecting students

b) Aristotle: Physiognomy: the psychological characteristic
of a person can be evaluated through face features.
c) Hippocrates: Theory of the 4 types of temperaments (sanguine,
phlegmatic, choleric and melancholic) from the four moods

4.Middle Age: a) Joan Lluis Vives: It noticed the diversity of the wits
and the social
Importance of an education tailored to the talents of learners.
b) Juan Huarte de San Juan: "The Study of Wits for Sciences"
(1575). People differ in their talents. These differences must be assessed to
get a match of skills, different occupations and types of education

The learning environment influences. Precursor of personnel selection

Creation of the first European universities: exams for getting degrees.
 PSYCHOLOGICAL ASSESSMENT ANTECEDENTS

3. SCIENTIFIC ANTECEDENTS

a) Weber and Fechner: subjective experience: self as a way to evaluate it, the
differential thresholds

b) Advances in medicine:

Burdach: through dissection found that mobility was associated with white
brain matter whilst higher intellectual powers were associated to the gray one

Macdax and Broca: discovered one of the areas in the brain associated to
language

Ferrier: discovered the psychomotor centers

Pinel: highlighted the value of medical records

Esquirol: highlighted the importance of family records

Kraepelin: 1st classification of mental disorders

 PSYCHOLOGICAL ASSESSMEN ANTECEDENTS
3. SCIENTIFIC ANTECEDENTS (continuation)
Gall (1758-1828): Phrenology:
study of the relationship between the
anatomical conformation of the brain
and the external configuration of the skull
and the psychological characteristics of
individuals.

The diagnosis was based on the palpation

of the skull to know the mental faculties in
each individual according to a key that
related features of the skull with specific
qualities or defects
 PSYCHOLOGICAL ASSESSMEN ANTECEDENTS
3. SCIENTIFIC ANTECEDENTS (continuation)

Quetelet (1796-1874): Mathematics: One of the founders of the application of

statistics to social sciences. He studied biological and sociological variables,
noting that both follow a normal distribution, so he developed measures of
central tendency. His methods influenced authors such as Galton, Pearson or
Spearman

Compulsory Education: Along the S. XIX national education systems were

organized in different European countries and the United States (Moyano´s Law
of 1858 in Spain).Compulsory schooling made necessary to apply psychological
principles to the education (boom educational psychology)

The need to assess academic performance. This focus on assessment in schools

are the antecedents of the later work of authors such as Binet in France and
Thordike in U.S.A.
 PSYCHOLOGICAL ASSESSMENT ANTECEDENTS
3. SCIENTIFIC ANTECEDENTS (continuation)
Evolutionary theory: DARWIN (1809, 1882)
1. Notes the existence and importance of variability (individual
differences), not only between species but also intra-species.
2. Notes that these individual differences have an adaptive value: in nature
there is a natural selection through survival of the fittest members
3. In humans, the different adaptability is called intelligence. In this contex
the study and assessment of intelligence is highly significant
4. Notes the evolutionary importance of heredity

The contributions of the first experimental psychologist: WUNDT

1. Creation of the first laboratory of psychology in Leipzig (1879).

2. "Foundations of Physiological Psychology" (1874): interprets
psychological phenomena from the physiological point of view
3. Denies the importance of individual differences. They were considered
"errors of measurement"
4. He did not accept the possibility of a scientific psychology outside the
laboratory. He did not authorize the use of questionnaires in psychologica
research.
5. The type of experimental psychology practiced by Wundt and his
followers actually represented a limitation to the development of
psychological assessment
 THE FOUNDERS

Three authors share the authorship of the configuration of

the psychological assessment as a scientific discipline:

Francis Galton (1822-1911)

James McKeen Cattell (1861-1934)

Alfred Binet (1857-1911)

 FRANCIS GALTON
Founder of Psychological Assessment ,
Differential Psychology and Eugenic
Movement

"The heritage of Genius" (1869): Intelligence

is innate, genetically determined .

1. Importance of data collection: Universal Exhibition in London: South

Kensington Museum: Anthropometric Laboratory in London (1884): He assessed
9377 people in variables such as physical, sensory, perceptual and motor skills

2. Emphasis on quantitative: All aspects of the human being can be measured

quanlitatively and adapted to the normal curve.

3. Developed Statistics: The median, quartile deviation, correlation coefficient,

and correlation tables and regression

4. Insistence on the inheritance: Using family trees to see the development of

specific characteristics (alcoholism, crime, etc ...). Following his cousin Charles
Darwin thought that the man was also submitted to natural selection, which
should be respected. He thought the man was headed for a regression to
mediocrity. Hence his advocacy of eugenics. (eg. Isadora Duncan /Bernard
Shaw) (actress, beautiful singer / great playwright) (beauty/intelligence)
 JAMES MCKEEN CATTELL

Coined the term mental test. He published an article

"Mental tests and measurements“ in 1890 when for the first
time the term is used in the psychological literature

American psychologist with strong European training

(with Wundt and Galton). Ph.D. on individual differences in
reaction times directed by Wundt

He introduced and described the tests that were administered to college students
to assess their intellectual capacities

Like Galton, believed that higher mental functions could be assess by measuring
sensory discrimination and reaction times

He created the first battery of psychological assessment tests

Rejected introspection and defended the use of objective assessment procedures

He divulged the use of tests in the

U.S.
He got the recognition of psychology as a science by the scientific community
 ALFRED BINET

Developed the first metric scale of intelligence

1. He shared with Galton an interest in individual differences

2. He rejected the idea that intelligence could be assessed through sensory-

motor processes

3. He defends the study of higher mental functions: intelligence must be

assessed through the performance of subjects in tasks involving complex mental
processes (understanding, reasoning, etc.)

4. The Ministry of Education asked him to make a scale that could be used to
separate children that could continue school education from those with
problems continue it.

The scale comprises 30 problems of increasing difficulty for 3 to 11 years old

children, as well as children with mental retardation.
 ALFRED BINET

5. For Binet, the term "mental retardation" was close to the conception that we
have today, that is, as children whose performance was similar to children
younger than themselves.

He uses for the first time the term "mental age":

Normal: Children answered right to the problems of a reference group with the
same chronological age.

Retarded: They answered right to problems of a younger reference group

Advanced: They answered right to problems of an older reference group.

(Later, Stern developed IQ = (MA / CA) x100

IQ (intelligence quotient); MA (mental age); CA (chronological age)

DEVELOPMENT OF PSYCHOLOGICAL ASSESSMENT
First period:
Second half XIX century to 1914: Constitution

Second period:
I & II World Wars and interwar period

Third period:
1945-1965 Crisis

Fourth period:
1966-1976 The imperial behavioral decade

Fifth period:
The 80's: crisis of behavioral assessment

Sixth period:
The psychological assessment today
 FIRST PERIOD
SECOND HALF OF XIX CENTURY UNTIL 1914:
CONSTITUCION
1. Founders

2. Extreme eagerness to find explanations for human characteristics

3. Progress in neurological and psychiatric diagnosis

Guislain: provided the basis for structured interviews in patients: how, why,
when, where.

Snell: Developed an operating mode for the detection of symptoms of diseases

by objective evidence

Grashey : studied aphasia (loss of language skills) and agnosia (difficulty

recognizing words or objects) following brain traumas

Rieger: Presented a complete battery for mental functioning (perceptual tests,

memory, etc ...)

Wernicke: Found an area of language in the left temporal lobe (Wernicke´s area)
 FIRST PERIOD
SECOND HALF OF XIX CENTURY UNTIL 1914:
CONSTITUCION

4. The social impact of Darwin's evolutionary theory

5. Physiognomy model: facial expression as a way of

knowing the person; and Phrenology model based on skull
characteristics (shape, bumps) as indicators of human
functioning.

Kretschmer , its main representative, made a typology of

physical features, which correspond to modes of acting,
thinking and even getting sick.
 SECOND PERIOD
I & II WORLD WARS AND INTERWARS PERIOD

I World War (1914-1918) :Recruitment needs

United States went to war in 1917

1917: APA: Committee led by Yerkes (Terman, Otis, Woodworth)
Tests were needed to classify more than one and a half million recruits
according to their intellectual level and skills to perform various services

Collective intelligence tests, Army Alpha Test & Army Beta Test (Otis)

First Personality Inventory: Woodworth Personal Data Sheet

Psychological assessment acquired great prestige:

Psychologist were seen as qualified professionals who could solve real
life problems

Advances in the methodology of test construction and formation of large

database of general population
 SECOND PERIOD
I & II WORLD WARS AND INTERWARS PERIOD
Between the Two World Wars

Increasing expansion:

Proliferation in tests construction and application (often indiscriminately)

Psychological assessment opening to other different fields apart from

intelligence, such as personality, interests, social behavior, and so on.

Generalization of psychological assessment to other areas (other than military)

such as industrial and clinical

Increasing dissociation:

Spectacular growth of psychometric model

Clinical assessment of projective type
 SECOND PERIOD
I & II WORLD WARS AND INTERWARS PERIOD
Between the Two World Wars

GROWTH OF PSYCHOMETRIC MODEL

1. The test theory is being developed and refined (reliability, validity, objectivity)

2. Arises factor analysis methodology (Thurstone, 1935), directly affecting

intelligence and creating the controversy over the multifactor(Thusrtone) or
monofactor structure (Spearman)

3. Publication of Relevant Scales:

* Inventory Strong Vocational Interests

*Bender Gestalt Test *
* Wechsler-Bellevue intelligence scale for adults
* Kuder Preference Record
* Doll Vineland Scale Maturity
 SECOND PERIOD
I & II WORLD WARS AND INTERWARS PERIOD
Between the Two World Wars

DEVELOPMENT OF PROJECTIVE ASSESSMENT

1. Individual assessment techniques

2. Primacy of qualitative aspects

3. Primacy of practice over research

4. Does not accept the technical and methodological

requirements of psychometric model

5. Publication of relevant Scales: Psychodiagnostik

(Rorschach, 1921) and Test TAT ( Murray)

6. Frank proposes the term "projective method“:

“Tests in which the material offered has a minimal structure and the subject has
to structure the material by projecting the basic and fundamental characteristics
of his personality”
 SECOND PERIOD
I & II WORLD WARS AND INTERWARS PERIOD
World War II: Selection of military personnel

1. U.S. Army develops the general classification test and other specific tests for
the selection of officers and army technical corps

2. United Kingdom used tests of general intelligence with non-verbal content:

Progressive Matrices Test by Raven and DominosTest by Anstey

3. Hathaway and McKinley published the Minnesota Multiphasic Personality

Inventory (MMPI) in 1942 . One of the greatest contributions in the field of
clinical personality assessment

SUMMARY:

1. Period of expansion of psychological assessment

2. Growing psychometric movement
3. Development of collective intelligence tests and personality Inventories
4. Rise of the projective clinical assessment
5. Important social impact of psychological assessment as an applied discipline
6.No reflection on conceptual and methodological aspects
 THIRD PERIOD
1945-1965 CRISIS
Post-war Period
1. Further development of psychology in the U.S. and Europe is stopped

2. Development of Clinical Psychology: Eysenck in the Maudsley Hospital (1946)

3. Development of tests towards a more individualized assessment and a new

methodology: Differential semantic classification , Q test, grid technique

4. Compensatory education arises

"Coleman Report" (1966) attempts to evaluate the education system

5. Modulating variables are included to improve prediction (Saunders)

6. Behavior modification appears

7.Crisis in psychological assessment:

External crises: social movement "anti-test revolt "

Internal crisis: focusing on the review of the scientific guarantees and
psychometric aspects of testing
 THIRD PERIOD
1945-1965 CRISIS

External Crisis
1.Anti-test revolt with a critical social movement towards

a) The use of tests as a tool of the dominant values (economic, social,

political)

b) Attacking the person intimacy (personality tests)

c) Deny opportunities to the disadvantaged (as in intelligence tests).

The controversy inheritance versus environment.

d) Some examples:
1959: Burning the protocols of the tests in a school in Texas
1964: prohibits the use of tests in the state of California and New York
Schools

The U.S. Congress prohibits them as a means of recruitment of officials

 THIRD PERIOD
1945-1965 CRISIS
Internal Crisis
Reflection and rethinking of traditional models of assessment:

1. Criticisms of the psychometric model: psychometric → low predictive validity,

little utility in intervention, etc.

2. Criticisms of clinical and projective models: 1954 Meehl "clinical prediction vs.
actuarial prediction (statistics)" → low objectivity, reliability and validity

3. Criticism of psychiatric diagnosis

Supported by a medical model of disease
Low reliability and validity of classification systems : Diagnostic and Statistical
Manual of Mental Disorders(DSM I and II)

4. Most influential polemics are introduced in psychological assessment:

Actuarial versus clinical psychodiagnostic

Correlational versus experimental psychology
Heredity versus environment
 FOURTH PERIOD
1966-1976 THE IMPERIAL BEHAVIORAL DECADE
Origins of behavioral psychology

Russia: late s. XIX and early s. XX : Pavlov

U.S.: 20s: Watson: 30s: Mowrer

In the mid-50's three authors lay the

foundation for behavior modification:

1. 1953, Skinner (USA) publishes "Science and Human

Behavior“. Experimental behavior analysis (functional
analysis): the search for functional relations between
observable aspects of behavior and environmental events that control it

2. 1958, Wolpe (South Africa) publishes "Psychotherapy by reciprocal

inhibition“. Importance of the interview as a screening technique

3. 1960, Eysenck (UK) publishes "Behavior therapy and neurosis"

Neurosis: maladaptive behavior whose acquisition and
elimination can be explained in terms of classical conditioning
 FOURTH PERIOD
1966-1976 THE IMPERIAL BEHAVIORAL DECADE
Behavioral assessment arises with:

1. Application of learning principles to the treatment of abnormal behavior

2. In response to the problems and limitations in psychometric tests, projective
and psychiatric diagnostic systems (DSM I and DSM II).

Basic postulates:

1. Emphasis on the observable

2. The behavior is the result of learning
3.The assessment and treatment are closely interrelated, involving idiographic
assessment

Official birth of the behavioral assessment: 1965 when Kanfer and Saslow
published the paper "Behavioral Analysis"

1968: Goldfried , Pomeranz and Cautela use the term "behavioral assessment"
1968: Mischel "Personality and Assessment" states that traits are “science-
fiction”, there are only situations. (Controversy situation/trait)
Birth of community psychology, the application of behavioral techniques to
social contexts and situations.
 FOURTH PERIOD
1966-1976 THE IMPERIAL BEHAVIORAL DECADE
SUMMARY

1. Dissemination and pragmatic optimism of behaviorism

2. Development of functional analysis

3. Using the techniques of behavior modification and

functional analysis of behavior to the study of various
psychological problems

4. The "official" position of scientific psychology is

behavioral psychology (although there are still other
theoretical positions)
 FIFTH PERIOD
THE 80'S: CRISIS OF BEHAVIORAL ASSESSMENT

THE SHORTCOMINGS OF THE BEHAVIORAL MODEL

Limitations of behavioral assessment techniques

Become outdated approaches to behavioral assessment

opposed to other models of psychological assessment

Consolidation of cognitive psychology

Growing interest in the classification of mental disorders

(1980: DSM III, Diagnostic and Statistical Manual of Mental
Disorders III)
 SIXTH PERIOD
THE PSYCHOLOGICAL ASSESSMENT TODAY
1. The assessment is now part of the psychologist task in educational and social
programs or in psychotherapy

2. Incorporation of statistical techniques to functional behavior analysis

3. Psychology is opening to new fields: health psychology

4. Reworking and extension of the models and assessment procedures in other

areas: politics, social

5. Tolerant and inclusive attitude among the different assessment approaches

6.Survival of the tests . Reviewing of the traditional tests and construction of

new ones

7. Cognitive Contributions: Application of the theory of information processing to

the assessment of intelligence

8. Extension of the object of study: individual, couple, group, organization,…

9. Incorporation of computers to the psychological assessment (tests

administration and reporting via computer)
 PSYCHOLOGICAL ASSESSMENT IN SPAIN

PRE-SCIENTIFIC PSYCHOLOGY (It is guided by a rational-speculative

model) (I century to IX century)

1 .- Lucio Anneo Séneca (4-65): Antecedent of Huarte de San Juan

approaches to temperament

2 .- Quintiliano (42-117): Procedures for improving memory

3 .- St. Isidoro de Sevilla (560-636): Introspection as the most

appropriate method to know oneself

4 .- Avicebron (1022-1070?): Observation as the most suitable system

to know himself

5 .- Averroes (1126-1198): Distinguished between active understanding

(acting on brain images, generate ideas and abstractions), and passive
understanding (passive without the possibility of acting).

It denies the existence of personality, equating man with animals

 PSYCHOLOGICAL ASSESSMENT IN SPAIN

6 .- Luis Vives (1492-1540): Proposes to focus on vital activities leaving

apart those inaccessible to observation and experience.

Locates within the rational life functions such as intelligence, reasoning,

memory

7 .- Fox Morcillo (1526-1560?): Locations of the "inner senses" such as

common sense (front lobe), memory (occipital lobe) and imagination
(middle part of the brain).

8 .- Juan Huarte de San Juan (1529-1588): Important contributions to the

study of temperament and wits with the use of assessment procedures,
and basic tests (repeat the alphabet in forward or reverse order) and
observation.

Important predecessor of Differential Psychology, Selection and Career

Guidance and Psychological Assessment. (Patron of Psychology)
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
9 .- Miguel Sabuco (1563-1590). He is an important predecessor of
Health Psychology. With medical training he used a different approaches
to the patients:
a) dialectic (communication and reasoning),
b) suggestive (with the aim of influencing the disease if is simulated or
with origin in the mind),
c) hygienic (habits of cleanliness and asepsis) and
d) medical ( with surgical treatment or drug therapy).

He can be considered a predecessor of the Theory of Information

Processing (common sense --- --- stimulation ----Memory ...)

10 .- XVII, XVIII and the first half of the XIX century: Delay in the arrival of
the philosophical currents from Europe in Spain.

Importance of phrenology: Cubí Soler, Herrera Davila, Alvear and

Muñoz Capilla. It also highlights Monlau (1808-1871): medical education
posed a knowledge of psychic phenomena through observation, analysis
of language, the analysis of meaning and the study of the history of
mankind.
 SCIENTIFIC PSYCHOLOGY

1 .- Francisco Giner de los Ríos (1839-1915) wrote with Calderón the

only book about Psychology in 1874 "Lecciones de Psicología" taking
ideas from Wund, Spencer and Fechner.

He was especially interested in the application of Differential Psychology

to the study of differences due to temperament, sex, character and
skills.
 SCIENTIFIC PSYCHOLOGY
FOUNDERS

2. Luis Simarro (1851-1921). One of the founders of

scientific psychology in Spain. He introduced
Experimental Psychology in Spain.

In 1902, he obtained the first Professorship of Psychology created in

Spain, as a scientist from the Faculty of Natural Sciences at the
Universidad Complutense of Madrid. (First Full Professor Post of
Psychology in the world in a Faculty of Science).

He worked at a theoretical level in fields such as consciousness,

sensation, memory, intelligence and variations in individual differences.
He also created some tests.

3. Turro (1854-1926): Study of mental processes from a genetic

perspective

4. Ramon y Cajal (1852-1934): Studies on the nervous system,

specifically , his discovery of the neuron was a major step toward the
understanding the physiological bases of behavior
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
FOUNDERS

5. Achucarro (1881-1918): With Lafora Rodríguez founded the first

laboratory of Applied Psychology in Spain.

6. Lafora Rodríguez (1886-1971): Create and promotes the establishment

of various institutions such as “El Instituto Frenopático”, “ El Instituto
Medico- Pedagógico de Carabanchel”, “La Liga de Higiene Mental” and
“El Consejo Superior Pediátrico”.

He founded the first journal of psychology in Spain: “Archivos of

Neurobiología”

His interest was especially in childhood and mental deficiency

His approach to infant diagnosis is threefold: 1) to assess the physical

health, 2) the educational level and 3) the out of school knowledge
(where he placed the psychological assessment)

He was very critical of the tests, especially of the personality ones.

 PSYCHOLOGICAL ASSESSMENT IN SPAIN
THE FOLLEWERS
Psychology begins to settle in Spain in the 20s (1920), especially in
Madrid and Barcelona thanks to Mira y Lopez, Germain and Mallart.

1. Mira y Lopez (1896-1964): With a strong international projection,

organized the second (1921) and seventh (1930) International
Conferences on Psychotechnics.
Representative of the " Barcelona School ". Member of the “Laboratorio
Municipal Psicotécnico” and director of the “Instituto de Orientación
Profesional de Barcelona”.

His work has been avoided in many books on the History of Psychology
in Spain, or when he was included he was treated in a very negative way
because he was considered the creator of the "Checas" (political
prisons where supporters the right were locked up) in the republican
side during the civil war.

The handbooks he published show what his interests were:

"Psychology of War" and "Forensic Psychology".
He also created the Myokinetic Diagnosis (PMK).
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
THE FOLLEWERS

2. Germain (1897-1986): Representative of the " Madrid School," with Mira y

Lopez contributed to the acceptance of psychology at the social, school, work
and research levels before the Civil War

Created and adapted tests: The adaptation of the Stanford-Binet was made with
Mercedes Rodrigo, and he created the Madrid test (a career guidance test).
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
THE FOLLEWERS
3. Mallard (1897-1989): Created the
“cuadriperceptímetro”, used to visual assessment
of perceptive dimensions.

The subject perceived a square, linking the vertical

to the horizontal length. It consists of a board
on a support, which on its face is engraved with
three fixed lines a rectangle and a vertical line
moving with a command to be placed at the level
where it forms a perfect square, located in the
others face there is a scale telling us the accuracy or inaccuracy of the square.
The exercise is repeated five times, recording the scores and points, taking
away the negative points from the positive ones. It is considered an objective
technique

In the 30's, Laboratories of Experimental Psychology and Applied Psychology

could be found in Spain at both public and private institutions.

A World Congress of Psychology was planned in Madrid in August 1936.

It was never held: 1936-1939: Spanish Civil War.

 PSYCHOLOGICAL ASSESSMENT IN SPAIN

TIME OF CRISIS

It covers the periods before, during, and at the end of the war.

Psychology in Spain came back to be a science of the soul again. It

ignores the contributions of the authors discussed in the previous
phases and psychology takes an introspective religious tinge.

The highlights of the period are the religious Ugarte de Ercilla (1884-
1940), father Palmés (1879-1963) and Barbados (1886-1945). The last
one held a frontal opposition to behaviorism as too materialistic and
opposite to introspection.
 PSYCHOLOGICAL ASSESSMENT IN SPAIN

UNIFIERS (mature period)

After the war, everything gradually went back to normality with
contributions especially from Germain, who becomes one of the pillars
of the renaissance of psychology in Spain. Any of the people who
contributed to the recovery of psychology in the postwar period is
considered his disciple.

During this period the first Department of Experimental Psychology was

created at the CSIC (Consejo Superior de Investigaciones Científicas)
and the School of Psychology and Psychotechnics.

The Institutes of Psychology and Psychotechnics that existed in Madrid,

Barcelona and Seville went back to work again.
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
UNIFIERS (mature period)

At this time the Psychodiagnosis occupies two different fields who are
living together, one on the clinical use of projective tests and another of
psychological tests close to psychometrics, educational guidance and
vocational selection.

The first approximation between psychology and medicine begins in this

period, with the creation of some departments of Clinical Psychology in
Faculties of Medicine (Madrid), although in the 70s an excision between
behavioral psychology with medical approach, more clinical,
pharmacological and even psychoanalytic took place.
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
UNIFIERS (mature period)
During this period the following scales were adapted :

a) The forms missing from the Stanford-Binet Intelligence Test

b) Wechsler Adult Intelligence Scale (WAIS)

c) Wechsler Intelligence Scale for Children (WISC)

d) Minnesota Multiphasic Personality Inventory (MMPI, Hathaway and

McKinley)

e) Raven Progressive Matrices (SPM)

f) The Szondi test, ....

Also specific scales were created.

 PSYCHOLOGICAL ASSESSMENT IN SPAIN
UNIFIERS (mature period)

At this period begins the work of one of the leading

personalities in the field of psychology in Spain,
Professor José Luis Pinillos

1. With the publication of important handbook "Principios de Psicología“

2. With the creation of tests such as the CEP (extraversion and paranoid)

3. And especially his teaching, that makes him to be considered as the

"father" of many of the current generation of Spanish researchers
(Carpintero, Pelechano, Fernandez Ballesteros....).

Important contributions in this period are also due to Siguan, Yela, Secadas,
Yague, ...
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
PROPAGATORS (expansion stage)

Psychology comes to the University as a section of the Bachelor of Arts

(Philosophy) in 1969, although there were already subjects with psychological
content materials.

1971: First graduating psychologists in Madrid and Barcelona (as a section of

Philosophy and Education).

1974: Creation of University post to elaborate subjects and do research in

Psychology. During this years Behavior Therapy entered in Spain.

Areas of knowledge were created that in many cases coincided with the name
of university departments: social psychology, psychobiology, educational
psychology, personality assessment and psychological treatment (PETRA), etc ...

1983: Behavioral Analysis brings the perception that "tests" and "projective
procedures" were something from the "old regime".

First graduates in Psychology, without being a section of Philosophy and

Education (New name for the Bachelor in Philosophy, which included education)
 PSYCHOLOGICAL ASSESSMENT IN SPAIN
PROPAGATORS (expansion stage)

1994: Change of study plans: disappear subjects like philosophy, logic,

anthropology, sociology, pedagogy, and enter new psychology subjects

2000: New reform of the study plan.

Early in the new century: Specialist in Clinical Psychology. Resident

Psychologists Programs (PIR) .

2004: First attempts of adaptation to the Space of European Education

with experimental groups at the beginning.

2007: Start of Graduate Programs and Official Masters at the University

of Valencia.

1990-2011. Internationalization of Psychology in Spain. Projects and

publications in foreign journal at a broader level.
 PSYCHOLOGICAL ASSESSMENT IN SPAIN

June 2013:Approved the Master in Health General

Psychology

(Master en Psicología General Sanitaria, MPGS)

90 credits with health and clinical contents

2013-2014: 1st course in the MPGS in Valencia and other

universities