BOLOK RICA MAE P.

BS PSYCHOLOGY 3C

JUNELLE RODRIGUEZ GUERRE PSYCHOLOGICAL ASSESSMENT

LABORATORY WORK #1
THE PSYCHOLOGICAL ASSOCIATION OF THE PHILIPPINES CODE OF ETHICS

1. What should our assessments be based on?

Answer: The expert opinions that we provide through our recommendations, reports, and
diagnostic or evaluative statements are based on substantial information and appropriate
assessment techniques. We provide expert opinions regarding the psychological characteristics of a
person only after employing adequate assessment procedures and examination to support our
conclusions and recommendations. In instances where we are asked to provide opinions about an
individual without conducting an examination on the basis of review of existing test results and
reports, we discuss the limitations of our opinions and the basis of our conclusions and
recommendations.
2. When should we obtained an informed consent form? What are exception?
Answer: We gather informed consent prior to the assessment of our clients except for the following
instances:
a) when it is mandated by the law
b) when it is implied such as in routine educational, institutional and organizational activity
c) when the purpose of the assessment is to determine the individual’s decisional capacity.
*We educate our clients about the nature of our services, financial arrangements, potential
risks, and limits of confidentiality.
In instances where our clients are not competent to provide informed consent on assessment,
we discuss these matters with immediate family members or legal guardians. *In instances
where a third party interpreter is needed, the confidentiality of test results and the security of
the tests must be ensured. The limitations of the obtained data are discussed in our results,
conclusions, and recommendations.
3. What are the guidelines that relate to the use of assessment tools?
Answer: We judiciously select and administer only those tests which are pertinent to the reasons for
referral and purpose of the assessment. We use data collection, methods and procedures that are
consistent with current scientific and professional developments. We use tests that are
standardized, valid, reliable, and has a normative data directly referable to the population of our
clients. We administer assessment tools that are appropriate to the language, competence and
other relevant characteristics of our client.
4. What are the guidelines on the use of obsolete or outdated test result?

Answer: We do not base our interpretations, conclusions, and recommendations on outdated test
results. We do not provide interpretations, conclusions, and recommendations on the basis of
obsolete tests.
 5. What is the recommended way to interpret assessment result?

Answer: In fairness to our clients, under no circumstances should we report the test results without
taking into consideration the validity, reliability, and appropriateness of the test. We should therefore
indicate our reservations regarding the interpretations. We interpret assessment results while
considering the purpose of the assessment and other factors such as the client’s test taking abilities,
characteristics, situational, personal, and cultural differences.

6. What are the guidelines in the release of test data?

Answer: It is our responsibility to ensure that test results and interpretations are not used by
persons other than those explicitly agreed upon by the referral sources prior to the assessment
procedure. We do not release test data in the forms of raw and scaled scores, client’s responses to
test questions or stimuli, and notes regarding the client’s statements and behaviors during the
examination unless regulated by the court.
7. What our obligations in terms of explaining assessment result?
Answer: We release test results only to the sources of referral and with a written permission from
the client if it is a self-referral. Where test results have to be communicated to relatives, parents, or
teachers, we explain them through a non-technical language. We explain findings and test results to
our clients or designated representatives except when the relationship precludes the provision of
explanation of results and it is explained in advanced to the client. When test results need to be
shared with schools, social agencies, the courts or industry, we supervise such releases.
8. How do we ensure test security?
Answer: The administration and handling of all test materials (manuals, keys, answer sheets,
reusable booklets, etc.) shall be handled only by qualified users or personnel.
9. What are the guidelines relating to assessment by unqualified persons?
Answer: We do not promote the use of assessment tools and methods by unqualified persons
except for training purposes with adequate supervision. We ensure that test protocols, their
interpretations and all other records are kept secured from unqualified persons.
10. What are the guidelines relating to test construction?
Answer: We develop tests and other assessment tools using current scientific findings and
knowledge, appropriate psychometric properties, validation, and standardization procedures.
 LABORATORY WORK #2
THE DOMAINS OF FUNCTIONING IN A PSYCHOLOGICAL REPORT

Cognitive/Intellectual Behavioral Emotional Interpersonal Intrapersonal

He forgot to eat his He has never He constantly worries He complains that

meals because he gets He has even had a close about his he hasn’t been able
too preoccupied with caught himself relationship performance at work to eat or sleep well.
work. snapping at his with his because he feels as
workmates parents or his though he has not
siblings, been as productive as
although he he feels he can be.
does not
endorse having
experienced
anything
traumatic as
he was
growing up.

He also forgets to do He reported He has always He only has one or he describes himself
simple things his boss having a few had problems two friends from as getting irritable.
asks him to do. drinks which he maintaining school that he has
described as friendships kept in touch with. He
four bottles of because he has always
beer as soon as didn’t feel the
he gets home. need to see
them that
often.
He said that he forgot He has He has always had He said he would
to make a phone call to described problems maintaining rather spend time at
a supplier that his boss himself as friendships because home watching
asked him to make. waking up in a he didn’t feel the television.
depressed need to see them that
mood in the often.
past month.
 LABORATORY WORK #3
PREPARING YOUR INFORMED CONSENT

Good Day!

I would like to inform you that you are invited to take and participate to this assessment test. But
before you accept this allow me to help you to be able to understand about this assessment and
what participate you will be involved in. I will ask you for your information and personal background.
ill rest assured that all your information and privacy will be kept as we will not share this since it is
confidential.

For this method I will be using a written test and interviews. It will only take an hour or less. Please
read through this inform consent and feel free to let us know if you need some clarification.

I have read the above material, and I fully understand my rights and obligations as a client of
________. I freely agree to participate in assessment with __________, with the understanding that
I can withdraw my consent at any time. I also understand the limits of confidentiality as indicated
above and which were explained to me by ___________.
 LABORATORY WORK #4

ENSURING CONFIDENTIALITY

When you perform assessment, you have to ensure that your assesses information is kept
confidential. That would include storing information in such a way that others will not be able to
have access to it. For this laboratory exercise, you are to look at how you will keep your assesses
information confidential using the guidelines set forth in the Psychological Association of the
Philippines Code of Ethics. Fill out the box below to indicate the possible risks and how you can
mitigate those risks.

RISK ACTION TAKEN

Respect individual Privacy. We should respect the privacy for

individuals, protection of confidentiality
of personal information, fairness and
justice in the treatment of persons and
peoples.
Spreading the information of the client The information should be keep only to
without the Approval. those part of assessment, also
information must be balanced with other
ethical considerations, including the need
to protect the safety or confidentiality of
persons and peoples.
The client wants to stop or withdraw the We should not force his/her to continue
assessment. the assessment, understand and respect
of what their decision

Responsible for the words to use Steps to avoid harming our

clients/patients think for the most
inappropriate question or ask slowly to
the clients
 LABORATORY WORK #5

CONDUCTING AN INTAKE INTERVIEW

Formulate your questions to gather the important information in the following areas.

Presenting Concern: The client described her problems that she is experiencing traumatized
regarding of what had happened to her Father and that was a long time ago. That is Because even
now she can’t totally move on, sometimes she is experiencing breakdown, anxiety and bad dreams
because and because she saw in her own eyes of the death of her Father to their own house. She
saw her Father laying down in their kitchen with so much blood. She’s scared and hurt because until
now they never get the justice that they deserve.

Sociodemographic information:
Father’s Name: Gejun L. De paz
Mother’s Name: Gilda Z. De paz
Sibling’s Name: Mylene Z. De paz sex: F
Nelson Z. De paz sex: M
Dino Z. De paz sex: M
Marites Z. De paz sex: F
Myra Z. De paz sex: F

Client’s Place of Birth: Marupangdan Daram. Samar

History of Mental Health Issues: Anxiety
Any Family diagnosed with a disorder: ? Her older Brother Dino Diagnosed with Stroke.
Health Concerns: None

Educational Background:
Elementary School: Astorga elementary School
Secondary School: Daram National High School
Tertiary School:

Psychosocial Background:

Relationships with Family

The client said that she has a good relationship with her Family especially to her uncle
whom a Brother of their Mother as he took the responsible to them as their Father she said their
uncle who’s the one taking the responsible for their study for their tuition. her other siblings have
been good to their family also they gave help financially support to their Mother and sometimes
they make sure to get home and get together when fiesta came.
Relationship with Friend

She had so many Friends that are still in touch with as she’s a part of the athlete in their
school they always bond when they have a celebration and sometimes their bond is by playing chess
and going in outing sometimes.

Romantic Relationship
She has never been into a Romantic relationship ever since so I must say she’s No
Boyfriend since Birth.

Recent Life Changes

She mentioned that before of what happened to her Father she most likely smiling faces,
happy go lucky and being so positive in life as she said. But years came until on this current life she’s
more on in her studies she too it seriously and focused on her of being athlete.

Developmental Milestones
She’s good in academic performances, Good in swimming and she’s one of Top of chess
player.

Social Resources:
The client said she’s still aiming for justice for her Father death. And she’s praying for
pass recovery of her older Brother and she want to Graduate and have a degree in college.

Client’s Strengths and Weaknesses:

The client strength is her Family, they make her strong and dependent in her own they
made her realized that Life must go on even what happened to their Father. While her weakness is
her own Family as well especially when they’re all not in good terms that’s made her being down
and sad.
 LABORATORY WORK #6

MENTAL STATUS EXAMINATION

Mental status Evaluation Checklist

Client: Cherwilyn B. Castillo Date: March 25, 2021 Evaluator: Rica Mae P. Bolok
Highest grade Completed: 90 GED? Special education for: Not Applicable
Primary occupation: Student Others: Not Applicable

A. Informed consent was obtained about:

The recipient(s) of this report √ Confidentiality Competency HIPAA Others

B. Evaluation methods

1. The information and assessments below are based on my observation of this clients
during:
√ intake interview Psychotherapy Formal mental status testing Group Therapy
v
Others:
2. We interacted for a total of minutes.

3. Setting of the contact: Professional office Hospital room Clinic School

√ Home Work Jail/Prison Others:

C. Mental status descriptions (Circle all appropriate items)

1. Appearance and self-care

Stature - Small
Weight - Average weight
Clothing - Neat/clean

Grooming - Normal
Cosmetic use - Appropriate
Posture/gait - Normal
Motor activity - Not remarkable
Other notable aspects:

2. Sensorium
Attention - Normal
Concentration - Confused
Orientation - Person
Recall/memory - Normal
3. Relating
Eye contact - Normal
Facial expression - Tense
Attitude toward examiner - Cooperative

4. Affect and mood

Affect - Appropriate
Mood - Euthymic

5. Thought and language

Speech flow - Normal
Thought content - Personalization

Preoccupations - Phobias
Hallucinations - Other None
Organization - Normal

6. Executive functions
Fund of knowledge - Average
Intelligence - Average
Abstraction - Normal
Judgement - Common-sensical
Reality testing - Realistic
Insight - Gasp
Decision making - Only simple

7. Stress
Stressor - Money
Coping ability - Growing

Skill deficits - Responsibility

Supports - Family

8. Social Functioning
Social maturity - Responsible
Social judgement - Normal

Other aspects of mental status:

 LABORATORY WORK #7
THE GENOGRAM: A PICTURE OF ONE’S FAMILY RELATIONSHIPS

For this activity, you are to create your own family genogram using any of the programs mentioned
above. Additionally, you are to answer the following questions:

1. Using the genogram, what have you learned about yourself in relation to your family?
Answer: In relation to my family I have learned about myself that I am better by all myself ive
been able to draw, and to learn more about all of my relatives and family even some of them
are faraway places. And think the most who’s of my parent’s siblings and my cousin without
even asking help or asking.

2. In what way do you think can a genogram help you in understanding yourself?
Answer: in a way that I can be able to know all of my relatives and family and to understand my
relative situation even sometimes id shocked knowing that some of them had been go through
in life and I’m so proud that I had the opportunity to be able to know all of these things.

MY FAMILY’S GENOGRAM
 PROCRASTINATION SCALE
LABORATORY WORK #8-9

Number Raw Score Mean z Score Percentile T Score Stanine

1 55 2.75 -1.20 147th Percentile 38 1
2 56 2.8 -1.01 132nd Percentile 39.9 1
3 69 3.45 1.39 14th Percentile 63.9 1
4 55 2.75 -1.20 145th Percentile 38 1
5 63 3.15 0.28 56th Percentile 52.8 1
6 66 3.3 0.83 24th Percentile 58.3 1
7 68 3.4 1.20 16th Percentile 62 1
8 57 2.85 -0.83 125th Percentile 41.7 1
9 63 3.15 0.28 54th Percentile 52.8 1
10 65 3.25 0.65 31st Percentile 56.5 1
11 58 2.9 -0.64 112th Percentile 43.6 1
12 61 3.05 -0.09 75th Percentile 49.1 1
13 55 2.75 -1.20 144th Percentile 38 1
14 57 2.85 -0.83 123rd Percentile 41.7 1
15 63 3.15 0.28 52nd Percentile 52.8 1
16 67 3.35 1.02 22nd Percentile 60.2 1
17 61 3.05 -0.09 74th Percentile 49.1 1
18 64 3.2 0.46 41st Percentile 54.6 1
19 65 3.25 0.65 29th Percentile 56.5 1
20 65 3.25 0.65 28th Percentile 56.5 1
21 60 3 -0.27 82nd Percentile 47.3 1
22 52 2.6 -1.75 165th Percentile 32.5 1
23 63 3.15 0.28 51st Percentile 52.8 1
24 75 3.75 2.49 4th Percentile 74.9 1
25 75 3.75 2.49 3rd Percentile 74.9 1
26 56 2.8 -1.01 130th Percentile 39.9 1
27 60 3 -0.27 80th Percentile 47.3 1
28 58 2.9 -0.64 110th Percentile 43.6 1
29 69 3.45 1.39 13th Percentile 63.9 1
30 73 3.65 2.13 5th Percentile 71.3 1
31 75 3.75 2.49 2nd Percentile 74.9 1
32 59 2.95 -0.46 95th Percentile 45.4 1
33 63 3.15 0.28 49th Percentile 52.8 1
34 63 3.15 0.28 48th Percentile 52.8 1
35 63 3.15 0.28 46th Percentile 52.8 1
36 67 3.35 1.02 21st Percentile 60.2 1
37 64 3.2 0.46 39th Percentile 54.6 1
38 64 3.2 0.46 38th Percentile 54.6 1
39 64 3.2 0.46 36th Percentile 54.6 1
40 59 2.95 -0.46 93rd Percentile 45.4 1
41 55 2.75 -1.20 141st Percentile 38 1
42 70 3.5 1.57 9th Percentile 65.7 1
43 70 3.5 1.57 7th Percentile 65.7 1
44 62 3.1 0.10 58th Percentile 51 1
45 67 3.35 1.02 19th Percentile 60.2 1
46 58 2.9 -0.64 109th Percentile 43.6 1
47 59 2.95 -0.46 92nd Percentile 45.4 1
 48 61 3.05 -0.09 72nd Percentile 49.1 1
49 55 2.75 -1.20 140th Percentile 38 1
50 61 3.05 -0.09 70th Percentile 49.1 1
51 56 2.8 -1.01 129th Percentile 39.9 1
52 64 3.2 0.46 34th Percentile 54.6 1
53 61 3.05 -0.09 69th Percentile 49.1 1
54 69 3.45 1.39 12th Percentile 63.9 1
55 58 2.9 -0.64 107th Percentile 43.6 1
56 57 2.85 -0.83 121st Percentile 41.7 1
57 67 3.35 1.02 18th Percentile 60.2 1
58 63 3.15 0.28 44th Percentile 52.8 1
59 58 2.9 -0.64 105th Percentile 43.6 1
60 58 2.9 -0.64 103rd Percentile 43.6 1
61 58 2.9 -0.64 102nd Percentile 43.6 1
62 59 2.95 -0.46 90th Percentile 45.4 1
63 59 2.95 -0.46 88th Percentile 45.4 1
64 61 3.05 -0.09 67th Percentile 49.1 1
65 69 3.45 1.39 10th Percentile 63.9 1
66 57 2.85 -0.83 119th Percentile 41.7 1
67 55 2.75 -1.20 138th Percentile 38 1
68 61 3.05 -0.09 66th Percentile 49.1 1
69 61 3.05 -0.09 64th Percentile 49.1 1
70 53 2.65 -1.56 158th Percentile 34.4 1
71 75 3.75 2.49 1st Percentile 74.9 1
72 61 3.05 -0.09 62nd Percentile 49.1 1
73 64 3.2 0.46 33rd Percentile 54.6 1
74 61 3.05 -0.09 61s t Percentile 49.1 1
75 59 2.95 -0.46 86th Percentile 45.4 1
76 57 2.85 -0.83 118th Percentile 41.7 1
77 59 2.95 -0.46 85th Percentile 45.4 1
78 55 2.75 -1.20 136th Percentile 38 1
79 57 2.85 -0.83 116th Percentile 41.7 1
80 63 3.15 0.28 43rd Percentile 52.8 1
81 58 2.9 -0.64 100th Percentile 43.6 1
82 52 2.6 -1.75 163rd Percentile 32.5 1
83 65 3.25 0.65 26th Percentile 56.5 1
84 58 2.9 -0.64 98th Percentile 43.6 1
85 54 2.7 -1.38 154th Percentile 36.2 1
86 60 3 -0.27 78th Percentile 47.3 1
87 54 2.7 -1.38 152nd Percentile 36.2 1
AVERAGE 61.48 3.07
STANDARD
DEVIATION 5.42 0.27

LABORATORY WORK #12

OPEN SOURCE TESTS AND
THE PSYCHOLOGICAL ASSOCIATIO
1. What are open source measures and what are included in the PAP statement?
Answer: Open source measures are resources that challenge the aims of psychology as a science
and as a discipline, while also benefiting people, families, societies, and society as a whole. Some of
the measures listed in the PAP statement are self-report questionnaires that assess one's mental
abilities, personality and characteristics, mental health status, temperament or tendencies, and
preferences, among others.

2. What are the proper uses of open source measures?

Answer: When psychological interventions in the public domain have a particular intent, and can
only be used appropriately within that situation, depending on the source and the goals of the
writers who shared them, open source measures are appropriate.
3. What are the possible repercussions of unqualified persons using open source measures?
Answer: The potential stigmatization of individuals, families, and societies as a result of unqualified
people using open source measures, none of which are intended to diagnose a mental disorder or
disease.
4. What does assessment entail, according to the PAP?
Answer: When performing psychological assessments for various and specific purposes, according
to PAP, they typically use a combination of methods such as interviews, direct observations,
standardized psychological tests (that have undergone the rigors of test development and
validation), and other relevant supplemental sources of information (e.g., evidence of one's
performance, samples of one's work, journals and diaries, etc.).
5. What is the role of psychometricians and psychologists in the assessment process?
Answer: Psychometricians and psychologists play a vital role in the evaluation process because they
may shape opinions about a patient's personality and prescribe interventions based on their
findings. Using only one or two of these processes is always inadequate, resulting in unreliable or
biased outcomes.
6. What are the possible repercussions of posting results online?
Answer: People should not post scores or results from open-source assessments online, according
to the PAP. Since the results of a self-report test about such a participant are essentially that
person's personal data, and thus within that person's rights to post wherever they choose, including
on social media, we want to warn against doing so.
7. What are the important points you have learned after reviewing the public statement released by
the PAP?
Answer: The main takeaways from reading the PAP's public announcement are to encourage
people's, families', and societies' responsible rights by demonstrating emotionally intelligent and
respectful debate knowledge of people's motivations and intentions for using open-source
psychological resources for purposes other than those desired, and to pursue these people to a
better understanding.

LABORATORY WORK #13

THE PERSONALITY INVENTORY-5 (PID-5)
 A. Personality Trait B. PID-5 C. D. Prorated Raw e. Average
Facet Total/Partial Facet Score Facet Score
Raw Facet
Score
1, 23, 26, 30R, 124, 155R, 157,
Anhedonia 189 12 0,44 1.5
79, 93, 95, 96R, 109, 110, 130,
Anxiousness 141, 174 25 1.02 2.78
14, 43, 74, 111, 113, 173, 191,211
Attention Seeking 16 0.58 2
11, 13, 19, 54, 72, 73, 90R, 153,
Callousness 166, 183, 198, 200, 207, 208 4 0.25 0.29
41, 53, 56, 76, 126, 134, 142R,
Deceitfulness 206, 214, 218 15 0.68 1.5
27, 61, 66, 81, 86, 104, 119, 148,
Depressivity 151, 163, 168, 169, 178, 212 33 2.1 2.36
6, 29, 47, 68, 88, 118, 132, 144,
Distractibility 199 20 0.81 2.22
5, 21, 24, 25, 33, 52, 55, 70, 71,
Eccentricity 152, 172,185, 205 29 1.71 2.23
Emotional Lability 18, 62, 102, 122, 138, 165, 181 20 0.64 2.87
Grandiosity 40, 65, 114, 179, 187, 197 8 0.22 1.33
28, 32, 38, 85, 92, 116, 158, 170,
Hostility 188, 216 25 1.14 2.5
Impulsivity 4, 16, 17, 22, 58R, 204 9 0.26 1.5
Intimacy Avoidance 89, 97R, 108, 120, 145, 203 8 0.22 1.33
Irresponsibility 31, 129, 156, 160, 171, 201, 210R 6 0.19 0.75
Manipulativeness 107, 125, 162, 180, 219 9 0.20 1.8
Perceptual 36, 37, 42, 44, 59, 77, 83, 154,
Dysregulation 192, 193, 213, 217 22 1.2 1.83
46, 51, 60, 78, 80, 100, 121, 128,
Perseveration 137 18 0.74 2
Restricted 8, 45, 84, 91, 101, 167, 184
Affectivity 10 0.32 1.43
34, 49, 105, 115, 123, 135, 140,
Rigid Perfectionism 176, 196, 220 8 18.88 0.8
3, 7R, 35R, 39, 48, 67, 69, 87R,
Risk Taking 98R, 112, 159, 164R, 195, 215R 23 0.73 1.64
Separation 12, 50, 57,64, 127, 149, 175
Insecurity 13 0.41 1.86
Submissiveness 9, 15, 63, 202 10 0.18 2.5
2, 103, 117, 131R, 133, 177R,
Suspiciousness 190 13 0.41 1.86
Unusual Beliefs & 94, 99, 106, 139, 143, 150, 194,
Experiences 209 11 0.4 1.38
10, 20, 75, 82, 136, 146, 147, 161,
Withdrawal 182, 186 19 0.86 1.9
 D. Overall Average of
A. Personality Trait B. PID-5 Facet Scales Contributing C. Total of Average Facet Scores (The Total
in Column C of this table
Domain Primarily to Domain Facet Scores (from divided by 3[i.e., the
column E of Facet number of scales listed in
Table) Column B])

Negative Affect Emotional Lability, Anxiousness,

Separation Insecurity 2.50 0.69
Detachment Withdrawal, Anhedonia, Intimacy
Avoidance 1.58 1.52
Antagonism Manipulativeness, Deceitfulness,
Grandiosity 1.54 1.1
Disinhibition Irresponsibility, Impulsivity,
Distractibility 1.49 0.42
Psychoticism Unusual Beliefs & Experiences,
Eccentricity, Perceptual 1.24
Dysregulation 1.81

LABORATORY WORK #14

THE SEVERITY INDICES OF PERSONALITY PROBLEMS (SIPP-118)