May 23, 2022 Psych Ass C.

RAYMOND CATELL

Mr. Henmar C. Cardino Identified two clusters of Mental Abilities

Topic: INTELLIGENCE AND MENTAL ABILITY
Intelligence Tests
 The objective of an intelligence test, is intended to
evaluate intelligence/intelligence quotient (IQ). It
assesses the effectiveness of person’s mental
processes, understanding and reasoning and the
ability to recall information.
Theories of Intelligence
1. Crystalized Intelligence- includes abilities such as
reasoning and verbal skills. (Natututunan, subject
for biases)
2. Fluid Intelligence- includes skills such as spatial and
visual imagery, rote memory, and the ability to
notice visual details (Innate
knowledge/understanding)
While education can increase crystallized intelligence, it was
not thought to have any effect on fluid intelligence.

A. Charles Spearman- “g” factor

B. Louis Thurstone- Intelligence as a person’s
D. ROBERT STERNBERG
“pattern” of mental abilities
C. Raymond Catell- Clusters of Intelligence (16 PF) Triarchic theory of intelligence: 3 Types of Intelligence
D. Sternberg- Triarchic Theory
1. Analytical intelligence- includes the ability to learn
E. Howard Gardner- Multiple Intelligence
how to do things, solve problems, and acquire new
F. Daniel Goleman- Emotional Intelligence
knowledge.
A. CHARLES SPEARMAN 2. Creative intelligence- includes the ability to adjust
to new tasks, use new concepts, and respond well
 Believed intelligence is general/global
in new situations.
 People who are bright in one area are usually bright 3. Practical Intelligence- includes the ability to select
in other areas as well. contexts in which you can excel and solve practical
 Kung ang ibang discipline meron sila X and Y, pi, etc. problems. (Madiskarte, street-wise)
Charles Spearman uses “g” as general/global
knowledge. E. HOWARD GARDNER (Theory of Multiple (9) Intelligences)
 Kapag matalino ka, magaling ka sa ibang bagay.
Gardner argues that each intelligence has:
2 Factor Theory by Charles Spearman
 A unique biological basis
 st
1 factor- “g”  A distinct course of development
o General Intelligence- Problem solving  Different expert performances
nd
 2 factor- “s”
-Culture values and learning opportunities
o Specific mental abilities- verbal or math
skills -Helpful in efforts to understand and nurture children’s
special talents.
B. LOUIS THURSTONE
9 multiple intelligence (includes existential intelligence)
1. Believed that intelligence is made up of seven
distinct, independent abilites 1. Spatial- visualizing the world in 3D
1. Spatial Ability 2. Naturalist- farming, understanding living things and
2. Perceptual speed reading nature.
3. Verbal meaning 3. Intrapersonal- understanding yourself what you
4. Memory feel and what you want.
5. Word fluency 4. Musical- discerning sounds, their pitch, tone,
6. Reasoning rhythm, and timber.
5. Linguistic- Finding the right words to express what
you mean.
 6. Logical Mathematical- quantifying things, making
hypotheses and proving them.
7. Bodily Kinesthetic- coordinating your mind with
your body
8. Existential- thinking other’s perspective, tackling
the questions of why we live, and why we die
9. Interpersonal- Sensing people’s feelings and
motives
F. DANIEL GOLEMAN
-Proposed the Theory of Emotional Intelligence
Emotional Intelligence 5 components
1. Knowing one’s own emotions
2. Managing one’s own emotions
3. Using emotions to motivate oneself
4. Recognizing the emotions of other people
5. Managing relationships
The concept of disgust is not universal.
Disgust is not a basic emotion. It is a unique emotion.
Hypothalamus- illogical emotion
Hippocampus- nacocontrol mo emotion
Adversity Quotient
o Checking
 Skills-
o Verbal
o Non-Verbal
o Speech acts
Digital Quotient
Ability to use technology without the help of others.
 Digital Citizen Identity- Ability to build and manage
a healthy identity online
 Privacy Management- Ability to handle with
discretion all personal information shared online to
protect one’s and others’ privacy.
 Screen Time Management- Ability to manage one’s
screen time, multitasking, and engagement online
with self-control.
 Critical Thinking- Ability to distinguish fake news,
good vs. harmful content, credible sources.
 Cyberbullying Management- Ability to detect cyber
bullying situations and handle them wisely.
 Digital Footprints- Ability to understand the nature
of digital footprints and their real-life consequences
and to manage them responsibility.
 Cyber Security Management- Ability to protect
one’s data by creating strong passwords and
manage various cyber-attacks.
 Digital Empathy- Ability to be empathetic towards
one’s own and others’ needs and feelings online.

Alfred Binet

 Intelligence- collection of higher-order mental

abilities loosely related to one another
 Did not rank “normal” students according to the
scores
 Binet-Simon Test developed in France, 1905
Cultural Intelligence
 Intelligence is nurtured
 Drive-
o Intrinsic
o Extrinsic
o Self-efficacy
 Knowledge-
o Values
o Systems
o Leadership
 Strategy-
o Planning
o Awareness
MODERN INTELLIGENCE TESTS o Learning disabled children often perform
worse
The Standford-Binet Scale
Group test usually ginagamit pag hiring, elimination.
 Modification of the original Binet-Simon, after
original came to US.
 Intelligence Quotient (IQ)- mental age divided by
Performance Tests
chronological age.
 Used widely in the US, not as much as previously.  Tests that minimize the use of language
 Unang una gumamit ng Psychological Test- China  Used to test very young children or people with LD
for Civil Service  Also can be used to test those unfamiliar with
English.
First Projective Test in the Philippines- Tawas (Kandila)
Culture-fair tests
The Standford-Binet Scale
 Test designed to reduce cultural bias
It measured 4 Kinds of Mental Abilities.
 Minimize skills and values that vary from one
1. Verbal Reasoning culture to another.
2. Abstract/Visual Reasoning
Are IQ Tests culturally biased?
3. Quantitative reasoning
4. Short-term memory  Culture-Free- Describing an intelligence test that, if
it were possible to design, would have no culturally
Type of Modern Intelligence Tests linked content.
 Culture-Fair- Describing an intelligence test that
 Achievement Tests- designed to measure level of deals with experiences common to various cultures,
knowledge, skill, or accomplishment in a particular in an attempt to avoid cultural bias.
area.
Culture-fair has 4 blocks
 Aptitude Tests- designed to measure capability to
benefit from education or training.  Block 1- series of continuation (patterns)
 Interest Tests- measures self-reported vocational  Block 2- classification (alin ang naiiba)
interests and skills.  Block 3- matrices (similarity??)
 Block 4- topological conclusion (you read not just
observe)
The Wechsler Tests
What makes a good test?
 Used more widely now than Standford-Binet
 Modeled after Binet’s, also made adult test Reliability
o WISC-IV for Children Ability of a test to provide consistent and stable scores
o WAIS-III for Adults.
 Can measure reliability in 2 ways
Group Tests o Test-Retest reliability- same test twice but
Intelligence tests that can be given to large groups not same time; compare scores
o Split-half reliability- divide one test into
 Advantages two parts and compare scores on each part.
o Quick Scoring
Validity
o No Examiner Bias
o Easier to establish norm Ability of a test to measure what it was designed to
 Disadvantages measure
o Less likely to detect someone who is ill or
 2 kinds of Validity
confused
o Might make people nervous
 o Content Validity- The extent to which test Race/Ethnicity
items represent the knowledge or skills
 Differences in IQ scores of children from different
being measured
racial and ethnic groups describe children’s
o Ecological Validity- Relationship between
performances ONLY in the environments in which
scores on a test and an independent
the children live. These findings do not indicate
measure of what the test is supposed to
potential, nor do they tell us what these children
measure.
would do if they live someplace else.
 The current group differences in IQ are due to
THE CHILD’S INFLUENCE environmental differences—as discrimination and
inequality decrease—IQ differences descrease.
 Genetics
 Genotype-Environment Interaction (Based on the recent studies, hindi na factor ang
 Gender race/ethnicity)
o Boys and girls- tend to be equivalent in
most aspects of intelligence
 The average IQ scores of boys and Normal Distribution Table
girls is virtually identical
 Si Low average, nasa average category pero medyo
 The extremes (Both low and high
mababa lang.
ends) are over represented by boys
 Si Below average, nasa ilalim ng average category
o Girls as a group-
 Si High average ay belong sa average component,
 Tends to be stronger in verbal
medyo mataas lang
fluency, writing, perceptual speed
 Si Above average, nasa taas ng average category
(starting from their toddler years)
o Boys as group-
 Tend to be stronger in visual-
spatial processing, science,
mathematical problem-solving
(starting as age 3)

THE IMMEDIATE ENVIRONMENT’S INFLUENCE

 Family Environment
 School Environment
o Attending school makes children smarter
o What about summer breaks? Parents
should engage their child to activities
during breaks.
THE SOCIETY’S INFLUENCE
Poverty
 The more years children spend in poverty, the
lower their IQs tend to be
 Children from wealthier homes score better on IQ
test than poor children.
 Chronic inadequate diet can disrupt brain
development.
 Reduced access to health service, poor parenting,
and insufficient stimulation and emotional support
can impair intellectual growth.
May 24, 2022 Mr. Rodrigo Lopiga
Topic: ASSESSMENT OF PERSONALITY
Personality Assessment
Personality refers to individual differences in characteristic
patterns of thinking, feeling, and behaving. The study of
personality focuses on two broad areas: One is
understanding individual differences in particular
personality characteristics, such as sociability or irritability.
Definition of Personality
 Personality refers to the relatively enduring
characteristics that differentiate one person from
another and that lead people to act in a consistent
and predictable manner, both different situations
and over extended periods of time.
  Personality is defined as: the enduring or lasting -likert scale to describe how accurately each statement
patterns of behavior and thought (across time and describes you. Describe yourself as you honestly see you
situation) generally are now, not as you wish to be in the near future.
Describe yourself as you honestly see yourself, in relation to
Psychological Testing
other people you know of the same sex as you are, and
 A psychological test is a standardized measure of a roughly your same age.
sample of a person’s behavior that is used to
1. Very inaccurate
measure their individual differences that exist
2. Moderately inaccurate
among people
3. Neither inaccurate or accurate
Psychological Assessment- pag gamit na ng iba’t ibang tipo 4. Moderately accurate
ng psychological means of evaluating personality of a 5. Very accurate
person.

Psychological Assessment is the gathering and integration

of psychology-related data for purpose of making a
psychological evaluation that is accomplished through the
use of tools such as tests, interviews, case studies,
behavioral observation, and specially designed apparatuses
and measurement procedures. Thus today, assessment is a
much broader term than testing.

MMPI- J.C. McKinley and Starke Hathaway

 1939 MMPI- McKinley and Hathaway measure of

personality structure and psychopathology
 1989 MMPI-2- 567 items, 6th grade reading level 18
& up
 1992 MMPI-A 478 items, 5th grade reading level, 14-
18 years
 2003- RC Scales for MMPI-2 enhanced
discriminants/convergent validity
 2008 MMPI-2-RF- 338 items, 5th grade reading level,
18 & up

Appendix: The Mini-Interpersonal Personality Item Pool

(IPIP) Scale
16 PF by Raymond Catell was first published in 1949

Rorschach Inkblot test

-introduced in 1921 by Hermann Rorschach. It was widely
used to assess cognition and personality and to diagnosis
certain psychological conditions.
Characteristics of Rorschach Test
 Consist of 10 symmetrical inkblots.
 Shown one at a time in same order.
 Subject will be asked to give response regarding
what the card is representing.
 The response can be categorized in 3 phases
o Free Association
o Enquiry
o Testing the limits
Thematic Apperception Test- Henry Murray and Christian
Morgan.
-created the TAT as method to reveal the often less-than-
obvious subconscious dynamics of a person’s personality.
TAT addressing 3 questions
 Anong nangyare
 Anong nangyayare
 Anong mangyayare
What is a Personality Test?
A personality test is a tool used to assess human
personality. Personality testing and assessment refer to
techniques designed to measure the characteristic patterns
of traits that people exhibit across various situations.
Personality tests can be used to help clarify a clinical
diagnosis, guide therapeutic interventions, and help predict
how people may respond in different situations.
Personality is something that we informally assess and
describe every day. When we talk about ourselves and
others, we frequently refer to different characteristics of
individual’s personality. Psychologists do much the same
thing when they assess personality but on a more
systematic and scientific level.
HISTORY OF PERSONALITY TESTS
One of the earliest forms of personality tests known as
phrenology, emerged during the late 18th century and was
popularized during 19th century. Involves the measurement
of bumps on the human skull, which were then attributed
to specific personality characteristics.
HISTORY OF PERSONALITY ASSESSMENT
 Began in late 1800’s in Europe to aid the expanding
science of psychiatry
 1920: Was first used for personnel by Robert
Woodworth as part of a U.S Army program
o Alpha test- can read English
o Beta test- cannot read English
 Early personality tests were designed to assess a
single personality dimension
 1931: Robert Bernreuter created a test (Bernreuter
Inventory) to provide scores for several personality
characteristics-became widely used
 Gordon Allport- proposed there were more 4,000
personality traits
 Raymond Cattell- used statistical technique known
as factor analysis to create 16 Personality Factors
 Hans Eysenck- narrowed his list to 3 Personality
Factors (P.E.N)
 Big Five Theory of Personality- most popular
approach. Suggests that personality is composed of
5 broad dimensions (OCEAN)
Today, a wide variety of personality tests have become
popular and are often based upon specific theories of
systems of personality.
 Myers-Briggs Type Indicator (MBTI)
 Minnesota Multiphasic Personality Inventory
(MMPI)
 16 Personality Factor Questionnaire
TYPES OF PERSONALITY TESTS
These are two basic types of personality tests:
1. Self-Report Inventories- involve having test-takers
read questions and then rate how well the
questions/situations apply to them.
a. One of the most common self-report
inventory is MMPI
 2. Projective Tests- involve presenting the test-taker
with a vague scene, object, or scenario and then
asking them to give their interpretation of the test
item.
a. One of the most common P.T is Rorschach
Inkblot Test.
Common Self-Report Inventories/Objective Tests
 MMPI- designed to assess disorders
 The 16 PF- measures basic dimensions of
personality
 NEO Personality Inventory- measures Big Five
Problems with Self-Report Tests
 Deliberate deception
 Social desirability bias
 Response sets (puro A lang aanswer/consistent A,
B, C, D)
Projective Personality Tests
-Ambiguous Stimuli
-Subject’s response (themes)
-Interpretation of Responses
 Reveal unconscious or hidden thoughts
 Can’t fake good/bad
 Scoring templates
o Interpretation still an art
 The greatest benefit of self-report inventories is
that they can be standardized and use established
norm. Self-inventories are also relatively easy to
administer and have much higher reliability and
validity than projective tests.
 Projective Tests on the other hand, are most often
used in psychotherapy settings and allow therapists
to quickly gather a great deal of information about
a client.
o Therapist can look not only at a person’s
response to a particular test item, but they
can also take into account other qualitative
information such as tone of voice and body
language.
Uses of Personality Tests
 Personality tests are administered for a number of
different purposes
o Assessing theories
o Diagnosing Psychological Problems
o Looking at changes in Personality
o Screening job candidates.
 Personality tests are also sometimes used in
forensic settings to conduct risk assessments,
establish competence, and in child custody
disputes.
 Can be used also in school psychology, career and
employment testing.
Impact of Personality Tests
 Can help you understand yourself both strengths
and weaknesses.
 Learning you might be high on a specific trait can
help you gain greater insight into your own
behavioral patterns.
Potential Pitfalls
A. Deception is possible
 Biggest disadvantage of self-report inventories
 It is possible for people to engage in deception
when answering questions
 People can provide false answers often in an effort
to fake good or appear more socially acceptable
and desirable
B. Introspection is Needed
 People are not always good at accurately
describing their own behavior
 People tend to overestimate certain tendencies
(especially ones that are viewed as socially
desirable) while underestimating other
characteristics.
C. Tests Can be Long
 Respondents can quickly become bored and
frustrated.
  Test-takers will often answer questions as quickly
as possible often without even reading the test
items.
D. Scoring can be Subjective
 PT have disadvantages and limitations.
 First problem lies in the interpretation of the
responses.
 Scoring test items are highly subjective and
different raters might provide entirely different
viewpoints of the responses.
E. Results may be inconsistent
 Not all personality tests are valid and reliable.
 Reliability refers to the consistency of a test
 Validity involves whether the test is measuring
what it is supposed to measure.
May 25, 2022 Mr. Rodrigo Lopiga
Clinical Interview- Process of gathering and integrating data
about person’s cognitive, emotional, behavioral, and social
functioning.
Sources of Data
 Record review
 History taking
 Behavioral Observation
 Clinical Interviews
 Collateral Interviews
 Psychological Tests
Objective Methods
 Paper-and-pencil personality tests
 Computer-administered personality tests
 Objective test of personality (multiple choice,
rating)
 Items in this format can be answered, scored,
analyzed, and interpreted quickly.
-What is objective?
-Problems of self-report data
-Reactions against objective tests
 Moving away from norms, more personalized
 Fix faking:
o Project structures on unstructured objects
so that hidden, unconscious thoughts can
be uncovered (assume that the subjects do
not know how you would interpret the
results and so they cannot fake their
responses.)
Projective Methods
 Rorschach Test- unveils hidden thought process
 Inkblots as Projective Stimuli
o Moving away from norm-referenced
(objective) tests, but over the years,
psychologists developed “norms” and
standards to interpret the results.
o Psychometric soundness is an issue
o Some considers this as structured interview
and not a test.
 Pictures as Projective Stimuli
o TAT some components may predict
important outcomes in spite of low
reliability.
 Words as projective stimuli
o Word association tests
o Sentence Completion tests
Behavioral Assessment Methods
Approaches to behavioral Assessment
 Behavioral Observation and rating scales
 Situational performance measures
 Role play
 Psychophysiological methods
 Unobtrusive measure e.g. Website Traffic log
Advantages:
 Provide behavioral baseline data
 Provide behavioral strengths and weaknesses
across a variety of situations and environmental
conditions.
Thematic Apperception Test
 Tell a story by looking at a picture
 You may expose your conscious or unconscious
ideas through your language usage
 Most clinically relevant to observe are:

 Specific cognitive functions of alertness

 Language
 Memory
 Constructional ability
 Abstract reasoning

Collateral Interview

Interviewing others aside from the client.

Behavioral Observation

 Behavioral Observation is a functional, utilitarian Why is the Patient here?

approach in that it focuses on the clearly
observable ways in which the client interacts with  Ask the patient
his/her environment.  Review the chart
 Behavioral Observation is the systematic recording  Review EMS or police reports if available
of behavior by an external observer. The systematic  Talk to ED staff
nature of behavioral observation is characterized by  Talk to family members and friends if available
detailed procedures designed to collect reliable and (Collateral interview)
valid data on client’s behavior and the factors that  Contact collateral sources: i.e., neighbors, home
control it. Behavioral observations are an records, group home
opportunity to deliver both positive and
constructive feedback.
Use of DSM System

Best to use Multiaxial system for reports.

Behavioral Observation- tangible observation

MSE- Hindi mo nakikita (Intellectual Functioning)

May 26, 2022

Mental Status Examination TOPIC Psychological Assessment in Action

The MSE is a structured assessment of the px’s behavioral

and cognitive functioning. It includes descriptions of the
Clinical Case Study
patients’
-Is an in-depth study of one person, group, or event. In a
 appearance and general behavior,
case study, nearly every aspect of the subject’s life and
 level of consciousness and attentiveness
history is analyzed to seek patterns and causes of behavior.
 motor and speech activity
Case studies can be used in a variety of fields including
 mood and affect
psychology, medicine, education, anthropology, political
 though and perception
science, and social work.
 Attitude and insight
 Reaction invoked in the examiner
 Higher cognitive abilities
-Case studies are in-depth investigations of single person,
group, event, or community. Typically, data are gathered
from a variety of sources and by using several different
methods (e.g., observation & interview)
Format of a Case Study Report
notes, test results, etc.) (supporting data for the
referral)
Personal History
A collection of information about a person’s health that
allows the person to manage and track his or her own
health information.

-Identifying data, patient information, demographic A personal opinion, quality, or thing belongs or relates to
information. one particular person rather than to other people.

What are demographics? Demographic analysis is the study

of a population-based on factors such as age, race, and
sex. Demographic data refers to socioeconomic information
expressed statistically, including employment, education,
income, marriage rates, birth and death rates, and more.
Behavioral Observation
-Behavioral observation is a functional utilitarian approach
in that it focuses on the clearly observable ways in which
the client interacts with his or her environment.

Identifying Data
Mental Status Examination
 Name, age, sex, address, and other demographic
information of the patient.  Intellectual Functioning
 Affect/Emotional responses
 Thoughts (Content and Process)
 Sensorium- orientation to Time, Place, and Person
 Judgment
 Insight

Psychological Testing

TEST ADMINITERED DATE ADMINISTERED

IQ Test

Personality Test

Self-report Inventories

Projective Tests
Reason for Referral

Referral Information

 What is the specific clinical question (reason for

referral)
 A brief summary of case details pertinent to the
referral, include relevant co-morbodities (alarm
signs or symptoms)
 Urgency (referral status or referral priority)
 Referral Type (anticipated, pending specialist’s
evaluation) (Referral Definition or Role in care
requested of the specialist)
 Pertinent Data Set (Clinical Information directly
relevant to the specific referral question (office
DIAGNOSTIC IMPRESSION

Multi-Axial Diagnostic Systems (DSM IV-TR)

Axis I: Clinical Disorders

Axis II: Personality Disorders/Mental retardation

Axis III: General Medical Conditions

Axis IV: Psychosocial and Environmental Problems

Axis V: Global Assessment of Functioning