CBSEPSYCHOLOGYHELPER

For
matf
orPsy
chol
ogyPr
act
icalFi
le
1.Psychol
ogyPr
act
icalFi
lewi
thname,
classandsect
ionandboar
drol
lno.[
Front
page]

2.I
ndex

S.
No. Par
ti
cul
ars Si
gnat
ure

1. I
ntr
oduct
ion t
o
psy
chol
ogical
test
ing

2. Raven`
s St
andar
d
Progr
essi
veMat
ri
ces

3. Maudl
ey`
sper
sonal
i
ty
I
nvent
ory

4. Adjust
mentinv
ent
oryf
or
schoolst
udent
s

5. Sinha`
scomprehensi
ve
anxiet
ytest

6. Sel
f-
ConceptQuest
ionnai
re

3.I
ntr
oduct
iont
oPsy
chol
ogi
calt
est
ing[
Headi
ngpage]

4.Psy
chol
ogi
calTest
s

Psy
chol
ogypr
act
ical
Page1
 CBSEPSYCHOLOGYHELPER

Psychologi
cal test
ingr
efers to t he administrat
ion of psychol
ogi
cal tests. A
psychologi
calt
estis"anobjecti
veandstandardizedmeasureofasampl eofbehavi
or"
.
Thet er
msampleofbehav i
or 
refer
st oanindi
vidual'
sperfor
manceont asksthathave
usuall
ybeenprescri
bedbeforehand. 

Performanceont heitemspr oducesat estscore.Ascoreonawel l-constructedtestis

beli
eved tor eflecta psy chologi
calconst ructsuch as achievementi n a school
subject,
 
abil
it
y,apt i
tude,emot ionalfunctioning,
 
personal
it
y,etc.Di f
ferences int est
scoresarethoughtt or ef
lectindivi
dualdiff
erencesintheconstr
uctthet estissupposed
to measur e.The t echnicalt erm for t he science behi
nd psy chologicaltesting
i
s psychometrics.

Ty
pesoft
est
s

Test
shavebeendev
elopedt
omeasur
emanydi
ff
erenthumandev
elopment
s.Theyar
e
cl
assi
fi
edas:

 Ont
hebasi
sofAdmi
nist
rat
ion–Gr
oupt
estandi
ndi
vi
dual
test

 Ont hebasi sofBehav i

our– Abil
i
tytests[I
ntel
l
igencetestsandachiev
ement
test
s],Personali
tyTest
s[str
uct
urespersonal
it
ytests,pr
oject
ivet
echni
quesand
behavior
al anal
ysi
s]

 Ont
hebasi
sofcont
ext–Ver
bal
test
s,non-
ver
bal
test
s,per
for
mancet
est
s

[
Def
inet
heabov
e-ment
ionedf
rom chapt
er1NCERTPsy
chol
ogyBook]

5.Fundament
alConceptofPsy
chol
ogi
calTest
ing

Pr
operpsy
chol
ogi
calt
est
ingi
sconduct
edaf
terv
igor
ousr
esear
chanddev
elopmenti
n
cont
rastt
o qui
ckweb-
based ormagazi
ne quest
ionnai
res t
hatsay"
Find outy
our
Per
sonal
i
tyCol
or,
"or"
What
'sy
ourI
nnerAge?
"Pr
operpsy
chol
ogi
calt
est
ingconsi
stsof
t
hef
oll
owi
ng:

 St
andar
dizat
ion 
-Al
lpr
ocedur
es and st
eps must be conduct
ed wi
th
consi
stencyandundert
hesameenv
ironmentt
oachi
evet
hesamet
est
ing
per
for
mancef
rom t
hosebei
ngt
est
ed.

Psy
chol
ogypr
act
ical
Page2
 CBSEPSYCHOLOGYHELPER

 Obj
ect
ivi
ty 
- Scor
ing such t
hat subj
ect
ivej
udgment
s and bi
ases ar
e
mi
nimi
zed,
wit
hresul
tsf
oreacht
estt
akerobt
ainedi
nthesameway
.

 TestNor
ms 
-Theav
eraget
estscor
ewi
thi
nal
argegr
oupofpeopl
ewher
ethe
per
for
manceofonei
ndi
vi
dualcanbecompar
edt
other
esul
tsofot
her
sby
est
abl
i
shi
ngapoi
ntofcompar
isonorf
rameofr
efer
ence.

 Rel
iabi
li
ty 
-Obt
aini
ngt
hesamer
esul
taf
termul
ti
plet
est
ing.I
tref
erst
othe
consi
stencyofscor
esobt
ainedbyt
hesameper
sonwhenr
e-exami
nedwi
th
t
hesamet
estwi
thdi
ff
erentsetofquest
ionsatanot
hert
ime.

 Val
idi
ty 
-Thet
ypeoft
estbei
ngadmi
nist
eredmustmeasur
ewhati
tisi
ntended
t
omeasur
e.

Ty
pesofVal
idi
ty

FaceVal
idi
ty

Facev
ali
dit
y i
sameasur
eofhowr
epr
esent
ati
vear
esear
chpr
ojecti
s‘atf
acev
alue,
'and
whet
heri
tappear
stobeagoodpr
oject
.

Psy
chol
ogypr
act
ical
Page3
 CBSEPSYCHOLOGYHELPER

Cont
entVal
idi
ty

Cont
entv
ali
dit
y i
stheest
imat
eofhowmuchameasur
erepr
esent
sev
erysi
ngl
eel
ement
ofaconst
ruct
.

Cr
it
eri
onVal
idi
ty

Cr
it
eri
onVal
i
dit
y assesseswhet
herat
estr
efl
ect
sacer
tai
nsetofabi
l
iti
es.
 Concur
rent v
ali
dit
y measur
es t
he t
est agai
nst a benchmar
k t
est and
hi
ghcor
rel
ati
on 
i
ndi
cat
est
hatt
het
esthasst
rongcr
it
eri
onv
ali
dit
y.
 Pr
edi
cti
vev
ali
dit
y i
sameasur
eofhowwel
lat
estpr
edi
ctsabi
l
iti
es.I
tinv
olv
est
est
ing
agr
oupofsubj
ect
sforacer
tai
nconst
ructandt
hencompar
ingt
hem wi
thr
esul
ts
obt
ainedatsomepoi
nti
nthef
utur
e.

Const
ructVal
idi
ty

Const
ructv
ali
dit
y def
ineshow wel
lat
estorex
per
imentmeasur
esupt
oit
scl
aims.A
t
estdesi
gnedt
omeasur
edepr
essi
onmustonl
ymeasur
ethatpar
ti
cul
arconst
ruct
,not
cl
osel
yrel
atedi
deal
ssuchasanxi
etyorst
ress.

6.Appl
icat
ionofPsy
chol
ogi
calt
est
ing

a.Det
ect
ionofspeci
fi
cBehav
ior
Psy
chol
ogi
cal
testi
susedt
omeasur
eandt
odet
ectt
heabi
l
iti
esofaper
son.
b.I
ndi
vi
dualDi
ff
erences
Apsy
chol
ogi
cal
testi
susedt
omeasur
ethei
ndi
vi
dual
dif
fer
ences,
thati
sdi
ff
erent
bet
weenabi
l
iti
esofdi
ff
erentper
sonsandt
heper
for
manceoft
hesameper
sonat
di
ff
erentt
ime.
c.Todi
agnosebyt
hePsy
chol
ogi
calTest
Thepsy
chol
ogi
cal
test
sar
eusual
l
yusedi
ncl
i
nical
psy
chol
ogy
.Incl
i
nical
psy
chol
ogya
t
est
'sf
unct
ioni
stodi
agnosement
aldi
sor
der
s.Sot
est
sar
eusedi
nment
alhospi
tal
s
andcoachi
ngandgui
dancecent
ersf
ort
heassessmentanddi
agnoseofment
al

Psy
chol
ogypr
act
ical
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 CBSEPSYCHOLOGYHELPER

di
sor
der
s.
d.LegalCl
assi
fi
cat
ion
Apsy
chol
ogi
cal
testhel
psi
ncl
assi
fyi
nganumberofpeopl
eint
odi
ff
erentcat
egor
ies
Forexampl
enor
mal
andabnor
mal
,cr
imi
nal
andi
nnocent
,int
ell
ect
ual
andment
al
r
etar
ded,
abl
eanddi
sabl
eet
c.
e.Pr
omot
ingSel
fUnder
standi
ng
Apsy
chol
ogi
cal
testpr
ovi
dest
andar
dizedi
nfor
mat
ionaboutt
heabi
l
iti
es,
capabi
l
iti
es,
apt
it
udes,
pot
ent
ial
compet
enci
esi
nter
est
,tr
aitandst
atesofaper
sonwhi
chhel
psi
n
under
standi
ngone'
sper
sonal
i
tyandpl
anni
ngf
utur
epr
ospect
ive.
f
.Pr
ogr
am Ev
aluat
ion
Ef
fect
ivenessofapar
ti
cul
arpr
ogr
am i
sassessedbyt
heappl
i
cat
ionsofsomeki
ndof
t
est
.Thi
sfunct
ioni
susual
l
yper
for
medbyanachi
evementt
est
.
g.Sci
ent
if
icI
nqui
ryorResear
ch
Someexper
tsuset
est
sforr
esear
chpur
posewhi
chpr
ovi
dei
nfor
mat
ionaboutt
he
ment
all
evel
andper
sonal
i
tyoft
hesubj
ect
.
h.Mi
li
tar
ySel
ect
ion
Acl
osel
yrel
atedappl
i
cat
ionofpsy
chol
ogi
cal
test
ingi
stobef
oundi
nthesel
ect
ionand
cl
assi
fi
cat
ionofmi
l
itar
yper
sonal
.Fr
om si
mpl
ebegi
nni
ngsi
ntheWor
ldWar
-I
,thescope
andv
ari
etyofpsy
chol
ogi
cal
test
sempl
oyedi
nmi
l
itar
ysi
tuat
ionsunder
wenta
phenomenal
incr
easedur
ingWor
ldWar
-I
I.Subsequent
lyr
esear
chont
estdev
elopment
hasbeencont
aini
ngonal
argescal
einal
lbr
andsoft
henor
medser
vices.
i
.Indust
ry
I
nindust
ryandbusi
nesst
est
sar
ehel
pful
insel
ect
ionandcl
assi
fyi
ngper
sonal
for
pl
acementi
njobst
hatr
angef
rom t
hesi
mpl
ersemi
ski
l
ledt
othehi
ghl
yski
l
led,
from t
he
sel
ect
ionoff
il
li
ngcl
erksandsal
es-
per
sont
otopmanagementf
oranyoft
heseposi
ti
on,
howev
ert
estr
esul
tsar
eonl
yonesour
ceofi
nfor
mat
ion,
thoughani
mpor
tantone.
I
ndust
ri
alandOr
gani
zat
ional
Psy
chol
ogy(
alsoknownasI
-Opsy
chol
ogy
,indust
ri
al-
or
gani
zat
ional
psy
chol
ogy
,wor
kpsy
chol
ogy
,or
gani
zat
ional
psy
chol
ogy
,wor
kand
or
gani
zat
ional
psy
chol
ogy
,indust
ri
alpsy
chol
ogy
,occupat
ional
psy
chol
ogy
,per
sonnel
psy
chol
ogyort
alentassessment
)appl
i
espsy
chol
ogyt
oor
gani
zat
ionsandt
he
wor
kpl
ace.

Psy
chol
ogypr
act
ical
Page5
 CBSEPSYCHOLOGYHELPER

Commonr
esear
chandpr
act
icear
easf
orI
-Opsy
chol
ogi
stsi
ncl
ude:

 Jobper
for
mance
 Jobanal
ysi
s
 Per
sonnel
recr
uit
mentandsel
ect
ion
 Per
for
manceappr
aisal
/management
 I
ndi
vi
dualassessment(
knowl
edge,ski
l
ls,andabi
l
ityt
est
ing,per
sonal
i
tyassessment
,
wor ksampl et est s,assessmentcent er s)
 Psy chomet ri
cs
 Compensat ion
 Trainingandt rainingev al
uation/Devel
opment
 Empl oy mentl aw
 Wor kmot ivation
 Job at ti
tudes ( e.g.,j ob sat i
sfacti
on,commi t
ment ,organizationalcit
izenship,and
retali
ation)
 Humanr esour ces
 Organi zational dev el opment( OD)
 Organi zational resear chmet hods
 Technol ogyint hewor kplace
 Group/ team per f
or mance
 Empl oysaf etyandheal th
Essent iall
y,indust ri
al psy chologistsstudythebehav iorofempl oyeesinawor kset ti
ng.
Althoughi ndust rialpsy chologydi dn'
tbeginunt i
lthe1920's,thediscipl
inehasev olved
rapidlyandr ev olutioni zedt hewor kpl
acewi thinthelastcentury.Becausethewor kpl ace
i
sasoci alsy stem, theappl i
cationofindustrialpsychologyi
susef ul i
nunderstandingi t
s
compl exi t
y .

j
.Educat i
on
Psychologicaltestsespeci
all
ythoseofgener alint
ell
i
genceandofspecif
icaptit
udes
haveveryext ensiv
eusei neducationalclassif
icati
on,sel
ecti
onandpl
anningfrom the
1stgrade(andsomet imesearli
er)throught heuniver
sity
.Pri
ortoWorl
dWar -
IIschools
andcollegeswer et hel
argestusersofpsy chologicalt
ests.

7.Pi
oneer
sofPsy
chol
ogy

Moder
n ment
alt
est
ing began i
n Fr
ance i
nthe 19t
h cent
ury
.Itcont
ri
but
ed t
o
separ
ati
ng 
ment
alr
etar
dat
ion 
fr
omment
ali
l
lness 
andr
educi
ngt
henegl
ect
,tor
tur
e,and
r
idi
cul
eheapedonbot
hgr
oups.

Engl
i
shman 
Franci
sGal
ton 
coi
nedt
het
erms 
psy
chomet
ri
csanddev
elopedamet
hod
f
ormeasur
ingi
ntel
l
igencebasedonnonv
erbalsensor
y-mot
ort
est
s.I
twasi
nit
ial
l
y

Psy
chol
ogypr
act
ical
Page6
 CBSEPSYCHOLOGYHELPER

popul
ar,
butwasabandonedaf
tert
hedi
scov
eryt
hati
thadnor
elat
ionshi
ptoout
comes
suchascol
l
egegr
ades.
Frenchpsy
chol
ogi
st 
Alf
redBi
net
,toget
herwi
thpsy
chol
ogi
sts
Vi
ctorHenr
iand 
Théodor
eSi
mon,af
terabout15 y
ear
sofdev
elopment
,publ
i
shed
t
he 
Binet
-Si
mont
est
 i
n1905,whi
chf
ocusedonv
erbalabi
l
iti
es.I
twasi
ntendedt
o
i
dent
if
y ment
alr
etar
dat
ion i
n schoolchi
l
dren.
Wil
hel
m Wundt
est
abl
i
shed t
he f
ir
st
l
abor
ator
yinLei
pzi
gofpsy
chol
ogyi
n1879andempl
oyedi
ntr
ospect
ionasamet
hodof
st
udy
ingt
hewor
kingsoft
hemi
nd.

Wi
ll
iam James
Psy
chol
ogi
stand phi
l
osopherWi
l
li
am Jamesi
sof
tenr
efer
red t
o ast
hef
atherof
Amer
icanpsy
chol
ogy
.Hi
s1200-
paget
ext
,ThePr
  inci
plesofPsy
chol
ogy
,becamea
cl
assi
cont
hesubj
ectandhi
steachi
ngsandwr
it
ingshel
pedest
abl
i
shpsy
chol
ogyasa
sci
ence.Jamesal
socont
ri
but
edt
o f
unct
ional
i
sm,pr
agmat
ism andi
nfl
uencedmany
st
udent
sofpsy
chol
ogydur
inghi
s35-
yeart
eachi
ngcar
eer
.
8.
Var
iousdef
ini
ti
ons:
 Per
cent
il
e Rank– An i
ndi
vi
dual̀s per
cent
il
erankon a t
estdesi
gnat
es t
he
per
cent
ageofcasesorscor
esl
yi
ngbel
ow i
t.Fore.
g.Per
cent
il
e20meanst
he
i
ndi
vi
dual
issi
tuat
edabov
e20%oft
hegr
oupf
all
bel
owt
hisper
son`
srank.
 Per
cent
age–Ar
ate,
numberoramounti
neachhundr
ed.Anypr
opor
ti
onorshar
e
i
nrel
ati
ont
oawhol
e.
 St
ani
nescor
es–Accor
dingt
othi
smet
hodt
hest
andar
dpopul
ati
oni
sdi
vi
ded
i
nto9gr
oups.St
ani
ne1i
sthel
owestandst
ani
ne9i
sthehi
ghest
.
 St
enScor
es–st
andar
dscor
esonascal
eoft
en.
 St
andr
ardscor
es– I
tdesi
gnat
est
hei
ndi
vi
dual̀sposi
ti
onwi
thr
espectt
othe
t
otalr
angeanddi
str
ibut
ionofscor
es.Thest
andar
dscor
eindi
cat
es,i
nter
msof
st
andar
ddev
iat
ionhow f
arapar
ti
cul
arscor
eisr
emov
edf
rom t
hemeanoft
he
di
str
ibut
ion.
 Di
ff
erencebet
weent
estandexper
iment

Test Exper
iment
I
tisst
andar
dizedi
nst
rumentusedt
o Ther
esear
chert
ri
est
omani
pul
atet
he

Psy
chol
ogypr
act
ical
Page7
 CBSEPSYCHOLOGYHELPER

measur
e i
ntel
l
ect
ual and non- si
tuat
ion and t
ri
es t
o pr
ove or
i
ntel
l
ect
ual char
act
eri
sti
cs of an di
sappr
oveahy
pot
hesi
s
i
ndi
vi
dualt
hroughv
erbalornon-
ver
bal
measur
es
I
tev
aluat
es cer
tai
n at
tri
but
es ofan I
t det
ermi
nes cause and ef
fect
i
ndi
vi
dual
. r
elat
ionshi
pbet
weenv
ari
abl
es.
I
tdoesnothav
eahy
pot
hesi
s I
thasahy
pot
hesi
s.
I
tisst
andar
dizedandhasnor
ms. I
tdoesnothav
enor
msandi
smeant
f
orv
eri
fi
cat
ionofv
ari
ouspr
inci
ples.

Raven`
s
St
andard
Psy
chol
ogypr
act
ical
Page8
 CBSEPSYCHOLOGYHELPER

Pr
ogr
essi
ve
Mat
ri
ces

Rav
en`
sSt
andar
dPr
ogr
essi
veMat
ri
ces[
RSPM]

Aim:Tomeasureeducati
vecomponentof‘
g’asdefi
nedi
nSpear
man`
sTwof
act
or
theor
yusi
ngRav
en`
sSt andar
dPr
ogressi
veMat
ri
ces.

Basi
cConcept
:

Dif
fer
encesint hefuncti
oni
ngoftwoi
ndi
vi
duals,dul
lvsbr
ight
,qui
ckv ssl
ow,adapt
ive
vsnon-adapt
iveetc.canbeatt
ri
but
edt
oint
ell
i
gence.Butwhati
sint
ell
i
gence?

Manydef
ini
ti
onshav
ebeengi
ven:

 Abi
l
ityt
oadj
ust

 Abi
l
ityt
olear
n

 Abi
l
ityt
ocar
ryoutabst
ractt
hinki
ng

Accor
ding to oxf
ord di
cti
onar
y,i
ntel
l
igence i
sthe abi
l
ity ofper
cei
vi
ng,l
ear
ning,
under
standi
ngandknowing.

Al
fr
edBi
netwasoneoft
hef
ir
stpsy
chol
ogi
stst
odef
inei
ntel
l
igenceast
heabi
l
ityt
o

Psy
chol
ogypr
act
ical
Page9
 CBSEPSYCHOLOGYHELPER

j
udgewel
l
,reasonwel
landunder
standwel
l
.“I
tseemst
oust
hati
nint
ell
i
gencet
her
eisa
fundamentalf
acult
y,theal
terat
ionort helackofwhi
ch,i
softheutmostimport
anceforpr
actical
l
ife.Thi
sfacul
tyisjudgment,otherwisecall
edgoodsense,
pract
icalsense,
ini
ti
ati
ve,t
hefaculty
ofadapti
ngone’sselftoci
rcumst ances.
”

Wechsl
erdefined i
tas t
he gl
obalcapaci
ty ofan i
ndi
vi
dualt
othi
nk r
ati
onal
l
y and act
pur
posef
ull
y.

Thor
ndi
kehadsuggest
edt
hreet
ypesofi
ntel
l
igence:

 Abst
ractint
ell
igence – abi
l
ityt
o dealwi
th sy
mbol
s,wor
ds,f
ormul
as and
numbers

 Soci
alint
ell
igence–abi
l
ityt
odealef
fect
ivel
ywi
thpeopl
eandcapaci
tyt
obehav
e
i
nsocialsi
tuati
ons.

 Concret
e/mechani
cali
ntel
l
igence–abi
l
ityt
odealef
fect
ivel
ywi
thmachi
nesand
equi
pments.

Charl
es Spearman proposed t
wo-fact
ort heor
y ofintell
i
gence.Accordi
ng tot hi
s,
i
ntel
li
genceconsist
edofgeneralfactorandspecifi
cfactorbasedonfactoranalysi
s.
The`G`factorconsi
stsofment alf
unctionsthatarepri
mar y
.Inaddit
ion,i
ndi
viduals
havespeci
fi
cfactor
stoo.

Loui
sThur st
onepr oposed t
hetheoryofpr
imar
yment
alabi
l
iti
eswhi
chst
aest
hat
i
ntel
l
igenceconsi
stsof7pr i
maryabi
li
ti
es,
whi
char
e:

 Ver
bal
compr
ehensi
on

 Spat
ial
rel
ati
ons

 Numer
icabi
l
iti
es

 Per
cept
ual
speed

 Wor
dfl
uency

 Memor
y

 I
nduct
iver
easoni
ng

Harv
ardpr of
essorHowar dGardnerhasidenti
fi
edeightdif
ferenttypesofint
ell
igences
t
hateachi ndi
vi
dualhast hecapacit
ytopossess.Thei deaofmul t
ipl
eint
ell
i
gencesi s
i
mportant because it all
ows for educator
st oi denti
fy diff
eri
ng str
engths and
weaknessesinstudent
sandalsocont r
adi
ctstheideathati
ntell
i
gencecanbemeasur ed

Psy
chol
ogypr
act
ical
Page10
 CBSEPSYCHOLOGYHELPER

t
hroughI
Q.

Vi
sual
/Spati
al-I
nvol
vesvi
sualpercepti
onoftheenv
ironment
,theabi
l
ityt
ocr
eat
eand
mani
pulat
ementali
mages,andtheorient
ati
onoft
hebodyinspace.

Verbal
/Lingui
sti
c-I nv
olv
esr
eadi
ng,wr
it
ing,speaki
ng,andconv
ersi
ngi
none'
sownor
for
eignlanguages.

Logical/Mathemat
ical-I
nvol
vesnumberandcomputi
ngski
l
ls,
recogni
zingpat
ternsand
rel
ationshi
ps,ti
mel
inessandorder,andt
heabil
i
tytosol
vedif
fer
entkindsofproblems
thr
oughl ogi
c.

Bodi
ly/
Kinesthet
ic-I
nvol
vesphysi
calcoordinat
ionanddexteri
ty,usi
ngfi
neandgr
oss
motorski
ll
s,andexpr
essi
ngonesel
forlear
ningthroughphy
sicalacti
vi
ti
es.

Musical-I
nvol
vesunder
standi
ngandexpressi
ngoneselft
hroughmusi
candr
hyt
hmi
c
movementsordance,
orcomposing,
play
ing,
orconduct
ingmusic.

Int
erpersonal-I
nvol
vesunderst
andinghowt
ocommuni
cat
ewi
thandunder
standot
her
peopleandhowt oworkcol
laborat
ivel
y.

Int
rapersonal-I
nvolv
esunderst
andi
ngone'
sinnerworl
dofemot i
onsandt
hought
s,and
growingintheabil
i
tytocont
rolt
hem andwor
kwi t
hthem consci
ousl
y.

Nat
ural
ist-Invol
v esunder
standi
ngt henat
uralwor
ldofplantsandanimal
s,not
ici
ng
t
hei
rcharact
erist
ics,andcategor
izi
ngthem;i
tgener
all
yinv
olveskeenobser
vat
ionand
t
heabil
i
tytoclassifyot
hert
hingsaswell.

AssessmentofI
ntel
li
gence

Standar dized 
intel
li
gence t esting has been cal l
ed one of psy chology
's gr eatest
successes.I tiscertainlyoneoft hef i
eld'smostper sistentandwi delyusedinvent i
ons.
SinceAl f
redBi netfir
stusedast andar dizedtestto identi
fylearning-i
mpairedPar isian
children i
nt heear ly1900s,i thasbecomeoneoft hepr i
mar yt ool
sf ori denti
fying
childrenwi thment alretardationandl earningdisabili
ties.I
thashel pedt heU.S.mi li
tary
placei t
snewr ecruit
si npositionst hatsui tthei
rski
llsandabi l
it
ies. 
In 1908,Al fr
ed Binetgav et heconceptofMent alAge[ MA]whi ch isa subj ect `
s
i
nt ell
ectualdev el
opmentwi thr espectt oot hersofhis/heragegr oup.Chr onologicalAge
[CA]ist hebiologicalage.

I
Q=MAX100

CA

Hi
stor
yanddescr
ipt
ion

Psy
chol
ogypr
act
ical
Page11
 CBSEPSYCHOLOGYHELPER

I
ti sthemostcommonandpopul artestadmi nist
eredt ogroupsrangi
ngf r
om 5-year-
oldstotheelderl
y.I
tismadeof60  mul ti
plechoi cei
tems,list
edi nor
derofdiff
icult
y
that’
swhyit
`scall
edprogressi
ve. Theoriginalform ofthemat r
iceswasfi
rstpubl
ished
i
n1938.  
Thi
stestmeasuresabstracti
ntell
igenceofani ndi
vi
dual

Thet est
sweredev el
opedforresearchpurposes.Becauseoft hei
rindependenceof
l
anguageandr eadingandwri
ti
ngski l
l
s,andthesimpli
cit
yofthei
ruseandi nt
erpret
ati
on,
theyquickl
yfoundwi despr
eadpr acti
calappl
icat
ion.Forexample,allentr
antstothe
Brit
isharmedforcesfr
om 1942onwar dstookatwenty-
minutever
sionoftheSPM.

Rel
iabi
li
ty

Overfort
ystudiesdeali
ngwitht
her el
iabi
l
ityoft
heSPM hav ebeenrepor
tedi
nthe
l
it
erat
ure.Theycoverv erywi
derange,manycult
uralgroupsandcl
ini
calaswel
las
normalpopul
ati
on.Result
shav
ebeensummedupi nthetable1.
1

AgeRange[
year
s] SPM Retest MHVRet est Corr
elat
ion
Rel
iabi
li
ty Rel
iabi
li
ty bet
weenSPM and
MHVScor es

13+-
1 .
88 .
87 .
57

Under30 .
93 .
97 .
60

30-
39 .
88 .
91 .
51

40-
49 .
87 .
98 .
45

50andabov
e .
83 .
90 .
44

 MHV – MillHi
llVocabul
aryScale– companionmeasur
etoSPM andasses
ver
bal
reasoni
ngabil
it
yinthegener
alpopul
ati
on.

Val
idi
ty

The concurrentand predict

ivev al
i
diti
es ofSPM v ar
ywitht he age,sex and the
homogenei t
yoft hesampleandt heconceptualr
elevanceofthecri
teri
ont owhichthe
SPM wi l
lberelat
edandthequalit
yofi t
sassessment.ForEngli
shspeakingchil
drenand
adolescent
s,reli
abl
ecorrel
ati
onofSPM wi ththeBinetandWechslerScalesrangefr
om
.54t o.86.SomeAmer i
canstudieswiththeadul
tshav eyi
eldedveryhighcorrel
ati
ons
betweenSPM andWAI Sscores.

Pr
eli
minar
ies

Psy
chol
ogypr
act
ical
Page12
 CBSEPSYCHOLOGYHELPER

Name:

Age:

Gender
:

Cl
ass:

Pl
aceofconduct
ion:
Psy
chol
ogyLab

Ti
me:

Mat
eri
alsRequi
red

SPM bookl
et,
responsesheet
,SPM manual
,pen/
penci
l

Pr
ecaut
ions

1.Opt
imal
condi
ti
onsf
ort
est
ingwer
eensur
edbef
oret
het
estbegun

2.Ti
meofst
artandf
ini
shwer
enot
ed

3.I
ft hesubjectgotst
uckonaquest
ion,t
hent
heyshoul
d mov
etot
henext
quest
ion.

4.Thet
est
ershoul
densur
ethatnoquest
ioni
slef
tunanswer
ed

Rappor
tFor
mat
ion

Rapportwasestabl
ishedbetweenthesubj
ectandthetester,pr
iort
ot hetestsothat
he/shecouldf
eelcomf or
tabl
eandatease.Insuchastate,she/heshouldanswerthe
questi
onsinacalm mannerandanydoubt
sshouldbecl
earedbeforestart
ingt
hetest
.

I
nst
ruct
ions

Thef
oll
owi
ngi
nst
ruct
ionswer
egi
ven:

1.Thisisatestwhi
chconsi
stsofabookl
etcont
aini
ng5set
s,eachsethas12i
tems
thatsumsuptobe60it
emsintotal
.

2.Thedi
ff
icul
tyl
evel
oft
het
esti
ncr
easespr
ogr
essi
vel
y.

3.At
temptal
lthei
tems.

4.Chooset
hecor
recti
tem t
haty
out
hinki
sther
ightanswerandwr
it
eitont
her
esponse
sheet
.

5.I
fyouhav
eanydoubt
,thencl
ari
fyi
tri
ghtnow.

Psy
chol
ogypr
act
ical
Page13
 CBSEPSYCHOLOGYHELPER

6.Ther
eisnot
imel
i
mitbutt
ryt
ofi
nishassoonaspossi
ble.

TestAdmi
nist
rat
ion

Aft
ertheinst
ructi
onsweregi
ven,t
hesubj
ectwasaskedt of
il
linthenecessar
ydet
ail
s.
Thetest
erensuredthatt
hei
nstr
uct
ionswer
eclearandunder
stood.

I
ntr
ospect
iver
epor
t/Ver
balRepor
t

Thesubjectwrote“Thefi
rstthr
eeset
swerequi t
eeasybutgr
adual
l
yit
emsbecame
di
ff
icultandrequir
edhighlev
elonconcent
rat
ion.Towar
dstheendIdidn’
tfeell
i
ke
completi
ngthetest
.”

[
Youcanwr
it
ethei
ntr
ospect
iver
epor
tgi
venbyy
oursubj
ect
]

Scor
ing

Thetot
alno.ofprobl
emssol vedcorrectl
ywerescor
edwhichwascal cul
atedwi t
hthe
hel
poftheanswerkey.Thereaft
er,asingl
escor
eisobtai
nedbyaddingthetotalscor
es
ofthefi
vecolumns.Theper centi
l
escor eandgradecorr
espondi
ngt othi
sar enoted
downfr
om themanualforanalysi
s.

Discr
epancyscor
e–Thedi f
ferencebetweenthescoreapersonobtainsoneachset
andthatnormall
yexpect
edforhistot
alscoreiscal
ledthediscr
epancyscor
eshown
numerical
l
yas:

Set
s Set-A Set-B Set-C Set-D Set-E

Act
ualScor
e

Expect
edScor
e

Di
scr
epancy
Scor
e

Tot
alscor
e:

Per
cent
il
e:

Gr
ade:

I
nter
pret
ati
on

Theaim ofadministr
atingtheSPM wast oaccessthel evelofment
alabil
it
yofthe
subj
ect.SPM i
sat estofper son`
scapabi
l
iti
esofabst
ractreasoni
ngattheti
meofthe
test
.Thisisdonebypr ovi
dingf i
gur
es/
patt
ernsandmeasuringtheabi
li
tytofi
gur
eout

Psy
chol
ogypr
act
ical
Page14
 CBSEPSYCHOLOGYHELPER

pat
ter
nsbet
weent
hem.

Thesubj
ect
`sr
aw scor
ewas_
___
___whi
chcor
respondst
o__
__per
cent
il
eandgr
ade
___
__.

Concl
usi
on[
ForGr
ade–1]
t
h
Thesubject`
sscoreshowst
hatheisInt
ell
ect
ual
lySuperi
orashi
sscoreli
esat95
percent
il
ef orpeopl
e ofhi
s age gr
oup.This shows t
hathe has t
he f
oll
owi
ng
charact
eri
sti
cs:

 super
iorabi
l
iti
est
oreason,
gener
ali
zeorpr
obl
em sol
ve,
highi
ntel
l
igence 

 l
ear
nsnewt
hingsr
api
dly

 v
eryper
cept
ive,
goodsenseofobser
vat
ion

 wi
der
angeofi
nter
est
s,ov
erwhel
medbymanyi
nter
est
sandabi
l
iti
es

 l
ongat
tent
ionspan,
sust
ainsconcent
rat
ionont
opi
csofi
nter
est
,per
sist
ent
 

OR[
ForGr
ade–2]

Thesubject
`sscoreshowst hathehasAbov e-
AverageI
ntel
lect
ualCapaci
tyashi
sscor
e
t
h th
l
iesbetween90 Per centil
e-75 per cent
il
ef orpeopl
eofhi sagegroup.Thi
sshows
thathehasthefoll
owingcharacterist
ics:

 Easi
l
yrecogni
zespat
ter
ns

 Ver
ygoodmemor
y.

 Adv
ancedr
easoni
ngski
l
ls

 Mor
ecur
ioust
hanmostst
udent
s.Asksal
otofquest
ions

OR[
ForGr
ade–3]

Thesubj
ect`sscoreshowst hathehasAv erageInt
ell
ect
ualcapacit
yashisscoreli
es
t
h th
bet
ween25 Per cent
ile-
75 per cent
il
eforpeopleofhisagegroup.Thi
sshowsthathe
hasthef
oll
owingcharacter
istics:

  
makej
udgment
sandf
orm opi
nionsaut
onomousl
y

 bet
terabl
etoconst
ructandhandl
eabst
ract
ions

 Theyusual
l
yrespondandr
elat
ewel
ltopar
ent
s,t
eacher
s,andot
heradul
ts.
 

Psy
chol
ogypr
act
ical
Page15
 CBSEPSYCHOLOGYHELPER

 Theyexhi
bitani
ntr
insi
cmot
ivat
iont
olear
n

Ref
erences

1.NCERTPsy
chol
ogyText
book

2.SPM Manual
,Aut
hor–J.
C.Rav
en

3.Bar
onRA2001/
Indi
anRepr
intPsy
ch

4.Mi
chael
Egan,
Mer
cur
y'
sWeb:
SomeRef
lect
ionsonFol
l
owi
ngNat
ureacr
ossTi
me
andPl
ace

St
andar
d

Pr
ogr
essi
veMat
ri
ces

Set
sA,
B,C,
D,E

Name: Dat
e:

Pl
ace: Cl
ass:

Age: Gender
:

TestBegun: Test
ended:

It
em A It
em B It
em C It
em D It
em E
no. no. no. no. no.

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

6 6 6 6 6

7 7 7 7 7

Psy
chol
ogypr
act
ical
Page16
 CBSEPSYCHOLOGYHELPER

8 8 8 8 8

9 9 9 9 9

10 10 10 10 10

11 11 11 11 11

12 12 12 12 12

Tot
al Tot
al Tot
al Tot
al Tot
al

Ti
me Tot
alScor
e Gr
ade

Test
edby
:__
___
___
___
___
___
___
___
___
_

St
andar
dPr
ogr
essi
veMat
ri
ces

Cor
rectAnswer
s

I
tem No. A B C D E

1 4 2 8 3 7

2 5 6 2 4 6

3 1 1 3 3 8

4 2 2 8 7 2

Psy
chol
ogypr
act
ical
Page17
 CBSEPSYCHOLOGYHELPER

5 6 1 7 8 1

6 3 3 4 6 5

7 6 5 5 5 1

8 2 6 1 4 6

9 1 4 7 1 3

10 3 3 6 2 2

11 4 4 1 5 4

12 5 5 2 6 5

Per
cent
il
eNor
ms

Per
cent
il
e Age13-
25y
ear
s

95 55

90 54

75 49

50 44

25 37

10 30

5 25

I
nter
pret
ati
onofResul
tsf
orRPM

Grade1–Intell
ect
ual
lySuper
ior–I
fthescor
eli
esatorabov
ethe95th per
cent
il
efor
peopl
eofhi
s/heragegroup

Gr
ade2–Abov eav
eragei
ntel
l
ect
ualcapaci
ty–I
fthescor
eli
esatorabov
ethe75tht
o
t
h
90 per
cent
il
e.

Grade3–I ntel
lect
ualaver
age–Ifthescor
eli
esbet
weenthe25th per
centieand75th
l
percent
il
e,i
fthescoreisgreat
ert
hanthemedi
anand3-,i
fthescor eislessthant
he

Psy
chol
ogypr
act
ical
Page18
 CBSEPSYCHOLOGYHELPER

medi
an.

Grade4–Bel ow av
erageint
ell
ectualcapaci
ty–I fthescorel
i
esatorabov
ethe25th
percent
il
e4-
,i
fthescorel
iesatorbelowthe10thpercent
il
e.

Maudl ey
`s
Personal
ity
I
nventory

Psy
chol
ogypr
act
ical
Page19
 CBSEPSYCHOLOGYHELPER

Maudl
ey`
sPer
sonal
it
yInv
ent
ory

Ai
m: To assess t he int
rov
ersi
on-
extr
aver
sion, emot
ional st
abi
l
ity
-neur
oti
ci
sm
di
mensi
onsofper
sonali
tyoft
hesubj
ectusi
ngMPI .

Basi
cConcept
:

Accor
dingt
oAl l
por
t,personal
i
tyi
sthedy
nami
cor
gani
zat
ionswi
thi
nthei
ndi
vi
dualt
hat
det
erminei
tsbehav
iour.

Theor
iesofPer
sonal
it
y

 Behav
ior
alTheor
ies

Behav
ior
alt
heor
iessuggestt
hatper
sonal
i
tyi
sar
esul
tofi
nter
act
ionbet
weent
he
i
ndi
vi
dualandt
heenv
ironment
.Behav
ior
alt
heor
ist
sst
udyobser
vabl
eandmeasur
abl
e
behav
ior
s,r
eject
ingt
heor
iest
hatt
akei
nter
nalt
hought
sandf
eel
i
ngsi
nto account
.
Behav
ior
alt
heor
ist
sincl
ude 
B.F.Ski
nner
 and 
JohnB.Wat
son.

 Psy
chody
nami
ctheor
ies
Psy
chody
nami
ctheor
iesi
ncl
udeSi
gmundFr
eud'
s 
psy
chosexualst
aget
heor
yandEr
ik
Er
ikson'
s 
stagesofpsy
chosoci
aldev
elopment
.Psy
chody
nami
ctheor
iesofper
sonal
i
ty
ar
eheav
il
yinf
luencedbyt
hewor
kof
 Si
gmundFr
eud,andemphasi
zet
hei
nfl
uenceof
t
heunconsci
ousmi
ndandchi
l
dhoodexper
iencesonper
sonal
i
ty.
 St
ruct
ureofPer
sonal
it
y
Accor
dingt
oFr
eud,per
sonal
i
tyi
sdi
vi
dedi
nthr
eepar
ts–I
d,egoandsuper
-ego.I
d
oper
atesont
hepl
easur
epr
inci
ple,whi
l
eegowor
ksonr
eal
i
typr
inci
pleandsuper
-ego
wor
ksont
hemor
ali
typr
inci
ple.
 Di
vi
sionofmi
nd
Themi
ndi
sdi
vi
dedi
ntot
hreepar
ts-consci
ous,
pre-
consci
ousandunconsci
ous.
 Psy
chosexualst
ages

Psy
chol
ogypr
act
ical
Page20
 CBSEPSYCHOLOGYHELPER

Er
iksonbel
i
evedt
hatper
sonal
i
typr
ogr
essedt
hroughaser
iesofst
ages,wi
thcer
tai
n
conf
li
ctsar
isi
ngateachst
age.Successi
nanyst
agedependeduponsuccessf
ull
y
ov
ercomi
ngt
heseconf
li
cts.

 Post
/neoFr
eudi
anAppr
oach

The 
Neo-
Freudi
an 
psy
chi
atr
ist
s and 
psy
chol
ogi
sts 
wer
e a gr
oup of l
oosel
yli
nked
Amer
icant
heor
ist
soft
hemi
d-t
went
iet
hcent
ury
,whower
eal
linf
luencedby
 Si
gmund
Fr
eud,
butwhoext
endedhi
stheor
ies,
oft
eni
nsoci
alorcul
tur
aldi
rect
ions.
 

 Car
lJung

HewasaSwi
sspsy
chi
atr
ist
 andpsy
chot
her
api
st 
whof
ounded 
anal
yti
cal
psy
chol
ogy
.
Thecent
ral
conceptofanal
yti
cal
psy
chol
ogyi
sindi
vi
duat
ion—t
hepsy
chol
ogi
cal
process
ofi
ntegr
ati
ngt
heopposi
tes,
incl
udi
ngt
heconsci
ouswi
tht
heunconsci
ous,
whi
l
est
il
l

Psy
chol
ogypr
act
ical
Page21
 CBSEPSYCHOLOGYHELPER

mai
ntai
ningt
hei
rrel
ati
veaut
onomy
.Jungconsi
der
edi
ndi
vi
duat
iont
obet
hecent
ral
pr
ocessofhumandev
elopment
.

Jungcr
eat
edsomeoft
hebestknownpsy
chol
ogi
cal
concept
s,i
ncl
udi
ngt
hear
chet
ype,
t
he 
col
l
ect
iveunconsci
ous,
the 
compl
ex,
and 
ext
rav
ersi
onandi
ntr
over
sion.

 Al
fr
edAdl
er

Hi
semphasi
sont
hei
mpor
tanceoff
eel
i
ngsofi
nfer
ior
it
y—t
he 
i
nfer
ior
it
ycompl
ex—i
s
r
ecogni
zed as an i
sol
ati
ng el
ement whi
ch pl
ays a key r
ole i
n per
sonal
i
ty
dev
elopment
. 
Alf
redAdl
erconsi
der
edhumanbei
ngsasani
ndi
vi
dualwhol
e;t
her
efor
e
hecal
l
edhi
spsy
chol
ogy"
Indi
vi
dual
Psy
chol
ogy
".

 Kar
enHor
ney

ShewasaGer
manpsy
choanal
ystwhopr
act
icedi
ntheUni
tedSt
atesdur
ingherl
ater
car
eer
.Hert
heor
iesquest
ionedsomet
radi
ti
onalFr
eudi
an 
vi
ews.Thi
swaspar
ti
cul
arl
y
t
rueofhert
heor
iesofsexual
i
tyandoft
hei
nst
inctor
ient
ati
onofpsy
choanal
ysi
s.Shei
s
cr
edi
tedwi
thf
oundi
ngf
emi
nistpsy
chol
ogy
 i
nresponset
oFr
eud'
stheor
yofpeni
senv
y.
Shedi
sagr
eedwi
thFr
eudabouti
nher
entdi
ff
erencesi
nthepsy
chol
ogyofmenand
women,
andshet
racedsuchdi
ff
erencest
osoci
etyandcul
tur
erat
hert
hanbi
ology
.

 Humani
stTheor
ies

Humani
stt
heor
iesemphasi
zet
hei
mpor
tanceoff
reewi
l
landi
ndi
vi
dualexper
iencei
n
t
hedev
elopmentofper
sonal
i
ty.Humani
stt
heor
ist
semphasi
zedt
heconceptofsel
f-
act
ual
i
zat
ion,whi
chi
sani
nnat
eneedf
orper
sonalgr
owt
hthatmot
ivat
esbehav
ior
.
Humani
stt
heor
ist
sincl
ude 
Car
lRoger
s and 
Abr
aham Masl
ow.

 Tr
aitTheor
ies

The 
tr
aitt
heor
y appr
oachi
soneoft
hel
argestar
easwi
thi
nper
sonal
i
typsy
chol
ogy
.
Accor
dingt
othi
stheor
y,per
sonal
i
tyi
smadeupofanumberofbr
oadt
rai
ts.At
rai
tis
basi
cal
l
yar
elat
ivel
yst
abl
echar
act
eri
sti
cthatcausesani
ndi
vi
dualt
obehav
eincer
tai
n

Psy
chol
ogypr
act
ical
Page22
 CBSEPSYCHOLOGYHELPER

way
s.Someoft
hebestknownt
rai
ttheor
iesi
ncl
udeEy
senck'
sthr
ee-
dimensi
ont
heor
y
andt
he 
fi
vef
act
ort
heor
y ofper
sonal
i
ty.

Gor
donAl
lpor
t(1897–1967)
Gor donAl l
portwasoneoft hef
irstmoder ntrai
tt heori
sts.AllportandHenr yOdber t
wor kedthroughtwoofthemostcompr ehensivedicti
onar i
esoft heEnglishlanguage
av ai
labl
eandext r
act
edaround18,000personali
ty-
descr i
bingwor ds.From thi
slistthey
reducedt henumberofwordstoapproximat el
y4,500per sonali
ty-descr
ibi
ngadj ect
ives
whi chtheyconsider
edtodescribeobser vableandr el
ativel
yper manentper sonali
ty
trait
s.
Al
l
por
tor
gani
zedt
heset
rai
tsi
ntoahi
erar
chyoft
hreel
evel
s:
 Cardinaltrait
s dominate and shape an i ndivi
dual '
s behavior,such as Ebenezer
Scr
ooge’ sgreedorMot herTher
esa’s alt
rui
sm.Theyst andatt hetopoft hehierarchy
andar ecoll
ecti
velyknownast heindividual
'
s master contr
ol.
 Theyareconsider
edt obe
an indiv
idual
'sr ul
ing passi
ons.Car dinaltr
ait
s ar e powerful,butfew people hav e
per
sonal i
ti
es domi nat
ed by a singlet rai
t.Instead,ourper sonal
it
ies aretypicall
y
composedofmul ti
pletrai
ts.

 Cent raltrai t
s comenexti nt hehi er
archy.Thesear egener alcharacteri
sti
csf oundin
var y
ingdegr eesi nev eryper son(suchasl oyalty,kindness,agreeableness,fr
iendli
ness,
sneaki ness,wi l
dness,orgr ouchiness).Theyar et hebasi cbuildi
ngbl ocksthatshape
mostofourbehav i
or.
 
 Se condar yt rait
s existatt hebot tom oft hehi erarchyandar enotqui teasobv i
ousor
consi stentascent ralt r
aits.Theyar epl enti
fulbutar eonl ypr esentunderspeci fi
c
circumst ances;t heyi ncl
udet hi
ngsl ikepr eferencesandat t
it
udes.Thesesecondar y
trait
sexpl ainwhyaper sonmayatt i
mesexhi bitbehav ior
st hatseem incongr uentwit
h
theirusual behaviors.Forexampl e,afriendlypersonget sangr ywhenpeopl etr ytoti
ckl
e
him; anot herisnotananxi ousper sonbutal way sfeelsnervousspeaki ngpublicly.
 

Cat
tel̀sCl
assi
fi
cat
ion

Hebeli
evedthatthereisacommonst ructur
einwhichpeoplediff
er.Thi
scouldbe
det
erminedempher i
call
ybyast at
isti
caltechni
que.Hethendev el
opedtheSixteen
Per
sonali
tyFactor 
Questi
onnaire 
(16PF),anassessmenttoolcommonl yut
il
izedtoday
.
The16personali
tytrai
tsincl
ude:

1.War
mth(
A)

2.Reasoni
ng(
B)

Psy
chol
ogypr
act
ical
Page23
 CBSEPSYCHOLOGYHELPER

3.Emot
ional
Stabi
l
ity(
C)

4.Domi
nance(
E)

5.Li
vel
i
ness(
F)

6.Rul
e-consci
ousness(
G)

7.Soci
alBol
dness(
H)

8.Sensi
ti
vi
ty(
I)

9.Vi
gil
ance(
L)

10.Abst
ract
edness(
M)

11.Pr
ivat
eness(
N)

12.Appr
ehensi
on/
Appr
ehensi
veness(
O)

13.Opennesst
ochange(
Q1)

14.Sel
f-
rel
i
ance(
Q2)

15.Per
fect
ioni
sm (
Q3)

16.Tensi
on(
Q4)

 Ty
peAppr
oach

I
tisbasedongroupi
ngpeopl
eont hebasisofpsychologi
calt
rai
ts.Oneofthefir
stof
t
hesetheor
iespr
oposedbyHi
ppocr
atesgroupedpeopleonthebasisofbodi
l
yfl
uids:

Psy
chol
ogypr
act
ical
Page24
 CBSEPSYCHOLOGYHELPER

 Sangui
ne–Cheer
ful
andconf
ident

 Mel
anchol
i
c-depr
essed

 Chol
eri
c–Hott
emper
ed

 Phl
egmat
ic–Cal
m andsl
ow

Fr
iedmanandRosenman

Theyhav ecl assif

iedindivi
dualsint
oTy peAandTy peBper sonali
ti
es.Thetheor
y
descr
ibesTy peAi ndi
vidual
sasambi ti
ous,rigi
dly 
organized,hi
ghl y
 st
atus-
consci
ous,
sensi
ti
ve,impat ient,t
akeonmor ethantheycanhandl e,wantot herpeopl
etogetto
thepoint,anxious,pr oacti
ve,andconcer nedwi th 
ti
memanagement .Peoplewit
h
TypeAper sonalit
iesar eoftenhi
gh-achi
ev i
ng" workaholics"
,pusht hemselveswit
h
deadl
ines,andhat ebothdelaysandambi v
alence.

Thet heorydescr i
besTy peBi ndiv i
dualsasacont rasttothoseofTy peA.Ty peB
personali
ty,bydef i
nit
ion,ar
enot edt oliveatlowerst r
esslevels.Theytypical
lywork
steadil
y,andmayenj oyachi evement ,althoughtheyhav eagr eat
ertendencyt o
di
sr egar
dphy sicalorment alst resswhent heydonotachi eve.Whenf acedwith
compet i
ti
on, t
heymayf ocuslessonwi nningorlosi
ngt hantheirTypeAcount erpar
ts,
andmor eonenj oyingthegamer egardlessofwinningorl osing.Unli
ketheTy peA
personali
ty`srhy t
hm ofmul ti
-taskedcar eer
s,TypeB i ndivi
dualsar esomet imes
attr
actedtocar eersofcreati
vity:wr it
er,counselor
,therapi
st,actororactr
ess. 

HansEy
senck:Thr
eeDi
mensi
onsofPer
sonal
it
y

Br
it
ishpsy
chol
ogi
stHansEy
senckdev
elopedamodel
ofper
sonal
i
tybaseduponj
ust
t
hreeuni
ver
sal
trai
l
s:

Unl
i
keAl
l
por
tandCat
tel
l
,theor
istHansEy
senckonl
yincl
udedt
hreegener
alt
rai
tsi
nhi
s
l
i
st.Theyar
e:

1.I
ntr
over
sion-Ext
rav
ersi
on

Asi
nCar
lJung'
sper
sonal
i
tyt
ypet
heor
y,Ey
senckcl
assi
fi
edpeopl
easei
theri
ntr
over
t,
t
hosewhodi
rect
sfocusoni
nnerwor
ld,
orext
rav
ert
,thosewhogi
vesmor
eat
tent
iont
o

Psy
chol
ogypr
act
ical
Page25
 CBSEPSYCHOLOGYHELPER

ot
herpeopl
eandhi
senv
ironment
.

2.Neur
oti
cism-
Emot
ionalSt
abi
li
ty

Thi
scat
egor
yissy
nony
moust
o"moodi
nessv
ersusev
en-
temper
edness"
,wher
eina
neur
oti
cper
soni
sincl
i
nedt
ohav
ingchangi
ng 
emot
ions 
fr
om t
imet
oti
me,
whi
l
ean
emot
ional
l
yst
abl
eper
sont
endst
omai
ntai
naconst
antmoodoremot
ion.

3.Py
schot
ici
sm

Thi
sdi
mensi
onr
efer
stot
hef
indi
ngi
thar
dtodeal
wit
hreal
i
ty.Apsy
chot
icper
sonmay
beconsi
der
edhost
il
e,mani
pul
ati
ve,
ant
i-
soci
alandnon-
empat
het
ic.

Met
hodsofassessi
ngper
sonal
it
y

Per
sonal
i
tyassessmentr
efer
stot
hepr
ocedur
esusedt
oev
aluat
epeopl
eont
hebasi
s
ofcer
tai
nchar
act
eri
sti
cs.Themostcommonl
yusedmet
hodsf
orassessi
ngper
sonal
i
ty
ar
e–psy
chomet
ri
ctest
s,sel
f-
repor
tmeasur
es,pr
oject
ivet
echni
quesandbehav
iour
al
anal
ysi
s.

Wear
eusi
ngsel
f-
repor
tmeasur
esher
e,whi
char
efai
rl
yst
ruct
ured,of
tenbasedona
t
heor
y,t
hatr
equi
ressubj
ect
stogi
vev
erbalr
esponsesusi
ngsomeki
ndofr
ati
ngscal
e.
Themet
hodr
equi
rest
hesubj
ectt
oobj
ect
ivel
yrepor
thi
s/herownf
eel
i
ngswi
thr
espect
t
ovar
iousi
tems.Theyar
escor
edi
nquant
it
ati
vet
ermsandar
eint
erpr
etedont
hebasi
s
ofnor
msdev
elopedf
ort
het
est
.Exampl
es–TheMi
nnesot
aMul
ti
phasi
cPer
sonal
i
ty
I
nvent
ory[
MMPI
],
EysenkPer
sonal
i
tyQuest
ionnai
re[
EPQ]and16Per
sonal
i
tyf
act
or[
PF]

 Adv
ant
ages – Used f
orcar
eergui
dance,v
ocat
ionalexpl
orat
ion,per
sonal
counsel
l
ingandper
sonal
i
tydev
elopment
.

Psy
chol
ogypr
act
ical
Page26
 CBSEPSYCHOLOGYHELPER

 Di
sadv
ant
ages–Soci
aldesi
rabi
l
ityi
sthet
endencyont
hepar
tofr
espondentt
o
endor
sei
temsi
nasoci
all
ydesi
rabl
emanner
.Acqui
escencei
sthet
endencyof
t
hesubj
ectt
oagr
eewi
thi
temsi
rr
espect
iveoft
hei
rcont
ent
s.

Hi
stor
yanddescr
ipt
ion

Aquest
ionnai
redesi
gnedt
omeasur
etwomaj
ordi
mensi
onsofper
sonal
i
ty,
namel
y
ext
rav
ersi
onandneur
oti
cism,
accor
dingt
othet
heor
yofper
sonal
i
tyoft
heGer
man-
bor
n
Br
it
ishpsy
chol
ogi
stH.J.Ey
senck(
1916–97)
,fi
rstpr
opoundedi
nhi
sbooksDi
mensi
ons
ofPer
sonal
i
ty(
1947)andTheSci
ent
if
icSt
udyofPer
sonal
i
ty(
1952)
.Ey
senckpubl
i
shed
t
het
esti
nit
ial
l
yint
hej
our
nal
Riv
ist
adi
Psi
col
ogi
ain1956.Lat
erv
ersi
onsofi
twer
e
cal
l
edt
heEy
senckPer
sonal
i
tyI
nvent
oryandt
heEy
senckPer
sonal
i
tyQuest
ionnai
re.
MPIabbr
ev.[
Namedaf
tert
heMaudsl
eyHospi
tal
inDenmar
kHi
l
l,sout
hLondon,
wher
e
Ey
senckwor
ked,
andwhi
chi
ntur
nisnamedaf
tert
heEngl
i
shpsy
chi
atr
istHenr
y
Maudsl
ey(
1835–1918)whof
oundedi
t]
.

Eachoft
heset
wot
rai
tsar
emeasur
edbymeansof48quest
ions.Neur
oti
cism r
efer
sto
gener
alemot
ionalst
abi
l
ityofaper
son,hi
semot
ionalov
err
esponsi
venessandhi
s
st
abi
l
ityt
oneur
oti
cbr
eakdownunderst
ress.Ext
rav
ersi
onasopposedt
oint
rov
ersi
on
r
efer
stot
he out
-goi
ng,uni
nhi
bit
ed,soci
abl
e pr
ocl
i
vit
ies ofa per
son.The t
wo
di
mensi
onsar
econcei
vedofasbei
ngqui
tei
ndependent
:thusal
lthet
heor
eti
cal
l
y
possi
blecombi
nat
ionsofscor
esmayi
nfactbeobser
ved.

Rel
iabi
li
tyandVal
idi
ty

Bothspl ithal fandkuderRi chardsonr eli

abili
tycoeffi
cient
shav ebeencal cul
atedon
manysampl es.Fort heneurotici
sm scal e,t
hesev aluesnearlyalll
i
ebetween0. 85and
0.90;forextrav ersi
onscale,theyli
ebet ween0. 75and0. 85withthemajori
tyabove0.80.
Retestr eli
abili
t i
esar eav ai
l
abl eonl yon about100 cases;t heyar e0.83 and 0.
81
respecti
v el
y.Thecor rel
ati
onbet weent helongandshor tMPIscal esare0.86and87
respecti
v el
yf orNandE.TheCat tel̀sneurot
icism andintrov
ersi
onscalescorrel
ate0.
34
and0.53[ f
ormsAandB]and0. 65and0. 67[formsCandD]wi ththecorr
espondingMPI

Psy
chol
ogypr
act
ical
Page27
 CBSEPSYCHOLOGYHELPER

scal
es.

Pr
eli
minar
ies

Name:

Age:

Gender
:

Qual
i
ficat
ion:

Pl
aceofconduct
ion:
Psy
chol
ogyLab

Ti
me:

Mat
eri
alsRequi
red

MPImanual
,responsesheet
,MPIquest
ionnai
ref
orm,
pen/
penci
l

Pr
ecaut
ions

1.Opt
imal
condi
ti
onsf
ort
est
ingwer
eensur
edbef
oret
het
estbegun

2.Ti
meofst
artandf
ini
shwer
enot
ed

3.Thet
est
ershoul
densur
ethatt
hesubj
ecti
snotf
ami
l
iarwi
tht
het
est
.

4.Subj
ectshoul
dbet
oldt
hatt
her
eisnocor
rectanswer
.

5.Subjectshoul
dnotski panyitem anduse“?”onl
ywhenr
equi
red.5.Subj
ect
shouldbeassuredofconf
ident
ial
i
tyoft
estr
esul
ts.

Rappor
tFor
mat
ion

Rapportwasestabl
ishedbetweenthesubj
ectandthetester,pr
iort
ot hetestsothat
he/shecouldf
eelcomf or
tabl
eandatease.Insuchastate,she/heshouldanswerthe
questi
onsinacalm mannerandanydoubt
sshouldbecl
earedbeforestart
ingt
hetest
.

I
nst
ruct
ions

Thef
oll
owi
ngi
nst
ruct
ionswer
egi
ven:

 “
Ther
ear
esomequest
ionsr
egar
dingt
hewayy
ouf
eel
,behav
eandr
eact
.”

 I
neachi
tem t
her
ear
ethr
eeanswer
s`y
es`
,`no`and`
?`

 Don’
tleav
eanyquest
ionandt
ryt
ocompl
eteassoonaspossi
ble.

Psy
chol
ogypr
act
ical
Page28
 CBSEPSYCHOLOGYHELPER

 Ther
ear
etot
alof48i
temsi
nthi
stest
.

 Ther
ear
enor
ightorwr
onganswer
s

 Givet
hef i
rstnatur
alanswerasi
tcomest
oyou.Wheni
ndoubt
,gi
vet
hebest
possi
bleanswer.

Admi
nist
rat
ion

Aft
ertheinst
ructi
onsweregi
ven,t
hesubj
ectwasaskedt of
il
linthenecessar
ydet
ail
s.
Thetest
erensuredthatt
hei
nstr
uct
ionswer
eclearandunder
stood.

TheMPIquesti
onnai
rewasgi
ventothesubj
ectandwascompl et
edi
nlesst
han10-
15
minut
es.Ther
awscorewasobtai
nedaf
tert
hesubjectcompl
etest
het
est.

I
ntr
ospect
iver
epor
t

Thet
estwasqui
tei
nsi
ght
ful
andf
unt
odo.Thet
est
ermademef
eel
atease.

[
Youcanwr
it
ethei
ntr
ospect
iver
epor
tgi
venbyy
oursubj
ect
]

Scor
ing

Theinv entoryisscoreddirect
lyfr
om thetestforms.Therawscor eswereconverted
i
ntoSt andardScor ethroughtheShortScal
eandLongScal eFormswhi chwasadded
togiveat otalof__ _
______
__forneurot
ici
sm and_ ___
__forextr
aversi
onrespect
ively
.
Allt
hei temst hatarein`YES`areweighedas2[ exceptt
heoneswher eNOi sall
otted
2]and` No`isscor edas1.Al l
the`?`ar
escored1.

Resul
ttabl
e

Neur
oti
cism Ext
rav
ersi
on

RawScor
e

St
andar
dScor
e[St
en

Psy
chol
ogypr
act
ical
Page29
 CBSEPSYCHOLOGYHELPER

Scor
e]

Concl
usi
on
Per
sonal
i
tyi
sthedy
nami
cor
gani
zat
ionwi
thi
nthei
ndi
vi
dualoft
hosepsy
chophy
sical
sy
stemswhi
chdet
ermi
nehi
s/heruni
queandchar
act
eri
sti
cthoughtandbehav
iour
.Tr
ait
i
sar
elat
ivel
yendur
ingat
tri
but
eorqual
i
tyonwhi
chi
ndi
vi
dual
sdi
ff
erf
rom oneanot
her
.
Ext
rov
ersi
oni
stheout
goi
ng,uni
nhi
bit
edandsoci
abl
epr
ocl
i
vit
iesofaper
son.The
subj
ect
’raw scor
eforExt
rav
ersi
on=42[
wri
tey
oursubj
ect
`sscor
eher
e]andf
orSt
en
scor
eforExt
rav
ersi
on=10[
wri
tey
oursubj
ect
`sscor
eher
e].Si
ncet
heSt
en’
sscor
ewas
10[
wri
tey
oursubj
ect
`sscor
eher
e]f
orExt
rav
ersi
on,
shewasseenashi
ghl
yext
rav
ert
ed.
Shei
shi
ghl
ysoci
abl
e,f
ri
endl
y,out
goi
ngandenj
oysi
nter
act
ingwi
thot
heri
ndi
vi
dual
s.
Thesubj
ect
’sscor
eforr
awscor
efor“
Neur
oti
cism”
=20[
wri
tey
oursubj
ect
`sscor
eher
e]
andf
orSt
enscor
e=5 [
wri
tey
oursubj
ect
`sscor
eher
e].
Sincet
heSt
enscor
ewas5
[
wri
tey
oursubj
ect
`s scor
e her
e] f
or“
Neur
oti
cism”
,she wasseen t
o be nei
ther
ext
remel
yneur
oti
c,norext
remel
yemot
ional
l
yst
abl
e,butwasseent
obeofav
erage
emot
ional
stabi
l
ity
.

Not
e:(
IFsubj
ectget
sst
enscor
esof1,
2,
3onneur
oti
cism subj
ecti
sst
abl
e;i
fst
eni
s
4,
5,
6,
7,subj
ecti
sofav
eragest
abi
l
ityand8,
9,
10t
hensubj
ecti
sunst
abl
esodescr
ibe
accor
dingl
y.Forext
rav
ersi
on1,
2,
3,subj
ecti
sani
ntr
over
t;4,
5,
6,
7,ambi
ver
tand8,
9,
10,
subj
ecti
sanext
rav
ert)

Ref
erences

 MPImanual

 NCERTpsy
chol
ogyt
ext
book

  
ADi
cti
onar
yofPsy
chol
ogy

 Bar
onRAC(
2001)

Psy
chol
ogypr
act
ical
Page30
 CBSEPSYCHOLOGYHELPER

[
Tobeat
tachedonabl
ankpageopposi
tet
oconcl
usi
onsect
ion]

I
nter
pret
ati
onTabl
e

Toi nt
erprett
hescores,y
ourEscor eandy ourN scorearepl
ott
edonagr aphfr
om
whichyoucanr eady
ourpersonal
it
ychar act
eri
sti
cs.Thenear
ert
heout
sideoftheci
rcl
e
youare,themoremarkedarethepersonali
tytr
ait
s.

Psy
chol
ogypr
act
ical
Page31
 CBSEPSYCHOLOGYHELPER

MPI

Scor
ingTabl
e

Neur
oti
cism Ext
rav
ersi
on

Psy
chol
ogypr
act
ical
Page32
 CBSEPSYCHOLOGYHELPER

I
tem no. Response Scor
e I
tem no. Response Scor
e

2 1

3 4

6 5

7 8

10 9

11 12

13 20

15 26

17 28

19 32

21 34

23 38

25 42

27 44

29 46

31 48

33 14

35 16

37 18

39 22

41 24

43 30

45 36

47 40
Psy
chol
ogypr
act
ical
Page33
 CBSEPSYCHOLOGYHELPER

Tot
al Tot
al

RawScor
e RawScor
e

Conver
ted Conver
ted
Scor
e Scor
e

Scor
ing:

Yes–2

No–0

?-1

 Fori
tems:14,
16,
18,
22,
24,
30,
36and40scor
ingwi
llbeYes–0,
No–2,
?–1

Nor
msf
orGener
alpopul
ati
on[
combi
ned]f
orshor
tscal
e

Di
mensi
ons 1 2 3 4 5 6 7 8 9 10

Ext
rav
ersi
on 0-
3 4 5 6-
7 8 9 10 11- - -
12

Neur
oti
cism - 0-
2 3 4-
5 6-
7 8 9-
10 11- - -
12

1 2 3 4 5 6 7 8 9 10

St
enscor
es

Nor
msf
orGener
alpopul
ati
on[
combi
ned]f
orl
ongscal
e

Di
mensi
ons 1 2 3 4 5 6 7 8 9 10

Psy
chol
ogypr
act
ical
Page34
 CBSEPSYCHOLOGYHELPER

Ext
rav
ersi
on 0-
15 16- 19- 22- 25- 29- 32- 35- 38- 41-
18 21 24 28 31 34 37 40 48

Neur
oti
cism 0-
3 4-
8 9-
13 14- 19- 24- 29- 34- 39- 44-
18 23 28 33 38 43 48

1 2 3 4 5 6 7 8 9 10

St
enscor
es

Psy
chol
ogypr
act
ical
Page35
 CBSEPSYCHOLOGYHELPER

Self
-Concept
Questi
onnai
re

Ai
m:Toassesst hel
evelofanxi
etyofmysubj
ectusi
ngDr
.Sar
aswat
`sSel
fConcept
Quest
ionnai
re.

Basi
cConcept
:

Self–Itref
erstotot
ali
tyofanindi
vi
dual̀sconsci
ousexper
iences,i
deas,t
hought
sand
feel
ingswit
hregar
dtohimselfandher
self.

Theconceptofsel
fiscr
eat
edt
ohel
punder
standt
heper
sonal
i
tyt
heor
ybet
ter
.

How doesselfdevel
op–anewl ybornchil
dhasnoi deaofi t
sself.Asachi ldgrows
ol
der
,theideaofselfemergesanditsfor
mationbegi
ns.Parents,f
ri
ends,teachersand
si
gni
fi
cantother
splayav i
talrol
einshapi
ngachild`
sideasaboutself.Ourinteract
ions
wi
thotherpeopl
e,ourexperi
encesandthemeaningwegi v
et othem serv
east hebasis

Psy
chol
ogypr
act
ical
Page36
 CBSEPSYCHOLOGYHELPER

ofoursel
f.Thest
ruct
ureofselfi
smodif
iabl
eint
hel
i
ghtofourownexper
iencesandt
he
exper
ienceswehaveofotherpeopl
e.

PersonalI
dent
it
y–I tr
efer
stothoseatt
ri
but
esofaper
sont
hatmakeshi
m di
ff
erent
fr
om other
s.Fore.
g.MynameisSonal
/Mohan

SocialI
denti
ty–I tr
eferst
othoseaspect
sofaper
sont
hatl
i
nkhi
m/hert
osoci
alor
cul
tural
group.Fore.
g.Iam aMusl
i
m

Self
-concept– Thewayweper ceiveour selv
esand t heideaswehol d aboutour
competenciesandatt
ribut
esisalsocal l
edsel f
-concept
.Thiscanbeeitherpositi
veor
negati
ve.A personmayhav eaposi tiv
ev iew ofher /
hisathl
eti
csorbr averybuta
negati
veviewofhisacademictal
ent.Studiesindicat
ethatbytheageof6-7yrschildr
en
seem tohaveformedseldest
eem atleastinfourareas:

 Academi
cs

 Soci
alCompet
ence

 At
hel
eti
ccompet
ence

 Phy
sical
appear
ance

Sel
f-
eff
icacy–r
efer
stot
hebel
i
eveofaper
soni
nhi
sabi
l
ityt
ocont
rol
li
feout
comes.

Sel
fassubjectandobj
ect–Whensel fisdescr
ibedasdoi
ngsomet
hing[Iam dancer
],
i
tisasubject
.Ontheot
herotherhandifi
tdescr
ibesasanent
it
yonwhichsomethingi
s
done,
iti
sdescri
bedassubj
ect.

Ki
ndsofsel
f

 Personalsel
f– t hi
sl eads t
o an or
ient
ati
on i
n whi
ch one f
eel
s pr
imar
il
y
consernedwi
thonesel
f.

 Socialsel
f-t
hesocialselfemergesinrel
ati
onwi t
hother
sandemphasi
zessuch
aspectsofli
feascooperati
on,uni
ty,
sacri
fi
ce,suppor
torshar
ing.

Sel
f-
regul
ati
on

Itr
efer
st otheabil
it
ytoor gani
seandmonit
orourov
ertbehavi
or.Peopl
ewhoar eabl
eto
changet hei
rbehavioraccordi
ngtothedemandsoftheexternalenvi
ronmentar
ehigh
onself
-regulat
ion.

Hi
stor
yanddescr
ipt
ion

Psy
chol
ogypr
act
ical
Page37
 CBSEPSYCHOLOGYHELPER

TheSCQwasdev elopedbyDr .R.K.Saraswatandi tprovi

dessixseparatedimensionsof
sel
fconcept ,namelyphysical[vi
ewaboutt heirbodyandheal t
h],
social[senseofworth
i
n socialinteracti
ons],temperament al[emot ionalstate]
,educati
onal[ i
nr el
ati
on to
school,teachers and co-curri
cularact i
vi
ties],mor al[moralworth]and i nt
ell
ect
ual
[awarenessoft hei
rintel
l
igenceandcapaci t
yt osolveprobl
ems].

Rel
iabi
li
ty

Test–r
etestr
eli
abi
l
ityi
s0.
85

Pr
eli
minar
ies

Name:

Age:

Gender
:

Qual
i
ficat
ion:

Pl
aceofconduct
ion:
Psy
chol
ogyLab

Ti
me:

Mat
eri
alsRequi
red

SCQmanual
,SCQquest
ionnai
ref
orm,
pen/
penci
l

Pr
ecaut
ions

1.Opt
imal
condi
ti
onsf
ort
est
ingwer
eensur
edbef
oret
het
estbegun

2.Ti
meofst
artandf
ini
shwer
enot
ed

3.Thet
est
ershoul
densur
ethatt
hesubj
ecti
snotf
ami
l
iarwi
tht
het
est
.

4.Subj
ectshoul
dbet
oldt
hatt
her
eisnocor
rectanswer
.

5.Subj
ectshoul
dnotski
panyi
tem

6.Subj
ectshoul
dbeassur
edofconf
ident
ial
i
tyoft
estr
esul
ts.

Rappor
tFor
mat
ion

Rapportwasestabl
ishedbetweenthesubj
ectandthetester,pr
iort
ot hetestsothat
he/shecouldf
eelcomf or
tabl
eandatease.Insuchastate,she/heshouldanswerthe
questi
onsinacalm mannerandanydoubt
sshouldbecl
earedbeforestart
ingt
hetest
.

Psy
chol
ogypr
act
ical
Page38
 CBSEPSYCHOLOGYHELPER

I
nst
ruct
ions

Thef
oll
owi
ngi
nst
ruct
ionswer
egi
ven:

 I
neachi
tem t
her
ear
efi
veansweropt
ions,
ther
ear
e48i
temsi
ntot
al

 Don’
tleav
eanyquest
ionandt
ryt
ocompl
eteassoonaspossi
ble.

 Ther
ear
enor
ightorwr
onganswer
s

 Givet
hef i
rstnatur
alanswerasi
tcomest
oyou.Wheni
ndoubt
,gi
vet
hebest
possi
bleanswer.

 Readt
hequest
ionscar
eful
l
yanda`
√`f
orwhi
chev
eropt
ionsui
tsy
out
hebest
.

 Ther
eisnot
imel
i
mitf
ort
hist
est

Admi
nist
rat
ion

Aft
ertheinstr
uctionsweregiv
en,t
hesubjectwasaskedt ofi
llint
hedemogr aphi
c
det
ail
s.Thesubjectwasaskedt
ocheckwhetherhe/
shel
eftanyi
temsunanswer
ed.

I
ntr
ospect
iveRepor
t/Ver
balr
epor
t

Thet
estwasqui
tei
nsi
ght
ful
andf
unt
odo.Thet
est
ermademef
eel
atease.

[
Youcanwr
it
ethei
ntr
ospect
iver
epor
tgi
venbyy
oursubj
ect
]

Behav
iour
alr
epor
t

Thesubjectwascalm whi
l
eanswer
ingt
hequest
ions.He/
shedi
dnott
akeal
ongt
imei
n
complet
ingthetest
.

Scor
ing

Ther espondentispr ovidedwi t

hf i
v eal
ternat
ivestogi v
ehis/ herresponsesr angingfr
om
mostaccept abletol eastaccept abledescri
pti
onofhi s/hersel fconcept .Theresponses
arei nsuchawayt hatt hescoringsy stem foralltheitemswi l
lremai nthesamei .
e
5,4,3,2,1whetherthei temsar eposi ti
veornegat i
ve.Ifther espondent sputsat ickmar k
fi
rf irstalt
ernat
ivet hescor ei s5,f orsecondalternati
vet hescor ei s4andsoon.The
summat edscoreofal lt heeightitemsi neachself-conceptdi mensi onprovidethetotal
self-conceptscor ef ort hatdimensi on.A highscor eont hisindicatesahi gherself-
conceptandv i
cev ersa.Nowal lthescor esofeachdi mensi onwillbeaddedt ogetthe
total scoreofanindi vi
dual .

Psy
chol
ogypr
act
ical
Page39
 CBSEPSYCHOLOGYHELPER

Scor
ingTabl
e

Name

Age

Sex

I
tem No. A I
tem B I
tem No. C It
em No. D Item E It
em No F
No. No.
Phy
sical Temper
ament Educat
iona Int
ell
ect
ual
Soci
a al l Moral .
l

2 1 4 5 6 7

3 8 10 12 34 11

9 21 14 15 35 13

20 37 16 17 41 18

22 40 19 25 42 33

27 43 23 26 44 36

29 46 24 30 45 38

31 48 28 32 47 39

Tot
al Tot
al Tot
al Tot
al Tot
al Tot
al

Psy
chol
ogypr
act
ical
Page40
 CBSEPSYCHOLOGYHELPER

I
nter
pret
ati
o
n

Sum ofal
lar
eas:
___
___
___
___
___
___
___
___
___
___

I
nter
pret
ati
on:
___
___
___
___
___
___
___
___
___
___
__

I
nter
pret
ati
onandClassi
fi
cat
ionofRawscor
es
foral
ldimensi
ons

Sel
f-ConceptDi
mensi
onScor
e I
nter
pret
ati
on[
Cat
egor
y]

33t
o40 Hi
ghSel
f-
concept

25t
o32 Abov
eav
eragesel
f-
concept

17t
o24 Av
eragesel
f-
concept

9t
o16 Bel
owav
eragesel
f-
concept

Psy
chol
ogypr
act
ical
Page41
 CBSEPSYCHOLOGYHELPER

Upt
o8 Lowsel
f-
concept

I
nter
pret
ati
onandClassi
fi
cati
onofRawscor
es
f
ort
otalsel
f-
concept
Rawscor
e I
nter
pret
ati
on

193t
o240 Hi
ghsel
f-
concept

145t
o192 Abov
eav
eragesel
f-
concept

97t
o144 Av
eragesel
f-
concept

49t
o96 Bel
owav
eragesel
f-
concept

1t
o48 Lowsel
f-
concept

Anal
ysi
sandi
nter
pret
ati
on

Mysubjectgotascoreof_
___i
nthephysi
caldi
mensi
onwhichmeanshe/
shehas___
__
sel
f-
conceptofher/hi
sownbody ,heal
thandphysi
calappear
anceandstr
engt
h.In

Psy
chol
ogypr
act
ical
Page42
 CBSEPSYCHOLOGYHELPER

soci aldimensionmysubj ectgot_ _

__sel f
-conceptwhi chmeanshe/ shehas_ ___self-
conceptaboutheri nterpersonalski ll
s and soci alinter
act i
ons.I nt emperament al
dimensi on,he/ shegotascor eof_ __whi chcor respondst o_ ___sel f
-conceptabout
his/heremot ionalstateandr eactions.He/ shegot_ ___scor eineducat i
onaldimension
whi chshowst hathe/shehas_ __
_sel f
-conceptinr el
ati
ont oschool ,t
eachersandext ra-
cur ri
cularacti
v i
ti
es.Mysubj ectgotascor eof_ __inmor aldimensi onwhi chmeans
he/ shehas_ _ __self
-concepti nhis/hermor alworth.Inintell
ectualdimension,he/she
scor ed _____whi ch corresponds t o_ ___sel f
-concepti n awar eness abouthis/her
i
nt elli
genceandcapaci tytosolvepr oblems.

Concl
usi
on

Mysubjecthasascor
eof_
___
_int
otal
sel
f-
conceptwhi
chmeanshe/
shehas_
___
_sel
f-
concept

Ref
erences

1.SCQManual

2.NCERTPsy
chol
ogyt
ext
book,
XII

3.Lav
ery
,B.
B.1993,
Psy
chol
ogy

Psy
chol
ogypr
act
ical
Page43
 CBSEPSYCHOLOGYHELPER

Adjustment
I
nventoryf
or
School
Students

Ai
m:To measur
ethe adj
ust
mentofan i
ndi
vi
dualusi
ng a st
andar
dized t
estf
or

Psy
chol
ogypr
act
ical
Page44
 CBSEPSYCHOLOGYHELPER

adj
ust
mentbyAKPSi
nhaandRPSi
ngh.

Basi
cConcept

Theconceptofadjustmenthasor i
ginatedf rom theter
m` adaptat
ion`
.Iti
st heprocess
whereanindiv
idualcope,respondst ot heirenvironment
.Thebehav iour
alprocessby
whi
chhumansandot herani
malsmai ntainast ateofequili
bri
um byv ar
iousneedsi s
cal
l
edadjustment.Itishowtheycopewi thchangei nt
heenv i
ronmenttoacteffi
cientl
y
maint
aini
nghomeost asi
s.

JamesDenv erdefi
nesadj
ust
mentast
hemodi
fi
cat
iont
ocompensat
eforormeet
speci
alcondi
ti
ons.

James.C.Colemansay st
hatadjust
mentistheout
comeofthei
ndi
vi
dual̀sat
tempt
sto
dealwiththestressandmeethi sneeds,al
sohiseff
ort
st omaint
ainharmoni
ous
rel
ati
onshi
pswiththeenvi
ronment

Adaptat
ionistheacti
onorprocessofadapti
ng.Iti
salsot
hepr ocessofchangeby
whichanorgani
sm orspeci
esbecomesbet
tersui
tedt
oit
senvi
ronment.

Feat
ures:

 Var
iesf
rom cul
tur
etocul
tur
e

 Subj
ect
ivei
nnat
ure

 Cont
inuouspr
ocess

I
nthepr
esentt
est
,adj
uat
menti
sbei
ngmeasur
edbyt
hreedi
ff
erentway
s:

 Social–Manneedst obeaccept
edbythesoci
etyi
nwhi
chheli
ves.Hehasto
fol
low nor
msoft hesoci
etytobeadjust
ed.Hehastoseekapprovaloft
he
societ
yandactaccordi
ngl
y.

 Emotional– An indi
vi
dualis emoti
onal
lyadjust
ed i
fhe/
she is happywith
themselves,r
eal
i
zeshi s/
herpotent
ialand i
scontentwi
th whathe/ shehas
achi
eved.

 Educat
ional–Aneducati
onal
lywel
l-
adj
ust
edper
sonisonewhohasanabil
it
yto
thi
nkandinnov
ate,
he/sheneedst
obehappyi
nthei
racademi
cachi
evement
s.

Hi
stor
yanddescr
ipt
ion

TheAISSseekstosegr
egatewel
l-
adjustedschoolstudent
s[ 14-18years]from poor
ly
adj
ustedst
udent
sin3areas–social
,emot i
onal
,andeducational.Thetestconsistsof
60it
emswher et
hesubj
ectisr
equi
redt oanswerintermsof` yes`or`no`.eachit
em in

Psy
chol
ogypr
act
ical
Page45
 CBSEPSYCHOLOGYHELPER

thet estisscoredaspert heinst

ruct
ionsgi
veninthemanual .Thesubj
ectcanbe
classif
iedintof
ivecat
egori
esinaccordancewit
htheraw scor
esobtai
nedbythem i
n
theinventory
.Thefi
vecat
egori
esare

1.A–Excel
l
ent

2.B–Good

3.C–Av
erage

4.D–Unsat
isf
act
ory

5.E–Ver
yUnsat
isf
act
ory

Rel
iabi
li
ty

Spl
i
thal
f–0.
95

Testr
etest–0.
93

Pr
eli
minar
ies

Subj
ect
`sname

Age

Gender

Cl
ass

Pl
aceofconduct
ion

Mat
eri
alsr
equi
red

AI
SSquest
ionnai
re,
responsesheet
,scor
ingsheet
,pen/
penci
l

Pr
ecaut
ions

1.Opt
imal
condi
ti
onsf
ort
est
ingshoul
dbeensur
edbef
orest
art
ingt
het
est
.

2.Noquest
ionsshoul
dbel
eftunanswer
ed

3.I
nst
ruct
ionsshoul
dbecl
ear
lygi
ven

Rappor
tFor
mat
ion

Thesubj
ectwasmadet ofeelcomfor
tabl
e.Gener
alquest
ionsaboutt
hesubject’
sday
andl
if
ewereasked.Thesubj
ectwasensur
edthatt
heresul
tswil
lbekeptconf
ident
ial
.

Psy
chol
ogypr
act
ical
Page46
 CBSEPSYCHOLOGYHELPER

I
nst
ruct
ions

Thef
oll
owi
ngi
nst
ruct
ionswer
egi
ven:

 I
neachi
tem canbeanswer
edi
n`y
es`or`
no`

 Don’
tleav
eanyquest
ionandt
ryt
ocompl
eteassoonaspossi
ble.

 Ther
ear
enor
ightorwr
onganswer
s

 Givet
hef i
rstnatur
alanswerasi
tcomest
oyou.Wheni
ndoubt
,gi
vet
hebest
possi
bleanswer.

 Readt
hequest
ionscar
eful
l
y

 Ther
eisnot
imel
i
mitf
ort
hist
est

Admi
nist
rat
ion

Aftertheinst
ructi
onswer egi v
en,thesubjectwasaskedt of i
l
linthedemographi
c
detai
ls.I
twasensur edthatalli
nstr
ucti
onswerecl earl
yunder
stoodbythesubj
ect
.The
i
ntrospect
ive reportwast akenaftertheadministrat
ionwasdone.Thesubjectwas
askedtocheckwhet herhe/shelef
tanyitemsunanswer ed.

I
ntr
ospect
iveRepor
t/Ver
balr
epor
t

Thet
estwasqui
tei
nsi
ght
ful
andf
unt
odo.Thet
est
ermademef
eel
atease.

[
Youcanwr
it
ethei
ntr
ospect
iver
epor
tgi
venbyy
oursubj
ect
]

Behav
iour
alr
epor
t

Thesubjectwascalm whi
l
eanswer
ingt
hequest
ions.He/
shedi
dnott
akeal
ongt
imei
n
complet
ingthetest
.

Scor
ing

Scoringwasdoneaspert heinst
ructi
onsgiveni nt hemanual.Ther esponsesoft he
subjectwasmar ked inthe scor
ing sheetundert he t
hree di
mensi onsand act ual
response[ AR]andexpect
edresponses[ER]wer etall
iedwithoneanother .IftheERand
ARmat chedthengiven1mar kandi fi
tdoesn’tmat chthengive0mar k.Af t
erall
otti
ng
themar ks,tot
alal
lthethr
eedimensionsandinterpretthescor
esfrom ther esultsheet.

I
nter
pret
ati
on

Di
mensi
ons Tot
alScor
e Resul
t

Psy
chol
ogypr
act
ical
Page47
 CBSEPSYCHOLOGYHELPER

Soci
al

Emot
ional

Educat
ional

Sum ofal
ldi
mensi
ons:
___
___
___
___
___
___
___
___
___
___
___

Concl
usi
on

Mysubj
ecthasat
otal
scor
eof_
___suggest
inghe/
shehas_
___
___adj
ust
ment
.

Ref
erences

1.SCQManual

2.NCERTPsy
chol
ogyt
ext
book,
XII

3.Lav
ery
,B.
B.1993,
Psy
chol
ogy

Psy
chol
ogypr
act
ical
Page48
 CBSEPSYCHOLOGYHELPER

AI
SSScor
ingSheet

Emot
iona Soci
a Educat
iona
l l l

I
tem ER AR Scor I
tem ER AR Scor I
tem ER AR Scor
e
e e
No. No. No.

1 Y 2 Y 3 Y

4 Y 5 Y 6 Y

7 Y 8 Y 9 Y

10 Y 11 N 12 N

13 Y 14 Y 15 Y

16 Y 17 N 18 N

19 Y 20 N 21 Y

22 Y 23 N 24 N

Psy
chol
ogypr
act
ical
Page49
 CBSEPSYCHOLOGYHELPER

25 Y 26 N 27 Y

28 Y 29 Y 30 N

31 Y 32 N 33 N

34 Y 35 Y 36 Y

37 Y 38 N 39 Y

40 Y 41 N 42 Y

43 Y 44 N 45 Y

46 Y 47 Y 48 Y

49 Y 50 N 51 N

52 Y 53 N 54 N

55 Y 56 N 57 N

58 Y 59 N 60 N

Tota Tota Tota

l l l

Psy
chol
ogypr
act
ical
Page50
 CBSEPSYCHOLOGYHELPER

Cl
assi
fi
cat
ionofadj
ust
menti
nter
msofcat
egor
iesi
nthet
hreear
eas

Ar
ea Cat
egor
y Descr
ipt
ion Mal
e Femal
e

[
rangeof [
rangeof
scor
e] scor
e]

A Excel
lent 1&bel
ow 1&bel
ow

B Good 2-
4 2-
5

Emot
ional C Av
erage 5-
7 6-
7

D Unsat
isf
act
ory 8-
10 8-
10

E Ver
yunsat
isf
act
ory 11&abov
e 11&abov
e

A Excel
lent 2&bel
ow 2&bel
ow

B Good 3-
4 3-
4

Soci
al C Av
erage 5-
7 5-
7

D Unsat
isf
act
ory 8-
10 8-
10

E Ver
yunsat
isf
act
ory 11&abov
e 11&abov
e

A Excel
lent 2&bel
ow 2&bel
ow

B Good 3-
4 3-
4

Educat
ional C Av
erage 5-
7 5-
7

D Unsat
isf
act
ory 8-
10 8-
10

E Ver
yunsat
isf
act
ory 11&abov
e 11&abov
e

Cl
assi
fi
cat
ionofadj
ust
menti
nter
msofcat
egor
ies

Cat
egor
y Descr
ipt
ion Mal
e Femal
e

[
rangeofscor
es] [
rangeofscor
es]

A Excel
lent 5&bel
ow 5&bel
ow

Psy
chol
ogypr
act
ical
Page51
 CBSEPSYCHOLOGYHELPER

B Good 6-
12 6-
14

C Av
erage 13-
21 15-
22

D Unsat
isf
act
ory 22-
30 23-
31

E Ver
yunsat
isf
act
ory 31&abov
e 32&abov
e

Psy
chol
ogypr
act
ical
Page52
 CBSEPSYCHOLOGYHELPER

Sinha`s
Comprehensiv
eAnxietytest

Ai
m:Toassesst hel
evelofanxi
etyofthesubj
ectbyusi
ngSi
nha`
sCompr
ehensi
ve
Anxi
etyTestbyAKPSi
nhaandLNKSi nha.

Basi
cConcept
s

Anxiet
yisav ague,obj
ect
lessfearoranuneasyf eel
i
ng.Itisanappr ehensi
vef eel
ing
whichistypi
cal
lyaccompaniedbyav ar
iet
yofpsychol
ogicalf
actors,i
ncl
udingincrease
i
nhear tr
ate,
dryi
ngupofmout h,muscul
artensi
onandrapidbreat
hing.

Psy
chol
ogypr
act
ical
Page53
 CBSEPSYCHOLOGYHELPER

Thr
eeki
ndsofanxi
ety

1.Stateanxiet
y–I tdescri
bestheexper i
enceofunpl easantf eel
ingswhen
confrontedwithspeci
ficsit
uations,demandsorapar ticularobjector
event.Itari
seswhent hepersonmakesament alassessmentofsome
type oft hr
eat.When t he objectorsi tuat
ion thati s perceived as
threateni
nggoesaway ,thepersonnol ongerexperiencesanxi ety
.Thus,
i
t’sat emporar
ycondi
ti
oni nr
esponset osomeper cei
v edthreat

2.TraitAnxiety–I tarisesi nresponset oaper ceivedt hreatbuti tdif

fersin
i
tsi ntensi
ty,durati
onandt her angeofsi tuati
onsi nwhi chitoccur s.It
ref
er stot hedi f
ferencebet weenpeopl ei nter msoft hei
rtendencyt o
experiencestateanxi etyinresponsetot heanticipati
onofat hreat.People
withahi ghleveloft raitanxiet
yexperiencemor eintensedegr eesofst at
e
anxietytospeci fi
csi t
uationsthanmostpeopl edonotandexper ience
anxietytowardabr oaderr angeofsi t
uationsorobj ectsthanmostpeopl e.

3.Somat i
c anxiety–I tist he physicalsympt oms ofanxi et
y,such as
butter
fl
ies i
nt he stomach.I tis commonl ycontrasted wit
h cogni
ti
ve
anxiet
y,whi chisthement almanif est
ati
onsofanxi etyorthespecifi
c
thoughtprocessesthatoccurduri
nganxi et
y,suchasconcernorworry.

Anxi
etyi
sobser
vedt
omani
festi
tsel
fint
hef
oll
owi
ngway
s:

 Heal
th

 Ambi
ti
on

 Soci
alr
elat
ionshi
ps

 Fut
ure

 Fami
l
y

Thereareanumberofappr oacher
stost udyanxiet
y.Psy
chody
nami
cappr
oach,
KarenHorney
`sBasi
canxi
etyandbehav
iour
al appr
oach.

Psy
chody
nami
cAppr
oach

 Freudwasoneoft hepersonswhoemphasi
zedonthestudyofanxi
ety.He
beli
evedt
hatneur
oticanxi
etywast
heresul
tofaconf
li
ctbetweent
heid,ego
andsuperego.

 Theidconsi
stsofal
lbi
ologi
cal
/pr
imi
ti
vei
mpr
essi
onsbasedonpl
easur
e
pri
nci
ple.

Psy
chol
ogypr
act
ical
Page54
 CBSEPSYCHOLOGYHELPER

 Theegot akesint
oaccounttheexter
nalr eal
it
yi nt heshapeofinstinct
ive
sexualandaggr
essiv
eurgesandt hemor ali
tyrelatedtoi t
.Egobr
idgest he
gapbetweenidandt hesuperego.Anxietyint histheoryisanunpleasant
feel
ingoft
ensi
onorworryt
hatisexper
iencedbyt heper son.

 Superegoisbasedonmor
alpr
inci
pleandf
ocusesont
her
ight
/wr
ongasper
thesoci
ety
.

Kar
enHor
ney
`sBasi
cAnxi
ety

 She was one ofthe f

ew women psy
chologi
stsinthe earl
ypsy
choanal
yti
c
movementanddi sagr
eedwithFr
eudst r
onglyoverhi
sv iewsondif
fer
ences
bet
weenmenandwomen.

 Accordi
ngt oher,basicanxietycouldresul
tfrom avari
etyofthi
ngsi ncl
udi
ng
dir
ectorindi
rectdominati
on,indi
ff
erence,er
rat
icbehav
ior
,lackofr
espectfort
he
chil
d`si
ndivi
dualneeds,host
il
eatmospher eathomeandsoon.

Behav
iour
alAppr
oach

 Thisapproach beli
eves i
n way
si n whi
ch anxi
etybecomesassoci
ated wi
th
obser
vati
onandl ear
ningbymodell
i
ng.

Hi
stor
yanddescr
ipt
ion

SCATisdev
elopedbyAKPSinhaandLNKSi nhain1995.Thet
estconsi
stsof90i
tems
whichar
etobeanswer edinfi
vecategor
iesont hebasisofscoreobtai
nedonthe
ext
remel
yhi
ghanxiet
ytoext
remel
ylowanxiety.

Rel
iabi
li
ty

Testr
etestmet
hod–1

Spl
i
thal
fmet
hod–1

Pr
eli
minar
ies

Name:

Age:

Gender
:

Psy
chol
ogypr
act
ical
Page55
 CBSEPSYCHOLOGYHELPER

Qual
i
ficat
ion:

Pl
aceofconduct
ion:
Psy
chol
ogyLab

Ti
me:

Mat
eri
alsRequi
red

SCATmanual
,SCATquest
ionnai
ref
orm,
pen/
penci
l

Pr
ecaut
ions

1.Opt
imal
condi
ti
onsf
ort
est
ingwer
eensur
edbef
oret
het
estbegun

2.Ti
meofst
artandf
ini
shwer
enot
ed

3.Thet
est
ershoul
densur
ethatt
hesubj
ecti
snotf
ami
l
iarwi
tht
het
est
.

4.Subj
ectshoul
dbet
oldt
hatt
her
eisnocor
rectanswer
.

5.Subj
ectshoul
dnotski
panyi
tem

6.Subj
ectshoul
dbeassur
edofconf
ident
ial
i
tyoft
estr
esul
ts.

Rappor
tFor
mat
ion

Rapportwasestabl
ishedbetweenthesubj
ectandthetester,pr
iort
ot hetestsothat
he/shecouldf
eelcomf or
tabl
eandatease.Insuchastate,she/heshouldanswerthe
questi
onsinacalm mannerandanydoubt
sshouldbecl
earedbeforestart
ingt
hetest
.

I
nst
ruct
ions

Thef
oll
owi
ngi
nst
ruct
ionswer
egi
ven:

 I
neachi
tem t
her
ear
etwoopt
ions,
`yes`or`
no`

 Don’
tleav
eanyquest
ionandt
ryt
ocompl
eteassoonaspossi
ble.

 Ther
ear
enor
ightorwr
onganswer
s

 Givet
hef i
rstnatur
alanswerasi
tcomest
oyou.Wheni
ndoubt
,gi
vet
hebest
possi
bleanswer.

 Readt
hequest
ionscar
eful
l
yandputa`
x`f
orwhi
chev
eropt
ionsui
tsy
out
hebest
.

 Ther
eisnot
imel
i
mitf
ort
hist
est
.

Psy
chol
ogypr
act
ical
Page56
 CBSEPSYCHOLOGYHELPER

Admi
nist
rat
ion

Aft
ertheinstr
uctionsweregiv
en,t
hesubjectwasaskedt ofi
llint
hedemogr aphi
c
det
ail
s.Thesubjectwasaskedt
ocheckwhetherhe/
shel
eftanyi
temsunanswer
ed.

I
ntr
ospect
iveRepor
t/Ver
balr
epor
t

Thet
estwasqui
tei
nsi
ght
ful
andf
unt
odo.Thet
est
ermademef
eel
atease.

[
Youcanwr
it
ethei
ntr
ospect
iver
epor
tgi
venbyy
oursubj
ect
]

Behav
iour
alr
epor
t

Thesubjectwascalm whi
l
eanswer
ingt
hequest
ions.He/
shedi
dnott
akeal
ongt
imei
n
complet
ingthetest
.

Scor
ing

Scori
ngcanbedonebyhand,foranyresponsei
ndi
cat
ed`yes`scor
ewillbe1and0f
or
`no`
.Thesum ofal
lposi
ti
ver
esponseswouldbethet
otal
scoreofthesubject
.

Pages 2 3 4 Tot
al

RawScor
e

I
nter
pret
ati
on

Theaim ofadmi
nister
ingSCATwast
oassessthelev
elofanxietyofthesubj
ect.My
subj
ectscor
edatotalof__
___
_whi
chmeanshe/
shehas___
____
__ _
____
___anxi
ety
.

Concl
usi
on

Rawscor
eofmysubj
ecti
s__
_ther
efor
ehe/
shehas_
___
___
___
__anxi
ety
.

Ref
erences

1.SCATmanual

2.NCERTt
ext
book,
Psy
chol
ogy

Psy
chol
ogypr
act
ical
Page57