Week 3 Assignment

Q1. List down some intelligence tests. Write down about any one test.

A1. Some intelligence tests include- Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence
Scale for Children (WISC), Stanford-Binet Intelligence Scales, Raven's Progressive Matrices,
Woodcock-Johnson Tests of Cognitive Abilities, Cattell Culture Fair Intelligence Test, Differential
Ability Scales (DAS) and Kaufman Assessment Battery for Children (KABC).

Raven's Progressive Matrices is a non-verbal intelligence test that is widely used to assess abstract
reasoning and non-verbal problem-solving abilities.

• The test was developed by John C. Raven, and is designed to measure fluid intelligence,
which is the ability to think logically and solve novel problems independently of acquired
knowledge or specific cultural or language influences.
• Raven's Progressive Matrices consists of a series of visual patterns or matrices, each of which
has one missing element.
• Test-takers are presented with a matrix and several options for the missing piece, and they
must select the correct choice.
• The items in the test are typically organized in order of increasing difficulty.
• It comprises 60 multiple choice questions, and can be administered to both groups and
individuals ranging from 5-year-olds to the elderly.
• The test is typically administered under a time constraint, with test-takers having a fixed
amount of time to complete each set of items.

Q2. What are some features of autism? Which assessment can be used to diagnose it?

A2. Autism, or Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder characterized by a

wide range of features and symptoms. Some common features and characteristics associated with
autism are:

1. Impaired social interaction: People with autism may have difficulty in understanding and
responding to social cues, such as making eye contact, using appropriate facial expressions,
and engaging in reciprocal conversations
2. Difficulty with non-verbal communication, like gestures and body language
3. Difficulty in understanding and using abstract language, humor, or sarcasm.
4. Engaging in repetitive movements or behaviors, such as hand-flapping, rocking, or repetitive
vocalizations.
5. Focusing intensely on specific interests or topics and becoming highly knowledgeable about
them (often referred to as "special interests")
6. Heightened sensory sensitivities to sensory stimuli like bright lights, loud noises, certain
textures, or specific smells.
7. Preoccupation with details or specific parts of objects.
8. Challenges in planning, organizing, and initiating tasks.
9. Difficulty with abstract thinking and problem-solving
10. May struggle with impulse control and emotional regulation
Some tests/assessments which can diagnose ASD are Parents’ Evaluation of Developmental Status
(PEDS), Ages and Stages Questionnaire (ASQ), Modified Checklist for Autism in Toddlers (MCHAT),
Autism Diagnostic Interview-Revised (ADI-R), and Autism Diagnostic Observation Schedule (ADOS).

Q3. List down Freud’s Stages.

A3. Sigmund Freud, the founder of psychoanalysis, proposed a psychosexual theory of human
development that includes several stages. Freud’s psychosexual stages of development are:

• Oral Stage (0-1 years): In the oral stage, a child's primary source of pleasure and interaction is
the mouth.
• Anal Stage (1-3 years): The anal stage centers around the child's experience with toilet
training.
• Phallic Stage (3-6 years): The phallic stage is marked by the development of the Oedipus
complex in boys and the Electra complex in girls. Children become aware of their gender and
develop attachments to the opposite-sex parent while feeling rivalry with the same-sex
parent.
• Latency Stage (6-12 years): During the latency stage, sexual impulses are largely repressed,
and children focus on social and cognitive development.
• Genital Stage (Adolescence and Adulthood): The genital stage begins in adolescence and
continues into adulthood. It represents the maturation of sexual interests and the capacity to
engage in mature, adult sexual relationships.

Q4. How is CBT used with children? Give an example.

A4. CBT for children typically involves simplifying and using age-appropriate language and activities.

Psychoeducation using CBT principles for children involves the use of metaphors, analogies, and
visuals to help the child understand how thoughts, feelings, and behaviors are interconnected. For
example, you might use the "thoughts as clouds" metaphor, where clouds (thoughts) can come and
go in the sky (mind).

Children can be helped in identifying and labelling their emotions. Emotion cards or charts with
various facial expressions can be used to teach them how to recognize and express their feelings.

Thought identification can be used and taught to the child to identify and challenge negative or
unhelpful thoughts. If a child is afraid of going to school due to separation anxiety, they can be
helped in recognizing and challenging those thoughts like, "My mom won't come back to pick me
up."

Cognitive restructuring: includes encouraging them to think about evidence that supports or
contradicts their negative thoughts. For example, if a child thinks, "I'm terrible at math," help them
identify times when they did well in math or got help when they struggled.

Positive reinforcement, such as stickers, rewards, or praise, can be used to motivate and reinforce
desired behaviors.

Visual aids like emotion thermometers or charts can help children track and express their emotional
states.

Q5. Write down some activity-based interventions that you can use in Child Psychology.
A5. Activity-based interventions in child psychology are effective ways to engage children in
therapeutic and developmental processes. Some activity-based interventions commonly used in child
psychology are:

• Art Therapy: Using various art materials like crayons, markers, paint, and clay, children can
create artwork to express their emotions, thoughts, and experiences. Art therapy helps
children communicate and process their feelings in a non-verbal way.
• Play Therapy: Play therapy allows children to use toys, games, and activities to express
themselves and work through issues. Play therapists observe the child's play and engage in
structured or unstructured play sessions.
• Storytelling and Narrative Therapy: Encouraging children to create and share stories can help
them explore their experiences, express their feelings, and develop problem-solving skills. It
also allows for the exploration of alternative perspectives.
• Puppetry: Using puppets, children can act out situations and express their feelings through
the characters they manipulate. Puppetry can make it easier for children to address sensitive
or difficult topics.
• Music Therapy: Music therapy involves using instruments and music to help children express
themselves and work through emotional challenges. Rhythmic activities and songs can be
particularly effective in engaging children.
• Movement and Dance Therapy: Movement-based interventions encourage children to
express themselves through dance, physical activity, and body movement. These activities
can help with emotional regulation, body awareness, and self-expression.
• Journaling and Expressive Writing: Encouraging children to keep a journal or write stories,
poems, or letters can provide an outlet for self-expression and reflection.